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MAJOR TOPIC 1 – Meaning and Relevance of History

This lesson introduces the definition of history, its elements and importance. It also
includes an Introduction to Philippine Historiography, History as a Social Science and its
Relation to other Fields of Disciplines, the Sources of Historical Data, Distinction of Primary
and Secondary Sources and Historical Criticism. Studying history can provide us with insight
into our cultures of origin as well as cultures with which we might be less familiar, thereby
increasing cross-cultural awareness and understanding.
The main learning outcome enclose in this lesson is to demonstrate understanding
on the relevance of history and historiography and the application of external and internal
criticism.

INTENDED LEARNING OUTCOME

General Objective:
 Demonstrate understanding on the relevance of history and historiography and the
application of external and internal criticism

Specific Objectives:
 Determine the meaning, importance, and relevance of history;
 Differentiate internal and external criticism;
 Describe the repositories of primary resources.; and
 Evaluate primary sources for their credibility, authenticity, and provenance:

https://images.app.goo.gl/Guf2PKw8qPbeMZC98

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file:///C:/Users/pinky/Downloads/sourcesofhistory-190807064412%20(1).pdf

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An Introduction to Philippine Historiography: Sources and

Discourses

https://images.app.goo.gl/ZTR9bu4VbZpeKgnd6

Definition and Etymology of History

The source of the word History is associated with the Greek word ―historia,‖ which
means ―information‖ or ―an inquiry designed to elicit truth.‖ History has been defined
differently by various scholars. Following are the definitions indicating the meaning and
scope of History:

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Henry Johnson: https://images.app.goo.gl/Ej5rpd3GNse5BQX39

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History pertains to the study of past events. Individuals who write about history are
called historians. They seek to understand the existing by examining what went before. They
undertake arduous historical research to come up with a meaningful and organized
reconstruction of the past. But whose history are we talking about? This is a fundamental
question that a historian needs to answer because this sets the purpose and framework of a
historical account. Hence, a salient feature of historical writing is the facility to give meaning
and impart value to a particular group of people about their past. The practice of historical
inscription is called historiography. The traditional method in doing historical research
focuses on gathering documents from diverse libraries and archives to form a pool of
evidence required in making a descriptive or analytical narrative. However, modern historical
writing does not only include an examination of documents but also the use of research
methods from related areas study such as archaeology and geography.

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Elements of History

P-olitics, what government influenced society

E-conomics, where money rules and affects people. Most social classes are
grounded on money, and money is usually what causes conflict in History.
R-eligion, real influence on Europe during the 15th century. Religion is essential as it
affects one‘s beliefs and thoughts.
S-ocial, how the upper class, middle class, and low class communicate; and how
they interact with each other.
I- ntelligence and knowledge that has progressed in History.
A-rt, paintings, and pictures were produced over time.

History as a Social Science and Its Relation to other Fields of Disciplines

As a social science, History has been recognized as the study of the past. It is
distinctive because it can be almost effortlessly connected to other academic disciplines.

a. History and Political Science

A historian is concerned with the tracing of the History of the political process by
accounts of the events. But he/she has to learn the nature of essential political principles and
fundamental forms of political institution.

b. History and Economics

History is thoroughly associated with economics as the activities of man in society
are very closely related to economic matters. Thus, the historian of any period must have at
least a basic knowledge of economics. The economic History of any epoch is an essential
branch of History, and its understanding is undeniably necessary for the proper knowledge
of History of any period.

c. History and Sociology

Mutually History and sociology are concerned with the study of man in society and
differed only relating to their approach. Max Weber acknowledges the initial dependence of
sociology upon History. Although History too benefits from the interaction.

d. History and Psychology

A historian must have to display some psychological insights while analyzing the
motive and actions of men and societies. Historian work would be mere fiction unless she
uses the unearthing of modern psychology. The private life and the environment of a
historian directly bear in his decision and often import a bias to his account and renders the
much-desired objectivity impossible.

e. History and Geography

It would be dreadful to study certain branches of History without basic knowledge of
geography. Geology is one of the senses of History, the other sense being chronology. Time
and space aspects give History its correct perspective.

Primary and Secondary Sources

There are two general kinds of historical sources: primary and secondary. Primary
Sources pertains to documents, physical objects, and oral/video interpretations made by a
person or a group present at the time and place being defined. These materials provide facts
from people who witnessed the event. Secondary sources, on the one hand, are materials
made by people long after the events being described had taken place. Most historical
narratives today are reliant on documentary sources due to the plethora of written records
and the lack of archaeological records and oral/video memoirs. Although having several
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documents about an event allows for easier counterchecking of facts, history researchers
are confronted with one fundamental challenge regarding primary sources- their ability to
read and understand texts in foreign languages.

Many of our untapped archival documents here and abroad are written in Spanish.
Good knowledge of Spanish is a huge advantage. But this skill is unusual among today‘s
historians who prefer to read translations of Spanish texts such as the 55-volume. The
Philippine Islands, 1493- 1898 (1903-1909) edited by Emma Blair and James Robertson,
which is the most cited collection of primary sources about the Philippines before the advent
of the American colonial regime. The collection includes translations of portions of 16th -
century chronicles such as Antonio Pigafetta‘s Primo Viaggio intorno al mundo (1524),
Miguel Loarca‘s Relacion de las Yslas Filipinas (1582), and Juan de Plasencia‘s Relacion de
las Islas Pilipinas (1592).

Filipino historians, such as the father-daughter tandem of Gregorio Zaide and Sonio
Zaide, have also compiled and translated colonial documents. They published the 10-
volume Documentary Sources of Philippine History (1994).

Besides reading the Spanish originals documents or translated words, another

daunting task for Filipino historians is to discern the cultural context and historical value of
primary sources because most of these primary documents were written by colonialists and
reflected Western cultural frames. For example, derogatory terms used to Label Filipinos
such as ―pagan,‖ ―uncivilized,‖ ―wild,‖ and ―savage‖ abound in these colonial documents.
Uncovering myths and misconceptions about Filipino cultural identity propagated by the
Spanish and American colonizers is extra challenging for contemporary Filipino scholars.

If the critical function of primary source documents is to give facts, secondary source
documents, on the other hand, provide valuable interpretations of historical events. The
works of eminent historians such as Teodoro Agoncillo and Renato Constantino are good
examples of secondary sources. In his understanding of the Philippine Revolution, Agoncillo
divided the revolution into two phases: the first phase covers the years from the start of the
revolution in August 1896 to the flight of Emilio Aguinaldo and company to Hong Kong as a
result of the Pact of Biak-na-Bato, while the second phase spans from Aguinaldo‘s return to
Manila from Hong Kong until his surrender to the Americans in March 1901.

However, Constantino refuted Agoncillo‘s leader-centric scheme of dividing the

revolution into two phases by stressing that Agoncillo‘s viewpoint implied that the revolution
came to a halt when Aguinaldo left the country. Constantino disputed the soundness of
Agoncillo‘s two-phase scheme by asserting that the war of independence continued even
without Aguinaldo‘s presence in the country.

Aside from the issue of the Philippine Revolution, there are other contending issues
in Philippine History, such as the site of the earliest Christian mass in the country and the
question of who deserves to be named a national hero. By and large, interpretations serve
as tools of discernment for readers of historical sources. Still, they should be cautious of
frames of analysis used for biased, discriminatory, and self-serving ends.

Sources of Historical Data

a. Published Documents-created for large spectators and were generally distributed. (i.e.,
newspapers, pamphlets, books, magazines, government documents, posters, laws, and
court decisions)

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b. Unpublished Documents-personal in nature and may be tough to find because of few

copies present. (i.e., journals, diaries, school report cards, and business ledgers)

c. Oral Traditions/Oral Histories-provide another way to learn about the past from people
with firsthand knowledge of historical events.

d. Visual Documents And Articles- include photographs, films, paintings, and other types
of works. Visual documents usually capture moments in time.

Distinction Of Primary And Secondary Sources

Primary Sources are those sources created simultaneously as the incident, period,
or subject being studied. It comprises original information that is not derived from
interpretation, summarizing, or analyzing someone else‘s work. Furthermore, they are first-
hand and not inferred by anybody else. They offer a personal point of view and are produced
by a witnesses of, or participants in, an event. Examples of these are diaries, letters and
official records.

Secondary Sources are those sources, which were formed/created by an author

who used primary sources to produce the material. In other words, secondary sources are
historical sources, which studied a specific historical subject. Examples are a biography of a
famous person or a documentary about a historic event, a book that introduces a theorist‘s
work or critiques, or an article that reviews research in a particular area and summarizes the
key findings.

Other methods also used are as follows:

a. Positivism – emphasizes the mantra ―no document, no history,‖ where historian was
required to show written primary documents to write a particular historical narrative.

b. Postcolonialism - emerged in the twentieth century when previously colonized nations

grappled with the idea of creating their identities and understanding their societies alongside
the shadows of their colonial past.

c. Annales School of Thought – challenged the canons of History, stating that History
should not only be concerned with states and monarchs.

d. Pantayong Pananaw (for us-from us perspective) – highlights the importance of

facilitating an internal conversation and discourse among Filipinos about our History, utilizing
the language understood by everyone.

Historical Criticism

Many documents have primary and secondary segments. For instance, examining a
newspaper as a historical source entails a discerning mind identifying its primary and
secondary components. A news item written by a witness of an event is considered as a
primary source, while a feature article is usually regarded as secondary material. Similarly, a
book published a long time ago does not necessarily render it as a primary source. It
requires a careful reading of the document to know its origin.

To ascertain the authenticity and reliability of primary sources to be used in crafting a

narrative, a historian needs to employ two levels of historical criticism, namely, external
criticism and internal criticism. External criticism answers concerns and questions pertinent
to the authenticity of a historical source by identifying that composed the recorded material,

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locating when and where the recorded material was produced and establishing the material‘s
evidential value.

Internal criticism, on the other hand, deals with the credibility and reliability of the
content of a given historical source. This kind of criticism focuses on understanding the
substance and message that the historical materials want to convey by examining how the
author frames the intent and meaning of composed material.

Locating Primary Sources

There are substantial primary sources about the Philippines here and abroad. In the
country, government institutions such as the National Library and the National Archives are
significant repositories of documentary sources.

The National Library has complete microfilm copies of the Philippine Revolutionary
Records (1896-1901), a compilation of captured documents of Emilio Aguinaldo‘s
revolutionary government, and Historical Data Papers (1952-1953), a collection of ―history
and cultural life‖ of all towns in the country spearheaded by public school teachers during
President Elpidio Quirino‘s term. The Manuscript‘s Section of the National Library‘s
Filipiniana Division contains the presidential papers of different administrations from Manuel
Quezon to Joseph Ejercito. Search aids such as the ―Checklist of Rare Filipiniana Serials
(1811-1914),‖ ―Filipiniana Serials in Microfilm,‖ and several registers of Philippine
presidential papers are provided for a faster and easier way to look for historical materials.

The National Archives, on the other hand, holds a substantial collection of cataloged
and uncatalogued Spanish documents about the Philippines composed from 1552 to 1900.
These consist of 432 document categories such as Administration Central de Rentas y
Propiedades (Central Administration of Rentals and Properties), Administration de Hacienda
Publica (Administration of Public Finance), Aduana de Manila (Customs Office of Manila),
Almacenes Generales (General Stores), Asuntos Criminales (Criminal matters),
Ayuntamiento de Manila (Town Council of Manila), Colera (Cholera), Padron General de
Chinos (General register of Chinese), and Presos (Prisoners). For local historians, valuable
materials from the National Archives include Cabezas de Barangay (Heads of Barangay),
Ereccion de Los Pueblos (Establishment of Towns), Guia Oficial (Official Guide), and
Memorias (Official Reports of Provincial Governors), Aside from Spanish sources, the
National Archives is also the repository of 20th -century documents such as civil records,
notarial documents, and Japanese wartime crime records. There are also some sources
written in Tagalog, such as the documents pertinent to Apolinario de la Cruz, the leader of
the Coonfradia de San Jose in the 19th century.

Academic institutions such as the University of the Philippines in Diliman, Ateneo de

Manila University in Quezon City, the University of Santos Tomas in Manila, Silliman
University in Dumaguete City, and the University of San Carlos in Cebu City also have a
substantial library and archival holdings. The Media Services Section of the UP Main Library
has microfilm copies of Philippine Radical Papers, a compilation of documents relevant to
the Partido Komunista ng Pilipinas (PKP) and its allied organizations as well a People‘s
Court Proceedings, a collection of court proceedings against Filipino leaders who corporate
with the Japanese during their short-lived occupation. The Ateneo de Manila‘s Rizal Library
houses the American Historical Collection that consists of vital documents relevant to the
American experience such as the Reports of the Philippine Commission (1901-1909),
Annual Reports of the Governors-General of the Philippine Islands (1916-1935), and records
of the Philippine legislature from 1907 to 1934.

