Course Module: GE 8–Readings in Philippine History

Course Coordinator: Lindsey C. Espino, MPA-GA

Email: [email protected]
Student Consultation: By Appointment
Mobile/Phone #: 0930-523-4755
Date of Effectivity: 2020 June
Mode of Delivery: Blended (On-Line with face to face or virtual sessions)
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Requisites: None
Credit: 3 Units
Attendance: A minimum of 95% attendance is required at all.
Requirements: Scheduled Virtual or face to face sessions.

Course Outline Policy

AREAS OF CONCERN DETAILS

Contact and Non-contact Hours This 3-unit course self-instructional manual is designed for
blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The expected
number of meetings will be 54 hours including the face to face
or virtual sessions.

Assessment Task Submission Submission of assessment tasks shall be on the 2nd, 4th, 6th,
and 8th week of the term. The assessment paper shall be
attached with cover page indicating the title of assessment
task (if the task is performance), the name of the course
coordinator, date of submission, and name of the
student. The document shall be emailed to the course
coordinator. It is also expected that student has already paid
the tuition and other fees before the submission of the
assessment task.

If the assessment task is done in real time through features in

the Blackboard Learning Management System, the schedule
shall be arranged ahead of time by the course coordinator.
Turnitin Submission All assessment tasks are required to be submitted through
(if necessary) Turnitin with a maximum similarity index of 30% to ensure
honesty and authenticity. If the submitted paper goes beyond
the 30% similarity index, the student will either opt to redo
the paper or explain in writing. The letter of explanation is
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

addressed to the course coordinator. In addition, if the paper

is beyond the 30% similarity index, the student may be called
for a disciplinary action (OPM on Intellectual and Academic
Honesty). Academic dishonesty such as cheating and the likes
has corresponding punishments (reprimand, warning, and
expulsion).

Penalties for Late The score for late submission of an assignment or project will
Assignments/Assessments be reduced by 15%. However, if the late submission has a
valid reason, a letter of explanation with proof of evidence
shall be required in order to avoid the 15% deduction. The
letter of explanation is addressed to the course coordinator.

Return of Assessment tasks will be returned to the students two (2)

Assignments/Assessments weeks after the submission. This will be returned through
email or via Blackboard portal. For group assessment tasks,
the course coordinator will require some students for online
or virtual session. The purpose for the virtual session is for
clarification and validation of the originality of the submitted
output and to ensure the participation of every group
member.

Assignment Resubmission The student shall request in writing to the course coordinator
for his/her intention to resubmit an assessment task. The
reasons for the resubmission are: failure to comply with the
required turnitin similarity index, illness, accidents, financial
constraints, and the likes.

Re-marking of Assessment The student shall request in writing to the program

Papers and Appeal coordinator his/her intention to appeal or contest the score
given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The program
coordinator shall communicate with the students on the
approval and disapproval of the request. If disapproved by
the course coordinator, the student can elevate the case to
the program head or the dean with the original letter of
request. The final decision will come from the dean of the
college.

2
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Grading System All culled from Blackboard sessions and traditional contact
Course discussions/exercises – 30%
1st formative assessment – 10%
2nd formative assessment – 10%
3rd formative assessment – 10%

All culled from on-campus/onsite sessions (TBA):

Final exam – 40%

Submission of the final grades shall follow the usual

University system and procedures.

Preferred Referencing Style APA format should be used for citation.

Student Communication The students are required to create an umindanao email

account to be able to access the Blackboard portal. The
course coordinator shall enrol the students to the portal for
the later to access the uploaded materials for the course. All
forms of communication, submission of assessment tasks,
requests, and the likes shall be through the LMS portal and
other university platforms. The student can virtually meet the
course coordinator through the scheduled face to face
sessions. Students who do not have umindanao account may
contact the course coordinator or program head.
Contact Details of the Dean Khristine Marie D. Concepcion, Ph D
Email: [email protected]
Phone: (082)300-5456/305-0647 Local 134

Contact Details of the Discipline Victoria O. Ligan, DPA

Chair Email: [email protected]
Phone: (082)300-5456/305-0647 Local 134
Students with Special Needs Students with special needs shall communicate with the
course coordinator about the nature of his or her special
needs. Depending on the nature of the need, the course
coordinator with the approval of the program coordinator
may provide alternative assessment tasks or extension of the
deadline for the submission of the assessment tasks.
However, the alternative assessment tasks shall maintain the
goal of achieving the desired course learning outcomes.

3
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Library Contact Phone: 082 305-0645/ 082 227-5456 (ask to connect to the LIC
office)

Well-being Welfare Support GSTC (Guidance Services and Testing Centre)

Help Desk Contact Phone: 082 305-0645/ 082 227-4556 (ask to connect to GSTC
Personnel)

Course Information – see/download course syllabus in the Black Board LMS

CC’s Voice

Good Day! Welcome to this course GE 8: Readings in Philippine History.

I assumed that you are interested to dig into the past of the Philippine history. You have, I
think, brought with you some ideas pertaining to our history. Our goal is to learn more about our
history to appreciate it and develop a deeper sense of identity.

CO

It should be noted that in your journey to appreciating the Philippine History, you need to
observe the following essential guidelines: First, define intellectual rights by acknowledging the
proper personages whose thoughts and theories are recognized in this field. Second, distinguish
contemporary historical sources from thoughts presented by pseudo-historians. Third, manifest a
profound critical analysis on evaluating various conflicting views of Philippine history and arrive at a
plausible conclusion.
Hence, in this course you need to develop your reading habit, appreciate the different
historical sources, and improve critical mindedness to see the connection, veracity, and validity of
every historical details coming from various historical sources.

Let us begin!

4
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

TABLE OF CONTENTS

Big Picture Focus: Historical Data and Historical Analysis ------------------------------------------------------------8

Metalanguage ---------------------------------------------------------------------------------------------------------------------8
Essential Knowledge -------------------------------------------------------------------------------------------------------------8
Self- Help --------------------------------------------------------------------------------------------------------------------------11
Let’s Recall ------------------------------------------------------------------------------------------------------------------------11
Let’s Check ------------------------------------------------------------------------------------------------------------------------13
Let’s Analyse ---------------------------------------------------------------------------------------------------------------------14
In a Nutshell ----------------------------------------------------------------------------------------------------------------------14
Big Picture Focus: a. Textual Analysis of First Voyage and the Site of First Mass -----------------------------15
Metalanguage -------------------------------------------------------------------------------------------------------------------15
Essential Knowledge -----------------------------------------------------------------------------------------------------------16
Self-Help ---------------------------------------------------------------------------------------------------------------------------18
Let’s Check ------------------------------------------------------------------------------------------------------------------------17
Let’s Analyse ---------------------------------------------------------------------------------------------------------------------17
In a Nutshell ----------------------------------------------------------------------------------------------------------------------18
Essential Knowledge -----------------------------------------------------------------------------------------------------------18
Self-Help ---------------------------------------------------------------------------------------------------------------------------19
Let’s Recall ------------------------------------------------------------------------------------------------------------------------19
Let’s Appreciate -----------------------------------------------------------------------------------------------------------------20
In a Nutshell ----------------------------------------------------------------------------------------------------------------------21
Big Picture Focus: b. Textual Analysis of the Cavite Mutiny and the Cry of Balintawak or Pugadlawin ------------22
Metalanguage -------------------------------------------------------------------------------------------------------------------22
Essential Knowledge -----------------------------------------------------------------------------------------------------------22
Self-Help ---------------------------------------------------------------------------------------------------------------------------23
Let’s Recall ------------------------------------------------------------------------------------------------------------------------23
Let’s Check ------------------------------------------------------------------------------------------------------------------------24
Let’s Analyse ---------------------------------------------------------------------------------------------------------------------24
In a Nutshell ----------------------------------------------------------------------------------------------------------------------25
Essential Knowledge -----------------------------------------------------------------------------------------------------------26
Self-Help ---------------------------------------------------------------------------------------------------------------------------26
Let’s Recall ------------------------------------------------------------------------------------------------------------------------26
Let’s Check ------------------------------------------------------------------------------------------------------------------------27
Let’s Analyse ---------------------------------------------------------------------------------------------------------------------27
Let’s Recall ------------------------------------------------------------------------------------------------------------------------28
In a Nutshell ----------------------------------------------------------------------------------------------------------------------28

5
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Big Picture Focus: a. Socio-economic, Political, and Cultural Issues and Taxation ---------------------------31
Metalanguage -------------------------------------------------------------------------------------------------------------------31
Essential Knowledge -----------------------------------------------------------------------------------------------------------32
Self-Help ---------------------------------------------------------------------------------------------------------------------------34
Let’s Recall ------------------------------------------------------------------------------------------------------------------------35
Let’s Check ------------------------------------------------------------------------------------------------------------------------35
Let’s Analyse ---------------------------------------------------------------------------------------------------------------------36
Let’s Watch and Analyse ------------------------------------------------------------------------------------------------------36
In a Nutshell ----------------------------------------------------------------------------------------------------------------------37
Big Picture in Focus: b. Agrarian Reform in the Philippines ---------------------------------------------------------37
Metalanguage -------------------------------------------------------------------------------------------------------------------37
Essential Knowledge -----------------------------------------------------------------------------------------------------------38
Self-Help ---------------------------------------------------------------------------------------------------------------------------46
Let’s Recall ------------------------------------------------------------------------------------------------------------------------46
Let’s Analyse ---------------------------------------------------------------------------------------------------------------------47
Let’s Watch and Analyse ------------------------------------------------------------------------------------------------------48
In a Nutshell ----------------------------------------------------------------------------------------------------------------------48
Big Picture in Focus: c. the Philippine Constitution -------------------------------------------------------------------49
Metalanguage -------------------------------------------------------------------------------------------------------------------49
Essential Knowledge -----------------------------------------------------------------------------------------------------------50
Self-Help ---------------------------------------------------------------------------------------------------------------------------54
Let’s Recall ------------------------------------------------------------------------------------------------------------------------55
Let’s Survey -----------------------------------------------------------------------------------------------------------------------55
In a Nutshell ----------------------------------------------------------------------------------------------------------------------56
Big Picture in Focus: a. the Filipino Cultural Values -------------------------------------------------------------------56
Metalanguage -------------------------------------------------------------------------------------------------------------------57
Essential Knowledge -----------------------------------------------------------------------------------------------------------57
Let’s Analyse ---------------------------------------------------------------------------------------------------------------------58
Let’s Watch and Analyse ------------------------------------------------------------------------------------------------------58
In a Nutshell ----------------------------------------------------------------------------------------------------------------------59
Big Picture in Focus: b. Filipino-American Relations ------------------------------------------------------------------59
Metalanguage -------------------------------------------------------------------------------------------------------------------60
Essential Knowledge -----------------------------------------------------------------------------------------------------------60
Let’s Watch and Analyse ------------------------------------------------------------------------------------------------------61
In a Nutshell ----------------------------------------------------------------------------------------------------------------------62
Big Picture in Focus: Filipino Cultural Heritage -------------------------------------------------------------------------62
Metalanguage -------------------------------------------------------------------------------------------------------------------63
Essential Knowledge -----------------------------------------------------------------------------------------------------------63
Let’s Watch -----------------------------------------------------------------------------------------------------------------------63

6
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Let’s Watch and Analyse ------------------------------------------------------------------------------------------------------64

Big Picture in Focus: Logan History and Cultural Communities in Mindanao ---------------------------------64
Metalanguage -------------------------------------------------------------------------------------------------------------------64
Essential Knowledge -----------------------------------------------------------------------------------------------------------65
Self-Help ---------------------------------------------------------------------------------------------------------------------------79
Let’s Watch and Analyse ------------------------------------------------------------------------------------------------------80

Reference -------------------------------------------------------------------------------------------------------------------------81
Course Schedule ----------------------------------------------------------------------------------------------------------------81

7
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Big Picture

Week 1: Unit Learning Outcomes (ULO)- At the end of the unit, you are expected to:

a. Evaluate primary sources for their credibility, authenticity, and provenance;

b. Analyse the context, content, and perspective of different kinds of primary sources;
c. Determine the contribution of different kinds of primary sources in understanding
Philippine history;
d. Develop critical and analytical skills with exposure to primary sources.

Big Picture in Focus: ULO - Explain the meaning of historical data and historical analysis.

Metalanguage

This chapter talks about (lesson 1) the history as a discipline and as a narrative. It discusses
the limitation of historical knowledge, history as the subjective process of recreation, and
historical method and historiography. It (lesson 2) presents the sources of historical data, the
written and non-written sources of history, as well as the differentiation of primary and
secondary sources of information or data. It (lesson 3) discusses historical criticisms, namely,
external and internal criticisms. These are important aspects in ascertaining the authenticity and
reliability of primary sources upon which narratives are crafted.
Please proceed immediately to the “Essential Knowledge” part since the first to third
lessons are also definition of essential terms.

Essential Knowledge

To perform the aforesaid big picture (chapter learning outcomes) for the first week of the
course, the learners need to fully understand the following essential knowledge that will be laid
down in the succeeding pages. Please note that, as a student of history, you are not limited to
exclusively refer to this module only. Thus, you are expected to utilize other books,

8
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

research articles and other resources that are available in the university’s library e.g.
elibrary, search.proquest.com etc.

1. History- It is derived from the Greek word historia which means learning by inquiry.
- The systematic accounting of a set of natural phenomena, that is, taking into
consideration the chronological arrangement of the account.
- It is referred usually for accounts of phenomena, especially human affairs in
chronological order.
2. Factual history - It presents the basic and plain information to the reader with emphasis only
of ‘who’, ‘what’, ‘when’ and ‘where’ of history.
3. Speculative history - It goes beyond dates, places, persons, events because it attempts to
explain the ‘how’ and ‘why’ of events.
- It discusses the causes and effects of such happenings which resulted to another
face of change.
4. Historians - Individuals who write about history.
- They undertake arduous historical research to come up with a meaningful and
organized rebuilding of the past.
5. Historiography- The practice of historical writing.
- The traditional method in doing historical research that focus on gathering of
documents from different libraries and archives to form a pool of evidence needed
in making a descriptive or analytical narrative.
6. Verisimilitude- The truth, authenticity, plausibility about a perished past.
7. Historical Method - The process of critically examining and analysing the records and survivals
of the past.
8. Historiography - The imaginative reconstruction of the past from the data derived by that
process.
9. Historical Analysis - The process of selecting the subject to investigate.
- Collecting probable sources of information on the subject.
- Examining the sources, genuineness in the collected partial data.
- Extract credible ‘particulars’ from the sources (or parts of sources).
10. Historical Data - The source from artefacts that have been left by the past.
11. Historical Sources - The materials from which the historians construct meaning.
12. Relics or ‘Remains’ - The existence which offers researchers a clue about the past.
13. Testimonies of Witnesses -The oral or written details which, may have been to serve as
records.

9
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

14. Narrative or Literature - Chronicles or tracts presented in narrative form, written to impart a
message whose motives for their composition vary widely.
15. Scientific Tract - Typically composed in order to inform contemporaries or succeeding
generations.
16. Diplomatic Sources - Understood to be those which document/record an existing legal
situation or create a new one.
- A kind of historical source that professional historians considered as the purest, the
‘best’ source.
17. Social Documents -Information pertaining to economic, social, political, or judicial
significance.
- They are records kept by bureaucracies.
18. Material Evidence - One of the most important unwritten evidences.
- This includes artistic creations such as pottery, jewelry, dwellings, graves, churches,
and roads.
19. Oral Evidence - The tales and sagas of ancient peoples and the folk songs or popular rituals.
During the present age, interview is another major form of oral evidence.
20. Primary Sources - The original and first-hand account of an event or period that are usually
written or made during or close to the event or period.
21. Secondary Sources - The materials made by people long after the events being described had
taken place to provide valuable interpretations of historical events.
22. Historical Criticism - It examines the origins of earliest text to appreciate the underlying
circumstances upon which the text came to be.
- To determine the authenticity of the material.
- To weigh the testimony of the truth.
23. Internal Criticism - It examines the trustworthiness of the testimonies, as well as, the
probability of the statements to be true.
24. External Criticism - It determines the authenticity of the source.
25. Content Analysis - A systematic evaluation of the primary source be it a text, painting,
caricature, and/or speech that in the process students could develop readings and
present an argument based on their own understanding of the evidences.
26. Contextual Analysis - It considers specifically the time, place, and situation the primary source
was written.
- The analysis includes the author’s background, authority on the subject and intent
perceptible, and its relevance and meaning to people and society today.
27. Isographies - The dictionaries of biography giving examples of handwriting.

