MODULE IN

GEC 2- READINGS IN
PHILIPPINE HISTORY
 CHAPTER 4
Social, Political, Economic, and Cultural issues in Philippine
History

Module 12
Title: Agrarian Reform Policies
Introduction:
Landlessness is the main source or rural poverty, and this issue is the legacy of
colonialism. (Robles,2007) For a long period of time, the agrarian system of the Philippines
was being controlled by the large landlords. Small farmers in the Philippines were struggling
for their rights to land and other natural resources thereby leading to a more difficult problem
relating to their daily living. Along with the different social injustices that we are facing, it is
therefore mandatory on the part of the government to build a nation where there is equitable
land ownership and empowered agrarian reform beneficiaries who are effectively managing
their economic and social development for a better quality of life. (DAR mission and vision)
This lesson presents the history of the Philippine land and agrarian reform programs.
A discussion on the historical background of various agrarian reform programs, that date
back to Spanish period up to the present times, will enable the Filipinos to understand the
present Comprehensive Agrarian Reform Program. (Manapat, et.al, 2010)
Learning Outcome:
At the end of this topic, you are expected to:
1. analyze the history of agrarian reforms in the country to be more aware of current
land reform issues, more importantly, the problem of land redistribution.
Learning Content:
Pre-Spanish Era
Private ownership is unknown to almost all of the people sojourning in the Philippines
and a system of communal ownership is enjoyed by many in terms of land ownership. The
absence of records will indicate this. However, there is no denial as to the land patterns that
the Philippines do have, to wit:
a. Those who engaged in shifting cultivation regarded all land as their public domain,
although they did not choose to cultivate all of the available land.
b. Those who practiced a type of living in an area for a long period of time follows
private ownership. However, no formalized procedures for recognizing private
ownership was ever introduced.
c. The pre-Spanish classes who lived in the community determined the land ownership
system.
With regards to land ownership practices, distinction is to be made as to three types of
individuals living during this time. Noble men were free from the payment of tribute and can
possibly own lands. Freemen were entitled to cultivate lands but is required to pay annual fee
of one-half of the yield of their crops to the datu. Lastly, the dependents who can never hold
lands as they are regarded to serve only the datu.
Spanish Period (1521-1898)
The discovery of Magellan leading to the expedition of Miguel Lopez de Legazpi
colonizing the country brought changes to land system in the Philippines. Legazpi issued a
major policy recognizing all public lands as part of the public domain, regardless of local
customs.
Private ownership was introduced. With this, every citizen was given the choice of
land to cultivate that is free from tax. Other lands were still considered to be communal in
nature for the collective needs of the community and there are those not cultivated that
remained within the disposal of the Spanish crown in accordance to whom (Spanish officials
and friars) the same may be granted which is known as encomienda.
The different changes brought about by the encomienda system gave rise to the
issuance of two Royal Decrees urging landowners to secure legal title of their land and the
Maura Law that granted landholders one year to secure legal title to their land or the same
will be forfeited. Due to failure on the part of peasant farmers to comply immediately with
the law, they were left without titles thereby leading to a situation where they ended up
tenants in their own lands.
The different strategies of dispossessing peasants of their landholding is not limited
only to the above-mentioned situation. There are outright purchases of real estates at a lower
price and the grant of large tracts of lands to the friars. Injustices are present that later on
propelled the Filipino peasants to call for a revolution. Thus, the 1898 Philippine Revolution.

Philippine Revolutionary Government (1898-1899)

The establishment of the Philippine Republic by Emilio Aguinaldo is coupled with his
intention of confiscating large estates granted to friars. The standpoint of the government
established by Aguinaldo is to reclaim these lands because ownership of friars is of
questionable origin to think that landless peasants are in their constant agony claiming their
own lands. This controversy led to what is now known today as 1898 Philippine Revolution.
Unfortunately, Aguinaldo government was aborted with his own capture. With the
intrusion of a new colonial power, the issue relating to ownership of friar lands remained.
American Rule (1898-1935)
The ceasing of powers of the Spanish Government led to the colonial rule of the
Americans by virtue of the Treaty of Paris. The issue relating to landholdings became more
complicated for the reason that land records were destroyed and lost. For this reason, Torrens
system of land registration was introduced to solve the matter. However, despite earnest
efforts to solve the same, majority of the farmers did not resort to this solution. There is a
failure to really identify the cause of landlessness among Filipino famers that resulted to the
increase in tenancy rate and decrease in landownership by the Filipinos themselves.
 By 1919, friar lands were disposed of by the then civil government but until 1977,
friars remained to be the biggest landholders in the country. Along with the different
solutions offered to solve the matter, the same were considered futile because Americans
favored more few rich landowners (hacienderos) to further cope up with their self-vested
interest of supplying the mother country of raw materials. This led to a great motivation on
the part of thehacienderosto acquire more lands intensifying production but at the peril of
exploiting more the peasants.
Commonwealth Era (1935-1946)
With the set-up of this era came the implementation of the Rice Tenancy Act of 1933.
Primarily, this act regulates share-tenancy contracts by establishing minimum standards.
Accordingly, a better landlord relationship is envisioned having a 50-50 sharing of the crop,
regulation of interest to 10% per agricultural year, and particularly a safeguard against the
whims and caprices of the landlord. However, since the implementation of the act requires a
petition of the majority of the municipal councils, no petition was ever made. Due to these
minor lapses as to its implementation, President Manuel Quezon made its implementation
mandatory in all Central Luzon provinces. However, contracts were made to last only for a
year and landowners were able to unjustly dismiss tenants by the simple act of not renewing
their contracts. Hence, this created more agitation on the part of peasant organizations doing
their obligations well but were still dismissed despite their great service to till the soil.
In line with all the social unrest, the government was hereby motivated to incorporate
in its Constitution the integration of social justice provision.
Second Philippine Republic: Japanese Occupation (1941-1945)
The Hukbo ng Bayan Laban saHapon (HUKBALAHAP) was born under the Japanese
occupation. It was headed by Luis Taruc and was able to take advantage of the social unrest
after World War II. They were able to establish a “shadow” government in Central Luzon
that discredited the government in the eyes of the people. This, consequently, made them
stronger and closer to the people.

Third to Fifth Philippine Republic

Roxas Administration (1946-1948)
He proclaimed Rice Tenancy Act of 1933 effective all over the country. However,
land tenure was still noted as a problem and was noted to become more worse despite
numerous remedial measures. Among these measures was Republic Act 34 of 1946,
otherwise known as Tenant Act. This provided for a 70-30 sharing arrangement and further
regulated share-tenancy agreements.
Quirino Administration (1948-1953)
With the announcement of his two main objectives, that is, economic reconstruction
of the nation and restoration of faith and confidence of the people in the government, none of
it speaks of the making of agrarian reform law. He had little success with the continuance of
the programs previously implemented by his predecessor. Since social unrest is prevailing
and none was done to properly and effectively address the issue, the same led to unpopularity
of his administration.