Privately owned museums and archives, such as the Ayala Museum in Makati and
Lopez Museum in Pasig City, also have considerable historical resources. Religious
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congregations such as the Augustinians, Dominicans, Jesuits, and Recollects also have
extensive archival holdings that remain untapped.

Outside the Philippines, there are several documents about the country found in
Spain and the United States. The bulk of Spanish papers are located at the Archivo General
de Indias in Sevilla, Spain. Important American sources are available at the Manuscript
Division of the United States Library of Congress, Harvard University‘s Houghton Library,
United States National Archives, and the University of Michigan‘s Bentley Historical Library.

In this age of the Internet, there are open access online archives on Filipino history
and culture, such as the extensive digital Filipiniana collection of the University of Michigan,
which consists of manuscripts and photographs of the early part 20th century Philippines.
Another rich online source of primary documents is the University of Illinois at Chicago Field
Museum. It houses the extensive photographic collection of Dean Worcester, the secretary
of Interior of the American colonial government in the country from 1901 to 1913.

Importance of Studying History

In 1998, an article entitled "Why Study History?" Peter Stearns made the following
observations:

He also added the following importances of History:

a. History helps us understand people and societies.
b. History helps us appreciate change and how the society we live in came to be.
c. History contributes to moral understanding.
d. History provides identity.
e. Studying History is essential for good citizenship

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Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

Essay

Essay Questions:

1. Why do we need to internalized Philippine history?

2. What are the characteristics of primary sources?

3. Why do we have to understand the difference between internal and external

criticism?

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Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

Reaction Paper

React to the Statement:

1. History is not only useful; it is also essential.

___________________________________________________________________
___________________________________________________________________
_________________________

2. All people are living histories.

___________________________________________________________________
___________________________________________________________________
_________________________

3. History is inescapable.
___________________________________________________________________
___________________________________________________________________
_________________________

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Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

Reaction Paper

Brush Up

Differentiate the following terms and give examples to support your answer.

1. Primary sources vs. Secondary Sources

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________

2. Archives vs. Museums

___________________________________________________________________
___________________________________________________________________
______________________________________________________________

3. Internal criticism vs. External Criticism

___________________________________________________________________
___________________________________________________________________
______________________________________________________________

Sharpen your mind

1. Get or produce the following data and information. Print and place them in a folder.
a. History of your school/college/university.
b. History of your city/municipality.
1. Location
2. Mission, vision, and objectives
3. Name of officers and their respective positions
4. Primary sources and/or secondary sources kept or displayed
5. Photos

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MAJOR TOPIC 2 – CONTENT AND CONTEXTUAL ANALYSIS

OF SELECTED SOURCES IN PHILIPPINE HISTORY
This chapter presents the interpretation of historical events using primary resources
and examination of author‘s background, main argument, and point of View. It also highlights
the distinction between content and contextual analysis of selected sources in Philippine
history. The historian‘s primary tool of understanding and interpreting the past is the
historical sources. Historical sources ascertain historical facts. Such facts are then analyzed
and interpreted by the historian to weave historical narrative. Specifically, historians who
study certain historical subjects and events need to make use of various primary sources to
weave the narrative.

Its primary learning output is to demonstrate proficiency in content and contextual

analysis.

INTENDED LEARNING OUTCOME

General Objective:
 Demonstrate proficiency in content and contextual analysis

Specific Objectives:
 Analyze the context, content, and perspective of different kinds of primary sources;
 Identify its historical viewpoint of text; and,
 Examine the author's main argument and point of view.

Interpretation of Historical Events Using Primary Resources

Primary sources offer compelling, direct proof of human activity. Users who come across
primary sources gain a unique standpoint on the subject they are studying and a chance to
learn firsthand how primary sources are used for innovative research. As users learn to
engage with primary sources effectively, they also gain essential skills that help them
circumnavigate the use of other data sources and further cultivate their critical thinking
abilities. Primary sources can also be stimulating to those who use them. The organizations
of primary sources may be exceptional and unfamiliar. They necessitate crucial analysis due
to their creators‘ intents and biases; the diversity of contexts in which they have been
created, conserved, and made accessibly; and the gaps, absences, and silences that may
occur in the materials.

Primary sources are materials in diverse formats that serve as original proof recording a
period, a work, an event, people, or ideas. Primary source literacy is the mixture of
knowledge, skills, and abilities essential to effectively discover, interpret, evaluate, and
ethically use primary sources within explicit disciplinary settings, to create a new experience
or revise existing understandings.

This meaning of primary source literacy, and the vision for this document, is purposely
broad. Describing the terms primary source literacy, primary source, or even source, is
inherently challenging. The notion of what makes a source ―primary‖ depends on the
research question at hand, differs based on the discipline, rests on the interplay with
secondary sources, and is subject to the different interpretive courses researchers bring to
their projects. Research questions can cultivate out of encounters with primary sources, or
primary sources can be used to polish or answer questions previously established. Primary
basis literacy is not a binary state but relatively exists across a range. Also, instructors who
teach these skills may be simultaneously concerned with carrying the excitement of research
with primary sources, or offering students an unforgettable or transformative experience

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while using such sources. Although essential goals, these are mental qualities that repel
assessment and are not openly covered as part of these guidelines.

Primary source literacy interconnects with other ―literacies,‖ as well as visual literacy,
information literacy, digital literacy, and concepts like collective memory, cultural heritage,
and individual/cultural standpoints. Consequently, operators of primary sources, and those
who hunt to guide them in the process, are not working in segregation from other skills and
disciplines.
Examination of Author’s Background, Main Argument, and Point of View

The following can be done to examine the author‘s background, main argument, and
point of view:

1. Conceptualize
a. Differentiate primary from secondary sources for a given research inquiry. Exhibit an
understanding of the interrelatedness of primary and secondary sources for study.
b. Articulate what might help as primary sources for a precise research project
c. Draw on primary sources to produce and polish research queries.
d. Recognize that research is an iterative process and that as primary sources are found
and analyzed, the research question(s) may change.

2. Find and Access

a. Recognize the probable locations of primary sources.
b. Use suitable, efficient, and effective search strategies to find primary sources. Be
acquainted with the most common ways primary sources are described, such as catalog
records and archival finding aids.
c. Decide between catalogs, databases, and other online resources that cover
information about sources, versus those that comprise digital versions, originals, or copies of
the sources themselves.
d. Recognize that historical records may never have existed, may not have survived, or
may not be collected and/or publicly accessible. Existing records may have been shaped by
the selectivity and mediation of individuals such as collectors, archivists, librarians, donors,
and/or publishers, potentially limiting the sources available for research.
e. Recognize and understand the policies and procedures that affect contact to primary
sources, and that these differ across repositories, databases, and collections.

3. Read, Understand, and Summarize

a. Scrutinize a primary source, which may necessitate the ability to read a particular
script, font, or language, to understand or operate a specific technology, or to comprehend
vocabulary, syntax, and communication norms of the period and location where the source
was produced.
b. Recognize and communicate information found in primary sources, including
summarizing the content of the source and identifying and reporting key components such
as how it was created, by whom, when, and what it is.
c. Understand that a primary source may exist in various iterations, together with
excerpts, transcriptions, and translations, due to publication, copying, and other
transformations.

4. Interpret, Analyze, and Evaluate

a. Assess the suitability of a primary source for meeting the goals of specific research or
creative project.

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b. Critically evaluate the perspective of the creator(s) of a primary source, including tone,
subjectivity, and biases, and consider how these relate to the original purpose(s) and
audience(s) of the source.
c. Situate a primary source in context by applying knowledge about the time and culture
in which it was created; the author or creator; its format, genre, publication history; or related
materials in a collection.
d. As part of the analysis of available resources, identify, interrogate, and consider the
reasons for silences, gaps, contradictions, or evidence of power relationships in the
documentary record framework of an academic discipline or area of study impact the
research process.
e. Factor physical and material elements into the interpretation of primary sources,
including the association between container (binding, media, or overall physical attributes)
and informational content, and the relationship of sources to physical or digital copies of
those sources.
f. Exhibit historical understanding, curiosity about the past, and indebtedness for
historical references and historical actors.

5. Use and Incorporate

a. Scrutinize and synthesize a diversity of sources to construct, support, or dispute a
research argument.
b. Use primary sources in a manner that respects privacy rights and cultural contexts.
c. Cite primary sources following appropriate citation style guidelines or according to
repository practice and preferences (when possible).
d. Adhere to copyright and privacy laws when incorporating primary source information in
a research or creative project.

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History of the Philippine Islands An Excerpt from the Original Work of

Antonio De Morga (Chapter 8)

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Source: De Morga, Antonio. History of the Philippine islands: From their discovery by
Magellan in 1521 to the beginning of the XVII Century, Japan, China, and adjacent
countries. Translated by Blair and Robertson. Ohio: The Arthur and Clark Company. 1907.

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Act of Declaration of Philippine Independence

Written and Read by Ambrosio Rianzares Bautista on June 12, 1898 at Cavite del Viejo
(Kawit)

Source: ―Declaration of Philippine Independence.‖ In The Laws of the First Philippine

Republic (The Laws of Malolos), edited by Sulpicio Guevara, 203-206. Manila: National
Historical Commission, 1972.

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OVERVIEW

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Pag-ibig sa Tinubuang Lupa

Andres Bonifacio

1
Aling pagi-big pa ang hihigit kaya
Sa pagkadalisay at pagkadakila
Gaya ng pag-ibig sa tinub’ang lupa?
Aling pag-big pa? Wala na nga, wala.

2
Ulit-ulitin mang basahin ng isip
At isa-isahing talastasing pilit
Ang salita’y buhay na limbag at titik
Ng sakatauhan ito’y namamasid
3
Banal na Pag-ibig! Pag ikaw ang nukal
Sa tapat na puso ng sino’t alinman,
Imbi’t taong-gubat, maralita’t mangmang,
Nagiging dakila at iginagalang

4
Pagpupuring lubos ang palaging hangad
Sa bayan ng taong may dangal na ingat;
Umawit, tumula, kumanta’t sumulat,
Kalakhan din niya’y isinisiwalat.

5
Walang mahalagang hindi inihandog
Ng may pusong mahal sa Bayang nagkupkop:
Dugo, yaman, dunong, katiisa’t pagod,
Buhay ma’y abuting magkalagot-lagot.

6
Bakit? Alin ito na sakdal nang laki
Na hinahandugan ng buong pagkasi?
Na sa lalong mahal nakapangyayari
At ginugulan ng buhay na awit?

7
Ay! Ito’y ang Inang Bayang tinubuan,
Siya’y ina’t tangi na kinamulatan
Ng kawili-wiling liwanag ng araw
Na nagbigay-init sa lunong katawan.

8
Sa kaniya’y utang ang unang pagtanggap
Ng simoy ng hanging nagbibigay-lunas
Sa inis na puso na sisinghap-singhap
Sa balong malalim ng siphayo’t hirap

9
Kalakip din nito’y pag-ibig sa Bayan
Ang lahat ng lalong sa gunita’y mahal
Mula sa masaya’t gasong kasanggulan
Hanggang sa katawa’y mapasalibingan.
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10
Ang nangakaraang panahon ng aliw,
Ang inaasahang araaw na darating
Ng pagkatimawa ng mga alipin,
Liban pa sa Bayan saan tatanghalin?

11
At ang baling kahoy at ang baling sanga
Ng parang n’ya’t gubat na kaaya-aya,
Sukat ang makita’t sasaalaala
Ang ina’t ang giliw, lmipas na saya.

12
Tubig n’yang malinaw na anaki’y bugbog,
Bukal sa batis ang nagkalat sa bundok,
Malambot na huni ng matuling agos,
Na nakakaaliw sa pusong may lungkot.

13
Sa aba ng abang mawalay sa Bayan!
Gunita ma’y lagging sakbibi ng lumbay,
Walang alaala’t inaasam-asam
Kundi ang makita’y lupang tinubuan.

14
Pati ng magdusa’t sampung kamatayan
Wari ay masarap kung dahil sa Bayan
At lalong magirap, O! himalang bagay,
Lalong pag-irog pa ang kanya’y alay.

15
Kung ang baying ito’y nasasapanganib
At siya dapat na ipatangkilik,
Ang anak, asawa, magulang, kapatid
Isang tawag niya’y tatalikdang pilit.

16
Dapwat kung ang bayan ng Katagaligan
Ay nilapastangan at niyuyurakan
Katuwiran, puri niya’t kamahalan
Ng sama ng lilong taga-ibang bayan.

17
Di gaano kaya nag paghihinagpis
Ng pusong Tagalog sa puring nilait?
Aling kalooban na lalong tahimik
Ang di pupukawin sa paghihimagsik?