10
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

28. Anachronistic References - The dating of a document at a time when the alleged writer could
not possibly have been at the place designated (the alibi) uncovers fraud.

Self-Help- You can also refer to the sources below to help you further understand the lesson:

Cantal, D. F., Cardinal, R. C., Espino, L., & Galindo, M. (2014). Philippine History. Philippines:
Mutya Publishing.
Gottschalk, L. (1969). Understanding History: A Primer of Historical Method. New York: A. A.
Knopf.
Howell, M. C. & Prevenier, W. (2001). From Reliable Sources: An Introduction to Historical
Methods. Cornell University Press.
Soulen, R. N. (2001). Handbook of Biblical Criticism. John Knox.

Let’s Recall

Activity 1
Instruction: Choose the letter of the correct answer.

1. These are original historical sources.

A. static sources C. primary sources
B. descriptive sources D. interpretative sources

2. This evidence is considered as material evidence.

A. recordings C. diaries
B. archaeological D. books

3. Historians consider these sources as document/record and existing legal situation as the best
source.
A. relic C. oral sources
B. remains D. diplomatic sources

11
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

4. The third part of diplomatic source. The attestation of those responsible for the document,
which may be the author, writer, countersigner, principal parties involved, and witnesses to the
enactment or the subscription.
A. eschatocol C. content
B. protocol D. negotiable

5. These historical sources are materials by nature.

A. unwritten sources C. written sources
B. reliable sources D. tattoo

6. A product of record keeping of a bureau which contains information.

A. minutes C. formulas
B. social document D. content

7. This is an example of primary source.

A. newspaper C. painting
B. electronic data D. tape recorder

8. What is the historical tract typically composed to inform contemporaries or succeeding

generations.
A. narrative C. juridical tracts
B. literature D. scientific tract

9. These are materials made by people long after the events being described had taken place.
A. primary source C. scientific source
B. diplomatic source D. secondary source

10. Which is not an example of a primary source?

A. biographies C. a birth certificate
B. letters D. a photograph

12
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Let’s Check

Activity 2
Instruction: In the space provided, write the term/s being asked in the following statements:

__________________1.The process of critically examining and analysing the records and events
of the past.

__________________2.The method of historians to investigate, collect and examine sources.

__________________3. The practice of historical writing.

__________________4. These are raw materials out of which history maybe written.

__________________5. Historians consider these sources as document/record and existing legal

situation as the best source.

__________________6. These are original historical sources.

__________________7. These are materials made by people long after the events being
described had taken place.

__________________8. This dictionary of biography gives examples of handwriting.

__________________9. This determines the authenticity of the source.

_________________10. The dating of a document at a time when the alleged writer could not
possibly have been at the place designated (the alibi) uncovers fraud.

13
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Let’s Analyse

Activity 3
Instruction: Give a concise explanation/discussion on the following items.
5 sentences each question
10pts per question
Write your answer in a separate page and submit it to my umindanao account.

Rubrics: 10pts- correct answer, own words, and 5 sentences only

7pts- correct answer, own words, and more or below 5 sentences
5pts- correct answer, not own words (regardless the number of sentences)
2pts- wrong answer (regardless of the words and the number of sentences)

1. How important historical writings are to a person, group/race, and country?

2. What are the advantages and disadvantages of accessing online primary sources?

3. What is Historical Criticism?

4. Do you believe that writing history is subjective?

5. What are the benefits of using primary sources?

In a Nutshell

Based on the knowledge that you have acquired about the importance of historical data
and historical analysis in the study of history, I want you to write your arguments below. I have
already indicated my arguments and lesson learned.

1) Historical criticism means examining the origins of earliest text to appreciate the
underlying circumstances upon which the text came to be.

2) Historical sources are materials from which the historians construct meaning.

14
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Your Turn

3) ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4) ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Big Picture

Week 2-3: Unit Learning Outcomes (ULO)- At the end of the chapter, the students are
expected to:

a.Demonstrate the ability to formulate arguments in favor or against a particular

issue using primary sources;
b.Exhibit familiarization on controversies and conflicting views in Philippine history;
and
c. Develop critical and analytical skills with exposure to primary sources.

Big Picture in Focus: ULOa- Textual Analysis of selected Primary Sources/

First Voyage around the World and Site of the First Mass

Metalanguage

The complete knowledge of the past through credible and reliable sources is essential to
the understanding and learning of the students of their own history. History must be studied
carefully; hence, it necessitates the application of historical method. The intent of the application
of historical method is to make students competent in their interpretation of the facts and critical
of historical narrative presented before him/her.

15
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

The students will be engaged in content and contextual analysis of the selected primary
sources. Content analysis is a systematic evaluation of the primary source, e.g. a text, painting,
caricature, and/or speech. In the process students could develop and present an argument based
on their own understanding of the evidences from their readings. Contextual analysis on the
other hand, considers specifically the time, place, and situation during the creation of the story.
The approach is essential to the enhancement of student’s analytical and critical thinking skills
and their ability to articulate their own views on the specific source of information the students
have encountered.

Essential Knowledge

FIRST VOYAGE AROUND THE WORLD

Whoever has the willpower to undertake a journey across oceans begets the one entity
desired. The development of Portuguese maritime empire, apparent scientific and technological
advancement, European attraction to Asia’s wealth and spices, incited Spain to expend for an
expedition. Spain along with other European nations engaged in discovering and taking
possessions of lands beyond their continent.
The period of discovery and expansionism began in the 15th century. This was an event,
which adjoined people from the Eastern and Western civilization. Besides, 15th century marked
the onset of the intensification of globalization.
The Philippine islands in 1521 have been “rediscovered” by the Spanish commissioned
authority, Ferdinand Magellan, a Portuguese navigator who gained confidence and support from
the monarchy of Spain. This information on rediscovery was narrated by an Italian chronicler,
Antonio Pigafetta. The details of the world’s first circumnavigation were accurately recorded in
his journal. This chronicle served as the lens through which the voyage and circumnavigation of
the world could be apprehended with certainty. It specifically furnished important details on the
discovery of the islands and people inhabiting the place. These people were the Filipinos’ great
ancestors who lived peacefully and abundantly in the area. The comprehension of the cultural
life of these people was made possible through the chronicle of Pigafetta.
The original narrative of the voyage which was translated by Lord Stanley of Alderley in
English from Spanish was a good material to read.

NOTE: The historical narrative of Antonio Pigafetta is separately uploaded in the LMS.
Read and understand the original text to be able to have a clear grasp of the first voyage
around the world and the discovery of the Philippines.
More than that, quizzes and questions in the exam are coming from Pigafetta's account.

16
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Self-Help: You can also refer to the sources below to help you further understand the lesson:

Barrows, David. (1905). A History of the Philippines. New York: American Book Company.
Pigafetta, A. and Stanley, H. E. J. (1874). The first voyage around the world by Magellan. Retrieved
from https://archive.org/details/firstvoyagearound00piga.

Let’s Check

Activity 4
Instruction: Identify what is being described in the following items.

_________________ 1. It refers to the complete name of the chronicler of the document

entitled “The Voyage round the World”.

_________________ 2. It is the first Ocean where the sailing ships headed by Ferdinand
Magellan crossed after leaving Spain in 1519.

_________________ 3. It is the small passage or isthmus traversed by Magellan’s fleet

somewhere at the tip of the South American continent.

_________________ 4. It is the vast water body that can be found east of the Philippine islands.

_________________ 5. It is the term used by Pigafetta which refers to the island where the
historic mass was celebrated.

_________________ 6. It refers to the gift which was given by Magellan to the native queen.

_________________ 7. It refers to the name of the chief of Matan who had defended his people,
territory, and defeated Magellan in the battle.

_________________ 8. It is the complete date of the historic battle of Matan (Mactan).

17
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

_________________ 9. It refers to the Christian name given to the first baptized queen who had
the great desire for conversion according to Pigafetta.

_________________ 10. It is the exact date of arrival of the remaining fleet in San Lucar, Spain.

Let’s Analyse

Activity 5
Instruction: Give a concise explanation/discussion on the following items.
10 sentences each question
10pts per question
Write your answer in a separate page and submit it to my umindanao account.

Rubrics: 10pts- correct answer, own words, and 10 sentences only

7pts- correct answer, own words, and more or below 10 sentences
5pts- correct answer, not own words (regardless the number of sentences)
2pts- wrong answer (regardless of the words and the number of sentences)

1. What is the primary reason of Antonio Pigafetta in writing the document?

2. What is the main theme in the document?

3. Which specific information in Pigafetta's narrative helps you understand and appreciate more
our history?

4. Provide your personal evaluation on the impact of the document in the understanding
of the 16th century people and their culture in the islands.

In a Nutshell

Based on the knowledge that you have acquired about the voyage around the world, I
want you to write your arguments below. I have already indicated my arguments and lesson
learned.

18
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

1. Ferdinand Magelland was a Spanish-sponsored Portuguese navigator.

2. The advanced weapon tools of the Spaniards were defeated by the natives because
of Magelland’s complacency.

Your Turn

3. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

4. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Essential Knowledge

SITE OF THE FIRST MASS

It has been said that the first Catholic Mass in the Philippines was held on March31, 1521.
However, there’s an issue as to where it was celebrated. The start of Christianity in the Philippines
is a controversy because some historians are actually pushing for the recognition of Masau in
Butuan city as the real site of the First Mass. Yet, some had argued that the First Mass was
celebrated in Limasawa (Southern Leyte). The work of Pigafetta is a credible primary material to
help elucidate the perplexity of the topic.

NOTE: Please refer to the uploaded historical narrative of Antonio Pigafetta.

Read and understand the original text to be able to have a clear grasp of the site of the
first mass in the Philippines.
More than that, quizzes and questions in the exam are coming from Pigafetta's account.

Self-Help: You can also refer to the sources below to help you further understand the lesson:

19
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Danao, E. L. (2015). Where was the first mass in the Philippines held? Retrieved December 28,
2017from http://www.manilatimes.net/first-mass-philippines-held/157730/.
Pigafetta, A. and Stanley, H. E. J. (1874). The first voyage around the world by Magellan. Retrieved
from https://archive.org/details/firstvoyagearound00piga.

Let’s Recall

Activity 6
Instruction: Identify the term described in the following sentences.

__________________1. It is the island that is three hundred leagues from the islands of Ladroni
according to Pigafetta.

_______________________ 2. It is the term for a palm wine.

_______________________ 3. It is the place where the visitors of Pigafetta on the 18th of March
lived.

_______________________ 4. It is the current name for Humunu island.

_______________________ 5. It is the Italian term for “the Watering-place of Good Signs”.

_______________________ 6. It refers to the four islands that were passed across by the group
of Pigafetta as they had their course towards the west-southwest direction.

_______________________ 7. It is the term used by Pigafetta which refers to small boats.

_______________________ 8. It refers to the kings of Butuan and Calagan islands.

_______________________ 9. It is the term used by Pigafetta which refers to the island of Cebu.

_______________________ 10. It is the island passed through by the group of Pigafetta where
bats as large as eagles as they laid their course toward the northwest direction going
to Cebu.

20
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Let’s Appreciate

Activity 7
Instruction: Give a concise explanation/discussion of your claim.
10 sentences
100pts
Write your answer in a separate page and submit it to my umindanao account.
Rubrics: 100pts- factual argument, own words, and 10 sentences only
70pts- factual argument, own words, and more or below 5 sentences
50pts- factual argument, not own words (regardless the number of sentences)
20pts- hearsay argument (regardless of the words and the number of sentences)
Write a 10-sentence position paper about your viewpoint as to where the First Mass happened.
You must present related information and evidences in your output.
Observe the instruction above, properly.

In a Nutshell

Based on the knowledge that you have acquired about the site of the first mass, I want
you to write your arguments below. I have already indicated my arguments and lesson learned.

1. The first mass controversy happened because some history scholars found historical
evidences that support both claims, Limasawa Leyte and Masua Butuan.

2. The direction of Magelland’s voyage favoured Limasawa Leyte as the location of the
first mass.
Your Turn

3. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

4. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
21
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Big Picture in Focus: ULOb- Textual Analysis of selected Primary Sources/

Cavite Mutiny/ Cry of Balintawak or Pugadlawin

Metalanguage

The complete knowledge of the past through credible and reliable sources is essential to
the understanding and learning of the students of their own history. History must be studied
carefully; hence, it necessitates the application of historical method. The intent of the application
of historical method is to make students competent in their interpretation of the facts and critical
of historical narrative presented before him/her.
The students will be engaged in content and contextual analysis of the selected primary
sources. Content analysis is a systematic evaluation of the primary source, e.g. a text, painting,
caricature, and/or speech. In the process students could develop and present an argument based
on their own understanding of the evidences from their readings. Contextual analysis on the
other hand, considers specifically the time, place, and situation during the creation of the story.
The approach is essential to the enhancement of student’s analytical and critical thinking skills
and their ability to articulate their own views on the specific source of information the students
have encountered.

Essential Knowledge

CAVITE MUTINY
Many believed that one of the factors that ignited the Filipino sense of nationhood and
eventually lead to the Philippine Revolution in 1896 was the Cavite mutiny. This event has been
remarkable among Filipinos because it prompted to the martyrdom of Gomburza (Mariano
Gómez, José Apolonio Burgos, and Jacinto Zamora) on February 17, 1872.
However, there are three versions about the Cavite Mutiny. These three versions must
be read with critical understanding in order to see the whole picture of the event. The three
versions of the cavite mutiny were coming from the narrative of: Jose Montero y Vidal Dr.
Trinidad H. Pardo de Tavera, and Gov. General Rafael Izquierdo. The three narratives present a
different side of the event. The two accounts, namely Jose Montero y Vidal and Gov. General
Rafael Izquerdo presented facts about the intention of the Filipinos to topple down the Spanish

22
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

regime; hence, Cavite mutiny happened. On the other hand, Dr Trinidad H. Pardo de Tavera
pointed out facts which described Cavite mutiny as a simple act of revolt from the Filipinos
against the unlikely and inhumane treatment from the Spaniards. However, a thorough and clear
understanding of the Cavite mutiny is only possible if the different textual accounts are read and
analysed.

NOTE: The historical narrative of the Cavite mutiny is separately uploaded in the LMS.
Read and understand the original text to be able to have a clear grasp of the Cavite mutiny.
More than that, quizzes and questions in the exam are coming from the uploaded document.

Self-Help: You can also refer to the source below to help you further understand the lesson:

Schumacher, J. (1972). The Cavite Mutiny: An Essay On The Published Sources. Philippine Studies
vol. 20, no. 4. Ateneo de Manila University.

Let’s Recall

Activity 8
Instruction: Identify what is being described in the following sentences.

__________1. It is the date when Rafael de Esquierdo, assumed control of the government as
Governor General.

__________2. It refers to the military governor of Cavite during the time of Mutiny.

__________3. It refers to the last priest executed through strangulation.

__________4. It refers to the only pure-blooded tagalog priest among the Gomburza.

__________5. It refers to the terms used by Izquierdo in describing the Cavite Mutiny.

23
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Let’s Check

Activity 9
Instruction: Write True if the statement is correct, otherwise, write False.

_______________ 1. In Vidal’s version of Cavite Mutiny, the garrison of Manila is composed

mostly of native soldiers.

_______________ 2. In Pardo de Tavera’s version of Cavite Mutiny, the first official act of
Izquierdo for a complete

_______________ 3. Sergeant La Madrid has been strangulated as a punishment for taking

part of the uprising.
change in the aspect of affairs is to arrest people classed as personas sospechosas.