Magsaysay Administration (1953-1957)

He introduced two land bills, that is, the Agricultural Tenancy Act of 1954 (R.A.
1199) and the Land Reform Act of 1955 (R.A. 1400). The former Act shifts share tenancy to
leasehold. In the leasehold system, the tenant is paying a fixed amount to the landlord rather
than a variable amount. This consequently gave to the prohibition of ejecting tenants without
further pronouncement of the Court of Agrarian Relations as to the existence of just cause.
On the other hand, Land Reform Act of 1955 provided for the expropriation of private
agricultural land over 300 hectares of contiguous areas, if owned by individuals. (Manapat,
et.al, 2010) However, the two acts were considered to be with lapses because although
private lands were considered to be subdivided to tenants at cost, lands having the area of less
than 144 hectares were exempted.
Garcia Administration (1957-1961)
He did not make any pronouncement relating to agrarian reform his administration
was considered a “stalemate” between landlords and their allies in congress. (Manapat, et.al,
2010)
Macapagal Administration (1961-1965)
Under his administration, he introduced Agricultural Land Reform Code of 1963
otherwise known as R.A. 3844 providing for the purchase of private farmlands with the
purpose of distributing them in the form of small lots to landless tenants on easy payment
terms. There is the lowering of retention limits of landholdings to 75 hectares, be it a
corporation or an individual. However, the same was contended to be too high considering
the growing population density. Within the span of two years after it was implemented, no
land was purchased due to the reason also that peasants were unable to purchase the same. On
the other hand, allocation of budget for this was never enough thereby leading to a situation
where less land was being cultivated. Thus, this implies a declining situation relating to
productivity of farmers.
Marcos Administration
During the first four years of Marcos, there is a vast change as to land purchase and
redistribution. However, no agrarian law was made thereby leading to the continuance of the
implementation of R.A. 6389. Further development and amendments were made at the latter
part of his term due to constant peasant upheaval. Among those changes are conversion of
lands to residential lands as a ground for dismissal of tenants, conversion of share tenancy to
leasehold tenancy with certain exceptions, the creation of the Department of Agrarian
Reform, disturbance compensation given to tenants just in case the land is converted to
residential subdivision type, increased financing for land reform program, and crediting of
rentals in favor of the tenant against just compensation.
Along with the declaration of Martial Law, he issued P.D. 2 declaring the Philippines
as a land reform area. To further implement land transfer, he issued Tenant Emancipation Act
(P.D 27) that launch the Operation Land Transfer (OLT). The establishment of Land Bank of
the Philippines is another attestation of providing the needed incentives to affected
landowners. With the integration of P.D 27, landlords who owned more than seven hectares
of land had to sell the excess to the DAR, which in turn sells these to the landless farmers
tilling the land. (Manapat, et.al, 2010) However, another loophole was seen with this policy,
that is, it exempted all landholdings planted with export crops. Several limitations were seen
along with the implementation of Marcos’ land reform programs, these are: (a) narrow
coverage as the same is limited only to privately-owned lands, (b) protection for big landlords
through schemes devised by them like shifting the land to the planting of export crops, (c)
heavy burden on farmer beneficiaries like having 15 years only to pay the land, (d) little
support services that later on made many farmers to resort to mortgage, and lastly (e) weak
farmers’ organizations because they were branded as communists or subversives.
At the end of his administration, the efforts remained futile as the same were not
materialized. This made agrarian reform the rallying issue for the Aquino government.
(Manapat, et.al, 2010)
Aquino Administration (1986-1992)
Upon her assumption to office, she made described agrarian reform, to wit:
“the most fundamental and far reaching program of government for it adheres to the
economic well-being and dignity of many Filipinos.”
This pronouncement is a clear indication that she is making agrarian reform as the
centerpiece of her government. (Manapat, et.al, 2010) The unveiling of the Comprehensive
Agrarian Reform Program, led to the issuance of Comprehensive Agrarian Reform Law
otherwise known as R.A. 6657. This act is intended to promote social justice and
industrialization by providing the mechanism for its implementation and for other purposes.
(Manapat, et.al, 2010) However, due to limitation of the time within which the distribution of
land is to be made, others considered the policy as a failure as well.
Ramos Administration (1992-1998)
He worked fast on the implementation of CARP in order to meet its time limitation.
Despite his eager support for its implementation, the same lacks support funds to further
implement it. To answer this, he signed into law R.A 8532 to amend CARL and this paved
way for the extension of another ten-year period to fully implement the provisions of the law
itself.
Estrada Administration (1998-2001)
The launching of Magkabalikat para saKaunlarangAgrayo(MAGSASAKA) was for
the purpose of encouraging foreign investments to the agricultural sector and for the
advancement in technology relating to crop production. However, the same left agrarian
reform to still be an issue.
Arroyo Administration (2001-2010)
Under her administration, CARPER was signed into law. It was a consolidation of
Senate Bill 2666 and House Bill 4077. The former amended certain provisions of CARL and
the latter extended the time limit within which to achieve its goals.
Learning Activities
1. Origin-Purpose-Value-Limitation
Readings will be given for the students to understand the topics and for them to
answer the following questions:

a.) What is the cause of landlessness?

b.) Why is it important to study the importance of agrarian reform?

c.) What are the different land reform programs implemented by the different
Presidents of the Philippines throughout the time?

d.) What are the significant break through of the land programs of the different
regimes and how does it answer social unrest?

e.) What are the limitations of the different land reform programs issued by the
different administration?

2. Compare and Contrast the land programs introduced by the different Presidents
of the Philippines.
The students are expected to come up with their presentation to substantiate their
understanding about the present land condition in the country and for them to evaluate
the lapses of the land programs and how they will go about it for a better solution.

3. Research Paper
The students are expected to come up with a research paper with recommendations
that they think will help more the agency concerned about land reforms and apply all
principles they have learned to make reasonable recommendations.
Supplementary Readings and Resources:
The Land Registration Act of 1902
The Public Land Act of 1903
The Cadastral Act of 1903
The Friar Lands Act of 1904
Documentaries relating to Hacienda Luisita (Hacienda Luisita Massacre: The untold
Story, https://youtu.be/Z_YV29WNtcA)
Documentaries relating to Mendiola Massacre (Mendiola Massacre Interview,
https://youtu.be/OpNJ12-Pd3c)
Corona on his impeachment: It’s all about Hacienda Luisita
(www.newsinfo.inquirer.net)

Flexible Teaching and Learning Modality:

 Asynchronous and Synchronou
Assessment Task:
1. Reflection Paper
Direction: Consider the photo presented below and out of it make your reflection
paper comprising 500 words. Write the same in the space provided
 Scoring Rubric for Reflection Paper

Category Exemplary Superior Satisfactory Unsatisfactory

Depth 25% Response Response Response Response
demonstrates an demonstrates a demonstrates a demonstrates a
in-depth general reflection minimal lack of reflection
reflection on the on the concepts. reflection on the on the concepts/
concepts. Viewpoints and concepts. Viewpoints and
Viewpoints and interpretations are Viewpoints and interpretations
interpretations supported. interpretations are missing,
are insightful and are unsupported inappropriate
well supported. or supported with and/or
flawed unsupported.
arguments.
Structure 25% Writing is clear, Writing is mostly Writing is Writing is unclear
concise, and well clear, concise, and unclear and/or and disorganized.
organized with well organized disorganized. Thoughts ramble
excellent with good Thoughts are not and make little
sentence and sentence/paragraph expressed in a sense.
paragraph construction. logical manner.
construction.
Thoughts are
Thoughts are expressed in a
fully expressed in coherent and
coherent and logical manner.
logical manner.
Quality of Response was Response was Response had a Response had no
Writing 25% written in an written in an little style or style or voice.
extraordinary interesting style. voice.
style and voice.

Very Informative Somewhat Gives some new Gives no new

and well informative and information but information and
organized. organized. poorly organized. very poorly
organized.
Grammar, Almost no Few spelling and A number of So many spelling,
Punctuation and spelling, punctuations errors spelling, punctuation and
Spelling 25% punctuation or and minor punctuation or grammatical
grammatical grammatical grammatical errors that
errors. errors. errors. interferes with
the meaning.
Sub Totals
100%
Over-all-Score
100%
 2. Slogan Making
Direction: Create a slogan relating to your sentiments as to the development of land
reform programs in the Philippines. Use the space provided below.