18
Saan magbubuhat ang paghinay-hinay
Sa paghihiganti’t gumgol ng buhay
Kung wa ding iba na kasasadlakan
Kundi ang lugami sa kaalipinan?

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Kalinga State University
DEPARTMENT OF SOCIAL SCIENCES

19
Kung ang pagkabaom n’ya’t pagkabusabus
Sa lusak ng saya’t tunay na pag-ayop,
Supil ng paghampas, tanikalang gapos
At luha na lamangn ang pinaaagos?

20
Sa kaniyang anyo’y sino ang tutnghay
Na di aakayin s agawang magdamdam?
Pusong naglilipak sa pagkasukaban
Ang hindi gumugol ng dugo at buhay.

21
Mangyayari kaya na ito’y masulyap
Ng mga Tagalog at hindi lumngap
Sa naghihingalong Inang nasa yapak
Ng kasuklam-suklam sa Kastilang hamak?

22
Nasaan ang mga dangal ng mga Tagalog?
Nasaan ang dugong dapat na ibuhos?
Baya’y inaapi, bakit di kumilos
At natitilihang ito’y mapanuod?

23
Hayo na nga kayo, kayong nangabuhay
Sa pag-asang lubos na kaginhawaan
At walang tinamo kundi kapaitan
Hayo na’t ibigin ang naabang Bayan.

24
Kayong natuy’an na sa kapapasakit
Ng dakilang hangad sa batis ng dibdib,
Muling pabalung’t tunay na pag-ibig
Kusang ibulalas sa Bayng piniit.

25
Kayong nalagasan n g bunga’t bulaklak,
Kahoy nyaring buhay na nilanta’t sukat
Ng bala-balaki’t makapal na hirap,
Muling manariwa’t sa Baya’y lumiyag.

26
Kayong mga pusong kusang napapagal
Ng daya at bagsik ng ganid na asal,
Ngayon ay magbango’t Bayan ay itanghal
Agawin sa kuko ng mga sukaban.

27
Kayong mga dukhang walang tanging lasap
Kundi ang mabuhay sa dalita’t hirap,
Ampunin ang Bayan kung nasa ay lunas
Pagkat ang ginhawa niya ay sa lahat.

28
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Kalinga State University
DEPARTMENT OF SOCIAL SCIENCES

Ipghandog-handog ang buong pag-ibig

At hanggang may dugo’y ubusang itigis
Kung sa pagtatanggol, buhay ay mapatid
Ito’y kapalaran at tunay na langit.

Source: Andres Bonifacio, ―Pag-ibig sa Tinubuang Lupa,‖ on Teodoro A. Agoncillo, The

Writings and Trial of Bonifacio, 1963.

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Kalinga State University
DEPARTMENT OF SOCIAL SCIENCES

While Bonifacio was the supremo of Katipunan, it was Emilio Jacinto who laid the
values that every Katipunero had to carry with them at all times. Below is Jacinto‘s ―Teaching
of the Katipunan‖ or sometimes called ―Kartilla.”

Mga Aral ng Katipunan

Emilio Jacinto

1
Ang kabuhayang hindi ginugol sa isang malaki at banal na kadahilanan ay kahoy na
walang lihim, kundi man damong makamandag.

2
Nag gawang na magaling na nagbubuhat sa pagpipita sa sarili, at hidi s atalagang
nasang gumawa ng kalingan, ay di kabaitan.

3
Ang tunay na kabanalan ay ang pagkakawanggawa, ang pag-ibig sa kapwa, at ang
isukat ang bawat kilos, gawa’t pangungusap sa talagang Katuiran.

4
Maitim man at maputi ang kulay ng balat, lahat ng tao’y magkakapantay;
mangyayaring ang isa’y higtan s adunong, sa yaman, sa ganda, ngunit di mahihigitan s
apagkatao.

5
Ang may mataas na kalooban, inuuna nag puri kaysa pagpipita sa sarili; ang may
hamak na kalooban, inuuna ang pagpipita sa sarili kaysa puri.

6
Sa taong may h iya, salita’y panunumpa.

7
Huwag mong sasayangin ang panahon: ang yamang mawawala’y mangyayaring
magbalik; ngunit panahong nagdaan na’y di namuli pang magdaan.

8
Ipagtanggol mo ang inaapi, at kabakahin ang umaapi.

9
Ang taong matalino’y ang may pag-iingat sa bawa sasabihin; at matutong ipaglihim
ang dapat ipaglihim.

10
Sa daang matinik ng buhay, lalaki ay isang patnugot ng asawa’t mga anak; kung ang
umaakay ay tungo sa sama, ang patutunguhan ng inaakay ay kasamaan din.

11
Ang babae ay huway mong tignang isang bagay na libangan lamang, kundi isang
katuang at karamay sa mga kahirapan nitong buhay; gamitan mo nang buong pagpipitagan
ang kanyang kahinaan, at alalahanin ang inang pinagbubuhat’t nagiwi sa iyong
kasanggulan.

12

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DEPARTMENT OF SOCIAL SCIENCES

Ang di mo ibig gawin sa asawa mo, anak at kapatid ay huwag mong gagawin sa
asawa, anak, at kapatid ng iba.

13
Ang kamahalan ng tao’y wala sa pagkahari, wala sa tangos ng ilong at puti ng
mukha, wala sa pagkaparing kahalili ng Diyos, wala sa mataas na kalagayan sa balat ng
lupa: wagas at tunay na mahal na tao, kahit laking gubat at walang nababatid kundi sariling
wika, yaong may magandang asal, may isang pangungusap, may dangal at puri, yaong di
nagpaaapi’t di nakikiapi; yaong marunong magdamdam at marunong lumingap sa baying
tinubuan.

14
Paglaganap ng mga aral na ito, at maningning na sisikat ang araw ng mahal na
kalayaan ditto sa kaaba-abang Sangkapuluan at sabungan ng matamis niyang liwanag ang
nangagkaisang magkakalahati’t magkakapatid, ng liwanag ng walang katapusan, ang mga
ginugol na buhay, pagod, at mga tiniis na kahirapa’y labis ngng matutumbasan.

Source: Emilio Jacinto, ―Mga Aral ng Katipunan,‖ on Jim Richardson, The Light of
Liberty: Documents and Studies of the Katipunan, 1892-1897, 2013.

Though Bonifacio and Jacinto did not see the fruits of their struggles, on June 12,
1898, Emilio Aguinaldo, along with the generals of the revolution, declared the
independence of the Philippines in Kawit, Cavite.

―And having the witness to the rectitude of our intentions, the Supreme Judge of the
Universe, and under the protection of the Powerful and Humanitarian Nation, the
United States of America, we do hereby proclaim and declare solemnly in the name
and by authority of the people of these Philippine Islands.

That they are and have the right to be free and independent; that they have ceased
to have any allegiance to the Crown of Spain; that all political ties between them are
and should be completely severed and annulled; and that, like other free and
independent States, they have enjoyed the full power to make War and Peace,
conclude commercial treaties, enter into alliances, regulate commerce, and do all
other acts and things which and Independent State has a right to do…

And, lastly, it was resolved unanimously that this Nation, already free and
independent as of this day, must use the same flag which up to now being used,
whose design and colors are found described in the attached drawing, the white
triangle signifying the distinctive emblem of the famous Society of the ‘Katipunan’
which by means of its blood compact inspired the masses to rise in revolution; the
three stars, signifying the three principal Islands of this Archipelago-Luzon, Mindanao
and Panay where this revolutionary movement started; the sun representing the
gigantic steps made by the sons of the country along the path of Progress and
Civilization; the eight rays, signifying the eight provinces- Manila, Cavite, Bulacan,
Panmpanga, Nueva Ecija, Bataan, Laguna, and Batangas-which declared
themselves in a state of war as soon as the first revolt was initiated; and the colors of
Blue, Red, and White, commemorating the flag of the United States of North
America, as a manifestation of our profound gratitude towards this Great Nation for
its disinterested protection which it lent us and continues lending us.”

Source: Declaration of Philippine Independence, 12, Hunyo 1898, on National

Historical Institute, Documents of the 1898 Declaration of Philippine Independence,
1997.

29 | P a g e
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DEPARTMENT OF SOCIAL SCIENCES

First Voyage Around the World by Magellan (Antonio Pigafetta)

30 | P a g e
Kalinga State University
DEPARTMENT OF SOCIAL SCIENCES

31 | P a g e
Kalinga State University
DEPARTMENT OF SOCIAL SCIENCES

32 | P a g e
Kalinga State University
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33 | P a g e
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Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

Essay Activity

Empower Yourself

1. Differentiate Contextual Analysis from Content Analysis

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________

2. What is the main purpose of examining or evaluating primary sources?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________

3. As a history student, why is it important to read primary sources than secondary

sources? Support your answer.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________

34 | P a g e
Kalinga State University
DEPARTMENT OF SOCIAL SCIENCES

Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

A. TRUE OR FALSE. On the space provided, write the letter T if the statement is
correct and F it is incorrect.
________ 1. Reading primary sources requires you to use imagination.

________ 2. There is no better way to understand events in the past than by examining
sources from people who read it.

________ 3. Primary sources represent unfiltered records of the past.

________ 4. Everybody can be historian.

________ 5. Bias refers to the belief that something is better than the other.

________ 6. In context, you must understand what is going on in the world, country, region,
or locality when the document is created.

________ 7. Citation helps you determine the contributions of the primary source to our
understanding of history.

________ 8. The textual nature of your source is important and powerful if you are dealing
with a source.

_________ 9. To analyze a primary source, you need information about two things: the
place and era from which it came.

________ 10. Symbols do not affect the overall idea of the source.

B. ENUMERATION. Cite the 6 C‘s of analyzing primary sources and explain them
briefly.
1.

2.

3.

4.

5.

6.

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Kalinga State University
DEPARTMENT OF SOCIAL SCIENCES

Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

Primary Sources: An Analysis

Paste or mount inside the box the images of three primary sources using contextual,
content analysis, and purpose or point of view of the author. Briefly describe the pictures.

Contextual Analysis

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

Content Analysis

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

36 | P a g e
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DEPARTMENT OF SOCIAL SCIENCES

Point of View of the Author

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

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Kalinga State University
DEPARTMENT OF SOCIAL SCIENCES

Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

Reaction Paper: History of the Philippine Islands An Excerpt from the Original Work of
Antonio De Morga (Chapter 8)

Requirements:
1. Based on your critical analysis of the above description of Antonio de Morga about
the early inhabitants of the then called Philippine islands, draw some points which
you do not agree about the Filipino people before the Spanish colonization. Provide
evidence of your argument.

2. Do you think some of the observed characteristics of culture and practices of the
early Filipinos still exist nowadays? Give examples, if there is. Justify if there is none.

38 | P a g e
Kalinga State University
DEPARTMENT OF SOCIAL SCIENCES

Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

Essay Paper: Act of Declaration of Philippine Independence

Requirements:

1. What does the document want to convey?

2. How did the revolutionaries regard Aguinaldo based on the document?

3. According to the document, what do the symbols in the Philippine flag represent?

4. How did the Filipinos regard the United States according to the document?

5. What is the importance of this document in the history of our country?

39 | P a g e
Kalinga State University
DEPARTMENT OF SOCIAL SCIENCES

Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________
ABSTRACTION

Based on your readings about the social classes among the Tagalogs, answer the
questions on the table.

CONTENT CREATOR
What is the main idea? Who creates the group?

_______________________________________ ________________________________
__ _
_______________________________________ ________________________________
__ _
_______________________________________ ________________________________
__ _
_______________________________________ ________________________________
__ _
_______________________________________ ________________________________
__ _

CONTEXT CONNECTION
What is going on when the source is created? What is your prior knowledge and your
newly acquired knowledge?
_______________________________________ ________________________________
__ _
_______________________________________ ________________________________
__ _
_______________________________________ ________________________________
__ _
_______________________________________ ________________________________
__ _
_______________________________________ ________________________________
__ _

COMMUNICATION CONCLUSION
Is the source reliable? How does the source contribute to your
understanding of the past?
_______________________________________ ________________________________
__ _
_______________________________________ ________________________________
__ _
_______________________________________ ________________________________
__ _
_______________________________________ ________________________________
__ _
_______________________________________ ________________________________
__ _

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Kalinga State University
DEPARTMENT OF SOCIAL SCIENCES

APPLICATION

To enrich your skills, engage in the following:

1. Draw the native settlement based on the report of Domingo de Salazar and compare
it with your settlement plan.
A. Do they share similarities? If yes, cite them. If no, why?
B. In drawing your settlement plan, what factors did you consider?
C. Is your settlement plan practical?
2. Fill out the table to compare the point of view of the authors of the primary sources.
3. Discuss the importance of the text, the author‘s background, the context of the
document, and its contribution to understanding Philippine history.
CRITERIA POINT OF VIEW
Pag-ibig sa Mga Aral ng Declaration of
Tinubuang Lupa Katipunan Philippine
Independence

Speaker

Occasion

Audience

Purpose

Subject

Tone

41 | P a g e
Kalinga State University
DEPARTMENT OF SOCIAL SCIENCES

Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

“First Voyage Around the World by Magellan (Antonio Pigafetta)”

Requirements:
1. Give a short backgrounder on the events that led to the expedition of Magellan.