_______________ 4. In Pardo de Tavera’s version of Cavite Mutiny, many of the best-known

Filipinos were denounced
to the military authorities.

_______________ 5. Father Burgos of Gomburza is a pure-blooded Tagalog.

Let’s Analyze

Activity 10
Instruction: Give a concise explanation/discussion on the following items.
5 sentences each question
10pts per question
Write your answer in a separate page and submit it to my umindanao account.

Rubrics: 10pts- correct answer, own words, and 5 sentences only

7pts- correct answer, own words, and more or below 5 sentences
5pts- correct answer, not own words (regardless the number of sentences)
2pts- wrong answer (regardless of the words and the number of sentences)

24
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

1. How did Governor Gen Izquierdo describe Cavite Mutiny?

2. Which of the three versions of the Cavite Mutiny is most credible?

3. Compare the three versions of the Cavite Mutiny.

In a Nutshell

Based on the knowledge that you have acquired about the Cavite mutiny, I want you to
write your arguments below. I have already indicated my arguments and lesson learned.

1. There were many versions of the Cavite mutiny, but only one had presented a
narrative showing the context of the abused farmers.

2. Critical analysis is possible when every context of the story is studied and analysed.

Your Turn

3. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

4. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

25
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Essential Knowledge

CRY OF BALINTAWAK OR PUGADLAWIN

There are different versions on the dates and locations of the first cry of the revolution.
This controversy is unsolved until today because of limited documents to ascertain whichever
claim. It is believed that the so-called Cry took place in Balintawak; but, others said that it
happened in Pugadlawin. Fortunately, there are few documents which can partially help the
students advance and argument and continue doing a research regarding the exact place of the
first cry. These accounts are from Pio Valenzuela “Cry of Pugad Lawin”, Santiago Alvarez “Cry of
Bahay Toro”, Gregoria de Jesus “Cry”, and Guillermo Masangkay “Cry of Balintawak”.

NOTE: The historical narrative of the first cry is separately uploaded in the LMS.
Read and understand the original text to be able to have a clear grasp of the first cry.
More than that, quizzes and questions in the exam are coming from the uploaded
document.

Self-Help: You can also refer to the source below to help you further understand the lesson:

Arcilla, J. (1999). The Cry of Balintawak: A Contrived Controversy by Soledad Borromeo-Buehle.

Philippine Studies vol. 47, no. 4, 566-568. Ateneo de Manila University.

Let’s Recall

Activity 11
Instruction: Identify what is being described in the following sentences.

______________1. It refers to the conflicting dates of the Cry of Pugadlawin in the controversial
version of Pio Valenzuela.
______________2. It refers to the place where the Katipuneros meet in Alvarez’s version of the
“Cry”.

26
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

______________3. It refers to the place of the “Cry” in General Guillermo Masangkay’s version.

______________4. It refers to the old name of Rizal province where delegates of the
controversial “Cry” come from.

______________5. It refers to the person who acts as a secretary in a big meeting held in
Masangkay’s version of the “Cry”.

Let’s Check

Activity 12
Instruction: Write True if the statement is correct, otherwise, write False.

______________1. Teodora Plata is Bonifacio’s brother-in-law.

______________2. In Santiago Alvarez’s version, the “Cry” happened in August 24, 1896.

______________3. In Gregoria de Jesus’ Version, the “Cry” happened in the barrio of Bahay Toro.

______________4. Before, people who had no cedulas were severely punished.

______________5. It has been said that Bonifacio’s hobby is weaving bamboo hats.

Let’s Analyse

Activity 13
Instruction: Give a concise explanation/discussion on the following items.
5 sentences each question
10pts per question
Write your answer in a separate page and submit it to my umindanao account.

Rubrics: 10pts- correct answer, own words, and 5 sentences only

7pts- correct answer, own words, and more or below 5 sentences

27
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

5pts- correct answer, not own words (regardless the number of sentences)
2pts- wrong answer (regardless of the words and the number of sentences)

1. How reliable is the version of Guillermo Masangkay?

2. What makes Pio Valenzuela’s Cry of Pugadlawin a controversy?

3. Which account do you consider most reliable?

Let’s Recall

Activity 14
Instruction: Read each question carefully and choose the letter of the correct answer.

1. When did the First Holy Catholic Mass in the Philippines happen?

A. March 16, 1521 C. March28, 1521

B. March 22, 1521 D. March 31, 1521

2. What route did the group of Pigafetta take from Humunu (Homonhon) Island going
to the site of the First Mass?

A. West southwest C.North southeast

B. West Noorthwest D. North southwest

3. Who was the successor of Gov. Gen. La Torre who assumed control of the government in the
islands on April 4, 1871?

A. Gen. Gervasio Carillo C. Gen. D. Rafael de Izquierdo

B. Gen. Tomas Garcia Cernuda D. Gen. Maximo Camerino

4. When did the Cavite Mutiny happen?

A. January 20, 1872 C. March 20, 1872

B. February 6, 1872 D. April 16, 1872

28
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

5. How does the Spanish leadership call those people who refused to servilely obey the wishes
and whims of the authorities?

A. Persona non grata C. Cimarrones

B. Personas sospechosas D. La persona que maneja

6. Who among the Gomburza was executed last?

A. Father Gomez C. Father Zamora

B. Father Burgos D.Father Saldua

7. When was the “Cry of Pugad Lawin” according to Pio Valenzuela’s controversial account?

A. August 23, 1896 C.August 25, 1896

B. August 24, 1896 D. August 26, 1896

8. Which version of the “Cry” can’t be accepted of equal weight since the writer is not a
participant of the historic event?

A. Valenzuela’s “Cry of Pugad Lawin” C. Masangkay’s the “Cry of Balintawak”

B. de Jesus’ Version of the First “Cry” D. Alvarez’s the “Cry of Bahay Toro”

9. Who is known to be the keeper of Katipunan’s secret documents?

A. Melchora Aquino C. Gregoria De Jesus

B. Andres Bonifacio D. Emilio Jacinto

10. Where have the group of Pigafetta been prior to the coming in the islands on March 16, 1521?

A. Zuluan C. Abarien
B. Ceylon D. Ladroni

29
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

In a Nutshell

Based on the knowledge that you have acquired about the cry of Balintawak or
Pugadlawin, I want you to write your arguments below. I have already indicated my arguments
and lesson learned.

1. The different versions of the “cry” are all important historical sources to unfold the
real location of the event.

2. The validity of the historical narrative is determined by the connection and

participation of the author to the event.

Your Turn

3. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

4. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

30
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Big Picture

Week 4-6: Unit Learning Outcomes (ULOa)- At the end of the chapter, the students are
expected to:

a. Develop a thorough understanding of the socio-economic, political, and historical issues

in the Philippine;
b. Trace and grasp the evolution of agrarian reform, the Philippine constitution, and the
taxation in the country; and
c. Propose a recommendation or solution to present day problems based on their
understanding of its root cause.

Big Picture in Focus: ULOa- Socio-economic, Political, and Cultural Issues in the Philippines/
Taxation

Metalanguage

This chapter describes how Spanish representatives governed the Filipino people. It
discusses important issues like: a. taxes levied by the Spanish government to the Filipinos, b.
revolts against excessive taxes and other forms of Spanish economic abuses, and c. tax reform in
1884.
More than that, this chapter narrates significant evolution in the socio-economic,
political, and cultural aspect of the Filipinos. e.g. a. agrarian reform from the Spanish colonial
Philippines to the present, b. the agrarian agenda of every Philippine President, c. the creation
of Philippine laws started from the 1897 Biak-na-Bato to 1987 Constitution.
The discussion starts with the writings of Marcelo H. Del Pilar entitled "The Friar
Supremacy in the Philippines." This is the onset topic because it prepares the consciousness of
the reader about the condition of the Filipino people under the Spanish representatives and the
friars.

31
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Essential Knowledge

The socio-economic, political, and cultural issues in the Philippines

La Soberenia Monacal en Filipinas (Friar Supremacy in the Philippines) by Marcelo H. Del

Pilar was first published in Barcelona, Spain, in 1889, and reprinted in Manila in 1898. Its
publication in Spain was hailed by Spanish liberals and former Spanish administrators in the
Philippines, including former governor-general Emilio Terrero (1885-1888) and Benigno Quiroga,
former director general of the civil administration in the Philippines, and scholars as Miguel
Morayta and Ferdinand Bluementritt. Jose Rizal, the most cultured of the reformist group called
Del Pilar’s work as one that had ‘no chaff; it is all grain.’ The English translation was made by Dr.
Encarnacion Alzona in 1957.

NOTE: The document La Soberenia Monacal en Filipinas is separately uploaded in the LMS.
Read and understand the original text to be able to have a clear grasp of Del Pilar's writings.
More than that, quizzes and questions in the exam are coming from the uploaded document.

Essential Knowledge

Taxation
A. Taxation during the Spanish Period
The taxation during the Spanish period was compulsory. All Spanish colonies in America
and the Philippines were required to pay taxes for two reasons: 1) recognition of Spain’s
sovereignty over the colonies, and 2) to defray the expenses of pacification (the act of forcibly
suppressing hostility within the colonies) and governance, thereafter.
The Real y Supremo Consejo de las Indias (Royal and Supreme Council of the Indies) made
the colonial laws of taxation for the Spanish monarchy. These laws embodied in the compilation
of legislations related to the New World called the Recopilacion de Leyes de los reynos de las
Indias. It was a four-volume collection of laws relating to the Indies, which was published in
Madrid in 1861.

In the Philippine setting, the taxes were classified into five forms:

32
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

1. Tributo (Tribute) was a general tax paid by the Filipinos to Spain which amounted to eight
Reales. Those who were required to pay the tribute were: 1) 18-50 years old males,
2) the carpenters, bricklayers, blacksmiths, tailors, and shoemakers, and 3) town
workers such as those in road construction, and those is public in nature.
2. Sanctorum was a tax of 3 Reales. These were required for the cost of Christianization, including
the construction of churches and the purchase of materials for religious celebrations.
3. Donativo was a tax in the amount of half Real for the military campaign of the government
against the Muslims. In later years, however, the amount of collected donativo was
almost exclusively used for the Spanish fort in Zamboanga.
4. Caja de comunidad was a 1 Real tax collected for the incurred expenses of the town in the
construction of roads, repair of bridges, or the improvement of public buildings.
5. Servicio personal also called the polo y servicio was a form if forced labor during the Spanish
period. All able-bodied males aged 16-60 years old were require to work in the
construction of bridges, churches, and galleon ships, and were called polista. Earlier,
the polistas were required to work for 40 days per year; however, due to tax reforms
issued through a Royal Decree in 1884, the polistas were later required only 15 days
per year. Some polistas were brought to fight against the Muslims and others in
Visayas and Mindanao during the Spanish Expeditions. The only way for a polista to
be freed from forced labor was to pay falla or fine, but only few could afford to pay.
The only exempted from polo y servicio were the gobernadorcillo, cabeza de
barangay, and other members of the principalia.

B. Revolts against the Tribute

The Revolt against the Tribute of (1589) occurred in the present-day provinces of
Cagayan, Ilocos Norte and Ilocos Sur in 1589. The natives rose in revolt over alleged abuses by
tax collectors, including the collection of unjust taxes. The revolts of the Ilocanos, Ibanags and
other Filipinos were triggered by the alleged abuses of the tax collectors, including the collection
of high taxes. Six tax collectors who arrived in Vigan were killed by the natives, and then
Governor-General Santiago de Vera sent Spanish and Filipino colonial troops to pacify the rebels.
The rebels were pardoned in the end, and through this revolts, the Philippine tax system was
reformed.
Agustin Sumuroy’s Revolt (1649-1650) started on June 1, 1649 in Palapag in today’s
Northern Samar. Sumuroy was a Waray native and have led his fellow wrokers who were under
forced labor, to revolt against the Spaniards. The revolt was triggered when the town mayors

33
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

sent the Warays to shipyards in Cavite, contrary to the directive of the government of Manila
that all natives subject to the polo y servicio would not be sent to distant places from their
hometowns to do forced labor. The revolt spread throughout Cebu, Masbate, Camiguin, Bohol,
Camarines, Albay, Zamboanga, and Surigao. Agustin Sumuroy was later captured and executed
on June 1650 that led to eventual defeat of the revolts.
During 1660, Don Francisco Maniago of Pampanga led the revolt initially caused by
Kapampangans’ protest against the tribute, forced labor, and rice exploitation, later became a
struggle to free the natives from Spanish rule. During that time, Pampanga drew most of the
attention from the religious group because of its relative wealth. They were made to work for
eight months under unfair conditions and were not paid for their labor and for the rice purchased
from them. The revolt was weakened by Governor de Lara's cooperation of Arayat chief
Macapagal. The Maniago’s revolt also inspired for the natives of Pangasinan to revolt.
The Andres Malong Revolt (1660-1661) was coaxed by the revolts of the Kapampangans
because they have experienced the same abuses by the Spaniards. Malong hoped to be King in
the province of Pangasinan, as he led the towns to take arms and go against the government that
has led to the abandonment of the Spanish stronghold in Pangasinan.

C. Tax Reform of 1884

One of the good reforms which Spain introduced in the 19th Century was the Tax Reform
of 1884, as provided by the Royal Decree of March 6, 1884, this tax reform contained two
important provisions: 1) abolition of tribute and replacement of cedula tax, and 2) reduction of
the 40-day forced labor to 15 days.
Cedula Personales were first issued based on the Royal Decree of March 6, 1884, and that
all men and women who were residents of the islands— Spaniards, foreigners, and natives
included, aged over 18 years old were required to obtain cedulas. The only exceptions were the
Chinese, who were required to pay another poll tax or remontados infeles.
All in all, there were 16 different classes of cedulas, although originally there were 9
classes. The rates of cedula payments were from 1.50 pesos to 25 pesos, and a tenth, gratis for
priest, soldiers, and privileged class.

Self-Help: You can also refer to the sources below to help you further understand the lesson:

Del Pilar, M. and Alzona, E. (1958). {La Soberanai monacal en Filipinas}. Monastic Supremacy in
the Philippines. trans. Alzona, E. Philippine Historical Association.
Plehn, C. (1901). Taxation in the Philippines. Political Science Quarterly, vol. 16, no. 4, pp. 680-
711.

34
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Let’s Recall

Activity 15
Instruction: Identify what is being described in the following sentences.

_______________1. It is the decree which aimed to relieve the Filipino Catholics of tax burden
by reducing the number of feast days and having one patron saint only per diocese.

_______________2. A council that was responsible for the making of colonial laws on taxation.

_______________3. It is a form of forced labor where able-bodied men were required to work
in constructions and building of ships.

_______________4. He was a Waray from Palapag, the old Northern Samar, who led a revolt
against forced labor.

_______________5. He was the leader of the revolt in Pampanga, who led a revolt against the
tribute, forced labor and rice exploitation.

Let’s Check

Activity 16
Instruction: Write the word true if the statement is correct, otherwise, write false.

________1. The Filipinos pay direct taxes which consist of urban tax, municipal tax, and personal
cedula among others.

________2. Both the curates and government officials during the Spanish period personified
despotism and tyranny.

35
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

________3. The native’s submission and compliance to friar rule was due to profound respect to
authority.
________4. A provincial tax is a direct tax, while stamps and surcharges are indirect taxes.
________5. Trade of religious objects is one of the curates’ sources of income during the Spanish
era.

Let’s Analyse

Activity 17
Instruction: Give a concise explanation/discussion on the following items.
5 sentences each question
10pts per question
Write your answer in a separate page and submit it to my umindanao account.

Rubrics: 10pts- correct answer, own words, and 5 sentences only

7pts- correct answer, own words, and more or below 5 sentences
5pts- correct answer, not own words (regardless the number of sentences)
2pts- wrong answer (regardless of the words and the number of sentences)

1. How the taxation in the Philippines during the Spanish Period prompted revolts across the
country?
2. Explain how the taxation of the Philippines caused discrimination and injustice to the Filipinos.