References:
1. Candelaria, John Lee, et.al. 2018. Readings in Philippine History. Rex Bookstore, Inc.
2. Manapat, Carlos, et.al, 2015. Economics, Taxation and Agrarian Reform. C&E
Publishing Inc.
3. Solminero, Ernesto Thaddeus, et.al.2018 Readings in Philippine History.
Module 13
Title: Evolution of the Philippine Constitution
Introduction:
The identity of a Filipino lies on knowing the history of the Philippines. Part of the
topics needed in knowing this identity is the evolution of the Philippine Constitution. Its
importance can be seen in the thought that a government can be properly administered with
the existence of a properly defined constitution. Hence, the study of its evolution.
Learning Outcomes:
At the end of the topic, you are expected to:
1. trace the evolution of the Philippine Constitution throughout the country’s history;
and
2. discuss the distinct features of the different constitutions of the Philippines.
Learning Content:
The 1897 Biak-na-Bato Constitution
On March 22, 1897 at San Francisco de Malabon, Cavite where, the first presidential
and vice-presidential elections in Philippine history were held, although the election was only
among the Katipuneros and not the general population.
On November 1, 1897 at Biak-na-Bato in the town of San Miguel de Mayumo in
Bulacan, the Republic of Biak-na-Bato was established. The Biak-na-Bato had a constitution
drafted by Isabelo Artacho and Felix Ferrer.
This Constitution was patterned or copied after the Cuban Constitution immediately
after the transfer of government from Cavite to Bulacan.This Constitution was known as the
“Constitucion Provisional de la Republica de Filipinas” (Provisional Constitution of the
Philippines). It was originally written in and promulgated in the Spanish and Tagalog
language.Filipino revolutionaries adopted this Constitution to cater the needs of the present
time. Hence, it did not last long.
The 1899 Malolos Constitution (1899-1901)
On January 20, 1899 at Barasoain Church in Malolos, Bulacan, Malolos Congress
proclaimed, enacted and ratified “Constitucion politica” ( Political Constitution). This
document was written in Spanish.
The making of the Malolos Constitution was pursuant to the provisions of the
Tyddings-Mcduffie Law, which provides that the Philippines must draft its own Constitution
as a precedent condition for the proclamation of Philippine Independence.
The Malolos Constitution was the first republican constitution in Asia written by
People’s Representative.
a. It declared that sovereignty resides exclusively in the people.
b. It stated basic civil rights.
c. It separated the church and state.
 d. It called for a creation of an Assembly of Representatives to act as the legislative
body.
e. It called for a parliamentary republic as the form of government. The president
was elected for a term of four (4) years by a majority of the assembly.
Find a copy of the original document at this site:
https:/ / en.wikisource.org/wiki/Constitution_ of_ the_ Philippines_(1899)
The 1935 Constitution (1935-1943, 1945-1973)
The 1935 Constitution was written in 1934, approved and adopted by the
Commonwealth of the Philippines and later used by the Third Republic. It was written with
an eye to meeting the approval of the United States Government as well, so as to ensure that
U.S. would live up to its promise to grant the Philippines independence and not have a
premise to hold onto its possession on the grounds that it was too politically immature and
hence unready for full, real independence.
The original 1935 Constitution provided for unicameral National Assembly and the
President was elected to a six-year term without re-election. It was amended in 1940 to have
a bicameral Congress composed of a Senate and House of Representatives, as well the
creation of an independent electoral commission. The Constitution now granted the President
a four-year term with a maximum of two consecutive terms in office.
This is considered to be a preparatory step in granting complete and absolute
independence of the Philippine in July 4, 1946.
The 1973 Constitution (1973-1986)
The 1973 Constitution, promulgated after Marcos’ declaration of martial law, was
supposed to introduce a parliamentary-style government. Legislative power was vested in a
unicameral national assembly whose members were elected for six-years terms. The
President was ideally elected as the symbolic and purely ceremonial head of state chosen
from among the Members of the National Assembly for a six-year term and could be elected
to an unlimited number of terms. Upon election, the President ceased to be a Member of the
national Assembly. During his term, the President was not allowed to be a member of a
political party or hold any other office.
The 1973 Constitution was further amended in 1980 and 1981. In the 1980
amendment, the retirement age of the members of judiciary was extended to 70 years. In the
1981 amendments, the false parliamentary system was formally modified into a French-style
semi-presidential system:
a. executive power was restored to the President;
b. direct election of the President was restored;
c. an Executive Committee composed of the Prime Minister and not more than 14
members was created to “assist the President in the exercise of his powers and
functions and in the performance of his duties as he may prescribed:” and the Prime
Minister was a mere head of the Cabinet.
The last amendments in 1984 abolished the Executive Committee and restored the position of
Vice- President (which did not exist in the original, unamended 1973 Constitution).

While the 1973 Constitution ideally provided for a true parliamentary system, in
practice, Marcos had made use of subterfuge and manipulation in order to keep executive
powers for herself, rather than developing these to the Assembly and the cabinet headed by
the Prime Minister. The end result was the final form of the 1973 Constitution after all
Amendments and subtle manipulations-was merely the abolition of the Senate and a series of
cosmetic rewordings The old American-derived terminology was replaced by names more
associated with parliamentary government: for example, The House of Representatives
became known as the “Batasang Pambansa” (National Assembly), Department became
“Ministries,” and their cabinet secretaries became known as “cabinet ministries,” with the
President’s assistant-the Executive Secretary-now being styled the “Prime Minister.” Marcos
supported parliamentary system in practice functioned as an authoritarian presidential system,
with all real power concentrated in the hands of the President but with the premise that such
was now constitutional.

The 1986 Freedom Constitution (1986-1987)

Immediately following the 1986 People Power Revolution that ousted Ferdinand E.
Marcos, President Corazon C. Aquino issued Proclamation No. 3 as a provisional
constitution. It adopted certain provisions from the 1973 Constitution while abolishing others.
It granted the President broad powers to recognize government and remove officials, as well
as mandating the president to appoint a commission to draft a new, more formal Constitution.
Often called the “Freedom Constitution,” this constitution was only intended as a temporary
constitution to ensure the freedom of the people and the return to democratic rule. A
constitutional commission was soon called to draft a new constitution for the country.

The 1987 Constitution (1987-Present)