2. Explain the concept of Post-colonialism.

42 | P a g e
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DEPARTMENT OF SOCIAL SCIENCES

MAJOR TOPIC 3 – CONTROVERSIES AND CONFLICTING

ISSUES IN PHILIPPINE HISTORY
This chapter endeavors to dissect the issues surrounding historical interpretation – how
a single record of the past can be interpreted in multiple ways and the challenges it poses to
the students of history.

INTENDED LEARNING OUTCOME

General Objective:
 Solve controversies and conflicting views in Philippine History applying content and
contextual analysis.

Specific Objectives:
 Analyze the authenticity of the primary and secondary sources,
 Interpret historical events using primary sources
 Identify the advantages and disadvantages of employing critical tools
interpreting historical events through primary sources
 Demonstrate the ability to formulate arguments in favour or against a particular
issue using primary sources
 Recognize the multiplicity of interpretation that can be read from a historical
text
 React and reflect on controversial issues and conflicting views concerning
historical events

Making Sense of the Past: Historical Interpretation

History is the study of the past, but a more modern description is focused on how it
impacts the present through its consequences. Geoffrey Barraclough describes history as
―the attempt to discover, based on fragmentary evidence, the significant things about the
past.‖ He also notes, "the history we read, though based on facts, is strictly speaking, not
factual at all, but a series of accepted judgments." Such conclusions of historians on how
the past should be seen make the foundation of historical interpretation.

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Historians utilize facts collected from primary sources of history and then draw their
reading so that their intended audience may understand the historical event, a process that,
in essence, "makes sense of the past." The premise is that not all primary sources are
accessible to a general audience. Without proper training and background, a non-historian
interpreting a primary source may do more harm than good—a primary source may even
cause misunderstandings; sometimes, even resulting in more problems.
Interpretations of the past, therefore, vary according to who reads the primary
source, when it was read, and how it was read. As students of history, we must be well
equipped to recognize different types of interpretations, why these may differ with each
other, and how to critically sift these interpretations through historical evaluation.
Interpretations of historical events change over time; thus, it is an important skill for a student
of history to track these changes to understand the past.

Many of the things we admit as "true" about the past might not be the case anymore;
just because these were taught to us as -facts" when we were younger does not mean that it
is set in stone—history is, after all, a construct. And as a construct, it is open for
interpretation. There might be conflicting, competing accounts of the past that need one's
attention, and can impact the way we view our country's history and identity. It is essential,
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DEPARTMENT OF SOCIAL SCIENCES

therefore, to subject to evaluation not only the primary source but also the historical
interpretation of the same, to ensure that the current interpretation is reliable to support our
acceptance of events in the past.

Multiperspectivity

With numerous possibilities of interpreting the past, another significant concept that
we must note is multiperspectivity. This can be defined as seeing historical events,
personalities, improvements, cultures, and societies from various perspectives. This
indicates that there are many ways by which we can vision the world, and each could be
equally valid and simultaneously partial as well. Historical is, by definition, subjective, partial,
and contains preconceptions. The historian agrees on what sources to use, what
interpretation to make more apparent, depending on what his end is. Historians may
misinterpret evidence, attending to those that suggest that a specific event happened, and
then ignore the rest that goes against the evidence. Historians may omit facts about their
subject, which makes the interpretation unbalanced. Historians may enforce a specific
ideology to their issue, which may not suit the period the subject was from. Historians may
also offer a single cause for an event without considering other possible causal explanations
of said event. These are just many ways a historian may fail in his historical inference,
description, and interpretation. With multiperspectivity as an approach in history, we must
understand that historical interpretations contain discrepancies, contradictions, ambiguities,
and are often the focus of dissent.
Exploring multiple perspectives in history requires incorporating source materials that
reflect different views of an event in history because singular historical narratives do not
provide space to inquire and investigate. Various sources that counter each other may
create space for more investigation and research while providing more evidence for those
truths that these sources agree on.
Different sources also provide other historical truths—an official document may note
the various aspects of the past than, say, a memoir of an ordinary person on the same
event. Different historical agents create other historical truths, and while this may be a
burdensome work for the historian, it also renders more validity to the historical scholarship.
Taking these in close regard in the reading of historical interpretations, it provides for
the audience a more complex, but also a more complete and richer understanding of the
past.

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Jose Rizal’s Retraction Controversy

The Cuerpo de Vigilancia Version

Retraction—the act of taking back an offer or statement, or admitting that the previous
statement was false (dictionary.cambridge.org)

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Source: Escalante, R. (2019). Did Jose Rizal die a catholic? Revisiting Rizal‘s last 24 hours
using spy reports. Southeast Asian Studies Vol. 3, No. 3. DOI: 10.20495/seas.8.3_369

48 | P a g e
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Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

Essay Activity

Instructions: Students will be assigned to research/write a position on any of the following

controversies in Philippine History by groups:
a. Site of the First Mass
b. Cavite Mutiny
c. Retraction of Rizal
d. Cry of Rebellion
e. The Philippine National Flag
f. Antonio Luna‘s Assassination

GROUP RESEARCH WORK

Case Study 1: Where Did the First Catholic Mass Take Place in the Philippines?
The popularity of knowing where the "firsts" happened in history has been an easy
way to trivialize history. Still, this case study will not focus on the significance (or lack
thereon of the site of the First Catholic Mass as a historiographical exercise in the
Philippines, but rather, utilization of evidence and interpretation in historical reading events.

Case Study 2: What Happened in the Cavite Mutiny?

The year 1872 is a historical time of two events: the Cavite Mutiny and the
martyrdom Of the three priests: Mariano Gomez, Jose Burgos, and Jacinto Zamora,
immortalized as GOMBURZA. These events are significant milestones in Philippine history
and have caused ripples throughout time, discreetly influencing the decisive events of the
Philippine Revolution toward the end of the century. While the significance is unquestioned,
what made this year controversial are the different sides to the story, a battle of perspectives
supported by primary sources. In this study, we zoom in to the events of the Cavite Mutiny,
a significant factor in the awakening of nationalism among the Filipinos of that time.

Case Study 3: Did Rizal Retract?

Jose Rizal is identified as a hero of the revolution for his writings that center on
ending colonialism and liberating Pilipino minds to create the Filipino nation. The significant
volume of Rizal's lifework was committed to this end, particularly the Noli Me Tangere and El
Filibusterismo. His essays vilify not the Catholic religion, but the friars, the primary agents of
injustice in the Philippine society. It is understandable, therefore, that any piece of writing
from Rizal that recants everything he wrote against the friars and the Catholic Church in the
Philippines could deal massive damage to his image as a prominent Filipino revolutionary.
Such document purportedly exists, allegedly signed by Rizal a few hours before his
execution. This document, referred to as Retraction," declares Rizal's belief in the Catholic
faith, and retracts everything he wrote against the Church.

Case Study 4: Where Did the Cry of Rebellion Happen?

Historic events swept the Spanish colonies in the late nineteenth century, together
with the Philippines. Journalists of the time denoted the phrase "El Grito de Rebellion" or
"Cry of Rebellion" to mark the beginning of these revolutionary events, recognizing the
places where it happened. In the Philippines, this occurred in August 1896, northeast of
Manila, where they affirmed rebellion against the Spanish colonial government. These

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events Philippine History are essential markers in the history of colonies that fought for their
independence against their colonizers.
The controversy concerning this event stems from the identification of the date and
place where the Cry happened.

Case Study 5: The Philippine National Flag

 The Philippine flag was banned
 Inclusion of a 9th ray or crescent in the flag
 The blue color of the flag
 Where is the original flag?

Case Study 6: Antonio Luna’s Assassination

 Who ordered Luna‘s murder?

Research Paper Grading Rubric

CATEGORY SCORE
Introduction Strong introduction of the 5 points (Highest
topic‘s key questions(s), possible score)
terms. Delineates
subtopics to be reviewed—
specific thesis statement.
Focus and All material is evidently 15 points
sequencing related to the subtopic,
principal topic. Strong
organization and
incorporation of materials
within subtopics. Strong
transitions connecting
subtopics and main topic.
Support Strong peer-reviewed 15 points
research based support for
thesis.
Conclusion Strong evaluation of key 5 points
conclusions. Strong
incorporation with thesis
statement. Insightful
discussion of the effect of
the researched material on
topic.
Grammar and The paper is free of 20 points
mechanics grammatical inaccuracies,
spelling and punctuation.
APA style and No errors in APA style. 20 points
communication Scholarly style. Writing is
flowing and easy to follow.
Citations and All references and citations 20 points
references are properly written and
present.

Total: 100 points

__________________

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Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

Essay Activity

Philippine History Controversies

INSTRUCTIONS: Read the questions sensibly before writing your answer. Do include your
personal opinions; give only what is being asked. A mere yes or no answer without
clarification will not be credited.

1. Describe the process of multiperspectivity. (10 pts.)

2. What are the different accounts foretelling what had happened in the Cavite Mutiny?
Compare and contrast each statement. (10 pts.)
3. Why should the account of Pio Valenzuela be read with caution? Explain. (10 pts.)
4. Elaborate if you agree or disagree with the following statements: (5 pts. each)
a. Historical interpretation is based on the historian‘s judgment on how the past
should be seen.
b. We make sense of the past through historical interpretation.
c. Multiperspectivity is a quality of historical writing attributed to various lenses used
to view history.
d. There is only one account of the First Catholic Mass in the Philippines.

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Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

Debate

Debate: Form (2) teams composed of 5 students each team. Each group elects its team
captain. One team belongs to the affirmative side (proponent), and the other belongs to the
negative side (opponent).

Proposition 1: Resolved: That the Limasawa is the site of the first Catholic mass
in the Philippines

Proposition 2: Resolved: That Rizal‘s retraction letter is genuine and authentic

Proposition 3: Resolved: That the first ―cry‖ occurred in Balintawak

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DEPARTMENT OF SOCIAL SCIENCES

Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

Reflection Paper Jose Rizal’s Retraction Controversy

1. In your opinion, do you think that Rizal would retract his statements?

2. Hypothetically, supposed that Dr. Jose Rizal did retract his statements against the
Catholic church and the Spanish government, and you were given a chance to talk to
Jose Rizal, what would you say to him about his retraction?

3. How do you think the history of the Philippines be written if it were true that Rizal
retracted and that he was not executed as a result? Could there have been a
revolution?

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Kalinga State University
DEPARTMENT OF SOCIAL SCIENCES

MAJOR TOPIC 4 – SOCIAL, POLITICAL, ECONOMIC AND

CULTURAL ISSUES IN PHILIPPINE HISTORY

This chapter is dedicated to enduring issues in Philippine society, which history could
lend a hand in understanding, and hopefully, proposing solutions. These topics include the
mandated discussion on the Philippine constitution, policies on agrarian reform, and
taxation. It is hoped that these discussions will help us propose recommendations or
solutions to present day problems based on our understanding of root causes and how we
anticipate future scenarios in the Philippine setting.

INTENDED LEARNING OUTCOME

General Objective:
 Propose recommendations or solutions to present day problems and issues

Specific Objectives:
 Enumerate and explain the different social, political, economic, and cultural
issues in the Philippines
 Identify several enduring issues in Philippine society through history
 Recognize that problems of today are consequences of decisions and events
that happened in the past

Difference between Social, Political, Economic and Cultural Issues

Social issue – a problem that influences a considerable number of individuals within

a society.

Political issue – controversies debated within the political system

Economic issue – assertion on the insufficiency of needs in the economy

Cultural issue – prevailing or trending cultural belief

This can be discussed as a backgrounder before proceeding to the main topics:

LAW – any rule of action or any system of uniformity

A. Aspects:
1. In a strictly legal sense, it is promulgated and enforced by the state.
2. In the non-legal sense, it is not enacted and enforced by the government.

B. Characteristics:
1. It is a rule of conduct.
2. It is obligatory.
3. It is promulgated by the legitimate authority.
4. It is of common observance of benefit.