Let’s Watch and Analyse

Activity 18
Film: The 5 Filipino Revolts against Spanish Rule by The Pentalore
Instruction: Watch a short documentary film, and write a reaction paper.
15 sentences only
100pts
Write your answer in a separate page and submit it to my umindanao account.

Rubrics: 100pts- with factual basis, own words, and 15 sentences only
75pts-with factual basis, own words, and more or below 15 sentences
50pts- with factual basis, not own words (regardless the number of sentences)
25pts- no factual basis (regardless of the words and the number of sentences)

36
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

In a Nutshell

Based on the knowledge that you have acquired about taxation, I want you to write your
arguments below. I have already indicated my arguments and lesson learned.

1. Taxation was collected in many forms during the colonial period.

2. The changes in taxation were due to the several revolts of the Filipinos who were
unjustly asked to pay their tribute.

Your Turn

3. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

4. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Big Picture in Focus: ULOb- Agrarian Reform in the Philippines

Metalanguage

This unit describes the evolution of taxation in the Philippines. The narrative goes
back to the pre-colonial period up to the present context. The different uprisings which paved
the way for the creation of tax reforms were also highlighted in this discussion. Added to that,
several laws about taxation are also explained in this part.

37
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Essential Knowledge

Agrarian Reform in the Philippines

A. Agrarian Reform from the Spanish Colonial Philippines

Prior to the coming of the Spaniards in the Philippines, natives lived in villages or
barangays ruled by chiefs or datus. The datus comprised the nobility. Then came the maharlikas
(freemen), followed by the aliping mamamahay (serfs) and aliping saguiguilid (slaves). However,
despite the existence of different classes in the socio-political structure, everyone in the
community had access to the fruits of the soil. Money was unknown, and rice served as the
medium of exchange.
When the Spaniards came to the Philippines, the concept of encomienda (Royal Land
Grants) was introduced. This system grants that Encomienderos must defend his encomienda
from external attack, maintain peace and order within, and support the missionaries. In turn, the
encomiendero acquired the right to collect tribute from the indios (native).
The system, however, degenerated into abuse of power by the encomienderos. The
tribute soon became land rents to a few powerful landlords. And the natives who once cultivated
the lands in freedom were transformed into mere shared tenants (Agrarian Reform History-DAR,
2019).

B. Agrarian Uprisings (1747-1746)

Throughout the country’s history, agrarian reform in the Philippines has long been a
combative issue and one that is often preceded by some form of instability and violence
(Lanzona, 2019). Taxation was not the only reason for the revolts of the Filipinos during the
Spanish period, but the agrarian unrest as well.
Agrarian Revolt happened between 1745 and 1746 in Batangas, Laguna and Cavite, and
Bulacan. The revolt happened in the towns of Lian and Nasugbu in Batangas. The grabbing of
lands by the Catholic religious orders angered the native lands owners demanded that their lands
be returned based on ancestral domain. However, the Spanish priest refused which resulted to
riots and massive looting of convents and burning down of churches and ranches. Troops were
sent from Manila to Batangas to quell the disturbance. The encounter was bloody and those who
surrendered were pardoned.

38
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

The uprising resonated in other towns of the neighbouring provinces, notably Binan,
Imus, Silang, Kawit, Bacoor, San Mateo, Taguig, Paranaque, Hagonoy, The agrarian conflicts
reached the ear of King Philip VI who appointed Oidor (a judge of the Royal Audiencias and
Chancillrias) Pedro Calderon Enriquez to investigate the charges brought against the religious
orders and to ascertain the validity of their titles to the lands in question. The friars were ordered
to submit their titles to a secular judge, but refused to comply, claiming ecclesiastical exemption.
In the face of their oppositions the governor general dispossessed the friars of the lands which
were said to have been illegally occupied by the friars and which they are continuing to hold
without legitimate title, restoring the lands to the crown. The case was appealed by the friars to
the Royal Audiencia of Manila and that tribunal upheld the first decision; then the case was
further appealed to the Council of the Indies in Spain and again the decision was confirmed. But
the whole matter did not stop here; subsequently, the friars won the case and returned the
disputed lands, and their ownership of the lands remained intact even after the end of the
Spanish regime.

C. Agrarian Policies during American Period

The Significant legislation enacted during the American Period:

•Philippine Bill of 1902 – Set the ceilings on the hectarage of private individuals and corporations
may acquire: 16 has. for private individuals and 1,024 has. for corporations.
•Land Registration Act of 1902 (Act No. 496) – Provided for a comprehensive registration of land
titles under the Torrens system.
•Public Land Act of 1903 – introduced the homestead system in the Philippines.
•Tenancy Act of 1933 (Act No. 4054 and 4113) – regulated relationships between landowners
and tenants of rice (50-50 sharing) and sugar cane lands.

The Torrens system, which the Americans instituted for the registration of lands, did not
solve the problem completely. Either they were not aware of the law or if they did, they could
not pay the survey cost and other fees required in applying for a Torrens title.

D. Agrarian Policies During Commonwealth Period

President Manuel L. Quezon espoused the "Social Justice" program to arrest the increasing social
unrest in Central Luzon. Significant legislation enacted during Commonwealth Period:

39
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

•1935 Constitution – "The promotion of social justice to ensure the well-being and economic
security of all people should be the concern of the State"
•Commonwealth Act No. 178 (An Amendment to Rice Tenancy Act No. 4045), Nov. 13, 1936 –
Provided for certain controls in the landlord-tenant relationships
•National Rice and Corn Corporation (NARIC), 1936 – Established the price of rice and corn
thereby help the poor tenants as well as consumers.
•Commonwealth Act. No. 461, 1937 – Specified reasons for the dismissal of tenants and only with
the approval of the Tenancy Division of the Department of Justice.
•Rural Program Administration, created March 2, 1939 – Provided the purchase and lease of
haciendas and their sale and lease to the tenants.
•Commonwealth Act No. 441 enacted on June 3, 1939 – Created the National Settlement
Administration with a capital stock of P20,000,000.

E. Agrarian Policies During Japanese Occupation

The Second World War II started in Europe in 1939 and in the Pacific in 1941. The Hukbo
ng Bayan Laban sa Hapon (HUKBALAHAP) controlled whole areas of Central Luzon; landlords who
supported the Japanese lost their lands to peasants while those who supported the Huks earned
fixed rentals in favor of the tenants.
Unfortunately, the end of war also signaled the end of gains acquired by the peasants.
Upon the arrival of the Japanese in the Philippines in 1942, peasants and workers organizations
grew strength. Many peasants took up arms and identified themselves with the anti-Japanese
group, the HUKBALAHAP.

F. Agrarian Policies by the Presidents of the Philippines

After the establishment of the Philippine Independence in 1946, the problems of land
tenure remained. These became worst in certain areas. Thus, the Congress of the Philippines
revised the tenancy law.

President Manuel A. Roxas (1946-1948) enacted the following laws:

•Republic Act No. 34 -- Established the 70-30 sharing arrangements and regulating share-tenancy
contracts.
•Republic Act No. 55 -- Provided for a more effective safeguard against arbitrary ejectment of
tenants.

40
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

President Elpidio R. Quirino (1948-1953) enacted the following law:

Executive Order No. 355 issued on October 23, 1950 -- Replaced the National Land Settlement
Administration with Land Settlement Development Corporation (LASEDECO) which
takes over the responsibilities of the Agricultural Machinery Equipment Corporation
and the Rice and Corn Production Administration.

President Ramon Magsaysay (1953-1957) enacted the following laws:

•Republic Act No. 1160 of 1954 -- Abolished the LASEDECO and established the National
Resettlement and Rehabilitation Administration (NARRA) to resettle dissidents and
landless farmers. It was particularly aimed at rebel returnees providing home lots and
farmlands in Palawan and Mindanao.
•Republic Act No. 1199 (Agricultural Tenancy Act of 1954) -- governed the relationship between
landowners and tenant farmers by organizing share-tenancy and leasehold system.
The law provided the security of tenure of tenants. It also created the Court of
Agrarian Relations.
•Republic Act No. 1400 (Land Reform Act of 1955) -- Created the Land Tenure Administration
(LTA) which was responsible for the acquisition and distribution of large tenanted rice
and corn lands over 200 hectares for individuals and 600 hectares for corporations.
•Republic Act No. 821 (Creation of Agricultural Credit Cooperative Financing Administration) --
Provided small farmers and share tenants’ loans with low interest rates of six to eight
percent.

President Carlos P. Garcia (1957-1961)

As Carlos P. Garcia succeeded the presidency after Magsaysay’s death, he continued the

program of the deceased president, but there was no new legislation passed with regards to
agrarian concerns.

President Diosdado P. Macapagal (1961-1965) enacted the following law:

Republic Act No. 3844 of August 8, 1963 (Agricultural Land Reform Code) – Abolished share
tenancy, institutionalized leasehold, set retention limit at 75 hectares, invested rights

41
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

of preemption and redemption for tenant farmers, provided for an administrative

machinery for implementation, institutionalized a judicial system of agrarian cases,
incorporated extension, marketing and supervised credit system of services of farmer
beneficiaries. The RA was hailed as one that would emancipate Filipino farmers from
the bondage of tenancy.

President Ferdinand E. Marcos (1965-1986) enacted the following laws:

Proclamation No. 1081 on September 21, 1972 ushered the Period of the New Society.
Five days after the proclamation of Martial Law, the entire country was proclaimed a land reform
area and simultaneously the Agrarian Reform Program was decreed.

•Republic Act No. 6389, (Code of Agrarian Reform) and RA No. 6390 of 1971 -- Created the
Department of Agrarian Reform and the Agrarian Reform Special Account Fund. It
strengthens the position of farmers and expanded the scope of agrarian reform.
•Presidential Decree No. 2, September 26, 1972— Declared the country under land reform
program. It enjoined all agencies and offices of the government to extend full
cooperation and assistance to the Department of Agrarian Reform (DAR). It also
activated the Agrarian Reform Coordinating Council.
•Presidential Decree No. 27, October 21, 1972— Restricted land reform scope to tenanted rice
and corn lands and set the retention limit at 7 hectares.

President Corazon C. Aquino (1986-1992) enacted the following laws:

The Constitution ratified by the Filipino people during the administration of President
Corazon C. Aquino provides under Section 21 under Article II that “The State shall promote
comprehensive rural development and agrarian reform.”
On June 10, 1988, former President Corazon C. Aquino signed into law Republic Act No. 6657 or
otherwise known as the Comprehensive Agrarian Reform Law (CARL). The law became effective
on June 15, 1988.
Subsequently, four Presidential issuances were released in July 1987 after 48 nationwide
consultations before the actual law was enacted.

•Executive Order No. 228, July 16, 1987 – Declared full ownership to qualified farmer-
beneficiaries covered by PD 27. It also determined the value remaining unvalued rice
and corn lands subject of PD 27 and provided for the manner of payment by the FBs
and mode of compensation to landowners.
42
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

•Executive Order No. 229, July 22, 1987 – Provided mechanism for the implementation of the
Comprehensive Agrarian Reform Program (CARP).
•Proclamation No. 131, July 22, 1987 – Instituted the CARP as a major program of the
government. It provided for a special fund known as the Agrarian Reform Fund (ARF),
with an initial amount of Php50 billion to cover the estimated cost of the program
from 1987-1992.
•Executive Order No. 129-A, July 26, 1987 – streamlined and expanded the power and operations
of the DAR.
•Republic Act No. 6657, June 10, 1988 (Comprehensive Agrarian Reform Law) – An act which
became effective June 15, 1988 and instituted a comprehensive agrarian reform
program to promote social justice and industrialization providing the mechanism for
its implementation and for other purposes. This law is still the one being
implemented at present.
•Executive Order No. 405, June 14, 1990 – Vested in the Land Bank of the Philippines the
responsibility to determine land valuation and compensation for all lands covered by
CARP.
•Executive Order No. 407, June 14, 1990 – Accelerated the acquisition and distribution of
agricultural lands, pasture lands, fishponds, agro-forestry lands and other lands of the
public domain suitable for agriculture.

President Fidel V. Ramos (1992-1998) enacted the following laws:

When President Fidel V. Ramos formally took over in 1992, his administration came face
to face with publics who have lost confidence in the agrarian reform program. His administration
committed to the vision “Fairer, faster and more meaningful implementation of the Agrarian
Reform Program.

•Republic Act No. 7881, 1995 – Amended certain provisions of RA 6657 and exempted fishponds
and prawns from the coverage of CARP.
•Republic Act No. 7905, 1995 – Strengthened the implementation of the CARP.
•Executive Order No. 363, 1997 – Limits the type of lands that may be converted by setting
conditions under which limits the type of lands that may be converted by setting
conditions under which specific categories of agricultural land are either absolutely
non-negotiable for conversion or highly restricted for conversion.
•Republic Act No. 8435, 1997 (Agriculture and Fisheries Modernization Act AFMA) – Plugged the
legal loopholes in land use conversion.

43
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

•Republic Act 8532, 1998 (Agrarian Reform Fund Bill) – Provided an additional Php50 billion for
CARP and extended its implementation for another 10 years.

President Joseph E. Estrada (1998-2000) initiated the enactment of the following law:

“ERAP PARA SA MAHIRAP’ was the battle cry that endeared President Joseph Estrada and
made him very popular during the 1998 presidential election.

Executive Order N0. 151, September 1999 (Farmer’s Trust Fund) – Allowed the voluntary
consolidation of small farm operation into medium and large-scale integrated
enterprise that can access long-term capital.

During his administration, President Estrada launched the Magkabalikat Para sa

Kaunlarang Agraryo or MAGKASAKA. The DAR forged into joint ventures with private investors
into agrarian sector to make FBs competitive. However, the Estrada Administration was short
lived. The masses who put him into office demanded for his ouster.

President Gloria Macapacal-Arroyo (2000-2010)

The agrarian reform program under the Arroyo administration is anchored on the vision
“To make the countryside economically viable for the Filipino family by building partnership and
promoting social equity and new economic opportunities towards lasting peace and sustainable
rural development.”
Land Tenure Improvement - DAR will remain vigorous in implementing land acquisition and
distribution component of CARP. The DAR will improve land tenure system through
land distribution and leasehold.
Provision of Support Services - CARP not only involves the distribution of lands but also included
package of support services which includes credit assistance, extension services,
irrigation facilities, roads and bridges, marketing facilities and training and technical
support programs.
Infrastructure Projects - DAR will transform the agrarian reform communities (ARCs), an area
focused and integrated delivery of support services, into rural economic zones that
will help in the creation of job opportunities in the countryside.
KALAHI ARZone - The KALAHI Agrarian Reform (KAR) Zones were also launched. These zones
consist of one or more municipalities with concentration of ARC population to
achieve greater agro-productivity.

44
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Agrarian Justice - To help clear the backlog of agrarian cases, DAR will hire more paralegal officers
to support undermanned adjudicatory boards and introduce quota system to compel
adjudicators to work faster on agrarian reform cases. DAR will respect the rights of
both farmers and landowners.

President Benigno C. Aquino III (2010-2016)

The younger Aquino vowed during his 2012 State of the Nation Address that he would
complete before the end of his term the Comprehensive Agrarian Reform Program (CARP), the
centerpiece program of the administration of his mother, President Corazon Aquino.
He Aquino distributed their family-owned Hacienda Luisita in Tarlac. Apart from the said
farm lots, he also promised to complete the distribution of privately-owned lands of productive
agricultural estates in the country that have escaped the coverage of the program.
Under his administration, the Agrarian Reform Community Connectivity and Economic Support
Services (ARCCESS) project was created to contribute to the overall goal of rural poverty
reduction especially in agrarian reform areas.
Agrarian Production Credit Program (APCP) provided credit support for crop production
to newly organized and existing agrarian reform beneficiaries’ organizations (ARBOs) and
farmers’ organizations not qualified to avail themselves of loans under the regular credit
windows of banks.
The Legal Case Monitoring System (LCMS), a web-based legal system for recording and
monitoring various kinds of agrarian cases at the provincial, regional and central offices of the
DAR to ensure faster resolution and close monitoring of agrarian-related cases, was also
launched.
Aside from these initiatives, Aquino also enacted Executive Order No. 26, Series of 2011,
to mandate the Department of Agriculture-Department of Environment and Natural Resources-
Department of Agrarian Reform Convergence Initiative to develop a National Greening Program
in cooperation with other government agencies.