This is the present Constitution of the Philippines, wherein the branches of the
government are divided into three main departments: (a) The Executive, (b) The Legislative,
and (c) The Judiciary. The primordial principles adopted under this Constitution are the
principle of checks and balances and separation of powers with the introduction of the three
Constitutional Commissions. The constitution was ratified by a nationwide plebiscite on
February 8, 1987.
The Constitution contains a preamble and eighteen self-contained articles with a
section numbering that resets for every article.
Contents of the Constitution:
Preamble
The preamble introduces the constitution and the source of sovereignty, the people. It
follows the pattern in past constitutions, including an appeal to God.
Article l – National Territory
The National Territory comprises the Philippine archipelago, with all the islands and
waters embraced therein, and all other territories over which the Philippines has sovereignty
or jurisdiction, consisting of its terrestrial, fluvial, and aerial domains, including its territorial
sea, the seabed, the subsoil, the insular shelves, and other submarine areas. The waters
around, between, and connecting the islands of the archipelago, regardless of their breadth
and dimensions, form part of the internal waters of the Philippines.
Article II - Declaration of Principles and the State
Article II lays out the basic social and political creed of the Philippines, particularly the
implementation of the constitution and sets forth the objectives of the government.
Article III – Bill of Rights
Article III enumerates specific protections against the abuse of state power, most of
which are similar to the provisions of the U.S. Constitution.
Article IV – Citizenship
Article IV defines the citizenship of Filipinos. It enumerates two kinds of citizens:
natural-born citizens and naturalizes citizens. Natural-born citizens are those who are citizens
from birth without having to perform any act to acquire or protect Philippine citizenship. The
Philippines follows a jus sanguinis system where citizenship is mainly acquired through
blood relationship with Filipino citizens.
Natural- born citizenship forms an important part of the political system as only natural-
born Filipinos are eligible to hold high offices, including all elective offices beginning with a
representative in the House of representatives up to the President.
Article V – Suffrage
Article V mandates various age and residence qualifications to vote and a system of
secret ballots and absentee voting. It also mandates a procedure for overseas and disabled and
illiterate Filipinos to vote.
Article VI – Legislative Department
Article VI for a bicameral legislature called the Congress composed of the Senate and
House of representatives. It vests upon Congress, among others, the power of investigation
and inquiry in aid of legislation, the power to declare the existence of a state of war, the
power of the purse, the power of taxation, and the power of eminent domain.
Article VII – Executive Department
Article VII provides for a presidential form of government where the executive power is
vested on the President. It provides for the qualification, terms of office, election, and power
and functions of the President. It also provides for a Vice-President and for presidential line
of succession.
Article VIII – Judicial Department
Article VIII vests the judicial power upon the Supreme Court and other lower courts as
may be established by law (by Congress). While the power to appoint justices and judges still
reside with the President, The President may only appoint nominees pre selected by the
Judicial and Bar Council, a body composed of the Chief Justice of the Supreme Court, the
Secretary of Justice, the Chairs of the Senate and House Committees on Justice, and
representatives from the legal profession.
Article IX – Constitutional Commission
Article IX establishes three constitutional commissions: the Civil Service
Commission, the Commission on Elections, and the Commission onAudit.
Article X – Local Government
Article X pursues for local autonomy and mandates Congress to enact a law for the
local government, now currently the Local Government Code.
Article XI – Accountability of Public Officers
Article XI establishes the Office of Ombudsman which is responsible for
investigating and prosecuting government officials. It also vests upon the Congress the power
to impeach the President, the Vice-president, members of the Supreme Court, and the
Ombudsman.
Article XII – National Economy and Patrimony
Article XIII – Social Justice and Human Rights
Article XIV – Education, Science and Technology, Arts, Culture and Sports
Article XV – The Family
Article XVI – General Provisions
Article XVII – Amendments or Revisions
Article XVIII – Transitory Provisions

Learning Activities:
1. Time Line Making
Students will create a timeline showing the evolution of the Philippine Constitution.
2. Venn Diagram
Students are expected to show the similarities and differences of the various
Constitutions through a Venn diagram.
Mandatory Readings and Resources
1. Torres, Jose Victor, 2018. BATIS: Sources in Philippine History. C&E Publishing Inc.
page 185-200
2. The 1987 Constitution as to History and Evolution of the Constitution
3. Joaquin Bernas on History and Evolution of the Constitution
4. Solminero, Ernesto Thaddeus, et.al.,2018. Readings in Philippine History.
(page 218-220)
Flexible Teaching and Learning Modality:
 Asynchronous and Synchronou
Assessment Tasks:
Evaluation I
1. Constitution Matrix
Direction: Fill out a Constitution Matrix to identify the distinct characteristics of each
Constitution.

Constitution Form of Ratifying/ Length of Distinctive

Government Promulgating Effectivity Features
Body

Malolos
Constitution

1935
Constitution

1973
Constitution

Freedom
Constitution

1987
Constitution

Evaluation 2
Directions. If you were given a chance to contribute to craft the 1987 Constitution, what
would be your proposals? Write on the right sides items you would want to changed, revised
or replaced. Write on the left side your proposal. Provide the reason/s for your revision or
proposal.

The 1987 Constitution Proposal

Reason/s for proposal
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

The 1987 Constitution Proposal

Reason/s for proposal:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

The 1987 Constitution Proposal

Reason/s for proposal:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References:
Candelaria, John Lee, et.al.,2018. Readings in Philippine History. Rex Bookstore, Inc.
Solminero, Ernesto Thaddeus, et.al.,2018. Readings in Philippine History. Rex Bookstore
Torres, Jose Victor,2018. BATIS: Sources in Philippine History. C&E Publishing Inc
Module 14
Title: Taxation

Introduction:

The very reason why does government exists is because of taxes. We can finance our
governmental activities though revenues and for this reason, it is incumbent on our part to
know the origin and nature of our taxing system in the Philippines.
Learning Outcomes:
At the end of the topic, you are expected to:
1. analyze the issues in Philippine taxation through history.
2. propose recommendations or solutions to present-day problems.
3. trace the root causes and how we anticipate future scenarios in Philippine setting.

Learning Content:
What is Taxation?
Taxation refers to compulsory or coercive money collection by levying authority,
usually a government. The term “taxation” applies to all types of involuntary levies, from
income to capital gains to estate taxes. Though taxation can be a noun or verb, it is usually
referred to as an act; the resulting revenue is usually called “tax.”
Taxation is a means by which government finance their expenditure by imposing
charges on citizens and corporate entities.
Taxation refers to the practice of a government collecting money from its citizens to
pay for public services. Without taxation, there would be no public libraries or parks, bridges
government building or schools, etc.
Taxation is different from other forms of payment, like payment for purchase of
goods and services, because taxation does not require consent from the payor and the
payment is not directly tied to goods bought or services rendered.
What are taxes?
Taxes are mandatory contributions of everyone to raise revenue for nation-building. The
revenue is used to pay for our doctors, teachers, soldiers, and other government personnel and
officials, as well as for building schools, hospitals, roads, and other infrastructure.
Legal Bases of Philippine Taxation
1. Constitution

Article VI, section 28 of the Constitution states that “the rule of taxation shall be
uniform and equitable” and that “Congress shall evolve a progressive system of
taxation.
 2. National Law

a. National Internal Revenue Code - enacted as Republic Act No. 8424 or the Tax
Reform Act of 1997.
b. Republic Act No. 10963 or the Tax Reform for Acceleration and inclusion Act
of 2017.
c. Republic Act No. 7160 or the Local Government Code of 1991, and those
sourced from proceeds collected by virtue of a local ordinance.
Taxes imposed by the national level are collected by the Bureau of Internal Revenue
(BIR), while those imposed at the local level are collected by a local treasurer’s office.
The Powers and Duties of the Bureau of Internal revenue (BIR)
1. Reduction and collection of all internal revenue taxes, fees and charges.
2. Enforcement of all forfeitures, penalties, and fines connected therein, including
the execution of judgements in all cases decided in its favor by the Court of Tax
Appeals and the ordinary courts.
3. It shall also give effect to the administer supervisory and police powers coferred
to it by the National Internal Revenue Code and special laws.
Kinds of Taxes:
Taxes can either be direct or indirect.
Direct taxes are those that are paid from income and properties. Examples include
personal and corporate income taxes, property and capital taxes.
Indirect taxes are collected based on consumption. Example include excise taxes,
VAT, percentage tax, and documentary stamp tax (DST).

a. Direct Taxes
Income tax- is a direct tax paid by an individual or organization imposed on:
 Compensation Income - Salaries, wages, taxable bonuses, fringe –
 Business Income - Practice of profession, trades, gains from sale and
assets, and other income not covered by compensation
 Passive Income – Tax on deposits, royalties, and dividend
b. Indirect Taxes

1. Value–Added Tax is a type of indirect tax imposed on goods and services. The
VAT rate since 2006 is 12%. Both imported and domestic goods and services are
covered by VAT, but there are many exemptions. Imposed on persons or
entities/transactions: who sell or lease goods, properties or services in the course
of trade or business and are the list of exemption can be found in Section 109 of
the Tax Code.
2. Percentage Tax is a business tax imposed on persons or entities/transactions: who
sell or lease goods, properties or services in the course of trade or business and are
exempt from VAT under Section 109 of the National Internal Revenue Code, as
amended, whose gross annual sales and/or receipts do not exceed Php 1,919,500
 and who are not VAT-registered; and, engaged in business specified in Title V of
the National Internal Revenue.