C. Purposes:
1. For internal order
2. To secure justice

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3. To maintain social control

D. Sources:
1. Constitution
2. Legislative department
3. Administrative rules and regulations
4. Judicial decisions
5. Customs
6. Principles of justice and equity
7. Decisions of foreign tribunals
8. Opinions of experts

A. Socio-Economic Issues and Concerns

There are social issues that affect the economic conditions of the people, and
therefore these two issues are deemed combined. The socio-economic issues started in the
past and still being currently experienced by most Filipinos. These are listed below (not in
ranking order):

1. Corruption in the Philippines — Evidence of corruption accounted to billions of

money lost to projects
anomalies, the procurement process, paid barrel scam, ill- gotten wealth, and
many other forms of corruption.
2. Poverty — Poverty is a consequence of many causes. According to the
Population Commission
(POPCOM), there were about 32 million Filipinos who are poor in 2002.
These affected 337 percent of all Filipino Families in urban areas and 46.9
percent in rural areas — an indication that there are more poor families living
in the rural areas than in urban areas.
In 2015, the poverty incidence improved a little with more than 26
million Filipinos remain poor compared to the 2002 report. However, what we
should be concerned most are those people who lack the means to feed
themselves.
3. Overpopulation — Every year, more than one million people is added to the
existing population.
Because of the higher number of birth and lower percentage of deaths,
population may "explode" and this causes a lot of problems, issues, and
concerns. According to the Worldometers Information, in 2017, the Philippine
population is 105,667,929 based on the United Nations estimates. The
Philippines population is equal to 1.39 percent of the total world population;
thus, the Philippines ranks number 13 in the list of countries by population.
4. Unemployment and Underemployment —It was estimated in 2002 that only 31
percent had work or
earning a living at least 40 hours a week while 69 percent of all Filipinos in the
Philippines had no work or no income. The Trade Union Congress of the
Philippines (TUCP) which commissioned a
study showed that 26.2 percent Of college graduates aged 24 years old and
below were unemployed.
5. Criminality — Many crimes are committed every day. Rape, murder, kidnapping
snatching,
unlicensed guns, ransom, theft and robbery, sex crimes against children,
prostitution, gambling, smuggling, abortion, counterfeiting and others.

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Persons, groups, or associations mostly commit index crimes (crimes

committed against lives and properties). In 2000 alone, there were 37,254
index crimes reported to the police.
Reports indicate that there are 328,329 loose firearms nationwide and
these are usually used in committing crimes.
Concerning carnapping or stealing a car, it was reported that the PNP
documented a total of 1,877 car theft cases. Carnapping is still a social
problem and issues today. Based on statistics, there about 6 cars stolen each
day or 185 cars each month.
Rape cases are increasing daily and most of the rape victims are
young (below 21 years old). Related to rape are sex crimes (rape, incest, and
acts of lasciviousness against children).

Teenage pregnancy is also increasing as a result of the above causes. Teenage

pregnancy is not a crime per se, it becomes a crime when the teenage woman (20 years old
below) was impregnated against her will. It is reported that one (1) of ten (10) teenage
woman is pregnant daily.

B. Socio-Political Issues in Philippine History

Among the socio-political issues that started in the past and still recurring today
which necessitates historical analysis that could help students understand these issues and
concerns are: violent elections, federalism, Constitutional change, political dynasty,
Bangsamoro law, MRT, same sex marriages, human rights, intellectual rights, congestions in
jails and prisons among others.
1. Issues on Violent Elections - Philippine elections, whether local or national, are
marred by political violence and voting chaos due to faulty automated voting machines.
There are reported cheatings in many polling places. Relatives, friends, and spouses kill
each other for political cause and political power. Ambushes and kidnappings of political
candidates do happen months before the election time. After election, there are always
protest coming from the losing candidates, there is a usual election adage in Filipino —
"walang natatalo, mayroon lang nadadaya,"

2. Issues on Federalism –Federalism is s concept of power exercised by the national

government; an opposite of the unitary government. At present, (2018), the Philippines
follows the unitary government in which control and national and local affairs are exercised
by the central or national government (Ariola, 2009).
In a federal government, the control and power of the government are divided
between two sets of organs: one organ is for the national affairs with each region being
supreme within its local sphere. Some of the countries with federal forms of government are:
Austria, Russia, Bosnia and Herzegovina, Ethiopia, Germany, India, Mexico, Switzerland,
USA, and Venezuela. President Duterte is advocating for federalism.

3. Issues on Political Dynasty - Political dynasties have long been an issue in

Philippine politics. Political dynasties are typically characterized as families that have long
established their political or economic dominance in Metro Manila, in the province
elsewhere. They have coordinated efforts to move on to involvement in national and local
governments and other positions of political prominence.

4. Issues on Human Rights Violation - The Philippines has adhered to the Universal
Declaration of Human Rights (UDHR) through the Bill of Rights and continued to create laws
and policies that cater to a specific sector of society like the Labor Code for employees and
the indigenous people's rights,

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The concept of "human rights" in the milieu of the Philippines pertains mainly, but is
not restricted to the civil and political rights of a person. Although human rights are
respected, sometimes they are dishonoured.

Other Socio-Political Issues:

Issues on Constitutional Change

Perennial MRT Issues
Issue on Same-Sex Marriage
Issue on Intellectual property 23Violation
Backlog of Court Cases
Issue on Jail and prison Congestions
Firecracker Ban

C. Environmental, Health and Sports Issues and Concerns

No issue exclusively belongs to one particular area because one issue has a direct or
indirect impact on another kind of issue. Hence, some of the issues discussed in this section
may belong to socio-political issues or socio- economic issues or vice versa. Issues
presented and discussed in this section are not ranked accordingly.

1. Issues on Segregation of Waste - The segregation of waste is one of the biggest

problems of waste management agencies and people. Many households place their waste in
only one container. It's either owed to laziness or lack of container for waste disposal. More
often than not, waste collectors or "basureros" do not collect the waste materials if not
segregated. Uncollected garbage remains in the streets or backyards or front of houses and
some of these garbage bags contained spoiled food that either ends up destroyed by stray
animals or street children. These uncollected garbage poses a serious health hazard.
Corollary to this issue is the problem of improper waste disposal. In one study, it was
concluded that improper waste disposal is a big environmental and health problem.
This problem may be resolved or remain a problem to the country in the next few
years. Mismanagement of waste disposal has a serious effect on ground and surface water
contamination, flooding, air pollution, water pollution, etc. People will suffer in the next few
years of existence if they continue with this kind of activity. Health security may not be
secured or guarded well especially when in drinking contaminated water because of the
improper disposal of the waste.

2. Smoking Ban – The warning that "smoking is dangerous to your health" is not very
effective in stopping smokers from smoking once it becomes a habit or addiction. Smoking
poses more risks than benefits. Radio, television, and billboards advertisements have been
banned from advertising the sale of tobaccos and cigarettes. Despite such banning of
cigarette smoking, some smokers still smoke anywhere.
Due to this, President Rodrigo Duterte has now ordered a strict ban on smoking in
public places and called on citizens to help the local authorities apprehend smokers. The
executive order signed in 2017 forbids the use of tobacco, including electronic cigarettes, in
all public spaces, even in sidewalks. It also prohibits anyone under 18 from "using, selling, or
buying cigarettes or tobacco products."

3. Firecracker Ban - The use of firecrackers to signify the celebration of an event has
been going on since the American period. Whether in parties or New Year‘s Eve, all kinds of
fireworks are displayed and used. Unlike before, there are now hundred sorts of firecrackers
being manufactured and sold in the markets. Every year, people have died and injured due
to firecracker use. For this reason, President Duterte has signed in June 20, 2017 Executive
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Order No.28 banning fireworks in households or place of residence nationwide and shall
only confine its use of firecrackers for "community works display." According to the Executive
Order, there is a substantial number of firecracker-related injuries, even casualties recorded
every year, some accidents involved bystanders so "the promulgation of stricter national
standards, rules and regulations are warranted."

4. Dengvaxia issue - Families of children who were immunized with Dengvaxia

vaccine and their supporters from Gabriela party-list group picketed in front of the
Department of Health main office in Manila protest the implementation of the P3.5 billion
dengue immunization program without sufficient clinical trials. — (Marian Bermudez report,
2017) Malacanang also said that it would use the full force of the law on the culprits behind
the P3.5-biliion dengue vaccine fiasco.
Presidential spokesperson Harry Roque expressed the view that the government is
not taking the issue sitting down and noted that the Food and Drug Administration (FDA) had
already suspended the sale, distribution, and marketing of the dengue vaccine "Dengvaxia"
in the Philippines. The Department of Justice (DOJ) and the Senate has already investigated
the issue. Former President Benigno Aquino and some members of his cabinet attended the
investigation. Dengvaxia is made by the French drug maker Sanofi Pasteur, which released
findings that the vaccine could worsen symptoms in people who had not previously been
infected. The Department of Health (DOH) suspended its dengue immunization program
after Sanofi's announcement.

Other Environmental, Health and Sports Issues and Concerns:

Issue on Philhealth ID
HIV Positive and AIDS Cases
Ethical Issues Surrounding Gene Therapy
Issue on Cutting of Trees
Issue on Mining
Issue on Malnutrition
Issue on the Use of Mobile Phones
Issue on Philippine Sports

D. Cultural Values and Cultural Heritage Issues

Culture gives meaning to man's existence. No society does not have culture.
Through culture, the existence of the members of the society became more meaningful and
with a purpose. Although culture and cultural heritage serve as distinguishing mark of the
Filipino people, there has been issues and concerns concerning acceptable cultural values
and practices.
Among these are the Filipino indolence, the "ningas cogon" attitude, the maniana
habit, bahala na attitude, hiya complex, amor propio, lagay and areglo, palakasan scheme,
and the suerte and malas form of fatalism.

1. Filipino Indolence - It was Rizal who stated that the "Filipinos in general are indolent
people." If this statement was true during his time, this is still true and happening
now. There are Filipinos who do not care of their future. They prefer to play game of
chance like"bingo", "mahjong", "tong-its", "lucky V, "cara y cruz" and other gambling
activities.

2. Many children and adolescents could be found in internet cafes in corner places
hanging around most of the lime instead of doing household chores or helping the
family members doing household duties. "lstambay" of "idle:" the police are arresting
today - but this strategy by the government to prevent criminal activities - are being
legally questioned.
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3. "Ningas-Cugon" attitude - This is an unacceptable cultural value that most Filipinos

do even today. At the beginning, Filipinos are very eager and ready to do and finish
a work but after some time, they become complacent and lazy at the end. In Tagalog,
"masipag sa simula pero tamad na sa huli". It is like a cogon grass that easily kindle
and burn and nothing is left but ashes at the end.

4. "Manana Habit" attitude - This is the tomorrow-attitude or procrastination

attitude.Ppeople set aside their work for tomorrow what they can already do today.
People can accomplish many things if they only make use of their time profitably.

5. "Bahala na" attitude - This is a kind of fatalism in which the person leaves everything
to fate. He lets fate control his destiny and decides his success. This term comes
from "Bathala na" which means that God will take care of everything. Some students,
for instance, do not bring their books, notes, or handouts to class, or read their books
or work on their assignments. They care less on their studies but they care more on
texting and social networking. A laborer spends his earning in a week without any
savings at all. He is then called a "one-day millionaire".

6. "Hiya" Complex - This is an uncomfortable feeling of being found in an unacceptable

position or uncomfortable feeling of doing something not socially acceptable,
accompanied by a feeling of shame or embarrassment. It is stronger when dealing
with an authority figure. When "hiya" is given too much importance, it becomes a
threat to progress. A feeling of confidence and personal worth can reduce the "hiya"
complex.

7. Cultural Heritage Issues

a. Seeming apathy and lack of concern of the government and the public
about the deteriorating state of the various places around the country
showcasing how the Filipino live at a given time, their customs, arts and
conveniences. These places are the Banawe Rice Terraces, the cobble
streets and Spanish houses in Vigan City and Intramuros, Manila,
baroque churches in the Philippines, the Cagsawa Ruins in Bicol, various
museums, archives and historical places is other parts of the country.

b. Equally becoming irrelevant and almost forgotten to the present

generation are the other important repositories of our culture, folk songs
and folk devices. Folk songs such as the "kundiman" which used to float
on air waves of radio stations until pop music took over was not anymore
promoted and preserved. Folk dances, such as the "Tinikling",
"Maglalatik", "Pandango sa Ilaw", "Sayaw sa Bangko", and others which
could be the finest forms and most popular ways of depicting Filipino
culture are slowly extinguished.

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Other Cultural Values and Cultural Heritage

Issues

Indulging in Gambling
Amor propio
The "Suerte" and "Malas"
The Existence of Spirits, Ghosts. etc
The Gaya-Gaya Practice
Karma
San Joaquin Convent Issue
Heritage Structure Laid to Waste
Massacred Cultural Properties
-Vintage Water System Endangered

The Philippine Constitution

CONSTITUTION – set of fundamental principles or established precedents according to

which a state or other organization is governed, thus, the word itself means to be a part of
the whole.

With the particular reference to the Constitution of the Philippines, it may be defined as
that written instrument by which the fundamental powers of the government are established,
limited and defined and by which these powers are distributed among the branches of the
government.