President Rodrigo Roa Duterte (2016 – present)

Under his leadership, the President wants to pursue an “aggressive” land reform program
that would help alleviate the life of poor Filipino farmers by prioritizing the provision of support
services alongside land distribution.

45
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

The President directed the DAR to launch the 2nd phase of agrarian reform where
landless farmers would be awarded with undistributed lands under the Comprehensive Agrarian
Reform Program (CARP). Duterte plans to place almost all public lands, including military
reserves, under agrarian reform. The President also placed 400 hectares of agricultural lands in
Boracay under CARP.
Under his administration the DAR created an anti-corruption task force to investigate and
handle reports on alleged anomalous activities by officials and employees of the department.
The Department also pursues an “Oplan Zero Backlog” in the resolution of cases in
relation to agrarian justice delivery of the agrarian reform program to fast-track the
implementation of CARP.

NOTE: A Philstar Global news article entitled “Duterte admin slowest in implementing land
reform, Task Force Mapalad claims” is separately uploaded in the LMS. Read and understand the
Land Acquisition and Distribution Statistical data and the key arguments in the article.
More than that, quizzes and questions in the exam are coming from the uploaded document.

Self-Help: You can also refer to the sources below to help you further understand the lesson:

Department of Agrarian Reform (2013). DAR Historical Background.

http://www.dar.gov.ph/component/article/9-main/996-dar-historical-background.

Let’s Recall

Activity 19
Instruction: Match the items in column A with the items in column B. Write the letter only.

A B
_______1. Governed the relationship between landowner
and tenant farmer A. Executive Order No. 379

_______2. Established LASEDECO and NARR to resettle

landless tenants B. Republic Act No. 1160

46
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

______ 3. Purchase and lease of haciendas and C. Republic Act No. 1199 sale
and lease to the tenants
D. Republic Act No. 1400
_______4. Introduced homestead system in the country
E. Republic Act No. 3844
_______5. Created LTA responsible for the acquisition
and distribution of large tenanted
rice and corn lands F. Republic Act No. 6390

_______6. Abolished share tenancy and institutionalized

leasehold G. Republic Act No. 6657

_______7. Created DAR and the Agrarian Reform Special

Account Fund H. Republic Act No. 9700

_______8. Known and the Comprehensive Agrarian

Reform Law I. Public Land Act

_______9. Broadened the scope of DAR making responsible

all land reforms J. Rural Program Admin.

______10. Strengthened CARP and extend acquisition

of agricultural lands K. Free Farmers Act

Let’s Analyse

Activity 20
Instruction: Give a concise explanation/discussion on the following items.
5 sentences each question
10pts per question
Write your answer in a separate page and submit it to my umindanao account.
Rubrics: 10pts- correct answer, own words, and 5 sentences only
7pts- correct answer, own words, and more or below 5 sentences
5pts- correct answer, not own words (regardless the number of sentences)
2pts- wrong answer (regardless of the words and the number of sentences)

47
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

1. What is the difference between pre-colonial and Spanish era land system of ownership?

2. What is agrarian reform? Why this should be implemented?

3. What are the problems that cause some failures of the agrarian reform law in the Philippines?

Let’s Watch and Analyse

Activity 21

Film: The Promised Land after 40 years by ABS-CBN News

Lupa at Hustisya: Hacienda Luisita by Tudla Productions

Instruction: Watch the two short documentary films, and write a reaction paper.
15 sentences each film
100pts per reaction
Write your answer in a separate page and submit it to my umindanao account.

Rubrics: 100pts- with factual basis, own words, and 15 sentences only
75pts-with factual basis, own words, and more or below 15 sentences
50pts- with factual basis, not own words (regardless the number of sentences)
25pts- no factual basis (regardless of the words and the number of sentences)

In a Nutshell

Based on the knowledge that you have acquired about the agrarian reform, I want you to
write your arguments below. I have already indicated my arguments and lesson learned.

1. Pres. Ramon Magsaysay initiated the resettlement program and brought the people of
Luzon to Mindanao to improve Philippine economy through agri-development.

48
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

2. There are many laws created to improve the agriculture of our country, but only few of
those laws were used. Hence, we still experienced rice shortage despite being an
agricultural country.

Your Turn

3. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4.______________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Big Picture in Focus: ULOc- The Philippine Constitution

Metalanguage

“The Philippine Constitution doesn’t guarantee happiness, only the pursuit of it. You
have to catch up with it yourself.” In simple term, the constitution is the basic law of the nation
that guarantees the rights of the people and determines the power of the government. This unit
discussed the creation of the Philippine constitution and its various revisions in order to fit the
Philippine culture and practices. Some revisions of the Philippine constitution were also made in
order to support the creation of new government system. Fortunately, after the several changes
of the Philippine constitution, the country was able to create a refined and polish constitution,
the 1987 Constitution, which until now the country is using.

49
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Essential Knowledge

The Philippine Constitutions

A. The 1897 Constitution of Biak-na-Bato

The Tejeros Convention that was held in San Francisco de Malabon in Cavite on March 22,
1897 was a result of the Katipunan revolution. In this convention, the first president and vice
president (of the Philippines) were elected by the members of the Katipunan. The elected
President was Emilio Aguinaldo, and the vice president was Mariano Trias.
It was on November 1,1897 that the Republic of Biak-na-Bato (Republica de Biac-na-
Bato) was established during a meeting held at Biak-na-Bato in town of San Miguel de Mayumo
Bulacan. This was a De Facto Constitutional Republic. In this meeting, constitution written by
Isabelo Artacho and Felix Ferrer was promulgated by the Katipunan, which acted as
Constitutional Assembly. The Constitution of Biak-na-Bato known as “Constitucion Provisional
dela Republica de Filipinas” was short-lived as it operated only from November 1,1897 to
December 14,1897.
The Preamble of the 1897 Constitution of Biak-na-Bato reads, “The separation of the
Philippines from the Spanish monarchy and their formation into an independent state with its
own government called the Philippine Republic has been the end sought by the Revolution in the
existing war, begun on the 24th of August, 1896; and therefor, in its name and by the power
delegated by the Filipino people, interpreting faithfully their desires and ambitions, we, the
representatives of the Revolution, in a meeting at Biak-na-Bato, November 1, 1897, unanimously
adopt the following articles for the Constitution of the State.”
The 1899 Malolos Constitution or the Political Constitution of 1899 (Constitucion Politica
de 1899) was the basic law of the first Philippine Republic whose form of government was unitary
semi-presidential constitutional. The Malolos Constitution was the First republican constitution
in Asia (Tucker, 2009) written by Felipe Calderon y Roca and Felipe Buencamino after the
declaration of the Philippine Independence from the Spain on 12 Jun 1898. It was signed into law
by the Malolos Congress and promulgated on January 21,1899. The Malolos Constitution was in
operation from January 23,1899 to March 23,1901.
The Salient features of the 1899 Malolos Constitution include the declaration of
sovereignty of the people, the enumeration of the basic civil rights, the separation of the Church

50
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

and State, it provided for the creation of creation of an Assembly of Representatives to act as the
Legislative body, and a parliamentary republic as the form of government.
The Preamble of the 1899 Malolos Constitutions reads, “We, the Representatives of the
Filipino people, lawfully convened, in order to establish justice, provide for common defense,
promote the general welfare, and insure the benefits of liberty, imploring the aid of the Sovereign
Legislator of the Universe for the attainment of these ends, have voted, decreed, and sanctioned
the following.”
The Acts of the United States Congress was in operation form December 10, 1898 to
March 24, 1934, since the Philippines was a territory of the United States during these periods
because of the Treaty of Paris which transferred the sovereignty form Spain to the United States.
The acts, such as the Philippines Organic Act of 1902, the Philippines Autonomy Act of 1916, and
the Tydings-McDuffie Act of 1934, passed by the United States Congress were considered as the
Philippine constitution because the provided for the fundamental political principle and
established the structure, procedures, powers and duties of the Philippine Government.
Philippine Organic Act of 1902, also known as the “Philippine Bill of 1902”, was the first
organic law enacted by the US Congress for the Philippines. It provided for the creation of the
Philippine Assembly, and a bicameral legislature composed of a Philippine Commission (upper
house) and the Philippine Assembly (lower house) were the lawmaking power was vested. Like
other constitutions it also enumerated the bill of rights for the Filipinos and provided for the
appointment of two non-voting Filipino Resident Commissioners of the Philippines that would
represent the Philippines in the US House of Representatives.
Philippine Autonomy Act of 1916, also known as the “Jones Law”, amended the structure
of the Philippines government that was provided for in the Philippine Bill of 1902. It removed the
Philippine Commission (upper house) and replaced it with the Senate whose members elected
by the Filipino voters, Because of this, the Philippines’ first fully elected national legislature came
into being. A notable statement of this act was the explicit expression of the United States to
grant the Philippines its independence as soon as a stable Philippine government would be
established.

B. Tydings-McDuffie Act of 1934

On, March 24, 1934 the United States passed the Tydings-McDuffie Act that allowed the
Filipino nation to have self-government. A ten-year transition period was granted by this Act so
that Filipinos could be prepared for self-government and full independence. Unlike the other two
facts which could be considered constitution, the Tydings-McDuffie Act of 2034 could not be
considered as a constitution, but still very important document which provided authority and

51
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

defined mechanisms for the establishment of a formal constitutional convention. The eventful
day arrived on July 4, 1946, when the United States recognized Philippine independence in the
Treaty of Manila. The Philippine-American friendship day is celebrated every 4th of July to
commemorate the Philippine independence from the United States of America.

C. The 1935 Philippine Constitution

On May 14, 1935, the Constitution of the Philippines was ratified by a large majority of
the Filipino people. The 1935 Constitution of the Philippines which created the Commonwealth
of the Philippines was based on the principle of separation of powers among the three branches
of government.
Executive power is vested to the President which shall serve for a single-six-year term.
Legislative power is vested in a unicameral National Assembly, and judicial power is exercised by
the Supreme Court.
Accordingly, the 1935 Constitution was written with an eye to meeting the approval of
the United States Government so as to ensure that the U.S. would live up to its promise to grant
the Philippines independence. It was also on this day in 1910, that the then Commissioner (to the
U.S. House of Representatives) Manuel L. Quezon delivered an eloquent speech in the United
States Congress, pleading for Philippine independence.

D. The 1943 Constitution

The 1943 Constitution was the constitution of the Japanese-sponsored Second Republic
of the Philippines (1943-1945). It was recognized as legitimate and binding only in Japanese-
controlled areas of the Philippines but was ignored by the United States government and the
Philippine Commonwealth government in-exile. In June 1943, the Preparatory Commission for
Philippine Independence (PCPI), composed of 20 delegates, was created to draft a new
constitution by the Kapisanan sa Paglilingkod sa Bagong Pilipinas (KALIBAPI), the only political
organization allowed at that time. The Japanese monitored the drafting of the constitution and
instructed the members of PCPI, led by Jose P. Laurel, that the constitution should conform to
the principles of the Greater East Asia Co-Prosperity Sphere. In September 1943, the draft
constitution was unanimously approved by all members of the PCPI and was submitted for
ratification in a popular convention of the KALIBAPI in Manila.
The 1943 Constitution of the Republic of the Philippines, composed of a preamble and
twelve articles, creates a Republican state with a powerful executive branch and subordinate
legislative and judicial branches. The executive power is vested in the President, who is to be

52
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

elected by the members of the National Assembly from among themselves. The President is the
head of government, and commander-in-chief of the Armed Forces. The powers of the President
are: to veto any bill of the Assembly, to promulgate regulations when the Assembly is not in
session and in times of war or national emergency, to declare martial law, to suspend the
privilege of the writ of habeas corpus, and to appoint the members of the Council of State and
officials of the local government. A limited legislative power is exercised by the unicameral
National Assembly whose members, like the President, are not directly elected by the people.
Rather, the Assembly is to be composed of representatives from each province elected in
KALIBAPI conventions throughout the country with appointed governors and mayors as ex-officio
members. The judicial power is exercised by the Supreme Court whose justices, together with
judges of lower courts, are to be appointed by the President.
The 1943 Constitution enumerates the duties and rights of the citizens, requires the
government to develop Tagalog as the national language, and stipulates that one year after the
termination of the Great East Asia War or the World War II; a new constitution shall be
formulated and adopted to replace this Constitution.

E. The 1986 Freedom Constitution

Right after the 1986 People Power Revolution that compelled President Marcos to step
down from power, President Corazon C. Aquino issued Proclamation No. 3 to serve as a
provisional constitution. The proclamation contained some provsions adopted from the 1973
Constitution. Powers such as government reorganization, removal if officials, appointment of a
commissioner to draft a new and more formal Constitution, which upon ratification, would
supplant the Freedom Constitution.
The first part was of Proclation No. 3 reads, “Whereas, the new government was installed
through a direct exercise of the power of the Filipino people assisted by units of the New Armed
Forces of the Philippines; Whereas, the heroic action of the people was done in defiance of the
provisions of the 1973 Constitution, as amended; Whereas, the direct mandate of the people as
manifested by their extraordinary action demands the complete reorganization of the
government, restoration of democracy, protection of basic rights, rebuilding of confidence in the
entire government system, eradication of graft and corruption, restoration of peace and order,
maintenance of the supremacy of civilian authority over the military, and the transition to
government under a New Constitution in the shortest time possible; Whereas, during the period
of transition to a New Constitution it must be guaranteed that the government will respect basic
human rights and fundamental freedoms;

53
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Wherefore, I, CORAZON C. AQUINO, President of the Philippines, by virtue of the power

vested in me by the sovereign mandate of the people; do hereby promulgate the following
Provisonal Constitution.”

F. The 1987 Philippine Constitution

The 1987 Philippine Constitution was drafted by a constitutional assembly that was
mandated in Proclamation No. 3. The commission composed fifty members appointed by
President Corazon C. Aquino from various backgrounds: former members of the House of
Representatives, former justices if the Supreme Court, a Roman Catholic bishop, and political
activists against Marcos regime. Cecilia Muñoz-Palma, who was a former Associate Chief Justice
of the Supreme Court, was elected by the commission as its president. The final draft of the 1987
Constitution was finished on October 12, 1986 and was presented to President Aquino on
October. The constitution was ratified on February 8, 1987 through a nationwide plebiscite.
The Preamble if the 1987 Constitution reads, “We, the sovereign Filipino people,
imploring the aid of Almighty God, in order to build a just and humane society and establish a
Government that shall embody our ideals and aspirations, promote the common good, conserve
and develop our patrimony, and secure to ourselves and our posterity the blessings of
independence and democracy under the rule of law and a regime of truth, justice, freedom, love,
equality, and peace, do ordain and promulgate this Constitution.”

The Philippines renounces war as an instrument of national policy, adopts the generally
accepted principles of international law as part of the law of the land and adheres to the policy
of peace, equality, justice, freedom, cooperation, and amity with all nations.

Self-Help: You can also refer to the sources below to help you further understand the lesson:

Aquino, C. (1986). Restoring Democracy by the ways of Democracy.Retrieved February 2018 from
http://www.coryaquino.ph/index.php/works/article353b89aa-f2dc11df-b3cf-
001617d76479.
The 1935 Constitution. Official Gazette. GOVPH. Retrieved April 15, 2018 from
http://www.officialgazette.gov.ph/constitution/the1935constitution.
The Malolos Constitution. Official Gazette. GOVPH.Retrieved April 15, 2018 from
http://www.officialgazette.gov.ph/constitutions/the-1899-malolos-constitution.

54
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Let’s Recall

Activity 22
Instruction: Fill in each box with the information asked.

