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Q4-DISS-11 Module-1-1

Social Studies (Mabini National High School)

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Disciplines and Ideas

in Social Sciences
Quarter 4- Module 1:
The Practical Use of Social
Sciences in Addressing Social
Concerns and Phenomena

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Disciplines and Ideas in the Social Sciences – Grade 11

Quarter 4– Module 1: The Practical Use of Social Sciences in Addressing Social
Concerns and Phenomena
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education – Region XI

Development Team of the Module

Writer: Amiel G. Baculna
Editor: Amylyn F. Labasano
Reviewer: Lucia M. Sunga
Illustrator: -
Layout Artist: Wedzmer B. Munjilul
Template Developer: Neil Edward D. Diaz
Management Team: Reynaldo M. Guillena
Jinky B. Firman
Marilyn V. Deduyo
Alma C. Cifra
Aris B. Juanillo
Amelia D. Lacerna

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Department of Education – Region XI

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Disciplines and Ideas

in Social Sciences
Quarter 4- Module 1:
The Practical Use of Social
Sciences in Addressing Social
Concerns and Phenomena

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Introductory Message
For the facilitator:
As a facilitator, you are expected to orient the learners on how to
use this module. You also need to keep track of the learners' progress
while allowing them to manage their learning at home. Furthermore,
you are expected to encourage and assist the learners as they do the
tasks included in the module.

For the learner:

As a learner, you must learn to become responsible for your
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module be
reminded of the following:
1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer Let Us Try before moving on to the other
activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.
If you encounter any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator. Always
bear in mind that you are not alone. We hope that through this
material, you will experience meaningful learning and gain a deep
understanding of the relevant competencies. You can do it!

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Let Us Learn

This material was designed and written with you in mind. It is here to
help you analyze the practical use of Social Sciences in addressing social
concerns and phenomena. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course.

The learners are able to analyze the practical use of Social Sciences in
addressing social concerns and phenomena (HUMSS_DIS 11-IVe-1,
HUMSS_DIS 11-IVf-3).

• Examine the key concepts and ideas of Filipino thinkers in the

Social Sciences rooted in Filipino language/s and experiences:
o a. 19th Century (Andress Bonifacio, Jose Rizal, others)
(HUMSS_DIS 11-IVe-1)
o b. 20th – 21st Century (Sikolohiyang Pilipino, Pantayong
Pananaw, others) (HUMSS_DIS 11-IVf-3)

Let Us Try
A. Identify who is being described in each sentence. Write your
answers in the blank provided before each number.

________________ 1. He wrote El Filibusterismo.

________________ 2. He is the Father of Sikolohiyang Pilipino.
________________ 3. He was known as the “Brains of the Revolution.”
________________ 4. He believed that Philippine history should be written in
the local language or dialect.
________________ 5. He advocated the “Filipino First Policy.”
________________ 6. He is the Father of Filipino Socialism.
________________ 7. He believed that “our education should instill love for
work, spirit of tolerance, respect for law, love for peace and
practice thrift.”
________________ 8. He was elected as the Commonwealth president in
1935.
________________ 9. He is the “Brains of Katipunan.”
________________ 10. He started La Liga Filipina with the job of enlightening
the minds of the people.

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B. Analyze the picture and answer the questions in the blank provided.

ENVIRONMENT EFFECTS HUMANITY

a. How does your environment affect your life?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

b. Why do you think this phenomenon happen?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Let Us Study
Important Thinkers of the Revolutionary Period

JOSE RIZAL (REFORMIST) (1861–1996)

https://en.wikipedia.org/wiki/Jos%C3%A9_Rizal

The most influential figure of the Revolutionary period was Jose Rizal.
During his stay in Europe, he penned two of his most important works, which
are believed to have sparked the 1896 Revolution: Noli Me Tangere (1887) and
El Filibusterismo (1891). The two are fictional works which were based on the
social issues that Filipinos were experiencing during that period –inequality,
racism, and colonialism, among others. Rizal claimed that the form of
revolution that the Philippines needed to go through is that of intellectual
revolution. Every Filipino should be educated well on the concepts and
exercise of freedom and it can only be attained by educating the masses of the

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truth – a truth that is based on science and rational thinking, and non from
the morality-based education provided by the Church.
ANDRES BONIFACIO (1863 – 1897)

https://en.wikipedia.org
Bonifacio is the founder of the revolutionary society, Katipunan. When
Spanish authorities discovered it, the society already had some 30,000
members in approximately six months. Three days after the founding of La
Liga Filipina, Rizal was banished to Dapitan in Mindanao, the southern part
of the Philippines. Bonifacio, a member of the Liga, thought that was the end
of the line and founded the Katipunan (Gripaldo 2013). According to
Bonifacio, a man’s worth is not measured by his stations in life either by the
height of his nose nor the fairness of skin, and certainly not by whether he is
a priest claiming to be God’s deputy. Even if he is a tribesman from the hills
and speaks only his own tongue, a man is an honorable man if he possesses
good character, is true to his word, has fine perceptions, and is loyal to his
native land.