A. Nature:
1. Serves as the supreme or fundamental law
2. Establishes basic framework and fundamental principles of government
3. Designed to protect the basic rights of the people

B. Characteristics of a good written constitution:

1. Brief – not too detailed but substantial enough
2. Broad - covers the whole state and rights of the citizens as well as many future
contingencies
3. Definite – definitions and interpretations are definite

C. Evolution:

1. 1897: Constitution of Biak-na-Bato – provisionary Constitution of the Philippine Republic

during the Philippine Revolution. This constitution is borrowed from Cuba and written by
Isabelo Artacho. The organs of the government under this Constitution are:
a. Supreme Council headed by the president and 4 department secretaries of interior,
foreign affairs, treasury and war.
b. Consejo Supremo de Gracia Y Justicia (Supreme Council of Grace and Justice) was
given the authority to make decisions and affirms or disprove sentences rendered by
courts.
c. Asamblea de Representantes (Assembly of Representatives) was to be convened
after the revolution to create a new Constitution.

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2. 1899: Malolos Constitution – titled as ―The Political Constitution of 1899‖, patterned after
the Spanish Constitution and was written in Spanish. This contains 39 articles divided into 14
titles, with eight articles of transitory provisions and a final additional article.

The form of government under this Constitution is to be popular, representative,

alternative and responsible, and shall exercise three distinct powers – legislative, executive
and judicial.

The legislative power was vested in a unicameral body called the Assembly of
Representatives. Executive power was conferred in the president, and elected by a
constituent assembly of the Assembly of Representatives. There was no vice president.

3. 1935: The Commonwealth Constitution – crafted to meet the approval of the United States
to live up to its promise to grant independence to the Philippines.

This Constitution created the Commonwealth of the Philippines, an administrative body

that governed the country from 1935 to 1946. It is a transitional administration to prepare the
country toward its full achievement of independence. It originally provided for a unicameral
National Assembly with a president and vice president.

4. 1973: Constitutional Authoritarianism – This was enforced during the Martial Law era. This
was supposed to introduce a parliamentary-style of government. The president was to be
elected as the symbolic and ceremonial head of the state. Executive power was relegated to
the Prime Minister.

5. 1986: Freedom Constitution – a transitional Constitution enforced to last for a while a

Constitutional Commission drafted a permanent one, this maintained many provisions of the
old one.

6. 1987: Current Constitution – This established the Philippines as a ―democratic republican

state‖. The executive branch is directed by the president and his cabinet, whom he appoints.
The legislative power resides in the Congress divided into two houses: the Senate and the
House of Representatives. While, the Philippine court system is vested with the power of the
judiciary and is composed of a Supreme Court and lower courts as created by law.

This Constitution also provided for three methods by which it can be amended, all
requiring ratification by a majority vote in a national referendum:

a. Constitutional Assembly – proposes amendments to the Constitution where the

Congress votes and decides what to amend as a single body.

b. Constitutional Convention – calls for a vote of two-thirds of all members of the

Congress.

c. People‘s Initiative – the people may propose amendments in Constitution upon a

petition of at least 12% of the total number of registered voters.

President Rodrigo Duterte supported ** Federalism in the Philippines in the 2016

presidential elections. This form of government is composed of a central governing authority
and constituent political units sharing sovereignty. Under this, regions may custom fit
solutions to problems brought about by their distinct geographic, cultural, social and
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economic contexts. However, it may create competition among regions as it can be a

challenge in achieving peace in the country.

Our current governmental system is a unitary system where administrative powers and
resources are concentrated in the national government.

Agrarian Reform

Agrarian Reform– rectification of the whole system of agriculture. It refers to the

redistribution of lands, regardless of crops or fruits produced to farmers and regular farm
workers. They are landless, irrespective of tenurial arrangement and economic status of the
beneficiaries.

Distinguished from land reform – Land reform is the physical redistribution of lands such
as the programs under Presidential Decree No. 27. Agrarian reform means the distribution of
lands including the totality of factors and support services designed to lift the economic
status of the beneficiaries. Thus, agrarian reform is broader than land reform.

1. History/Evolution of Philippine Agrarian Laws

a. Landownership in the Philippines under Spain
b. Landownership in the Philippines under the Americans
c. Post-War Interventions toward Agrarian Reform
d. Agrarian Reform Efforts under Marcos
e. Post-1986 Agrarian Reform
**Read the references for the discussion of these matters. See Candelaria‘s book.

2. The Comprehensive Agrarian Reform Law (R.A. 6657)

a. Scope: All public and private agricultural lands, including other lands of the public
domain suitable for agriculture.

b. Definition of terms:
(1). Agricultural land- land devoted to agricultural activity and not classified as mineral,
forest, residential, commercial or industrial land.
(2) Agricultural activity- cultivation of the soil, planting of crops, growing of fruit trees,
raising of fish, including the harvesting of such farm products, and other farm activities
and practices performed by a farmer in conjunction with such farming operations done by
persons whether natural or judicial.

3. Exclusion:
a. Parks;
b. Wildlife;
c. Forest reserve;
d. Reforestation;
e. Fish sanctuaries and breeding grounds;
f. Watersheds and mangroves
g. Private lands;
h. Prawn farms;
i. Fishponds; and
j. Lands actually, directly and exclusively used and found to be necessary for national
defense; school sites and campuses, seeds and seedling research; church sites and
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covenants; mosque sites and Islamic centers ; and communal burial grounds and
cemeteries; penal colonies and government and private research and quarantine
centers; and
k. Lands dedicated to commercial livestock, poultry and swine raising; and
l. All lands with 18% slope and over which are not developed for agriculture.

4. Factors to consider in enactment:

a. Need to dispense lands to the tillers at the earliest time;
b. Need to augment agricultural productivity; and
c. Accessibility of funds and resources to implement and support program.

Taxation

Taxation - power by which the sovereign raises revenue to meet the necessary
expenses of the government. It is merely a way of apportioning the cost of government
among those who in some measure are privileged to enjoy its benefits and must bear its
burdens. It includes, in its broadest and most general sense, every charge or burden
imposed by the sovereign power upon persons, property, or property rights for the use and
support of the government and to enable it to discharge its appropriate functions. In that
broad definition there is included a proportionate levy upon persons or property and all the
various other methods and devices by which revenue is exacted from persons and property
for public purposes. (51 Am. Jur 34-35)

1. History/Evolution of Philippine Taxation Laws

a. Taxation in Spanish Philippines
b. Taxation under the Americans
c. Taxation during the Commonwealth Period
d. Fiscal Policy from 1946 to Prsent
2. Nature of Taxation
Taxation is inherent, being an attribute of sovereignty. As an occurrence of
sovereignty, the power to tax has been described as limitless in its range, recognizing in its
very nature no restrictions, so that security against its abuse is to be found only in the
responsibility of the legislature which imposes the tax on the constituency who are to pay it.

The power of taxation is an indispensable and inherent characteristic of sovereignty,

belonging as a matter of right to every independent government, without being expressly
conferred by the people.

The power to tax is inherent in the State, such power being inherently legislative,
based on the principle that taxes are a grant of the people who are taxed, and the immediate
representative must make the grant of the people. Where the people have laid the power,
there it must continue and be exercised.

3. Characteristics of Taxation:
a. As a principal characteristic of sovereignty, the exercise of taxing power
originates its source from the very existence of the state whose social
contract with its citizens obliges it to promote public interest and common
good.

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b. The power to tax is so limitless in force and so searching in extent, that courts
scarcely venture to declare that it is subject to any restrictions whatever,
except such as rest in the discretion of the authority which exercises it.

c. It is a settled principle that the power of taxation by the state is plenary.

Comprehensive and supreme, the principal check upon its exploitation resting
in the responsibility of the members of the legislature to their constituents.

d. Taxes being the lifeblood of the government that should be collected without
unnecessary interference, every precaution must be taken not to unduly
suppress it.

e. The power to tax is sometimes called the power to destroy. Consequently, it

should be exercised with cautiousness to minimize injury to the proprietary
rights of the taxpayer. It must be exercised fairly, equally and uniformly, lest
the tax collector kills the ‗hen that lays the golden egg.

f. To uphold the general public‘s trust and confidence in the government, this
power must be used justly and not treacherously.

g. Tax laws are prospective in operation, unless the language of the statute
provides otherwise.

4. Purposes of Taxation:

a. PRIMARY
• Revenue – the purpose of taxation is to provide funds or property with which the
state promotes the general welfare and protection of its citizens.

• Taxes are for revenue, whereas fees are exactions for purposes of regulation and
inspection, and are for that reason limited in amount to what is necessary to cover the cost
of the services rendered in that connection. It is the object of the charge, and not the name,
that determines whether a charge is a tax or a fee.

b. SECONDARY
1) Regulation - it has a regulatory purpose as taxes levied on excises or privileges like those
imposed on tobacco and alcoholic products, or amusement places, etc.

2) Promotion of General Welfare

3) Reduction of Social Inequality – made possible through the progressive system of taxation
where the objective is to prevent undue concentration of wealth in the hands of a few
individuals.

4) Encourage Economic Growth – in the realm of tax exemptions and tax reliefs, the purpose
is to grant tax incentives or exemptions to promote the country‘s economic growth.

5) Protectionism – in some sectors of the economy, as in foreign importations, taxes

sometimes protect local industries like protective tariffs and customs duties.

5. Theories and Basis of Taxation

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a. Necessity Theory
• Existence of a government is a need and cannot continue without any means to pay for
expenditures

• For those means, the government has the right to require all citizens and property within its
restrictions to contribute.

b. Benefits-Protection Theory (Symbiotic)

• Mutual duties of protection and support between State and inhabitants. Inhabitants pay
taxes and in return receive aids and protection from the State.

• Every person who can pay must contribute his share in the running of the government. The
Government, for his part, is anticipated to respond in the form of tangible and intangible
benefits intended to improve the lives of the people and enhance their moral and material
values. This symbiotic association is the rationale of taxation and should dispel the
erroneous notion that is an arbitrary method of exaction by those in the seat of power.

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Convention between the United States of America and Great Britain

Delimiting the Boundary between the Philippine Archipelago and
the State of North Borneo {1930}
BY THE PRESIDENT OF THE UNITED STATES OF AMERICA

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Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

Source: https://www.officialgazette.gov.ph/1932/12/15/convention-between-the-united-
states-ofamerica-and-great-britain-delimiting-the-boundary-between-the-philippine-
archipelago-and-the-state-ofnorth-borneo-1930/

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Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

Socio-Economic Issues and Concerns

Define the following terms based on your own point of view:

1. corruption -
________________________________________________________________
_____

2. poverty -
________________________________________________________________
________

3. crime -
________________________________________________________________
_________

4. terrorism -
________________________________________________________________
______

5. violence -
________________________________________________________________
_______

A. Give additional causes and solutions to the following issues/concerns:

Causes Solution

1. Illegal drugs a. ___________________ a. _________________

b.___________________ b._________________

2. Terrorism a. ___________________ a. _________________

b.___________________ b. _________________
3. Illegal Gambling a. ___________________ a. _________________
b.____________________ b._________________

B. Essay: Choose one from the list of other ther socio-economic issues, then write one
or two paragraph about it.

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Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

Socio-Political Issues in Philippine History

A. Differentiate the following terms:

1. bill and law
2. jail and prison
3. amendment and revision
4. rights and privileges

B. Fill out the following table:

Socio-political Causes Solutions
issues/concerns
1. Backlog of court cases

2. Congestion of jails and

prisons

3. Other socio-political
case/issue (specify –
should not be in the
list)

C. Essay: Answer the given questions in more than one paragraph.

 Do you agree that there are human rights violation in the Philippines? If there
are, to what extent are these violations committed? Who commits the
violations?

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Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

Environmental, Health and Sports Issues and Concerns

A. Differentiate the following terms:

1. Endo and contractualization
2. Sports and games
3. Malnutrition and undernutrition
4. HIV and AIDS

B. Draw or get images of the following issues and then describe the images

1. Segregation of waste

Description

Drawing/picture

______________________________________________

2. A child/adult smoking

Description

Drawing/picture

______________________________________________

C. Essay: Choose one from the list of Other Environmental, Health and Sports Issues
and Concerns, then write one or two paragraph about it.

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Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

Cultural Values and Cultural Heritage Issues

A. Give at least three (3) other cultural values and issues not listed here and describe
each briefly.
1. ______________________
2. ______________________
3. ______________________

B. Essay: Give your thought in the following statements:

1. ―The gaya-gaya practice is not bad or wrong all the time‖.

2. Karma: True or false

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Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

Position Paper on Federalism

Objectives:
a. To be able to understand the concept of Federalism; and
b. To understand certain enduring issues in the Philippine society.

Instructions: Students will a position paper stating their stand on the proposed
implementation of federalism in the Philippine government.