3. Excise Tax is an indirect tax on selected goods that have negative externalities
and are non-essentials. Excise tax can be either specific or ad valorem.
 Specific is based on weight, volume capacity, or any other physical unit of
measurement.
 Ad valorem (literally meaning “according to value’) is based on selling
price or other specified value. This is a measure to discourage too much
consumption of scarce resources and limit the bad effects of some
products.
These are the commodities subject to excise taxes: Sin products (alcohol
and tobacco), petroleum, miscellaneous articles (automobiles, jewelry,
perfume, and toilet waters, yachts, and other vessels intended for pleasure
or sports), and mineral products.
Brief History of Philippine Taxation
Taxation in Spanish Philippines
The mark of the start of the initial existence of taxation in the Philippines started with
the imposition of tributes. There were problems faced by government officials in its
collection due to the nature of settlements in the Philippines. This calls for the creation of
pueblos where Filipinos were gathered and awarded plots to till. Later on, these settlements
were placed under the management of encomenderos.
To meet the demands of the payment of tributes, Filipinos increased their production.
They were able to pay the tribute partly in cash and partly with their produce. Out of this
transaction, the conquest of the Philippines was financed.
The economy of the Philippines was improved through the Galeeon Trade. On the
other hand, tax collection was still poor and to subsidized the finances in the Philippines,
different goods were delivered in the Philippines through the galleon trade.
In 1884, the payment of tribute was stopped and a poll tax through cedula personal
was collected. The payment of cedula was progressive, thus making it cumbersome on the
part of peasants to pay. Through the payment of cedula, tax collection greatly increased and
was considered to be the main source of income.
Direct and indirect taxes were also imposed. Another source of income by the
government is monopoly. This made it possible for the colony to create a surplus of income
that made it self-sufficient without the need for the situado real and even contributed to the
Treasury of Spain. (Candelaria, 2018)
Income tax is also present in the form of forced labor. However, in the end of 17 th
century, the collection of income taxes became lighter because of increase in death rate and
flight to mountains. By the end of 19th century, this tax was reduced to a personal service that
lessen the burden of what is to be paid. This will give us a notion that taxation system during
this period can be summed up to a situation where peasants are heavily burdened by it and the
co-elites as principals being less burdened by it.
 It is mindful to include in our discussion a primary source, particularly the account of
Mariano Herbosa when he wrote to Rizal about taxes.
Taxation under the Americans
The Americans who acquired the Philippines aimed to make the economy self-
sufficient by running the government with the smallest possible sum of revenue and create
surplus in the budget. (Candelaria, 2018)
Few changes were incorporated like the introduction of real estate tax which has been
considered as land taxes. This faced a lot of criticisms specially on the part of landed elite
who took means to evade their taxes. To solve the problem relating to the collection of land
taxes, the Internal Revenue Law of 1904 was introduced. Accordingly, it prescribed ten major
sources of revenue, like SIN taxes, income tax imposed to corporations like banks, and the
like.
The cedula went through a lot of changes with the new law. other taxes were also
introduced such as industria tax for transactions or activities. Underwood-Simmons Tariff
Act was passed but this reduces the revenue derived from export taxes. To cope up with this,
tax receipts were increased. With all of the succeeding introduction of other sources of
revenue, the same problem remains, that is, we cannot still support the expenditures of the
government.
Taxation during the Commonwealth
Under this, surtax rate was added to income taxes. Cedula taxes were actually
abolished and later a residence tax was imposed. The drafting of the National Internal
Revenue Code took place. However, despite several efforts to solve the issues regarding the
tax burden shouldered by the peasant, the same remains and at the outbreak of World War II,
economic development is still far-fetched.
Fiscal Policy from 1946 to Present
After the war, rehabilitation funds is needed to cope up with the result of it. Despite the fact
that independence of the country has been declared, dependency towards the Americans is
imminent since we need to rehabilitate what has been destroyed. The regressive nature of tax
system was still present even up to the time of Marcos administration despite numerous
efforts to cater economic development. However, during the time of Corazon Aquino, tax
reform programs were initiated. Hence, VAT is introduced. This was signed in 1986 and was
put into effect in 1988. Economic growth was somehow seen during the time of Ramos
administration. The short-lived administration of Estrada did not constitute any change in the
tax system. Large deficits were felt during Arroyo administration due to the fact that large
expenditure was allowed without increasing tax collection. Hence, this prompted the
government to devise new source of revenue, thus, the E-VAT. Under the time of Benigno
Aquino III, excise taxes were the main focus thereby strengthening the cause for SIN taxes.
Now, with the present administration promising for tax reform, it is hoped that the same will
result in the much-desired economic development.
Suggested Readings:
Source: Mariano Herbosa to Jose Rizal, Calamba, 29 August 1886, Letters Between Rizal
and Family Members (Manila: National Heroes Commission, 1964), 239-241.
Brief History of Taxation in the Philippines, https://youtu.be/g9SM UffHo_g
Learning Activities:
Exercise 1
Essay.
1. Evaluate the law relating to taxation that governs banking institution or corporations. Are
you favorable or not to the economic progress of the country? Justify your answer

Scoring Rubrics for Essay

Category Exemplary Superior Unsatisfactor

Satisfactory y
Knowledge/ Demonstrates Demonstrate Demonstrate Demonstrates
Comprehensio thorough s s limited
n 25% understanding considerable understandin understanding
of topic. understandin g of topic
g of the topic
of the topic.
Content 25% Response Response Response Response is
indicates depth indicates lacks focus unclear,
& complexity of simplistic or or illogical or
thought in answering repetitive demonstrates incoherent.
the essay. thoughts in confused or
answering conflicting
the essay thinking.
question.
Quality of Response was Response Response Response had
Writing written in an was written had a little no style or
25% extraordinary style in an style or voice voice.
& voice. interesting
style.
Gives some
Very information & Somewhat new Gives no new
well organized. informative information information &
& organized. but poorly very poorly
organized. organized.
Grammar, Almost no spelling, Few spelling A number of So many
Punctuation & punctuation or & spelling, spelling,
Spelling grammatical errors. punctuation punctuation punctuation &
25% errors, minor or grammatical
grammatical grammatical errors that it
errors. errors. interferes with
the meaning.
Sub Totals
100%
Over-all-
Score
100%

Exercise 2
Show the similarities and differences of the taxation system from the Spanish period to
American period.

Spanish Period American Period

Similarity Difference Similarity Difference

Evaluation:
Name: ___________________________ Course & Curriculum Year/ Section: ______
Date: ____________________________ RATING: ___________________________

Test l. Read each question carefully, and then write the answer that best fits the question on the
blank.
____1. It is the imposition of duties or contributions from the people’s income, property, business
practice of profession and purchase of commodities.
A. customs B. duties C. income D. taxation
____2. The sum of money collected for our use of a road, bridge, and highway?
A. assessment B. tax C. toll D. tour fees
____3. Which term refers to duties payable on goods, whether imported or exported?
A. assessment B. revenue C. subsidiary D. tariff
____4. Interest income from bank deposits, deposit substitutes, trust funds, and other similar products
is taxed at the rate of:
A. 10% B. 15% C. 20% D. 25%
____5. It is the use of illegal means to defeat or lessen the payment of tax.
A. Tax Avoidance B. Tax Evasion C. Tax Exemption D. Tax Form
____6. A tax according to subject matter or object which is imposed on property, whether real or
personal, in proportion either to its value, or in accordance with some other reasonable methods of
appointment.
A. customs B. duties C. property D. taxation
____7. A tax according to graduation or rate based on the rate of which increases as the tax base or
bracket increases. Example are income tax, donor’s tax and estate tax.
A. Municipal B. National C. Progressive D. Proportional
____8. A progressive tax takes the largest percentage of income from which group?
A. high- income B. low-income C. middle-income D. no –income
____9. Royalties, except on books, literary works and musical compositions, are taxed at the rate of:
A. 10% B. 15% C. 20% D. 25%
____10. It is the use of illegal permissible means to reduce tax liability.
A. Tax Avoidance B. Tax Evasion C. Tax Exemption D. Tax Form
Test ll. True or False. Read the sentence before you answer. Write true if the statement is
correct, false if the statement is wrong.
________ 1. A flat tax can be considered regressive because it takes a greater portion of income from
those in lower income group.
________ 2. Agricultural income is an exempted income.
________ 3. The Philippine income tax system is a proportional tax.
________ 4. Gift is not taxable at all.
________ 5. A proportional income tax takes the same percentage of income from all income groups.
________ 6. Tax exemption is the use of illegal reduce of tax liability.
________ 7. A regressive tax takes a smaller share of income from low-income groups that from
high-income groups.
________ 8. A proportional income tax takes the same percentage of income from all income groups.
________ 9. The Philippine income tax system is a proportional tax.
________ 10. A flat tax can be considered regressive because it takes a greater portion of income
from those in lower income groups.