APOLINARIO MABINI (1864 – 1903)

https://en.wikipedia.org/wiki/Apolinario_Mabini

Apolinario Mabini became well known in Philippine history as the

“Sublime Paralytic” and the “Brains of the Revolution.” Mabini was born to an
illiterate farmer and market vendor with seven other children in Tanauan,
Batangas. Mabini had no initial economic and social capital that could have
secured him a good education. Nevertheless, he received scholarships and
part-time jobs teaching children, which allowed him to complete a bachelor of
Arts degree at the Colegio de San Juan de Letran and a Bachelor of Laws at
UST.

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Another struggle that he overcame was his paralysis. In 1895, Mabini

was struck with polio and lost the capacity of his lower limbs. He had started
writing his most influential works – El Verdadero Decálogo (The True
Decalogue) and Ordenanza de la Revolución (The Ordinance of the
Revolution). According to Mabini, humans are naturally good. It is from this
stand that he argues for the concepts of freedom being a by-product of
people’s exercise of goodness (rationality and being just). Mabini said, “True
liberty is only for what is good and never for what is evil; it is always in
accordance with reason and the upright and honest conscience of the
individual.”
He also distinguished reason as a key element in the citizens’
participation in political life. It is also the same element that should guide
revolutions because without reason, such movement will be mere futile, if not
disastrous for the society. It is clearly synonymous with Rizal’s call of reliance
on the “Truth.”

VIRGILIO ENRIQUEZ (1942 -1994)

https://en.wikipedia.org/wiki/Virgilio_Enriquez

Virgilio Enriquez, is considered the Father of Sikolohiyang Pilipino

(Filipino psychology). Sikolohiyang Pilipino is a scientific study derived from
the experience, ideas, and cultural orientation of the Filipinos (Yacat 2013).
Sikolohiyang Pilipino, or Indigenous Filipino Psychology, is also known
as Kapwa’s Psychology. Kapwa Psychology draws from folk practices as much
as from modern theory. It perceives no contradiction between indigenous folk
beliefs and modern psychological concepts and scientific norms. It includes
in its study the IKSP of healing from the Babaylan and Albolaryos (native
shamans and healers) as well as the religio-political approaches of the Filipino
mystics and folk heroes and other ancestral ways of knowing.
Kapwa psychology implies a call for social action. Scholars and
students are encouraged to go to the villages to learn from the people and in
turn, serve them with the gain knowledge.

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Basic Tenets and Key Concepts in Sikolohiyang Pilipino

Accommodative values
(colonial): HIYA
(propriety/dignity)
UTANG NA LOOB
(gratitude/solidarity)
personal reality.

Pivotal interpersonal Linking socio-

value: CORE personal values:
VALUES KAGANDAHANG
PAKIKIRAMDAM
(shared inner KAPWA LOOB
perception) (shared/humanity)

Confrontative values
(surface):
BAHALA NA
(determination)
LAKAS NG LOOB
(guts/courage)

Value System of Philippine Psychology

Source: Gonzales, Carinnes & Urgel (2016)

Core Values or Kapwa (Togetherness)

The concept of kapwa (shared identity) is the core of Sikolohiyang

Pilipino and the heart of the structure of Filipino values. Pakikipagkapwa
means treating the other person as kapwa or fellow human beings.

Two categories of kapwa:

1. Ibang Tao (outsider)
• Pakikitungo: civility
• Pakikisalamuha: act of mixing
• Pakikilahok: act of joining
• Pakikibagay: act of conformity

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• Pakikisama: Being united with the group

2. Hindi Ibang Tao (insider/one-of-us)
• Pakikipagpalagayang-loob: Act of mutual trust
• Pakikisangkot: Act of joining others
• Pakikipagkaisa: being one with others

Examples of Filipino Values:

❖ Hospitality - the friendly and generous reception and
entertainment of guests, visitors, or strangers
❖ Utang na loob – debt of gratitude.
❖ Bahala na – fatalism or determination and being a risk taker.
Bahala na ang Diyos (God will take care of us)

Pivotal interpersonal Value

Another significant Filipino value is that of pakikiramdam (shared inner

perception), which is considered as the pivotal interpersonal value. Within
this value, Filipinos use their inner perception of the other’s emotion in order
to interact with them efficiently.