Period in
Constitution Promulgated Period of Philippine Form of
by Operation History Government

1897
Constitution
of Biak-na-
Bato
1935
Philippine
Constitution
1943
Philippine
Constitution
1986
Freedom
Constitution
1987
Philippine
Constitution

Let’s Survey

Activity 23
Instructions:
1. Read the Article III: Bill of Rights of the 1987 Philippine Constitution

2. List down 10 rights that you have enjoyed as a student and as a citizen
of the Philippines.
3. 10pts each correct item
55
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

In a Nutshell

Based on the knowledge that you have acquired about the Philippine Constitution, I want
you to write your arguments below. I have already indicated my arguments and lesson learned.

1. The Philippine Constitution had undergone several changes based on the need of the
government system of the country.

2. Many provisions in the 1987 Constitution are coming from the 1935 Constitution, thus
archaic and needs reform.

Your Turn

3. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4.______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Big Picture

Week 7-9: Unit Learning Outcomes (ULOd)- At the end of the chapter, the students are
expected to:

a. Demonstrate a clear understanding of Filipino cultural heritage; government peace treatise

with the different arm groups in the country;
b. Manifest interest in local history and shoe concern in promoting and preserving the country's
historical and cultural heritage; and
c. Display the ability to work in a multidisciplinary team and contribute to group endeavour.

56
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Big Picture in Focus: ULOa. Filipino Cultural Values

Metalanguage

This topic brings the students to the realm of local Filipino history. The focus is more on
the regional settings so that local histories are also understood and appreciated. Beside, this topic
promotes critical evaluation and promotion of local and oral history, museums, historical shrines,
cultural performance, indigenous practices, religious rites and rituals, etc.

Essential Knowledge

Culture and Values

The culture of the Philippines comprises a blend of traditional Filipino and Spanish
Catholic traditions, also with influences from America and other parts of Asia. The Filipinos are
family oriented and often religious with an appreciation for art, fashion, music and food.
Filipinos are known to be hospitable people, and this often accompanied and/or
manifested during getting family gatherings, town fiestas and festivals. The annual calendar is
packed with festivals, many of which combine costumes and rituals from the nation’s pre-
Christian past with the Catholic beliefs and ideology of present day. The concept of cultural
heritage is strongly rooted in the legacy of those who went ahead of us, but what we do about
their tangible and intangible legacies have strong implications for our future as well as the future
of the succeeding generations (Untivero, 2017).

NOTE: An article in Philippine Tatler by Dorynna Untivero "Protecting Our Filipino Heritage" is
uploaded in the LMS. Read and understand how we can protect our cultural heritage and the key
lessons in the article. More than that, quizzes and questions in the exam are coming from the
uploaded document.

57
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Let’s Analyse

Activity 24
Instruction: Give a concise explanation/discussion on the following items.
5 sentences each question
10pts per question
Write your answer in a separate page and submit it to my umindanao account.
Rubrics: 10pts- correct answer, own words, and 5 sentences only
7pts- correct answer, own words, and more or below 5 sentences
5pts- correct answer, not own words (regardless the number of sentences)
2pts- wrong answer (regardless of the words and the number of sentences)

1. What are the Filipino culture and values (at least 5) that must be highlighted and cultivated?

2. Identify and discuss at least three (3) Filipino Cultural Heritage Sites.

Let’s Watch and Analyse

Activity 25
Film: CULTURAL HERITAGE: The Making of Filipino Identity and Heritage
by TVUP - University of the Philippines' Internet TV Network

Instruction: Watch the documentary films, and write a reaction paper.

15 sentences each film
100pts per reaction

Write your answer in a separate page and submit it to my umindanao account.

Rubrics: 100pts- with factual/scholarly basis, own words, and 15 sentences only
75pts-with factual/scholarly basis, own words, and more or below 15 sentences
50pts- with factual/scholarly basis, not own words (regardless the number of sentences)
25pts- no factual basis (regardless of the words and the number of sentences)

58
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

In a Nutshell

Based on the knowledge that you have acquired about the Filipino cultural values, I want
you to write your arguments below. I have already indicated my arguments and lesson learned.

1. The Filipinos are family oriented and often religious with an appreciation for art,
fashion, music and food.

2. Many of Filipino costumes and rituals were coming from the nation’s pre-Christian past
with the Catholic beliefs and ideology of present day.

Your Turn

3. ______________________________________________________________________
______________________________________________________________________
_______________________________________________________________________

4.______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Big Picture in Focus: ULOb. Filipino-American Relation

Metalanguage

This topic brings the students to the realm of Philippine –American political relations. The
narrative originates from the pre-WWII era till the present time. This is necessary to learn by the
students in order to understand critically the root of this relationship.

59
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Essential Knowledge

Filipino-American Relations

The United States established diplomatic relations with the Philippines in 1946. U.S.-
Philippine relations are based on strong historical and cultural linkages and a shared commitment
to democracy and human rights. The 1951 U.S.-Philippines Mutual Defense Treaty provides a
strong foundation for our robust security partnership, which began during World War II. Strong
people-to-people ties, and economic cooperation provide additional avenues to engage on a
range of bilateral, regional, and global issues (US Bilateral Relations Fact Sheet, 2020).
An enduring resilience characterizes Philippine–American relationship for several
reasons. For one, there is an unusual colonial relationship wherein the United States took control
of the Philippines from the Spanish and then shared power with an emergent Filipino elite,
introduced suffrage, implemented public education, and promised eventual national
independence. A shared experience fighting the Japanese in World War II and defeating a
postwar communist rebellion further cemented the “special relationship” between the two
countries. The United States took advantage of this partnership to compel the Philippines to sign
an economic and military treaty that favored American businesses and the military, respectively.
Filipino leaders not only accepted the realities of this strategic game and exploited every opening
to assert national interests but also benefitted from American largesse (Abinales, 2017).

NOTE: An article in Time Magazine by Joseph Hincks entitled A Brief History of U.S.-Philippine
Relations is separately uploaded in the LMS. Read and understand the basic and the key lessons
of U.S-Philippine Relations. More than that, quizzes and questions in the exam are coming from
the uploaded document.

Let’s Watch and Analyse

Activity 26
Film: Why did the U.S. buy the Philippines? by Kirby Araullo
What are the Balangiga Bells? By Kirby Araullo

60
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Instruction: Watch the documentary films, and write a reaction paper.

15 sentences each film
100pts per reaction
Write your answer in a separate page and submit it to my umindanao account.

Rubrics: 100pts- with factual/scholarly basis, own words, and 15 sentences only
75pts-with factual/scholarly basis, own words, and more or below 15 sentences
50pts- with factual/scholarly basis, not own words (regardless the number of sentences)
25pts- no factual basis (regardless of the words and the number of sentences)

In a Nutshell

Based on the knowledge that you have acquired about the Filipino-American relations, I
want you to write your arguments below. I have already indicated my arguments and lesson
learned.

1. Strong political and economic tie between countries creates opportunities for the
citizens in the member countries.

2. Bilateral and (multilateral) relations are necessary to maintain peace and security in the
region.

You Turn

3. ______________________________________________________________________
______________________________________________________________________

4.______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

61
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Reference

Ligan, Victoria et. al. (2018). Readings In Philippine History. Philippines: Mutya Publishing House,
Inc.

Big Picture

Week 7-9: Chapter Learning Outcomes (CLOd)- At the end of the chapter, the students are
expected to:

a. Demonstrate a clear understanding of Filipino cultural heritage; government peace treatise

with the different arm groups in the country;
b. Manifest interest in local history and shoe concern in promoting and preserving the country's
historical and cultural heritage; and
c. Display the ability to work in a multidisciplinary team and contribute to group endeavour.

Big Picture in Focus: CLOd. Filipino Cultural Heritage

Metalanguage

This topic brings the students to the realm of local Filipino history. The focus is more on
the regional settings so that local histories are also understood and appreciated. Beside, this topic
promotes critical evaluation and promotion of local and oral history, museums, historical shrines,
cultural performance, indigenous practices, religious rites and rituals, etc.

62
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Essential Knowledge

Culture and Values

The culture of the Philippines comprises a blend of traditional Filipino and Spanish
Catholic traditions, also with influences from America and other parts of Asia. The Filipinos are
family oriented and often religious with an appreciation for art, fashion, music and food.
Filipinos are known to be hospitable people, and this often accompanied and/or
manifested during getting family gatherings, town fiestas and festivals. The annual calendar is
packed with festivals, many of which combine costumes and rituals from the nation’s pre-
Christian past with the Catholic beliefs and ideology of present day. The concept of cultural
heritage is strongly rooted in the legacy of those who went ahead of us, but what we do about
their tangible and intangible legacies have strong implications for our future as well as the future
of the succeeding generations (Untivero, 2017).

NOTE: An article in Philippine Tatler by Dorynna Untivero "Protecting Our Filipino Heritage" is
uploaded in the LMS. Read and understand how we can protect our cultural heritage and the key
lessons in the article. More than that, quizzes and questions in the exam are coming from the
uploaded document.

Let’s Analyse

Activity 27
Instruction: Give a concise explanation/discussion on the following items.
5 sentences each question
10pts per question
Write your answer in a separate page and submit it to my umindanao account.

Rubrics: 10pts- correct answer, own words, and 5 sentences only

7pts- correct answer, own words, and more or below 5 sentences
5pts- correct answer, not own words (regardless the number of sentences)
2pts- wrong answer (regardless of the words and the number of sentences)

63
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

1. What are the Filipino culture and values (at least 5) that must be highlighted and cultivated?

2. Identify and discuss at least three (3) Filipino Cultural Heritage Sites.

Let’s Watch and Analyse

Activity 28

Film: CULTURAL HERITAGE: The Making of Filipino Identity and Heritage

by TVUP - University of the Philippines' Internet TV Network

Instruction: Watch the documentary films, and write a reaction paper.

15 sentences each film
100pts per reaction

Write your answer in a separate page and submit it to my umindanao account.

Rubrics: 100pts- with factual/scholarly basis, own words, and 15 sentences only
75pts-with factual/scholarly basis, own words, and more or below 15 sentences
50pts- with factual/scholarly basis, not own words (regardless the number of sentences)
25pts- no factual basis (regardless of the words and the number of sentences)

Big Picture in Focus: CLOe. Local History and Cultural Communities in Mindanao

Metalanguage

This topic brings the students to the realm of local Filipino history. The focus is more on
the regional settings so that local histories are also understood and appreciated. This topic
promotes critical evaluation and promotion of local and oral history of Mindanao.

64
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Essential Knowledge

Local History and Cultural Communities in Mindanao

A. Local History and its Importance in Philippine History

Local history is important to understand the different cultures and perspectives of
small communities. It may be the history of a municipality, countryside, a residential area,
or a metropolis neighbourhood. Local history aims to gain a better insight upon others
and ourselves. The national history can be completely read and realized when there are
collective recordings of the local history, which reflects vivid illustrations of the general
course of the national history (Healey, 2018).
Learning about local history can help people realize the grand scheme of historical
change is made up of countless individuals who in their own ways contributed to the on-
going story of the community. And this story likely contains fascinating information that
is worth finding and preserving. The efforts of preservations of historical evidences have
enabled historians to analyse different historical sources such as magazine, diaries,
letters, journals, government records, newspaper, military reports which are considered
primary sources; and the secondary sources were created by someone who did not
experience first-hand or participate in the events or conditions of a historical event, which
are typically written in history books, and scholarly articles.
Historical primary sources can be analysed by students through asking the
following questions: a) the reasons of its preservations are; b) who had written the
documents; and c) the motives of its writing are. It is important for the students to learn
how to use and analyse primary and secondary sources of history because it will not only
provide objective historical information but also a grasps the history behind it and
understand insights that are not articulated in the documents.
Local history provides a whole new perspective toward crucial events that took
place in our communities. In the past, the writing of history was concentrated in the
general events that transpired in a country. It is unfortunate that there were very limited
writings that were done to include the local histories. Thus, going through more the local
history creates historical patterns that transform into detailed stories that tell the
beginning of huge events and the lives of ordinary individual.
It is a fact that many of the Filipinos doesn’t have clear grasp of Philippine history,
more so of their local history. The understanding and writing of the great events that
happened cannot just be set aside. The condemnation of how Philippine history is being

65
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

majorly focused on Luzon events and less of the totality of it, does not solely be put on
the historians alone. The problem is that for a time being, criteria in writing was tied up
to the restrain of the western standards. There is a call that all forms of historical writings
have to be established upon written origin, and that it should be that only those written
documents and primary sources are the ones to be considered dependable. It can be seen
in the writing of Philippine history that there is the absence of written sources done by
individuals and historians from the perspective of local backgrounds. This had hindered
the tasks of national historians to write a complete history of the country. It is also
observed that the data gathered in the Philippine history is borrowed from foreign
sources which manifest biases. This also restricted the national historians for coming up
with a real history of the country. It also gives them harder time for it opens up small
window of information and effort for individuals whose endeavours and origin are located
in their spoken literature.
One must realize that every single nation is composed of regions, provinces, cities
and communities; and that to have clear and correct details of Philippine history there
must be detailed single local histories that must be accounted for. There is a clear need
to strengthen programs and policies that focuses on local history awareness.

B. Brief Mindanao History

The history of the Philippine Muslims is part of the backbone of the historical
development of the whole country. Filipino historians like Dr. Renato Constantine
asserted that no Philippine history can be complete without a study of Muslim
development (Bara, 1990).
Mindanao is named after the Maguindanaons who constituted the largest
Sultanate historically, and evidence from maps made during the 17th and 18th centuries
suggests that the name was used to refer to the island by the powerful natives at the
time. Evidence of human occupation dates back tens of thousands of years. In prehistoric
times the Negrito people arrived. Sometime around 1500 BC Austronesian peoples spread
throughout the Philippines and far beyond. Native people of the Maluku Islands refer the
island as Maluku Besar (Great Moluccas).
Mindanao has the largest concentration of ethnic minorities in the Philippines.
Mindanao and Sulu are the original homeland of the Philippine Muslims, the tribes are
the following: Maranao, Maguindanaon, Iranun, Tausug, Yakan, Sama, Sangil, Jama
Mapun, Kaagan, Kolibugan, Palawani and Molbog. And other ethnic tribes or lumads that
are original dwellers of Mindanao are T’boli, Bukidnon, Bagobo, Mandaya, Manobo and
Subanen.