EVALUATION (For the Position Paper)

2 (NEEDS 3 (MEETS 4 (EXCEEDS

1(NOT VISIBLE)
Criteria IMPROVEMENT) EXPECTATIONS) EXPECTATIONS)
(80)
(85) (90) (95)

Depth of Learners Learners Learners Learners provided

demonstrate a demonstrate a demonstrate a new and creative
Reflection lack of critique minimal level of perceptions
and critique and sufficient level of resulting from a
(Content) critique and
internalization of internalization of the profound critique
the given topic. topic material. internalization of the and internalization
given topic. of the given topic.

Structure Learners did not Learners complied Learners complied Learners complied
conform with the with the structure with the structure with the structure
(Form) structure and and format given for and format givenfor and format given for
format provided the position paper the position paper the position paper
for the position but the thoughts and the thoughts and the thoughts
paper and the were expressed were expressed were expressed
thoughts were incoherently. Writing coherently. Writing coherently. Writing
not expressed is vague and is sufficiently clear is very clear and
coherently and disorganized. and organized. organized.
logically. Writing
is vague and
disorganized.

Grammar, The learners The learners made The learners made The learners made
made more than no more than five more than two no more than two
Spelling five spelling and spelling and spelling and spelling and
(Syntax) grammar grammar grammar grammar
inaccuracies. inaccuracies. inaccuracies. inaccuracies.

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Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

Position Paper on Train Law

Objectives:
a. To be able to understand the concept of TRAIN Law; and
b. To understand certain enduring issues in the Philippine society.

Instructions: Students will a position paper stating their stand on the implementation of
TRAIN Law in the Philippine society.

EVALUATION (For the Position Paper)

2 (NEEDS 3 (MEETS 4 (EXCEEDS

1(NOT VISIBLE)
Criteria IMPROVEMENT) EXPECTATIONS) EXPECTATIONS)
(80)
(85) (90) (95)

Depth of Learners Learners Learners Learners provided

demonstrate a demonstrate a demonstrate a new and creative
Reflection lack of critique minimal level of perceptions
and critique and sufficient level of resulting from a
(Content) critique and
internalization of internalization of the profound critique
the given topic. topic material. internalization of the and internalization
given topic. of the given topic.

Structure Learners did not Learners complied Learners complied Learners complied
conform with the with the structure with the structure with the structure
(Form) structure and and format given for and format givenfor and format given for
format provided the position paper the position paper the position paper
for the position but the thoughts and the thoughts and the thoughts
paper and the were expressed in were expressed in a were expressed in a
thoughts were an incoherent coherent manner. coherent manner.
not expressed in manner. Writing is Writing is sufficiently Writing is very clear
a coherent and vague and clear and organized. and organized.
logical manner. disorganized.
Writing is vague
and
disorganized.

Grammar, The learners The learners made The learners made The learners made
made more than no more than five more than two no more than two
Spelling five spelling and spelling and spelling and spelling and
(Syntax) grammar grammar grammar grammar
inaccuracies. inaccuracies. inaccuracies. inaccuracies.

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Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

Agrarian Reform and Taxation Activity

INSTRUCTIONS: Provide what is being asked. No erasures allowed.

I.TRUE OR FALSE (2 pts. each)

1. Land reform is the redistribution of lands, regardless of crops or fruits produced to
farmers.
2. Law of Indies gave lands to people through the help of the Spanish crown.
3. Encomienda system is a fair landownership system.
4. Encomienda system allows Filipino to have their land freely.
5. Philippine Bill of 1902 introduced the Torrens system.
6. R.A. No. 34 states that the share between the landowner and tenant is 80-20.
7. P.D. No. 37 is the foundation of all agrarian reform laws.
8. Cemeteries are included in the coverage of CARP.
9. Only public lands are covered by CARL.
10. CARL was no longer extended as all farmers were able to receive their respective farm
lands.

II. ESSAY (10 pts. each)

1. Briefly discuss the taxation system during the American period.
2. Explain the salient features of CARL.
3. Why is tax necessary for the government? Substantiate your answer.

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Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

“Sa Ngalan ng Tubo” Critique Paper”

Instructions: Write a critique paper on the documentary, ―Sa Ngalan ng Tubo‖.

EVALUATION (For the Position Paper)

2 (NEEDS 3 (MEETS 4 (EXCEEDS

1(NOT VISIBLE)
Criteria IMPROVEMENT) EXPECTATIONS) EXPECTATIONS)
(80)
(85) (90) (95)

Depth of Learners Learners Learners Learners provided

demonstrate a demonstrate a demonstrate a new and creative
Reflection lack of critique minimal level of perceptions
and critique and sufficient level of resulting from a
(Content) critique and
internalization of internalization of the profound critique
the given topic. topic material. internalization of the and internalization
given topic. of the given topic.

Structure Learners did not Learners complied Learners complied Learners complied
conform with the with the structure with the structure with the structure
(Form) structure and and format given for and format givenfor and format given for
format provided the position paper the position paper the position paper
for the position but the thoughts and the thoughts and the thoughts
paper and the were expressed in were expressed in a were expressed in a
thoughts were an incoherent coherent manner. coherent manner.
not expressed in manner. Writing is Writing is sufficiently Writing is very clear
a coherent and vague and clear and organized. and organized.
logical manner. disorganized.
Writing is vague
and
disorganized.

Grammar, The learners The learners made The learners made The learners made
made more than no more than five more than two no more than two
Spelling five spelling and spelling and spelling and spelling and
(Syntax) grammar grammar grammar grammar
inaccuracies. inaccuracies. inaccuracies. inaccuracies.

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MAJOR TOPIC 5 – CRITICAL EVALUATION & PROMOTION OF

HISTORICAL AND CULTURAL HERITAGE
This chapter gears on the critical evaluation and promotion of historical and cultural
heritage. It also emphasizes the steps in Historical Research Online, Libraries and Archives,
Life Histories and Bibliographical, and Local and Oral History. It features the Promotion and
Preservation of Philippine Museum, Preserving Archives, Historical Shrines, Landmarks, and
Sites, Traditional Cultural Performances, Indigenous Cultural Practices and Preserving our
Culture.

Its primary aims to appreciate local history and show concern in promoting and
preserving the country‗s historical and cultural heritage.

INTENDED LEARNING OUTCOME

General Objective:
 Appreciate local history and show concern in promoting and preserving the
country‘s historical and cultural heritage

Specific Objectives:
 Develop interest in local history and cultural heritage
 Incorporate technology in the discipline of history
 Adapt the value of doing history to the present day
 Determine the contributions of the museums found in the locality.
 Manifest interest intent in local history and show concern in promoting it;
 Promote and preserve the Philippine museums, historical shrines, indigenous
practices, religious rites and rituals, archaeological sites and other Cultural
heritage.

Doing Historical Research Online

Cyberspace is a great resource for research if one knows how to use it. It can be
done through the usage of search engine websites. Search engine websites that can
be used are Yahoo! And Google.

Wikipedia can also be used but sometimes, some articles are not credible and
reliable as these are all subject to editing by anyone.

There are existing websites where individuals can legally download scanned copies
of books and other materials for free, especially those books with expired copyrights
and are in public domain. One example of these is Project Gutenberg
(www.gutenberg.org)

Philippine government websites are also enriched with sources

Doing Historical Research in Libraries and Archives

Online Public Access Catalog (OPAC) is the new version wherein catalog is
controlled digitally. In this system, instead of going through each entry on physical

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index cards, a simple search will yield the holdings of the library related to what you
are searching for.

The National Library of the Philippines in Ermita, Manila provides a rich treasure cove
of materials for a student-researcher interested in Philippine history, especially in
their Filipiniana section.

The National Archives of the Philippines, also in Manila, is an agency of government

mandated to collect, store, preserve and make available records of the government
and other primary sources about the history and development of the Philippines.

Libraries in the University of the Philippines in Diliman, Quezon City are rich in
resources especially in Filipiniana section, serials, and dissertations. On the other
hand, the Ateneo de Manila University in Quezon City holds a large American
Historical Collection.

Doing Life Histories and Bibliographical Research

Doing Local and Oral History

Local history is the study of history of a specific community or a smaller unit of

geography.

Protection and Conservation of the National Cultural Heritage

An act that provides for the protection and Conservation of the national cultural
heritage and the strengthening of the National Commission for Culture and the Arts (NCCA)
is Republic Act No. 10066. This Act is known as the "National Cultural Heritage Act of 2009".
This Act was approved on March 26, 2010 under the Presidency of Gloria Macapagal
Arroyo.

This Act has the following objectives:

(1) Protect, preserve, conserve, and promote the nation's cultural heritage, its property
and histories and the ethnicity of local communities
(2) Establish and strengthen cultural institutions, and
(3) Protect cultural workers and ensure this professional development and well- being

Local History

Local history refers to a written record of past events relating to local situations.
National histories sprouted from the contributions of local history. In other words, there was
local history before there was national history.

Importance of Local History

1. Local history enriches our understanding of our national history. It is more than the
study of towns, provinces, and regions of the Philippines and the people who live
there. The study of local history offers the foundation and the substance of true
national history in the local context.

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2. More significantly, it inspires creative and innovative responses to development with

people with special talents and potentials. It provides more room for local initiatives to
develop and for local potentials to progress.
3. From this infinite reservoir people can draw patriotic strength in times of crisis,
inspiration, in moments of despair, and direction and in times of ambiguity and
dilemma.
4. The Philippines has a robust and diverse source of local history because it has 16
regions, 78 provinces, 1,537 municipalities, 69 cities, 41,925 barangays and over a
hundred ethnolinguistic groups. Here we can see communal life in the context of
social perspective.
5. National interests because of national purpose and will should represent the various
localities, sectors, and ethnic groups from Batanes to Tawi-Tawi, regardless of creed,
origin, race, and gender.
6. Filipino historiography integrates both approaches to national history.
7. In short, national history without local history is superficial just as local history without
national interest is parochial and divisive.

Sources in Local History

History without sources is like a bird without wings. Sources are the foundation of
historical data and information. However, not all historical works with sources are
commendable.
Oral historical sources collected from interviews which represent the main focus Of
oral history as a methodology.
Written source such as reports, correspondences, speeches, memorials, petitions
and any printed matter accessible. Historical sources may be generally divided into:
 Secondary accounts which comprise accounts by individuals with some valid
information from eyewitnesses.
 Primary accounts such as eyewitness accounts.

Oral History

Oral history is a historic source of a special nature. Its special nature lies in the fact it
is unwritten source of information which consists of verbal testimonies which are reported
statements involving the past.
Oral history is not a discipline history. It is only a methodology of history in which the
eyewitness narrates first-hand historical events through the intervention of a historian.

Importance of Oral History

 Its importance to Modern Historiography

 Eyewitness Account
 Rumor Account
It becomes valuable as a historical source if it is corroboration by other sources,
otherwise it should be dismissed as an unfounded hearsay.

The Practice of Oral History

Where written documents lack oral history may be used as long as other sources
corroborate this.
. Oral history also provides the power to the marginalized people who have no access
to writing or could not write or those who have no time to write history, their view Of the past.
Being a "talking people", Filipinos are filled of oral histories.

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The informant is the one who conveys the information and he plays an imperative
role in the process of oral history. Informant — is an individual or group of persons who gives
an account of a referent that Of which the account is given — the thing observed.
An eyewitness version is the sum of the testimonies made an informant concerning a
single series of events or a single event.
Oral history helps fill the slits in written history.

Promotion and Preservation of Philippine Museums

The Historic Presentation Division (HPD) of the NHCP aims to promote Filipino
cultural heritage through the presentation, protection, and development of historic museums,
archives, shrines, landmarks, art galleries, etc historical structures. It keeps itself abreast
and updated with the latest on scientific and information technologies concerning the field of
historic conservation.

Museums of the Philippines

A museum is a non-profit, permanent institution in the service of society and its

development, open to the public, which acquires, conserves, researches, communicates,
and exhibits the tangible and intangible heritage of humanity and its environment for
education, study, and enjoyment.

Five (5) Best Museums in the Philippines

1. University Of Santo Tomas Museum of Arts and Sciences

Location: University of Sto. Tomas, Espafia Boulevard, Manila

2. Ayala Museum
Location: Makati Ave. cor, Dela Rosa St., Makati City

3. Rizal Shrine
Location: Calamba, Laguna

4. The Mind Museum

Location: Campos Park, 3rd Avenue, Bonifacio Global City
The Mind Museum is the first world-class science museum in the Philippines that
makes everything you didn't bother learning in grade school suddenly so fascinating.

5. National Museum Of the Philippines

Location; Taft Ave, Ermita, Manila, Metro Manila
The National Museum, officially the Museum of the Filipino People, in Rizal Park,
Manila was originally designed as a public library in 1918 before it was inaugurated on July
16, 1926. In 2003, renovations started to transform it into the National Art Gallery.