Linking Socio-personal Values

Another value that contributes to our practice of pakikipagkapwa is

that of kagandahang loob (shared humanity), in which this value shows an
act of charity toward others. The practice of bayanihan or community-based
action entails the participation of the community on a task that is meant to
improve the quality of life and livelihood of the members of the locality.
Various terms from different locality use to refer to bayanihan: pintakasi
(Samar), kapanyidungan (Batanes), tiklos (Leyte), and bataresan (Southern
Tagalog).

Accommodative Surface Values

The bayanihan or any form of kagandahang loob is always framed

within another set of Filipino values, labeled as accommodative surface
values. These values include hiya (propriety/dignity), utang na loob (debt of
gratitude), and pakikisama (esteem/companionship).

Confrontative Surface Values

Confrontative surface values that Filipinos exhibited especially when

confronted by difficult situation these include bahala na (determination),
lakas ng loob (guts/courage), and pakikibaka (resistance).

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Societal Values

According to Enriquez, Filipinos also hold societal values, which he

called pagpapahalagang panlipunan. These values include karangalan
(honor), katarungan (justice), and kalayaan (freedom), which are essential to
the preservation of Filipino societal order and harmony. Moreover, these
values shape a psychological unity among Filipino communities as they build
a common perception of moral obligation to other community who are
considered members as kapwa.

Zeus A. Salazar (1934 – Present)

https://en.wikipedia.org/wiki/Zeus_A._Salazar

Zeus Salazar was one of the Filipino scholars who were trained and
whose methods were derived from the West, and he argued for a shift in
perspective. He developed his lifelong crusade for a nationalist brand of
history that became a staple perspective for the next generation of history
students, the pantayong pananaw.

Key Arguments of the Pantayong Pananaw

The primary argument of the pantayong pananaw is the need to reorient

contemporary historians on the “right” way of reconstructing the past based
on who is talking for whom, with whom, and to whom. According to Salazar,
there are three perspectives by which Philippine history was and is being
written.

1. Pangkayong Pananaw (from-you-for-us)

This perspective is used by Western historians – who used their own

cultural background and their countries’ politico-economic agenda – in
framing the events that transpired in our country. Foreigners or outsiders
used this perspective in talking about or referencing a particular culture, its
people, and their customs. To illustrate: the British would say, “You Filipinos
are different from us in many aspects.” (Kayong mga Pilipino ay iba sa amin
sa maraming bagay)

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2. Pangkaming Pananaw (from-us-for-you)

The pangkaming perspective launched works on the Philippines made

by Filipinos for Western consumption. It is used when a native talk to
outsiders or foreigners regarding his or her own society and culture. Ones’
own language may or may not be used. The main goal of the pangkaming
pananaw is to correct the erroneous Western analysis of the Philippine
context.

3. Pantayong Pananaw (from-us-for-us)

Philippine history should be written and consumed primarily by

Filipinos. To achieve this goal, a key element needs to be addressed – using
the Filipino language in transmitting knowledge. Salazar states that a
community, can claim to have pantayong pananaw. All its members use
concepts and manifest habits and behaviors whose meanings can be
understood by all, like when we say “We Filipinos” (Tayong mga Pilipino),
including the relationship between the meanings. It is made possible with the
existence of a language, which is the basis and channel of understanding and
knowledge.

Local Language for Discourse

According to Salazar, Philippine history should be written in the local

language or dialect for two important reasons: (First, the local terms, when
transposed to Western language, lose their actual meanings and historical
significance. Second, our history should be discussed among ourselves and
not for the others. The use of local language characterizes the pantayong
pananaw.
Salazar urged the Filipino nation to have a talastasang bayan oriented
toward discussion of Philippine history for the Filipinos and by the Filipinos.
Our forefathers provided us a corpus of academic studies that served
to teach and inspire. Their studies is considered as the basis of Philippine
Social Science, which was not detached from reality and applied to the needs
and conditions of their times.
Social Science, was about revealing the nature of social reality. It
implied that there were things to do in order to correct or improve people’s
current material condition and consciousness.

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Let Us Practice
Instructions: Make a poem based on the indigenous concepts.

Choose only one (1) from the concepts below. You may use the local
language.