66
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

The Subanen Tribe, the aborigines of the Zamboanga Peninsula’s Zamboanga del
Norte, Zamboanga del Sur, Zamboanga Sibugay, Island of Basilan, and northern provinces
of Misamis Occidental, Lanao del Norte, and Misamis Oriental is believed to have
established in Mindanao Island during the Neolithic Era, or New Stone Age where the
period in the development of human technology taken place beginning 10,000 BC
according to the ASPRO chronology (between 4,500 and 2,000 BC). The evidence of old
stone tools in Zamboanga del Norte may indicate a late Neolithic presence. Burial jars,
both earthen and glazed, as well as Chinese celadons, have been found in caves, together
with shell bracelets, beads, and gold ornaments. Many of the ceramic wares are from the
Yuan and Ming periods. Evidently, there was a long history of trade between the Subanen
and the Chinese long before the latter’s contact with Islam. Islam came to the Philippines,
specifically in Mindanao, in the late 13th century and became a heritage of the entire
Filipino nation.
The origins of the Mindanao conflict can be traced back to the 16th century when
the native Moro population of the island resisted invading Spanish forces. Upon the
Spaniards' arrival to Mindanao, they were intimidated to find such a strong Muslim
presence on the island, having just expelled the Moors from Spain after centuries of
fighting under the Reconquista. In fact, the name Moros (the Spanish word for "Moors")
was given to the Muslim inhabitants by the Spanish. Caesarea Caroli was the name given
by Ruy Lopez de Villalobos to the island of Mindanao when he reached the sea near it.
This was named after the Charles V of the Holy Roman Empire (and I of Spain).
Moro Wars (1901-1913) were a series of resistance led by the Moro tribes of
Mindanao against Spanish invaders that was stretched to American occupation of the
Philippines. While the Moro Rebellion lasted roughly from 1903 to 1913, it’s perhaps
more accurate to describe the insurgency by Muslim southern Filipinos—dubbed Moros
by the Spanish—as a 600-year struggle for religious autonomy and independence that has
never really ended (McMicheal, 2011). During the Spanish invasion, the Zamboanga
became the capital seat of the Gobierno-politico-militar for the entire Mindanao. It has
become the Spanish garrison because of its strategic location.
Meanwhile, as the successful conquest of Davao Gulf by the Spaniards happened
in 1848, it has paved for the establishment of a Spanish de facto government in Davao,
although as early as 1620, Spanish forces already reached in the north-eastern coasts of
Mindanao down to Bislig. In 1848, Don Jose Cruz de Oyanguren was ordered to conquer
and subdue the entire Davao gulf, expel or pacify the Moros and Lumads and establish
the Christian religion. He found an ally named Datu Daupan, chief of Samal Mandayas,
who saw Oyanguren’s colonizing venture a chance to get even with Datu Bago, a Muslim

67
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

chieftain of Davao who treated Mandayas as vassals/serfs. The initial attacks to Datu
Bago’s fortified settlement was a failure because Oyanguren’s ship cannot maneuver to
the Davao River bend (where Bolton Bridge is now located). The latter settled and erected
a barrier at Piapi for his defense and constructed a causeway across nipa swamps to the
dry section of meadows (now Claveria Street junction), to bring the cannons within range
to Datu Bago’s settlement. Reinforcement from Zamboanga for Oyanguren arrived; and
due to out-gunned defenders, despite tenacious resistance, Datu Bago laid their arms and
fled to the hinterlands (Tiu, 2013). After Oyanguren defeated Datu Bago, he renamed the
region Nueva Guipúzcoa, in honor of his home in Spain, and became its first governor.
Oyanguren’s efforts to develop the area, however, did not prosper.
Parallel to the Muslim efforts to halt Spanish colonization, the Lumad also resisted
missionary attempts to dominate them. Historical records spoke of several Lumad acts of
resistance against missionary friars who ventured out to Christianize them. These small
acts of opposition clearly expressed Lumad dislike for foreign interference or subjugation
(Rodil, 2003; Schreurs, 1989).
Although the Muslims of Mindanao remained uncolonized in the face of Spanish
aggression, they suffered tremendously from the incessant hostilities. As a result of more
than 333 years of intermittent Moro-Spanish Wars, the Muslims experienced
deteriorating standards of living, poverty and internal discord. Due to the loss in human
and natural resources brought about by the wars, the sultanates were unable to promote
the growth of the agricultural potential of their lands (Majul, 1973).
Spanish colonial aggression weakened the Muslim sultanates economically and
politically, thereby allowing for the easy conquest of the Moros and the occupation of
their territory by another colonial aggressor, the US (Majul, 1973; Rodil 2003).
The American colonizers took over the Philippines from the Spaniards initially
through the Treaty of Paris on December 1898 for the price of twenty million dollars and
subsequently through armed conquest by separately defeating Filipino and Moro
resistance. The treaty was the political settlement between the two colonial powers after
the United States defeated Spain in the Spanish-American war (Tan, 2002; Gowing, 1977).
It is important to stress at this point that at the time of the Treaty, the so-called subjects
of the treaty were de facto states – the Philippines declared its independence from the
Spanish colonizers six months earlier; in Mindanao, the Sulu and Maguindanao sultanates
and the Pat a Pongampong ko Ranao were never colonized by the Spaniards; the Lumad,
too, avoided contact with Spain and thus remained free – they were not owned by Spain
at the time of the agreement. To this detail in history is traced one of the root causes of
the Moro struggle, that the Moros were attached to the Philippine state without their

68
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

plebiscitary consent. The (Christian) Filipinos were never asked either. The agreement
was purely a political settlement between two colonial powers. However, any question
about the legitimacy of the Paris transaction turned moot and academic after the
American victory in war over the Filipinos and Moros as well as over the rest of the
inhabitants. They all became subjects of US colonialism (Montiel, Rodil, and de Guzman,
2012).
The American colonial government also opened up vast territories of the
Philippines to resettlement, including the Cagayan Valley, Mindoro, Palawan and
Mindanao. Made to believe that they were moving into and occupying public lands,
settlers from the northern and central regions of the Philippines were transported with
government assistance to these areas or traveled on their own at their own expense. In
Mindanao, the large-scale movement of settlers also called homesteaders or
homeseekers from Luzon and the Visayas started in 1913. By 1970, less than sixty years
later, the original local population was brought down to 30 percent while the new
migrants increased to 70 percent. This was how the Muslims and the Lumad communities
were displaced, dispossessed and marginalized in their own ancestral lands. Ironically, the
process was government-initiated, largely legal and in accordance with law and state
policy (Rodil, 1994).
Heavy migration Mindanao of Visayans spurred by government-sponsored
resettlement programs during the Commonwealth Period, turned the Lumads and Moros
into minorities. Sporadic fighting took place in 1901 and 1903, and bet known American-
Moro battles occurred March 1906 in Bud Dajo, Jolo, Sulu. Six hundred Moro who had
taken refuge inside a massive volcanic crater were massacred by troops under Gen.
Leonard Wood. Many women and children were killed, and Wood came under severe
criticisms in the U.S Congress after that although he was pardoned by Pres. Theodore
Roosevelt. Renewed hostilities occurred in 1911 to 1913, and fighting ceased after that,
but Moro separatist movements were formed and continued up to the 21st century.
In the 1930s, the Americans continued its colonization programs in Mindanao; it
has encouraged Christians to migrate to the southern region of Mindanao. On February
27, 1939, 62 pioneers (primarily agricultural and trade graduates) were the first big batch
of settlers to land in Dadiangas (now General Santos City) with the mission of industriously
cultivate the land, that eventually displaced the B’laan Tribe of Southern Mindanao.
Americans used their control over property and land laws to ley American corporations
and Christian settlers take over native resources. They deprived the Moro Sultanates in
the west of self-governance, and independence. Ilokanos, Cebuanos, and Ilonggos

69
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

streamed into Moro territories in the western to central portions of Mindanao which
triggered armed struggles due to land-grabbing and forceful Christian conversions.
When American rule was consolidated, a systematic policy to integrate Mindanao
and Sulu began. Lumads and the Muslims were grouped under a tribal system. In Davao
there were 6 (Ata, Guiangga, Mandaya, Manobos, Tagakaolo); 18 in Cotabato, 13 in
Lanao; 9 in Sulu; 5 in Zamboanga; 56 in subdistricts. The District Governor who headed
the wards had a deputy in the person of the Lumad datu.
Moreover, American rule and later during the Commonwealth, the Lumad
landscape changed. For instance, in the plains of Tupi and Polomolok in South Cotabato,
Blaan Lumads gave way to the Dole pineapple plantations; Higaonons and Talaandigs who
thrived by the plains of Bukidnon were neighbors to the Del Monte plantations. By the
1960’s bulldozers, cranes and giant trucks were ubiquitous in the area of the Banwaons.
Foreign agribusiness covered a thousand to 3,000 ha. of Lumad lands in Bukidnon-Davao
area.
In Davao region, there was a sizable population of Japanese immigrants. The
Moros hated the Japanese immigrants and fought the Japanese invaders when they
landed in Davao. The migration of the Japanese plantation workers flourished in the area
in the early period of 1900s. They controlled the entire abaca industry. And in the 1960s,
banana and pineapple plantation industries flourished and became the source of
development. However, social unrest was also prevalent (Cantal et al., 2014).
Another significant hostility against the Moros occurred in February and March
1968, 26 Muslim trainees from Sulu were massacred by their military trainers, allegedly
for mutiny, in the island of Corregidor; other versions said they were merely petitioning
for the payment of their allowance which was already delayed by more than a month.
This came to be known also as the infamous Jabidah Massacre; Jabidah being the code
name of the military training that took place in that island. This incident ignited a series
of angry rallies from Muslim and non-Muslim activists in both Manila and Mindanao, as
well as from opposition politicians and Muslim politicians, one of whom founded the
Muslim Independent Movement (MIM) in the summer of 1968. The Jabidah Massacre is
believed to have fueled the formation of the Moro National Liberation Front (MNLF) by a
Muslim Scholar— Nur Misuari. The MIM publicly declared its intention to establish an
Islamic State in the predominantly Muslim areas of Mindanao and Sulu (Gowing, 1979 as
cited by McKenna, 2019).
This conflict between the capital in Manila and Moro Mindanao has continued for
over 400 years, although in recurrent pattern. The MNLF armed struggle ensued 1972-
1976 under a deal led by the Organization of Islamic Conference (OIC), the government

70
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

and MNLF signed a peace agreement with Pres. Ferdinand Marcos. But in 1977, Misuari’s
deputy– Hashim Salamat, led MNLF separatist group named Moro Islamic Liberation
Front (MILF) that added armed tensions in Mindanao.
Pres. Corazon Aquino launched peace talks with the MNLF. And in 1989, the
Organic Act for the Autonomous Region of Muslim Mindanao (ARMM) was signed into
law. In 1996, the MNLF signed a final peace agreement with Pres. Fidel V. Ramos, but the
MILF remained aggressive on being a Muslim rebel movement.
During Pres. Joseph Estrada, there was intensive mobilization of the Philippine
armed forces and declared an all-out war against the MILF. It was deemed successful as
it conquered the MILF stronghold— the Camp Abubakar in 2000. Former Pres. Gloria
Macapagal Arroyo resumed the negotiations with the MILF, taking a bold step in crafting
a draft agreement that triggered widespread opposition from lawmakers and other
sectors, and later the Supreme Court declared it unconstitutional.
After more than 10 years of negotiations Pres. Benigno Aquino III signed a
breakthrough peace agreement with the MILF; and both parties later signed the
Framework Agreement on the Bangsamoro (FAB)—on 15 October 2012.
The conflict in the Moro areas has evolved over the past 44 years—from an ethno-
nationalist struggle between an aggrieved minority and the central government, to a
highly fragmented conflict with multiple overlapping causes of violence. While ‘state-
minority’ contestation has traditionally been viewed as the dominant form of
contestation in Moro areas, inter-elite competition is the major source of contestation
and violence across Mindanao (Adriano and Parks, 2013).

C. Cultural Communities in Mindanao

The Lumad of Mindanao

The Indigenous Cultural Communities (ICC) in the Philippines are believed to make up
about ten percent of the national population. Also known as cultural minorities, they had
been pushed to the mountains and forests by lowlanders ever since towns and cities were
built. Most of the ICC do not possess money or private property and, widely discriminated
against, find it hard to integrate with mainstream society. With the destruction of the forests
as well as with efforts of the lowland majority to assimilate them into Christian culture, the
ICC struggle to protect their ancestral domain and cultural identity.

71
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

In 1986, fifteen of the more than eighteen ICC in Mindanao adopted the term lumad, a
Bisayan word for “native” or “indigenous,” to distinguish themselves from the Christians and
Muslims in Mindanao. Republic Act 6734, enacted during Corazon Aquino’s time, used the
term to differentiate these ethnic communities from the Bangsamoro people.
Lumad are non-Muslim or non-Christian, although “the orientation of their cultural
developments … appears to be toward the Muslim groups” (Jocano, 1998). The
anthropologist Felipe Landa Jocano stresses that “in most cases, language is the only
differentiating element in ethnic cultures, particularly among those which occupy adjacent
and contiguous territory.” Most of the ICC in Mindanao speak languages belonging to the
Manobo family of languages, except the Blaan, T’boli, and Teduray.
Broadly speaking, the ICC in Mindanao can be found in the following overlapping regions:
 South Central Mindanao (esp. Davao, Bukidnon, Cotabato): Bagobo, Tagakaolo,
Teduray, Manobo, Kulaman, Blaan, T’boli
 Eastern Mindanao (esp. Agusan, Bukidnon, Davao, Surigao): Mandaya, Ata,
Mansaka, Dibabawon
 North Central Mindanao (esp. Bukidnon): Bukidnon/Higaonon
 Western Mindanao and the Sulu Islands (esp. Zamboanga, Cotabato, Lanao):
Maguindanao, Iranun, Maranao, Tausug, Samal, Yakan, Kalibugan, and Subanen
(Ulindang, 2014).

The Minoritization of the Indigenous Communities of Mindanao and the Sulu

Archipelago by Rodil (1994) reflects the struggles of the lumad throughout history up to
the present. According to the book, the lumad want:
 the return of all lands taken from them through deceit, harassment,
illegal manipulation, or simply grabbed;
 the government to cancel permits secured by individuals and
companies operating logging, mining, pastures, rattan gathering, and
other agri-based industries within lumad territories. These businesses
may operate within areas of ancestral domain only with the permission
of individual “tribes”;
 the migration of settlers into ancestral domain controlled;
 their culture to be learned, respected, and taught as part of the DepEd
curriculum;
 the government to stop militarization in lumad territories, stop the
recruitment of lumad into paramilitary units, and stop the improper
use of the lumad pangayaw (revenge raids); and

72
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

 the government to stop recognizing “fake Lumad organizations and

fake datu which has become standard practice not only to foil or
diffuse legitimate Lumad aspirations but also to advance selfish
interests among government officials and their influential friends”
(Rodil, 2004).

The Muslims in Mindanao

Muslims are the most significant minority in the Philippines, and they possess a
culture which is different from the Christian Filipinos. The following are the subgroups
defined on the basis of language.
1. The Maranao. Literally, Maranao means people of the lake. Their homeland is
called Lanao which means lake. Their oldest settlement started around here, and up to
this day, highly populated communities still dot the lake. Their language is similar to
Maguindanaon and Iranun. One shall be confused as to which of them owns the mother
tongue since the Maranao and Iranun can understand 60% of the Maguindanaon
language. At any rate, these groups live in proximity. Continuous contact allows them to
develop or share a common practice including language. The Maranao are concentrated
in Lanao area. They occupy the most strategic place in Mindanao owing to their access to
Iligan bay in the north and Illana bay in the south.
During the colonial period, they fought against the Spaniards, usually under the
flag of the Maguindanao sultanate. Like other Muslim ethnic groups, the Maranao are
brave and have offered sacrifice in defense of their homeland and Islam. Throughout the
colonial period, Lanao was united as one province of the Maguindanao sultanate. Seeing
the importance of Lanao, the American colonial government in Manila encouraged
landless Filipinos to migrate to Mindanao. Most settlers targeted Lanao as their final
destination. After about 50 years, the Filipino settlers became established in the area
north of Lanao. This eventually led to the division of Lanao into Del Norte and Del Sur
beginning 1960s.
2. The Maguindanao. Originally, Maguindanaon is the name of the family or
dynasty which came to rule almost the whole island of Mindanao, particularly the former
Cotabato. It later refers to the Muslim people who live in the Pulangi valley which sprawls
the Southwestern part of Mindanao. It is for this reason, the Maguindanaon are called
people of the plain. They accepted Islam at the last quarter of 15th century. Total
Islamization of the whole Pulangi area succeeded only with the arrival of Sharif