References:
Candelaria, John Lee, et.al.,2018. Readings in Philippine History. Rex Bookstore, Inc.
Manapat, Carlos, et.al.,2015. Economics, Taxation and Agrarian Reform. C&E Publishing
Inc.
Solminero, Ernesto Thaddeus, et.al.,2016. Readings in Philippine Histor
 CHAPTER 5
Critical Evaluation and Promotion of Local and Oral History,
Museums, Historical Shrines, Cultural Performances,
Indigenous Practices, Religious Rites and Rituals

Module 15 (1.5 hours)

Title: Local and Oral History as Fields of Study
Introduction:
History is the study of life in society in the past, in all its aspect, in relation to present
developments and future hopes. It is the story of man in time, an inquiry into the past based
on evidence. It is a field of study towards an inquiry into what happened in the past, when it
happened, and how it happened. It is an inquiry into the inevitable changes in human affairs
in the past and the ways these changes affect, influence or determine the patterns of life in the
society, hence, it is an attempt to re-think the past. Moreover, history thus helps us to
understand the present-day problems both at the national and international level accurately
and objectively.

Respectively, History consists of wide area of studies which includes World History,
Asian History, and the like on which it obviously taught in comprehensive manner which
mainly focuses on general and broad points of historical periods, landscapes and spaces,
patterns of human relationships and affairs, socio-cultural changes, political systems,
economic development, and the like. The “history of the (local) common people” is often, if
not always, neglected without knowing that their “history” is indispensable to fully and
holistically understand the history of the whole nation, hence, capsulizing “history of the
common people” of different localities is undeniably imperative towards coming up with a
bigger picture of national history. This paves the way to the conceptualization of local and
oral history as both field of study and a method of historical inquiry on which historians,
educators, and even the local government should emphasize its importance to help common
people understand their local community, developing sound judgment unto social and local
civic affairs, understanding the effect of social changes and influences that take place in their
locality to the patterns of relations in the general society, and ultimately, developing sense of
pride, identity, and national consciousness among the people themselves in the light of their
local cultural practices, traditions, indigenous knowledge systems, and their significant
contribution to the development of the country as a Filipino nation. It is interesting to note
that local and oral history works complementarily as they provide methods and processes to
further go beyond the sensible reality of lived experiences and histories of the people towards
discovering their meaning and significance and making it relevant to the lives of the people
and to the whole nation as well.
In this unit, we will look deeper into the facets of local and oral history in terms of
their nature, meaning, characteristics, and processes on how to employ such historical
methods in doing local historical studies.
Learning Outcomes:
At the end of the topic, you are expected to:
1. identify sources of Local and Oral history; and
2. illustrate an interest in Local and Oral history.

A. PRE-Learning (Motivation/Mood Setting)

1. Activity: Look, Draw, and Relay Game (Bayan Ko, Guhit Ko!): The students will be
grouped according to their localities they come from. The students will identify known
products, fruits, or cultural crafts which made their locality famous and distinct from
other localities. They will be arranged forming a line, one after another, and will do the
Look, Draw, and Relay Activity. The student in the foremost front will do the drawing
first, then s/he will going to relay to his/her group mates until to the last member of the
group and then do the same. The last member of the group, placed at the back, will
present their drawing-output in front.

B. PROGRESSIVE Learning (Lesson Proper)

1. Presentation of the Lesson: Sharing of Insights about the Philosophy of Theodore

Roosevelt, “The more you know about the past, the better prepared you are for the
future”. The students are tasked to give their own interpretation and understanding
about the perspective of Theodore Roosevelt.

Essential Question/s after the Activity:

a. How do we know what happened in the past? Who writes history?
b. Where do you usually go if you want to learn something?
c. What could these “sources” be?

Group 1:Condition:

The students will watch a video clip entitled “Misconceptions

about

Philippine History” by Dr. Leloy Claudio- Youtube, and share their

insights in videoclip. After the presentation, the teacher will give a printed
material about the nature and meaning of local and oral history and let the
students to discuss using graphic organizer or semantic map. They are
required to provide concrete situations and illustrations to justify their
explanation.

Group 2:Condition:

The students will roam around the school campus and they shall
identify significant landmarks and structures that made the school known.
They must at least tell something e.g. the use, function, and significance
 of the structure itself. They will take a photo of it for documentation and
presentation. After the presentation, the teacher will provide them a
printed material about the scope of local history and let them study its
content. They will discuss/report about the content of it in class. They are
required to give concrete examples that can be found in the school and in
the local community as well.

Group 3:Condition:

The students will visit the school library. Observe how it operates,
encountered and felt problems, and make some suggestions and
recommendations. Sharing of their observations will follow after. After
the presentation, the teacher will give the students a printed material about
the sources of local and oral history. The students will cite other sources
of local and oral history that can be found in the school and in the local
community as well.

Group 4:Condition:

Cite one “grey” superstitious belief known in school or in local

community that bothers some of the people therein. Example:
Mangkukulam, etc. Tell some details about it and why it brings worry to
the people therein. After the presentation, the teacher will give a printed
reading material to students about the importance of studying local and
oral history and their significance towards deepening local and indigenous
knowledge. The students will discuss its content in class and they are
required to give concrete example about it.

Group 5:Condition:

The students will read the problem-case “The Murderer”. They

will brainstorm if who is the culprit in the case. They will share their
insights in class after brainstorming and come up in agreement in
identifying the culprit in the case. After the presentation and sharing of
insights in class, the teacher will give a printed reading material about the
methodology of local and oral history. The students will identify concrete
situation and determine what appropriate approach shall employ for each.

1.1 RY: Meaning, Scope, Importance, and Source

 • Local history is the study of people, places, factual events, cultural heritage, genealogy,
and folklore, to name a few of local political units and particular geographical area.
Meaning

• Landscape history: a single building (such as a castle, an archaeological site, a church

and graveyard, a monument – or your school), a street
• Geo-political history: an area like a village or housing estate, a whole town.
• Local culture, indigenous knowledge systems and practices of a particular group in a
Scope geographical area, folklore, myths, epic, and songs/music.
• Family history, life of a particular individual, etc.

• It gives us a holistic view about crucial and controversial events that took place (or are
taking place) in our local communities and its effect vis-à-vis to national affairs.
• It paves the way to clear understanding of historical patterns and their connections with
Importance each other that procures vivid view of history in general.
• allows us to study national events within the context of local communities

• local environments e.g. google maps, street signage, old post-boxes, signs, plaques, foot
scrapers and other forms of street furniture , building clues, monuments, landmarks,
drawings, paintings, photographs, house plans, building plans, documents from local
Sources priests, land titles from LGU or Registry of Deeds, eyewitnesses, archaelogical crafts,
school records, newspapers, journals, letters etc.