1. Utang na loob 2. Pakikisama/Pakikisalamuha

3. Bayanihan 4. Hiya 5. Pagdamay

Rubrics for the poem

Excellent Average (3 points) Poor (1 point)
(5 points)
Cohesiveness The poem goes perfectly The poem somewhat goes The poem does not go
together. There is unity together but needs more together. The poem’s lines
between lines and cohesiveness. The poem’s and stanzas sway from
stanzas, which connect lines and stanzas the topic.
with the topic. sometimes sway from the
topic.
Use of poetic elements The poem uses 3 or more The poem uses 1 or 2 The poem uses no poetic
poetic elements to poetic elements, but they elements.
enhance the poem and the sometimes distract the
reader’s emotions. reader.
Rhythm The poem uses rhythm The poem sometimes uses The poem does not have
throughout, which rhythm but may waver in any noticeable rhythm.
benefits the poetic tone. a way that distracts the
reader and negativity
affects the tone.
Creativity The poem uses 3 or more The poem uses or 2 The poem does not use
unique metaphors and unique metaphors and unique metaphors and
similes to describe similes to describe similes.
situations, objects, and situations, objects, and
people. people.

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Let Us Practice More

Instructions: Make a comic strip based on your poem above. Use only local
language.

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Rubrics for the Comic Strip

Excellent Average Poor
(5 points) (3 points) (1 point)
Cohesiveness The scenes go The scenes The scenes do not go
perfectly together. somewhat goes together. The lines
There is unity together but need sway from the topic.
between lines and more cohesiveness.
stanzas, which The lines sometimes
connect with the sway from the topic.
topic.
Use of poetic The scenes use 3 or The poem uses 1 or 2 The poem uses no
elements more literary literary elements, literary elements.
elements, to enhance but they sometimes
the poem and the distract the reader
reader’s emotions.
Scenes The comic strip uses The comic strip uses The comic strip uses
6 scenes to complete 4- 5 scenes to 1-3 scenes to
the story. complete the story. complete the story.
Creativity/Art The character is The character is The character is
drawn with drawn with almost drawn without
consistent physical consistent physical consistency in
characteristics. characteristics. physical
characteristics.

Let Us Remember
Directions: Which among the concepts presented above can you remember best in
this module? Let us check this by completing the following statements below.

1. ____________ is an ideology and a movement in a country that helps in uniting

its people.
2. ____________refers to the policy or practice of acquiring full or partial political
control over another country, occupying it with settlers, and exploiting it
economically.
3. ____________ means being incapable of producing any useful result; pointless.
4. _____________is use to write or compose.
5. ______________ is of crucial importance in relation to the development or
success of something else.
6. ______________refers to the belief that different races possess distinct
characteristics, abilities, or qualities, especially to distinguish them as inferior
or superior to one another.
7. _______________pertains to individuals in society who can be regarded as
forefronts and visionaries towards the improvement of society in a particular
time.
8. _______________is called for a skilled, experienced, and respected political leader
or figure.

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9. _______________ a community-based action meant to improve the quality of life

and livelihood of the members of the locality.
10. ______________ refers to the use of local language for our history so that it will
not lose its true meaning and significance.

Let Us Assess

Match Column A with Column B. Write the letter of the correct answer on the box
provided before each item.
Column A Column B
1. He wrote El filibusterismo. a. Apolinario Mabini
2. He is the Father of Sikolohiyang Pilipino b. Jose Rizal
3. He was known as the “Brains of the c. Emilio Jacinto
Revolution.”
4. He believed that Philippine history should d. Andres Bonifacio
be written in the local language or dialect.
5. He advocates the “Filipino First Policy.” e. Isabelo De Los Reyes

6. He is the Father of Filipino Socialism. f. Zeus Salazar

7. He believed that “our education should g. Manuel Roxas
instill a love for work, the spirit of tolerance,
respect for law, love for peace and practice
thrift.”
8. He was elected as the Commonwealth h. Quezon Manuel L.
president in 1935.
9. He is the “Brains of Katipunan.” i. Claro M. Reto

10.He started La Liga Filipina with the job of j. Virgilio Enriquez

enlightening the minds of the people.
k. Camilo Osias

Let Us Enhance
Directions: Complete the statements below and write your answer on a sheet of
paper.
1. How does “utang na loob” help the community be united?

