READINGS IN
PHILIPPINE HISTORY
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Readings in Philippine History RP01 Part 1: Meaning and Relevance of History; Distinction
of Primary and Secondary sources; External and Internal Criticisms Meaning and
Relevance of History; Primary and Secondary Sources Contains AT&T Natural Voices ®
text to speech technology licensed from Wizzard Speech LLC Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. Part 1: Meaning and Relevance of
History; Distinction of Primary and Secondary Sources; and External and Internal Criticism
Welcome! Our subject title is “Readings in Philippine History.” For this week, we will
discuss the meaning 1and relevance of history; distinction of primary and secondary
sources; and external and internal criticism. Meaning and Relevance of History and Primary
and Secondary Sources Readings in Philippine History RP01 Part 1: Meaning and
Relevance of History; Distinction of Primary and Secondary sources; External and Internal
Criticisms Meaning and Relevance of History; Primary and Secondary Sources Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC Many
of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Readings in Philippine
History, Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-inPhilippine-History.pdf Copyright © 2019 Frontlearners, Inc. All rights reserved. We have
one learning outcome to achieve by the end of this topic. Lectures and discussions may be
used as our methodology. Library, museum, and archive visitation and comparative
analysis of primary and secondary sources can also be used as methodology for this topic.
Our resources may include textbooks, pictures, images, and illustrations. Our assessment
may include producing examples 1of primary sources and the corresponding secondary
sources derived from them. Meaning and Relevance of History; Distinction of Primary and
Secondary Sources; and External and Internal Criticism OBJECTIVES Evaluate primary
sources for their credibility, authenticity, and provenance METHODOLOGY
Lecture/discussion; library, museum, and archive visitation (depends on the location of
HEI); comparative analysis of primary and secondary sources RESOURCES Textbooks,
pictures, images, illustrations ASSESSMENT Produce examples of primary sources and the
corresponding secondary sources derived from them. Readings in Philippine History RP01
Part 1: Meaning and Relevance of History; Distinction of Primary and Secondary sources;
External and Internal Criticisms Meaning and Relevance of History; Primary and Secondary
Sources Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). 1Readings in
Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. Meaning and Relevance of History In its most basic
definition, history is the study of events that happened in the past and the causes of those
events. However, the meaning and relevance of history to the human civilization are much
more complex than this. In its most basic definition, history is the study of events that
happened in the past and the causes of those events. However, the meaning and relevance
of history to the human civilization are much more complex than this. History Readings in
Philippine History RP01 Part 1: Meaning and Relevance of History; Distinction of Primary
and Secondary sources; External and Internal Criticisms Meaning and Relevance of History;
Primary and Secondary Sources Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). 1Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. The word history was derived
from the Greek word historia, or “knowledge acquired through inquiry or investigation.”
The word history was derived from the Greek word historia, or “knowledge acquired
through inquiry or investigation.” In the photo is a bust of Herodotus, an ancient Greek
historian believed to be the first to apply a systematic investigation into past events.
1Meaning and Relevance of History History Readings in Philippine History RP01 Part 1:
Meaning and Relevance of History; Distinction of Primary and Secondary sources; External
and Internal Criticisms Meaning and Relevance of History; Primary and Secondary Sources
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). 1Readings in
Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. The classical Latin then acquired a new definition of
history as “the account of the past of a person or a group of people through written
documents and historical evidences.” The classical Latin then acquired a new definition of
history as “the account of the past of a person or a group of people through written
documents and historical evidences.” 1Meaning and Relevance of History History Readings
in Philippine History RP01 Part 1: Meaning and Relevance of History; Distinction of Primary
and Secondary sources; External and Internal Criticisms Meaning and Relevance of History;
Primary and Secondary Sources Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine 10Commission on
Higher Education, (2017). 1Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. While history is the study of past
events, historiography deals with the study of history itself. While history is the study of
past events, historiography deals with the study of history itself. Historiography Meaning
and Relevance of History Readings in Philippine History RP01 Part 1: Meaning and
Relevance of History; Distinction of Primary and Secondary sources; External and Internal
Criticisms Meaning and Relevance of History; Primary and Secondary Sources Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC Many
of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Readings in Philippine
History, Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-inPhilippine-History.pdf Copyright © 2019 Frontlearners, Inc. All rights reserved. Class
DiscussionWhy do we need to study history? How can it be used as a tool to make sense
of the present? For our class discussion, think about these questions: “Why do we need to
study history?” and “How can it be used as a tool to make sense of the present?” 1Meaning
and Relevance of History Readings in Philippine History RP01 Part 1: Meaning and
Relevance of History; Distinction of Primary and Secondary sources; External and Internal
Criticisms Meaning and Relevance of History; Primary and Secondary Sources Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC Many
of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Readings in Philippine
History, Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-inPhilippine-History.pdf Copyright © 2019 Frontlearners, Inc. All rights reserved. Class
Discussion Traditional historians believe that historical events should be backed up with
written documents. Thus, an event that lacks existing documents cannot be proven as a
historical fact. Traditional historians believe 28that historical events should be backed up
with written documents. Thus, an event that lacks existing documents cannot be proven as
a historical fact. This poses the following questions: What counts as History? How does
this view limit 1those who were not able to record their experiences on paper? Meaning and
Relevance of History Readings in Philippine History RP01 Part 1: Meaning and Relevance of
History; Distinction of Primary and Secondary sources; External and Internal Criticisms
Meaning and Relevance of History; Primary and Secondary Sources Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-
History.pdf Copyright © 2019 Frontlearners, Inc. All rights reserved. Considering only the
written documents as evidence for historical facts is restricting and discriminating against
the social classes that may not be able to record their own experiences. Considering only
the written documents as evidence for historical facts is restricting and discriminating
against the social classes that may not be able to record their own experiences. 1Meaning
and Relevance of History Class Discussion Readings in Philippine History RP01 Part 1:
Meaning and Relevance of History; Distinction of Primary and Secondary sources; External
and Internal Criticisms Meaning and Relevance of History; Primary and Secondary Sources
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Readings in
Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. Because of this loophole, historians then started
considering other forms of historical sources, such as artifacts, architecture, songs, epics,
and even passing of memories and stories by word of mouth. 16Because of this loophole,
historians then started considering other forms of historical sources, such as artifacts,
architecture, songs, epics, and even passing of memories and stories by word of mouth.