• Interview, content analysis for documents, archival research, archaeolgical excavations

Methodology
 1.2 ORAL HISTORY: Meaning, Scope, Importance, and Sources

• Oral history is the systematic collection of living people’s testimony about their own
experiences. (Park, 2013)
• Oral history can be defined as the recording, preservation and interpretation of historical
Meaning information, based on the personal experiences and opinions of the speaker. (Centre for
Urban History-University of Leicester )

•Geo-political history: an area like a village or housing estate, a whole town.

• Local culture, indigenous knowledge systems and practices of a particular group in a
geographical area, folklore, myths, music history, epic, etc.
Scope • Family history, life of a particular individual, etc

•helps us understand how individuals and communities experienced the forces of history.
• teaches us what has changed and what has stayed the same over time.
• preserves for future generations a sound portrait of who we are in the present and what
Importance we remember about the past. (Baylor University Manual for Oral History)

• Eyewitnesses, priests, tribal elders, members of a particular group.

Sources

Methodology and
• Oral interview, recording (audio-video) but needs informed consent, data transcription.
Ethics

Generalization: Ask the following questions to the students:

1. How do local and oral history differ from other sub-disciplines of History?
2. How important is our knowledge of local and oral history as Filipino citizens,
and as a member of a particular ethnic group?
3. In what ways do local and oral history complement and strengthen each
other? Give concrete situations.
C. POST-Learning (Cognitive): Evaluation.
1. Supply the needed information for each sub-discipline of history.

Local History Oral History

Meaning

Scope

Sources

Methodology

Importance

D. PAUSE-Learning (Affective Part). Open-ended questions.

1. I learned that local and oral history is/are …

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Local and Oral history is/are important because …

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. Explain: “…I am fearfully and wonderfully made…"- Psalms 139:14

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

PUSH-Learning. (Transfer of Knowledge)

1. Evaluate the given situation below and consider the tasks that follow:
 Isabelo, a local resident of Bambang, wants to trace the origins, cultural
practices, and indigenous knowledge systems of the Iwak’s of Kayapa Nueva
Vizcaya. What sources (at least 5) and methodology (at least 5) must he consider
upon doing the activity? Justify your claim. Discuss why Isabelo must consider

Suggested Readings:
Charlton, Thomas L., Lois E. Myers, and Rebecca Sharpless, eds. Handbook of Oral History.
AltaMira Press, 2006. Reprinted in two parts, History of Oral History (2007) and Thinking
about Oral History (2008).
New Hampshire Historical Society – www.nhhistory.org
New Hampshire State Library - http://www.nh.gov/nhsl
References:
Candelaria, JL. &Alporha, VC, 2018. Readings in Philippine History, Rex Printing
Company, Inc., Quezon City.
Ligan, VO. Et.al, 2018. Readings in Philippine History, MUTYA Publishing House, Inc..
Malabon City
Module 16 (6 hours)
Title: Local and Oral History as Methods of Study
Introduction:
As pointed out by Candelaria et.al., 2018, historical shrines and museums are portals
of the past. In addition, tangible and non-tangible cultural heritage which include crafts,
clothing, metallic inventions, language patterns, dancing practices, wedding ceremonies, local
social psychology, other cultural objects and the like that used for survival are also living
testimonies and integral part of history of a particular group of people. However, many local
“stories” are not being written or documented in one way or another that can serve as a
repository of cultural knowledge and understanding, hence, lack of cultural intelligence is
still a pressing issue even unto this time where globalization is the expression of time. But
with the advent of modernization and with the aid of technology, everything is already
accessible, making almost of global citizens interactive, even cultural aspects such as shrines,
museums, and the like. These challenges and problems in the light of historical studies make
local and oral history essential and imperative.
Local history and heritage studies are an integral part of historical studies that point to
pressing local issues, events, socio-economic influences and changes, patterns of
relationships, or living state of the local people in a particular geographical area. Without
them the study is partial; with them the study is complete. Likewise, local and oral history
allows us to look at what was happening in a particular area and to see the extent to which it
mirrors or differs from what is happening elsewhere. As a result, it enables us to focus on a
particular area and to move from the ‘local’ to the ‘national’ and often on to the ‘global’
scene. It opens the doors from the particular and manageable study to the much larger and
more complex study that will eventually help us to vividly view the clearer and bigger picture
of history. Doing local and oral history is indeed unquestionably significant because this does
not only make history “alive”, but making it more “real” to us. Correspondingly, according to
Historic England, doing local history enable us to:
a. evaluate how and why their local community has developed in the way it has;
b. investigate the people and events that took place where they lived;
c. develop a sense of historical curiosity about their area and a sense of place;
d. see how their locality was involved in, responded to and was affected by regional,
national and international events and actions – was their area typical or was it
unique?
e. evaluate the area in which they live is worth knowing about;
f. strengthen their chronological understanding and their appreciation of how and
why some things change and others remain the same. develop their enquiry skills
and strengthen their skills in using a range of resources such as maps,
photographs, census returns and directories;
g. strengthen their knowledge and appreciation of their local community and forge
stronger links with that community;
h. develop an identity and pride in where they live;
i. develop children’s and young people’s appreciation that these aspects of history
are essential to explaining the national picture;
j. provide a more accessible introduction to national issues;
 k. provide easily accessible and manageable opportunities for whole-school and
cross-curricular projects; and
l. develop new knowledge and skills as they enthuse their pupils and are themselves
enthused by immersing themselves in the community.
The value of local and oral history must come into paramount consideration in the
academe “as it endeavours in the development and enrichment in the discipline of history”-
Candelaria et.al, 2018. Doing local and oral history will realize interdisciplinary harmony
across social sciences, especially in the discipline of history, hence, “making it more holistic,
inclusive, and progressive study of our past”-Alporha et.al., 2018.
In this module, we will study local and oral history as methods of study in studying
history and apply such methodologies in gathering pertinent data relating the rich history of a
group of people in a particular geographical area.

Learning Outcomes:
At the end of the topic, you are expected to:
1. apply methodology of local and oral history in writing the history of their local
municipalities where they reside;
2. use a range of sources to investigate the history of a chosen person, building, site
or landmark in their local community; and
3. create a promotional slogan-tourism video of their own local cultural heritage.

I. PRE-Learning.

1. The students are tasked to design, plan, and organize a local and oral history
activity. Ask students to form groups (they will be grouped according to their
municipalities they come from and according to ethnic group where they
belong) to research and identify local historical places, landmarks, sites,
museum, shrines, other local historical heritage, or people of local historical
interest located in their own municipalities. Also, they are required to prepare
materials as they go on a tour, conduct interview, and do a visitation relevant
to their local and oral history activity.

Required:
Prepare a tour plan prior doing local and oral history. Also, the
students must prepare contingency plan as they will be engaged in
the activity.
Required Materials for Pre-learning Activity:
1. Local History: A Brief Historical Overview and Issues Central to its Practice by
Michael J. Eula, Ph.D.
2. Introduction to Oral History. Baylor University Institute for Oral History Workshop
on the Webhttp://www.baylor.edu/oralhistory.
3. Why is oral history important? How does it add to history? (Oral History Background
info): http://dohistory.org/on_your_own/toolkit/oralHistory.html
 4. Doing Local History Video- https://www.youtube.com/watch?v=7RcWPKklXiM
5. How to do Oral History Video- https://www.youtube.com/watch?v=nX1odZDA0gk

II. PROGRESSIVE-Learning
A. Collaborative-Experiential Learning Activity
Task(s):
The students are required to write a historical account about their own
municipalities employing the methodology of local and oral history. Their
focus must cover the following:
a. 2 Local heritage sites (Church, Landmark, Shrines)
b. 3 Cultural practices and beliefs (Burial, Wedding, local
psychology)
c. 1 Literary piece
d. 1 Type of delicacy
e. 1 local music piece
f. 1 Sports culture
g. 5 Cultural crafts
Required:
1. Bring pen, journal notebook, camera, maps, audio-visual recording
materials, street directory as they will do local and oral history.
2. Always consider ethical practices in doing local and oral history
e.g., informed consent and the like.
3. Consider sources such as local newspapers, local information
brochures and history reference books, map of local area or street
directory, local historian, parish priests, LGU Assessors Office,
Registry of deeds, long-time resident, person from the local
information center or council staff, core families, eyewitnesses,
crafts, and other cultural objects.
4. Employ oral interviews, museum tours, content analysis for
documents and texts, and participatory observation, and other data
gathering techniques in doing local and oral history.
5. Document, record, and transcribe texts and all information. Also,
ask for their consent prior documentation.
6. Subject their account to editing, experts review, and revision for
final publication.