2. How did “pakikisama” influenced each member of your family?

3. What are the common characteristics of “bayanihan” in your community?

4. Do you agree that “hiya” is a good attribute of Filipinos?

5. How can “pagdamay” be useful in these days of the pandemic? Cite some
examples.

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Rubric
Criteria Description Points Points Obtain
Content Guide questions were 4
thoroughly answered
Organization The paper was well written 4
,with ideas easily conveyed to
readers
Development Points are thoroughly 2
developed
Total:
10/answers

Let Us Reflect
Directions: Write a 150- word essay about the importance of using our very own
Filipino language. Cite also the advantages and disadvantages of using it.

Rubric for Essay

Criteria Description Points Points Obtain
Content Guide questions were 7
thoroughly answered
Organization The paper was well written 7
with ideas easily conveyed to
readers
Development Points are thoroughly 6
developed
Total: 20

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14
Let us Try Let Us Remember Let Us Assess
A. 1. Jose Rizal 1. Nationalism 1. b
2. Virgilio Enriquez 2. Colonialism 2. j
3.Apolinario Mabini 3. Futile 3. a
4. Zeus Salazar 4. Pen 4. f
5.Claro M. Recto 5. Pivotal 5. i
6. Isabelo De los Reyes 6. Racism 6. e
7. k
7. Camilo Osias 7. Social Thinkers
8. h
8. Manuel L. Quezon 8. Statesman
9. c
9. Emilio Jacinto 9. Bayanihan
10. d
10. Andres Bonifacio 10. Pantayong pananaw
B. Varied answers
Answer Key
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References

Alejandria-Gonzalez, Maria Carinnes P., and Elizabeth T. Urgel. DIWA Senior High
School Series: Discipline and Ideas in Social Sciences. Makati City,
Philippines: DIWA Laerning Systems Inc., 2016.

Botor, Celeste O. and Aniceta M. Ortinero. Philosophy of Education Concerns:

Purposes, Content and Methods of Education. Quezon City, Philippines: REX
Bookstore, 1994.

Duka, Cecilio D. Philosophy of Education' 2006. Manila City, Philippines: REX

Bookstore 1994

Gayanes, Tessalonica. Frameworks in the Philippine Context. Accessed May 31,

2013. https://www.slideshare.net/TessalonicaGayanes/comm-130-
frameworks-in-thephilippine-context-17966259

Gripaldo , Rolando M. Philippine National Philosophical Research Society, 2007.

Guillermo, Ramon. “Pantayong Pananaw and the History of Philippine Political

Concepts.” Kritika Kultura 13 (2009): 107-116.
https://doi.org/10.3860/kk.v0i13.1209.

Jose, M. D. and Ong, J. A. Disciplines and Ideas in the Social Sciences. QC: Vibal
Group, Inc. 2016.

Pe-Pua, Rogelia and Elizabeth A. Protacio-Marcelino. “Sikolohiyang Pilipino (Filipino

psychology): A legacy of Virgilio G. Enriquez.” Asian Journal of Social
Psychology 3, no.1 (2000): 49–71. https://doi.org/10.1111/1467-
839X.00054.

Yacat, Jay. “Filipino Psychology (Sikolohiyang Pilipino).” Cross‐Cultural Psychology

2 (2013). https://doi.org/10.1002/9781118339893.wbeccp224.

http://filipinoproject01.blogspot.com/

https://clipartstation.com/wp-content/uploads/2018/10/pakikisama-clipart-5.jpg

https://en.wikipedia.org/wiki/Andr%C3%A9s_Bonifacio

https://en.wikipedia.org/wiki/Apolinario_Mabini

https://en.wikipedia.org/wiki/Camilo_Os%C3%ADas

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https://en.wikipedia.org/wiki/Claro_M._Recto

https://en.wikipedia.org/wiki/Emilio_Jacinto

https://en.wikipedia.org/wiki/Isabelo_de_los_Reyes

https://en.wikipedia.org/wiki/Jos%C3%A9_Rizal

https://en.wikipedia.org/wiki/Manuel_L._Quezon

https://en.wikipedia.org/wiki/Virgilio_Enriquez

https://en.wikipedia.org/wiki/Zeus_A._Salazar

https://filipinosaround.files.wordpress.com/2011/11/juan-tamad-and-guava-
fruit.jpg

https://www.amazon.com/Noli-Me-Tangere-Touch-Not/dp/0143039695

https://www.pinterest.ph/pin/7810999332390159/

https://www.vigattintourism.com/tourism/articles/Rizal-Monument-Honoring-
the-NationalHero-of-the-Philippines

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For inquiries or feedback, please write or call:

Department of Education – Region XI Davao City Division

DepEd Davao City, Elpidio Quirino Ave., Davao City

Telefax: 224-3274

Email Address: [email protected]

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