Promoting and Preserving Archives

Archives are places where records of all types and formats are kept and made
accessible for research and other purposes. They are a good place to find primary sources,
both unpublished materials and those that have been published for, their parent institution's
members or constituencies. Personal and institutional records of all types can be found in
archives and mass media, ephemera, oral histories, and even artifacts.
Archives are distinct from libraries concerning their functions and organizations,
although archival collection can often be found within library buildings:

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1. The National Archives of the Philippines (NAP)

This or in Filipino (Pambansang Sinupan ng Pilipinas) is an agency of the Republic of
the Philippines mandated to collect, store, preserve and make available archival records of
the Government and other primary sources about the history and development of the
country. It is the primary record management agency tasked to formulate and implement the
records of management agency.

2. Family History Library

Most important records should be available at the Family History Library and Family
History Centers. The microfilmed records include birth certificates, death certificates,
marriage contracts, and notarial records.

3. The Philippine Statistics Authority (PSA)

The Philippine Statistics Authority (PSA) formerly National Statistics Office (NSC))
which is under the jurisdiction of the office of the Civil Registrar General has several records
of birth, marriage, death, etc. There are branches all over the Philippines but its main office
is located at PSA Complex, East Avenue, Diliman, Quezon City.

4. National Library of the Philippines (Pambansang Aklatan ng Pilipinas) Records

Management and Archives Office (Tanggapa4 sa Pamamahaia ng mea Kasulatan at
Sinupan) The National Library of the Philippines has a valuable 45,000-volume Filipiniana
collection of biographies, local histories, bibliographies, and gazetteers. It also has a
collection of rare books and manuscripts, newspapers
and brochures, microfilms' microfilms, atlases, maps, gazetteers, and manuscripts of the
rare books collection.

Promoting and Preserving Historical Shrines, Landmarks, and Sites

Historical shrines refer to historical sites or structures and revered for their history or
association as declared by the National Historical Institute. Among these shrines are:
1. Rizal Monument - Manila
2. Bonifacio Monument –Caloocan City
3. Lapu – Lapu Shrine - Cebu
4. Magellan Shrine - Cebu
5. MacArthur Landing memorial National Park - Leyte
6. Sandugo (Blood Compact) Shrine - Bohol
7. Dambana ng kagitingan – Bataan
8. Sultan Kudarat Monument – Sultan Kudarat
9. Pinaglabanan Shrine – San Juan, MM.
10. Balangiga Encounter Monument – Eastern Samar
11. EDSA Shrine – Ortigas Center, QC
12. People Power Monument – Quezon City

Historical Landmarks
Landmarks as defined by R.A. NO. 10066 refers to sites or structures that are
associated with the events Or achievements significant to Philippine history as declared by
the National Historical Institute (Section 3 of Article II)

Some landmarks of the Philippines are:

1. Bataan National Park which is found in Abucay, Bagac, Balanga. Hermosa Morong,
Orani, and Samal.
2. Biak na Bato National park found in Bulacan and in its town oi Doha Remedio Trinidad,
San Ildefonso, and San Miguel
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3. The Enchanted Kingdom oi Santa Rosa, Laguna

4. Manila Ocean Park located at Ermita, Manila
5. Mayon Volcano National park at Albay specifically located Lisa and Tabaco. At first it
was a national park in 1938 and later classified as park in 2000.
6. Paco Park located at Paco, Manila. it was once a Municipal Cemetery built by the
Dominican Order. Dr. Jose p. Rizal was secretly interred at this park after execution at
Bagumbayan Field on December 30, 1896 and was guarded for days by the Guardia
Civil Veterans. His remains were exhumed in August 1898 and on December 30, 1912
was laid to underneath the monument dedicated to him at Luneta as stated in the Park's
marker.
7. Quezon Memorial Circle — located at the Quezon City. its main feature is a mausoleum
containing the remains of Manuel L. Quezon, the second official President of the
Philippines and the first of ten internationally recognized
Philippine Presidents and his wife First Lady Aurora Quezon.
8. Rizal park — situated at Roxas (formerly Dewey) Boulevard, Manila. This tribute to the
National Hero of the Philippines.
9. Star City — located at CCP Complex, Pasay City.
10. Salinas Natural Monument — located at Aritao, Barnbang, at Kayapa, Vizcaya. This park
was established
on May I8, 1914 as a Salinas Forest Res. covering the Salinas Salt Spring through
Executive Order No. 44 signed Governor Genera! Francis Burton Harrison. It was
finally declared as a national monument in 2000 by President Joseph Estrada.

Archeological Sites in the Philippines

An archeological site/spot is a place (or group of physical sites) in which proofs of
past activity is preserved (either prehistoric or historic or contemporary), and which has
been, or may be, investigated using the discipline of archaeology and represents a part of
the archaeological record. Sites may range from those with few or no remains visible above
ground to buildings and other structures still in use.
1. Angono Petroglyphs
2. Buenavista Protected Lanscape – Quezon Province
3. Lallo and Gattaran Shell Middens
4. Old Tanauan Church Ruins

UNESCO WORLD HERITAGE SITES

1. Cultural Baroque Churches in the Philippines
- Manila, Santa Maria, Paoay, Miag-ao
2. Historic Town of Vigan – Ilocos Sur
3. Rice Terraces of the Philippines Cordilleras
4. Mount Hamiguitan Range Wildlife Sanctuary – Eastern Mindanao
5. Puerto Princesa Sub-terranean River National Park - Palawan
6. Tubbataha Reef National Marine Park - Palawan

Promoting and Preserving Traditional Cultural Performances

 Republic Act no. 7356 created the National Commission for Culture and the Arts
(NCCA)
There are several objectives of the Commission among which are:
(1) to encourage and support programs through publication, exhibition, production,
performance, staging
and reproduction of original Filipino creations;
(2) promote the popularization of information about artists and cultural achievements and
programs, in
coordination with government agencies and non-government organizations and
institutions;
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(3) to preserve and to integrate traditional and its various creative expressions.

 The Cultural Center of the Philippines (Filipino: Sentrong Pangkultura ng Pilipinas,

or CCP) is a government owned and controlled corporation established to preserve,
develop and promote arts and culture in the Philippines. The CCP was established
through Executive Order No. 30 s. 1966 by President Ferdinand Marcos. Though an
independent corporation of the Philippine government, it gets an annual subsidy and
is placed under the National Commission for Culture and
the Arts for purposes of policy coordination
Resident companies of the CCP are:
• Ballet Philippines
• Bayanihan Philippine National Folk Dance Company
• National Music Competitions for Young Artists Foundation
• Philippine Ballet Theatre
• Philippine Madrigal Singers
• Philippine Philharmonic Orchestra
• Ramon Obusan Folkloric Croup
• Tanghalang Pilipino
• UST Symphony Orchestra

Promoting and Preserving Indigenous Cultural Practices

Indigenous cultural practices are developed over centuries by our ancestors and are
handed verbally from generation to generation. It was verified to be a perfect scaffold to
sustainable development connecting the past, the present, and the future.
The Filipino people is opulent in customs and traditions. However, these practices
are at escalating rate of deterioration due to consistent assimilation that resulted from the
continuing lost of interest of these practices from young people.

Here are the traditional/indigenous cultural practices:

1. About Dating
A man who dared to ask for a date had to pass numerous assessments.

2. About marriage
Marriageis a sacred to the Filipinos. One becomes the butt of jokes if he or she
remains single. A bachelorette is considered a potential competitor for the attention of a
husband.

3. About the Art

Filipinos are lovers of art. Their art is replicated in the things they do and way they
believe in daily life. Our ancestors passed their time singing awaits, corridos, and
reading stories about the bravery of legendary heroes. For stage dramas they
performed the Zarzuela and the moro-moro, forms of art which portrayed the life of
the people.

4. About the Games

Children of yesterdays played games that no longer familiar to the children of today.
Their games were played either indoors or outdoors in involving little active
involvement. Some games were imitations of what the elders did. The bahay-
bahayan, lutu-lutuan were simulations of mothers household activities which the girls
adored playing. Other games were replicas of daily happening in the rural areas.

5. The Filipino Religion

Before the introduction of Christianity, the Filipinos were mostly pagans. They
worshipped Spirits which they believed dwell in objects like trees, mountains, rivers.
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They worshipped nature, the sun the moon, and the stars. They also believed in a
supreme God or deity. Because they believed in deity and in animate or living things
their religion was called animo-deism. It was not long after the Spain occupied the
Philippines that the Filipinos became Christians.

6. The Catholic Celebrations and Practices

Despite the diverse religious groups in the Philippines, the Filipinos believe in only
one God who is Almighty and Omnipotent. Religious practices show concern and
love for one's neighbors. Among the Catholics, the Ten Commandments set the
standard of behavior. They keep images of their saints et home and every church
has a patron saint.

7. About Fiesta Celebrations

Fiestas are held on the birthday of the patron saint celebrated with the holding of a
novena, a nine-day devotion of masses followed by special prayers of praise to the
patron saint. The plaza around the church is decorated with colorful buntings.
The fiesta is Filipino heritage that has been passed down from generation. It has its
advantages as well as its disadvantages. Must we continue portraying it as it is?

8. About Christmas Celebrations

As soon as December sets in, everyone in the Philippines, young and old, are busy
preparing for the biggest religious activity on December 25.

9. The Holy week (Catholic Celebration)

10. About the Burial
The loss of a member of a family is an occasion for bayanihan. Friends,
relatives and neighbors come tocondole with the bereaved family. Flowers, foods and
money are offered as tokens of sympathy.
11. About the All Saint‘s Day (Pangangaluluwa) – practiced by the catholic Religion
12. About the Filipino foods
13. About the Filipino clothes
14. About Filipino manner of dressing
15. About the Filipino houses

Promoting and Preserving Your Culture

As a student in Philippine History, it is best for you to participate in the traditional

practices of your family and community, if you believe it is worthy of emulation. In this
advanced stage of science and technology, many of these indigenous or traditional cultural
practices have deteriorated or have been forgotten. Study and
understand your culture to find out if you can preserve it for posterity.

1. Learn about religious tradition

2. Speak your ancestral language
3. Cook family recipes
4. Share your culture‘s art and technology
5. Devote time with other members of the community
6. Attend or organize major events

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Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

A. Give and describe additional examples of the following indigenous practices:

(preferably what you
practice or do in your locality)
1. Games
a. ______________________________________
b. ______________________________________
2. Christmas Celebration
a. ______________________________________
b. ______________________________________
3. About Marriage
a. ______________________________________
b. ______________________________________
4. Indigenous foods
a. ______________________________________
b. ______________________________________
5. Clothes/Manner of Dressing
a. ______________________________________
b. ______________________________________

B. 1. Choose one (1) from the 6 listed in (Promoting and Preserving your culture), then
explain how you will do it.

2. Explain your answer: Why do we have to protect and conserve the natural cultural
history of the nation?

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Name______________________________________________________ Score _______

Subject and Section __________________________________________ Date ________

Instructions: Make a short documentary about the economic history of the Philippine on the
period dispensed to you: Pre-Spanish, Post-Spanish, American, Japanese or present age.

You could be the hosts for this documentary and you can use images or videos from the
internet. Be certain to cite your sources and references.

All the videos should be compiled into in a flash drive.

Rubrics:
Criteria Points

Content 40

Creativity 30

Cinematography 20

Teamwork 10

Total 100

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REFERENCES:

Aguinaldo, Emilio. (1964). Mga Gunita ng Himagsikan. Manila: C.A. Suntay

Alvarez, Santiago. (1988). Katipunan and the Revolution: Memoirs of a General. Quezon
City: Ateneo De Manila University Press.

Blount, James. (1968). The American Occupation of the Philippines, 1898-1912. Quezon
City: Malaya Bookstore Inc.

Cavanna, Jesus Ma. The Unfading Glory: Documentary History of the Conversion of Jose
Rizal. (s.n.)

Del Pilar, Marcelo. (1957). Monastic Supremacy in the Philippines. Manila: Philippine
Historical Association.

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INTERNET SITES:
Comprehensive Agrarian Reform Law of 1988 (R.A. 6657).

http://www.lawphil.net/statutes/repacts/ra 1988/ra_6657_1988. html

Decreeing the Emancipation of Tenants from the Soil (P D. No. 27).

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Land Reform Act of 1955 (R.A. 1400).

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act-of-1902/

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rohan.sdsu.edu/dept/polsciwb/brianl/docs/1934Philippinelndep pdf

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Using primary Sources.

http://philhist.pbworks.com/w/page/16367056/UsingPrimarySources#WhyU
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Agoncillo, Teodoro. (2012). History of the Filipino People. 8th edition. Quezon City: C & E
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(2001). The Fateful Years: Japan's adventure in the Philippines, 1941-1945. Quezon
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Blair, Emma Helen and James Alexander Robertson. (1961). The Philippine Islands, 1493-

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