III. POST-Learning
1.The students must submit a reviewed account of their local history that encompasses the
aforementioned areas of doing local and oral history.
 Rubric for Local History Account

ITEM MAXIMUM OBTAINED

POSSIBLE SCORE
SCORE
Area Grade
A. Organization (25%)
1. Consistency of Ideas and details 10
2. Logical Focusing of details 10
being presented
3. Evidence of Integrated 5
Knowledge
Area Grade
B. Quality and Content (60%)
1. Accuracy of details 20
2. Clarity and coherence 10
3. Clarity of the contributions and 10
delimitations of the account
4. Adequacy and relevance of cited 20
evidences, references, and
sources.
Area Grade
C. Mechanics (25%)
1. Grammar 15
2. Referencing 10
Area Grade 100
TOTAL SCORE 100

The students are required to produce/make a promotional slogan-tourism video of

their own local cultural heritage. Their promotional video must include the
aforementioned areas of their local history.
Evaluative Rubric for the Promotional Video
Performance Needs Improvement Satisfactory Excellent
Level
Group Students needed to be All students contributed All students
Cooperation reminded to stay on a fair share to the contributed equally to
10% task frequently. One project, though some the video. Students
or two people did all workloads varied. stayed on task at all
the work. Students Students had to be times. Students
argued with one reminded occasionally to worked with each
another or left some stay on task. Students other in a friendly
students out of the made an effort to include manner.
process. all group members in the 11-15 points
0-4 points process.
 5-10 points

Storyboard Students did notStudents completed the Students completed

15% complete a storyboardstoryboard on time, but storyboard on time.
or storyboard did notsome items are not Storyboard is thorough
match video. thoroughly described. and matches the video.
0-2 points Storyboard matches the 6-10 points
video.
3-5 points
Documentation There is no Most of the elements All elements from
15% documentation. taken from other sources other sources are
0 points are documented; accurately
however, some documented.
documentation may be 4-5 points
inaccurate or missing.
1-3 points

Subject Subject knowledge is Subject knowledge is Subject knowledge is

Content 15% not evident. evident in much of the evident throughout the
Information is video. Most information video. All
confusing, incorrect, is clear, appropriate, and information is clear,
or flawed. correct. appropriate and
0-9 points 10-20 points correct.
21-30 points

Video content The video lacks a Information is connected Video includes a clear
and central theme, clear to a theme. Details are statement of purpose.
Organization point of view, and logical and information Events and messages
15% logical sequence of is relevant throughout are presented in a
information. Much of most of the video logical order, with
the information is 3-5 points relevant information
irrelevant to the that supports the
overall message video’s main ideas.
0-2 points

6-10 points

Introduction The introduction does The introduction is clear The introduction is

not orient the viewer and coherent and evokes motivating, and hooks
10% to what will follow. moderate the viewer from the
0-1 Point interest/response from beginning.
the viewer.
2-3 points 4-5 points
Mechanics The text and audio The text and audio have The text and audio
10% have 4 or more 1-2 grammar or spelling have no grammar or
grammar or spelling errors. spelling errors
errors. 3-4 5 points
0-2
Production Video is of poor Tape is edited. A variety Tape is edited. Video
10% quality and is of transitions are used runs smoothly from
unedited. There are no and most transitions help shot to shot. A variety
transitions added or tell the story. Most of of transitions are used
transitions are used so video has good pacing to assist in
frequently that they and timing. Graphics are communicating the
detract from the video. used appropriately. main idea. Shots and
There are no graphics. 11-15 points scenes work well
0-10 together. Graphics
explain and reinforce
key points in the video.
16-20 points
Total
100%
Project Grade

Adopted from: https://www.niu.edu/facdev/_doc/evaluation_rubric_for_videoproject.docx

IV. PUSH-Learning

1. The students are required to organize a school-based historical conference.

This is to showcase their output through forum/presentation.
2. The students are tasked to write a recommendation/petition letter to the
Schools Division Office for them to integrate/incorporate their local history
into the mainstream Social Studies curriculum.
3. The students are tasked to collaborate with the local tourism office of the LGU
towards the promotion of their locality by considering their promotional
slogan video to be used in local television/radio productions.

V. PAUSE-Learning

1. Write a short reflection about your experience in doing local and oral history.
What are the strengths and weaknesses of the activity? What recommendations
would you want to propose to improve the activity?
2. Reflect: “Now all these things happened unto them for examples: and they are
written for our admonition, upon whom the ends of the world are come”- 1
Corinthians 10:11. Relate it with your experience in doing local and oral history.
 Scoring Rubric for Reflection Paper

Category Exemplary Superior Satisfactory Unsatisfactory

Depth 25% Response Response Response Response
demonstrates an demonstrates a demonstrates a demonstrates a
in-depth general reflection minimal lack of reflection
reflection on the on the concepts. reflection on the on the concepts/
concepts. Viewpoints and concepts. Viewpoints and
Viewpoints and interpretations are Viewpoints and interpretations
interpretations supported. interpretations are missing,
are insightful and are unsupported inappropriate
well supported. or supported with and/or
flawed unsupported.
arguments.
Structure 25% Writing is clear, Writing is mostly Writing is Writing is unclear
concise, and well clear, concise, and unclear and/or and disorganized.
organized with well organized disorganized. Thoughts ramble
excellent with good Thoughts are not and make little
sentence and sentence/paragraph expressed in a sense.
paragraph construction. logical manner.
construction.
Thoughts are
Thoughts are expressed in a
fully expressed in coherent and
coherent and logical manner.
logical manner.
Quality of Response was Response was Response had a Response had no
Writing 25% written in an written in an little style or style or voice.
extraordinary interesting style. voice.
style and voice.

Very Informative Somewhat Gives some new Gives no new

and well informative and information but information and
organized. organized. poorly organized. very poorly
organized.
Grammar, Almost no Few spelling and A number of So many spelling,
Punctuation and spelling, punctuations errors spelling, punctuation and
Spelling 25% punctuation or and minor punctuation or grammatical
grammatical grammatical grammatical errors that
errors. errors. errors. interferes with
the meaning.
Sub Totals
100%
Over-all-Score
 100%

Suggested Readings:
Historic England, Planning Outstanding Local History and Heritage Projects.
Local History: A Brief Historical Overview and Issues Central to its Practice

Michael J. Eula, Ph.D.

Introduction to Oral History. Baylor University Institute for Oral History Workshop
on the Web http://www.baylor.edu/oralhistory.
Moyer, J., 2010. Step By Step Guide to Oral History Retrieved from:
http://dohistory.org/on_your_own/toolkit/oralHistory.html
References:
Candelaria, JL. &Alporha, VC, 2018. Readings in Philippine History, Rex Printing
Company, Inc., Quezon City.
Hamsworth, A., 2017.Planning A Local History Study.
Ligan, VO. Et.al, 2018. Readings in Philippine History, MUTYA Publishing House,
Inc. Malabon City.