73
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Kabungsuan a prince from Johore who came to Mindanao after the fall of Malacca and
nearby areas to Dutch colonialists in 1511.
The greatest contribution of the Maguindanao to civilization in Southeast Asia was
the sultanates of Maguindanao and Buayan. These sultanates rose almost simultaneously
after the arrival of Sharif kabungsuan who founded the first sultanate in Mindanao.
During its heyday, the sultanate of Maguindanao did bring the whole mainland of
Mindanao under its control. It became the instrument of the Muslims in Mindanao in
thwarting the western colonialism.
The Cotabato had been the seat of the Maguindanao sultanate. This is the
ancestral land of the Maguindanao including the hill ethnic group such as the Tiruray,
Tasaday and Subanun. Because of its wide valley, Cotabato area has ever since the rice
ganary of the country. The colonialists had ever since been attracted to the fertile land of
Cotabato. Many times, the Spaniards made Cotabato as capital of Mindanao during their
military occupation. This colonial plan however succeeded only during the American
period. It was able to organize the first Filipino settlement in 1912.
3. The Iranun. These people have inhabited the area bordering between Lanao del
Sur and Maguindanao province. They claimed to be the origin of these two ethnic groups.
The language of the Maranao and Maguindanao is strongly rooted in the Iranun tongue.
The Iranun may perhaps be the mother language and the rest are just a mere dialects. For
several centuries, the Iranun formed part of the Maguindanao sultanate. Their culture
received much influence from the Maguindanao rather than the Maranao. There was a
case in the past the seat of the Maguindanao sultanate was situated at Lamitan and
Malabang that were the strongholds of the Iranun society. They fought the western
invaders under the flag of the Maguindanao sultanate. The Iranun were excellent in
maritime activity. They used to ply the route connecting the Sulu sea, Moro gulf to
Celebes sea, and raided the Spanish held territories along the way.
4. The Tausug. Prof. Muhammad Nasser Matli argued that the term Tausug is a
slang word and originated from two words: tau (people) and ma-isug (brave). Therefore,
Tausug means brave people. Before the coming of Islam, the Tausug had already
established a central government. When Islam came, Tausug leaders accepted Islam. They
did not resist. As soon as they became Muslims they made themselves models by infusing
Islamic values and politics to the government. The result was the spread of justice in the
land. Seeing the beauty of Muslim leadership, the entire natives finally accepted Islam.
The peaceful triumph of Islam in Sulu in the middle of the 13th century led to the
Islamization of local politics. This was the process that brought about the establishment
of the Sulu sultanate in 1450. Many Tausug leaders were sent outside Sulu to further

74
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

strengthen the Sulu sultanate influence. This was the origin of the growth of Tausug
communities in Tawi-Tawi, Palawan, Basilan, Zamboanga, and Sabah. Up to this period,
these places are still the favorite destination of Tausug migrants who have been displaced
by the wars and conflicts between the Muslims and the Philippine government.
5. The Yakan. The term Yakan is a mispronunciation of the word yakal by the
Spaniards. While the term Basilan has originated from two words basi (iron) and balani
(magnate). In the ancient time Basilan was thickly covered by the yakal trees. Foreign
people often mistook the name of the yakal trees as the native identity. During colonial
period the Spaniards branded the inhabitants of Basilan as Yakan, and became carried up
to the present. Like other Muslim provinces, Basilan has been the target of Christian
penetration since the Spanish era. Her rich resource like timber and fertile agricultural
land as well as her geographical proximity to Zamboanga City has made her vulnerable to
present capitalist exploitation and Christian domination. There have been already a
number of municipalities where the Filipino settlers have the upper hand. Isabela,
Maluso, Lamitan and other communities have an overwhelming Christian population. And
their population growth and community expansion are kept on continuing. Vast tract of
lands which are strategic are mostly owned by the Filipino settlers. There are many areas
where the Yakans become minoritized, and further displaced from their own lands. In the
areas where they are already minoritized the Yakans are exposed to marginalization. In
politics, there are many instances in the past, top leadership fell into the hands of the
outside people.
6. The Sama. The Sama identity derived from the term sama-sama which means
togetherness or collective effort. The Sama people are highly dispersed and scattered in
the Sulu Archipelago. They are geographically diversified owing to their exposure to
maritime activities and fishing. There are five sub-clusters that make up the Sama people.
Helping each other is recognized as norm of the Sama people. Included in the Sama group
are the Badjao known as the sea-gypsies of Sulu Archipelago and Celebes Sea. The Badjao
people call themselves Sama Laut. In Malaysia, they are called Orang Laut. All these
descriptions point to them as being boat people. They always move from one island to
another, living in their small boat for weeks or even months without mooring or coming
to town to buy their needs. The Badjao do not establish a permanent community like the
Arab and the Cossacks in central Asia. They have not able to develop a political institution
that can advance their collective interest of their society. Their social organization does
not approach even the level of a clan, in a sense, because they have no recognized
community leader. Their social structure is leveled. Rich people or elitism is completely
absent in Badjao society. All of them belong to the poor strata. Family structure is the

75
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

only factor that makes the Badjao society possible. Roles and duties are allocated to every
member from the parents down to their children, from the adult to the young ones. The
father acts as leader; the mother is responsible for cooking; children collect firewoods in
the coastal areas, and helps gather sea food and fetch water. As observed, the whole
Badjao family constitutes also the economic unit, which means, all of them have to work
together (sama-sama) for their survival.
Poverty and backwardness are the two basic factors that keeps every Badjao
family from sending their children to school. Children are needed at home or must
accompany their parents in search of their daily sustenance. This is the reason the Badjao
society suffers a high illiteracy rate. Less than one percent can read the Qur’an or Roman
alphabet. Their present condition has deteriorated. They are highly exposed to the
oppression of Tausug warlords. They are often exploited in some economic activities.
Minimal reward or compensation is given for their labor, and low price for their
commodities, like lobsters and fish.
The Sama people who inhabited Tawi-Tawi are called by their place of residence.
Thus, there is the Sama Balimbing, Sama Simunul or Sama Sibutu. These groups claim to
be the origin of all Sama sub-groups scattered throughout the Sulu Archipelago. They
inhabited most major islands of Tawi-Tawi. While in the mainland the Sama concentration
is confined to Balimbing and Sapa-Sapa. These people have a high level of literacy rate
compared to other Sama sub-group.
The Sama Bangingi are also considered major group within the Sama ethnic
group. Their dialect is just a variation of the Sama language. Geographical distance being
separated from other Sama groups by seas has caused the variation of their dialect from
their mother tongue. But, generally all Sama people understand each other. The Bangingi
have a well-developed social organization comparable to the Tausugs. Back to the
sultanate period each Bangingi community had its own panglima and maharajah as the
highest and influential people in their society. The tip of Zamboanga peninsula, Pilas and
Tungkil Island were once dominated and ruled by the Bangingi leaders. They had four
strong Kuta at Zamboanga before the Spaniards occupied it. The latter took several weeks
before they were able to dislodge the Bangingi from their strongholds. The Bangingi were
good sailors. They were the first group in this country to reach Bengal bay and explore
the Indian Ocean. They discovered the connection of Sulu sea, the straits of Malacca and
the Indian ocean. Most of the sultanate expeditions to Visayas and Luzon were
commanded by the Bangingi warriors.
The Bangingi unlike the Badjao are highly exposed to the Filipino society and its
institution. Majority of them has studied in the Filipino school and managed to occupy

76
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

key positions in the government. Unfortunately, they failed to build their own institutions
like school, political parties and businesses that are capable of effecting social changes in
the society. There are only individual initiatives. The Bangingi remain far from collective
social progress.
Jama Mapun is another Sama sub-group. They call their dialect as pullun mapun
which is part of the Sama language. The term mapun stands for west. They call themselves
as Jama Mapun because they are situated at the distant west of Sulu. They are
concentrated largely at the Turtle Island, Cagayan de Tawi-Tawi an island municipality
located at the border adjacent to Sabah. They are also found in southern Palawan. Like
the Bangingi, the Jama Mapun adopted permanent settlement; hence they have a clear-
cut social organization where the panglima is recognized as top community leader. During
the Sulu sultanate period, Jama Mapun used to be of a military strategic importance to
the sultanate. It used to be the sultanate’s launching base to secure the unquestioning
loyalty of the panglima of Sabah and Palawan.
7. The Sangil. The Sangil came from Sangihe an archipelago sprawling the Celebes
sea just south of the Mindanao sea. Their migration to Sarangani province and to the
coastal areas of Davao del Sur and South Cotabato was ahead of the coming of Islam to
Southeast Asia. They embraced Islam later as a result of their continuous contact with
their motherland, which became Islamized, as well as with the emerging Muslim
communities in Maguindanao and Sulu in the 14th century.
The Sangil speak a language similar to Bahasa, and in the Philippines, to Tausug.
They also evolved their own social organization associated with central leadership, which
enabled them to wage battle against the Dutch and Spanish colonialism. There were many
instances the Sangil allied themselves to the Maguindanao sultanate. They used to
contribute war paraws, fighters and arms in major expeditions to Spanish held territories.
The Sangil have also high political and Islamic consciousness. They are active in their
struggle for self-determination as part of their strategy to have their culture and social
institutions preserved and developed further. They succeeded at last. In 1992, the
Sarangani province was born intended to contain the clamor of the Sangil.
8. The Kaagan. The Kaagan inhabited mostly Davao areas. They became Muslims
as a result of contact with the Maguindanao sultanate, and later strengthened with the
arrival of some Tausug groups who helped to organize the Kaagan society. No wonder the
Kaagan language has many bahasa sug root words. With the departure of the Tausug and
Maguindanao influences at the height of the Filipinization process. Most of them have
been marginalized and were helpless to improve their society because their social
organization did not improve as those in Lanao and Sulu.

77
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

9. The Kolibugan. The term kolibugan is a Sama word which means “half-breed”.
Originally, they are part of the Subanun ethnic group, an indigenous people inhabiting the
interior of the Zamboanga peninsula. Their neighbors, particularly the Sama Bangingi and
the Tausugs called these Islamized Subanun as Kolibugan because their culture has been
altered by their Muslim neighbors and for years there has been intermarriage with other
groups that produced new generations, hence they are called Kolibugan. These people
still speak the Subanun language and retain the Subanun type of social organization,
which is limited to clan orientation with less political inclination. Today, the term
Kolibugan is applied to all Subanun who moved to coastal areas and intermarried with the
Muslims, and finally embraced Islam.
10. The Palawan/i. The early Muslim inhabitants in mainland Palawan were the
Panimusan. These people became Muslims as a result of close contact with the Sulu
Sultanate. Many Tausug during the sultanate period came to Palawan in order to
introduce Islam to the local people. The Muslim concentration is mostly in the southern
part of Palawan such as Batarasa, Rizal, Quezon, Brooke’s Point and Espanola. In these
municipalities the Muslims are likely dominant and hold political power. Isolated Muslim
communities are also found in Narra, Roxas, Taytay and Aborlan.
Since the collapse of the Sulu sultanate, contact between the Palawani and the
Tausugs was almost lost. They have been isolated to each other as there is no direct trade
or cultural link between the two people.
11. The Molbog. The Molbog are mainly confined in the Balabac islands located at
the southern tip of Palawan. They received Islamic influence and later embraced Islam
from Brunei Muslim missionaries. The propagation of Islam was active during the 15th
century when Muslim principalities rose from the eastern side of the Malay peninsula and
Borneo. At this period, the Brunei sultanate was expanding its influence to the Philippines
and Palawan is not far from Brunei. The Sulu sultanate also helped to strengthen Islam
among the Molbog.

At present, Mindanao Lumads account for 2.1 million out of the total 6.5 million
indigenous people nationally (1993 Census) these fifteen Lumads in the Cotabato
Congress were the following: Subanen, B’laan, Mandaya, Higaonon, Banwaon, Talaandig,
Ubo, Manobo, T’boli, Tiruray, Bagobo, Tagakaolo, Dibabawon, Manguangan, and
Mansaka. They are found in the following towns and cities: Cotabato, Tandag, Dipolog,
Kidapawan, Marbel, Tagum, Cagayan de Oro, Davao, Malaybalay, Pagadian, Butuan,
Surigao, Ozamis, Ipil, Digos, Mati and Dipolog (Ulindang, 2014).

78
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Note: An article entitled Driven from home, Philippine indigenous people long for their land by
Rina Chandran of Reuters is separately uploaded in LMS. Read and understand the Lumad
struggle continues in Mindanao. More than that, quizzes and questions in the exam are coming
from the uploaded document.

Self-Help: You can also refer to the source below to help you further understand the lesson:

Adriano, F. and Parks, T. (2013). The contested corners of asia: subnational conflict and
international development assistance the case of mindanao, philippines. The Asia
Foundation.
https://asiafoundation.org/resources/pdfs/MindanaoCaseStudyFullReport.pdf

Bara, H. (1990). The history of muslim in the Philippines. https://ncca.gov.ph/about-ncca-

3/subcommissions/subcommission-on-cultural-communities-and-traditional-arts-
sccta/central-cultural-communities/the-history-of-the-muslim-in-the-philippines/

Cantal, D. F. et. al. (2015). Philippine history. Malabon City: Mutya Publishing House Inc.

McKenna, T. (2019).The origins of the muslim separatist movement in the philippines.

https://asiasociety.org/origins-muslim-separatist-movement-philippines

Montiel, C., Rodil, R. and de Guzman, J. (2012). The moro struggle and the challenge to peace-
building in mindanao, southern Philippines.
http://rizal.lib.admu.edu.ph/reserve/12012/RUNNING HEAD The Moro Struggle.pdf

Rodil, R. (1994). The minoritization of the indigenous communities of mindanao and the sulu
archipelago. Alternate Forum for Research in Mindanao.
https://www.scribd.com/doc/121775772/Rodil-1994-Minoritization-of-Indigenous-
Communities-MindanaoSulu-pdf

Tiu, M. (2005). Davao: reconstructing history from text and memory. Ateneo de Davao University.

Ulindang, F. (2014). Lumad in mindanao. https://ncca.gov.ph/about-ncca-

3/subcommissions/subcommission-on-cultural-heritagesch/historical-
research/lumad-in-mindanao/

79
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Let’s Watch and Analyse

Activity 28

Film:
1. Investigative Documentaries: Indigenous Communities by GMA Public Affairs
2. I-Witness: 'Pigil Hininga,' dokumentaryo ni Kara David by GMA Public Affairs

Instruction: Watch the documentary films, and write a reaction paper. Choose one film only.

15 sentences each film

100pts per reaction

Write your answer in a separate page and submit it to my umindanao account.

Rubrics: 100pts- with factual/scholarly basis, own words, and 15 sentences only
75pts-with factual/scholarly basis, own words, and more or below 15 sentences
50pts- with factual/scholarly basis, not own words (regardless the number of sentences)
25pts- no factual basis (regardless of the words and the number of sentences)

80
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

COURSE SCHEDULES

Assessment Number Date Manner of Submission

Week 1
Activity 1 TBD by Course Coordinator
Activity 2 TBD by Course Coordinator
Activity 3 TBD by Course Coordinator
In a Nutshell TBD by Course Coordinator
Week 2

Activity 5 TBD by Course Coordinator

Activity 6 TBD by Course Coordinator
Activity 7 TBD by Course Coordinator
In a Nutshell TBD by Course Coordinator
Week 3
Activity 8 TBD by Course Coordinator
Activity 9 TBD by Course Coordinator
Activity 10 TBD by Course Coordinator
Activity 11 TBD by Course Coordinator
Activity 12 TBD by Course Coordinator
Activity 13 TBD by Course Coordinator
Activity 14 TBD by Course Coordinator
In a Nutshell TBD by Course Coordinator
Week 4
Activity 15 TBD by Course Coordinator
Activity 16 TBD by Course Coordinator
Activity 17 TBD by Course Coordinator

In a Nutshell TBD by Course Coordinator

Week 5
Activity 19 TBD by Course Coordinator
Activity 20 TBD by Course Coordinator
Activity 21 TBD by Course Coordinator
In a Nutshell TBD by Course Coordinator
Week 6
Activity 22 TBD by Course Coordinator
Activity 23 TBD by Course Coordinator
In a Nutshell TBD by Course Coordinator
Week 7

81
 College of Arts and Sciences Education
Social Science Discipline
2 Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Activity 24 TBD by Course Coordinator

Activity 25 TBD by Course Coordinator
In a Nutshell TBD by Course Coordinator
Week 8
Activity 26 TBD by Course Coordinator
In a Nutshell TBD by Course Coordinator
Week 9
Submission of Course TBD by Course Coordinator
Project, etc.

Prepared by:

REY B. ATACADOR, MA
NOVIE ARREN P. BARRETTO, LPT, MA

Reviewed by:

VICTORIA O. LIGAN, DPA

Approved by:

KHRISTINE MARIE D. CONCEPCION, PHD

82