1Meaning and Relevance of History Class Discussion Readings in Philippine History RP01
Part 1: Meaning and Relevance of History; Distinction of Primary and Secondary sources;
External and Internal Criticisms Meaning and Relevance of History; Primary and Secondary
Sources Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Readings in
Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. Discuss how other disciplines (e.g., archaeology,
linguistics, biology, and biochemistry) help historians accurately trace events that
happened in the past. Discuss the implication of the statement, ”History is written by the
victors.” 1. How do other disciplines (e.g., archaeology, linguistics, biology, and
biochemistry) help historians accurately trace events that happened in the past? 2. “History
is written by the victors”—what does this statement imply? Class Discussion 1Meaning and
Relevance of History Readings in Philippine History RP01 Part 1: Meaning and Relevance of
History; Distinction of Primary and Secondary sources; External and Internal Criticisms
Meaning and Relevance of History; Primary and Secondary Sources Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc. All rights reserved. Who writes history?
Through historical evidence, historians are able to write history. They are responsible for
the analysis, interpretation, and organization of the facts. In the photo is the Father of
Philippine Libraries, Teodoro M. Kalaw. Through historical evidence, historians are able to
write history. 16They are responsible for the analysis, interpretation, and organization of the
facts. 1Meaning and Relevance of History Who writes history? Readings in Philippine
History RP01 Part 1: Meaning and Relevance of History; Distinction of Primary and
Secondary sources; External and Internal Criticisms Meaning and Relevance of History;
Primary and Secondary Sources Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. However, a historian is still a
person influenced by his environment, education, and other circumstances that may affect
the interpretations or the methodology being used. Dean Worcester, for example, acting as
Secretary of Interior in the Philippine Islands during the American period, widely
documented various cultures and practices of indigenous communities, but his
interpretations were always through the lens of justifying the American empire. However, a
historian is still a person influenced by his environment, education, and other
circumstances that may affect the interpretations or the methodology being used.
1Meaning and Relevance of History Who writes history? Readings in Philippine History
RP01 Part 1: Meaning and Relevance of History; Distinction of Primary and Secondary
sources; External and Internal Criticisms Meaning and Relevance of History; Primary and
Secondary Sources Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. This subjectivity poses an issue on the validity of
claims toward historical facts. This is why historians employ a methodology to ensure that
the historian’s biases do not blind his judgment. 16Rigor is required for the researchers and
historians. Reliable historical evidences should be used to validate claims. This subjectivity
poses an issue on the validity of claims toward historical facts. This is why historians
employ a methodology to ensure that the historian’s biases do not blind his judgment.
Rigor is required for the researchers and historians. Reliable historical evidences should
be used to validate claims. 1Meaning and Relevance of History Who writes history?
Readings in Philippine History RP01 Part 1: Meaning and Relevance of History; Distinction
of Primary and Secondary sources; External and Internal Criticisms Meaning and
Relevance of History; Primary and Secondary Sources Contains AT&T Natural Voices ®
text to speech technology licensed from Wizzard Speech LLC Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. With the issue of validity related
to the inevitable biases of the historian, several methodologies are applied to ensure as
much objectivity as possible. 28To validate claims of historical events and to balance the
inevitable biases in interpretation, historians largely rely on historical sources. With the
issue of validity related to the inevitable biases of the historian, several methodologies are
applied to ensure as much objectivity as possible. To validate claims of historical events
and to balance the inevitable biases in interpretation, historians largely rely on historical
sources. Historical Sources Who writes 1history? Readings in Philippine History RP01 Part
1: Meaning and Relevance of History; Distinction of Primary and Secondary sources;
External and Internal Criticisms Meaning and Relevance of History; Primary and Secondary
Sources Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). 1Readings in
Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. Historical sources can be classified into primary
and secondary sources. 94Historical sources can be classified into primary and secondary
sources. Historical Sources Who writes 1history? Readings in Philippine History RP01 Part
1: Meaning and Relevance of History; Distinction of Primary and Secondary sources;
External and Internal Criticisms Meaning and Relevance of History; Primary and Secondary
Sources Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). 1Readings in
Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. Primary sources are sources produced while the
past event was happening, usually by actors of history themselves such as government
institutions or revolutionary leaders. 24Some examples of primary sources are archival
documents, artifacts, memorabilia, letters, government records, census, etc. Primary
sources are sources produced while the past event was happening, usually by actors of
history themselves such as government institutions or revolutionary leaders. 24Some
examples of primary sources are archival documents, artifacts, memorabilia, letters,
government records, census, etc. Historical Sources Primary Sources 1Readings in
Philippine History RP01 Part 1: Meaning and Relevance of History; Distinction of Primary
and Secondary sources; External and Internal Criticisms Meaning and Relevance of History;
Primary and Secondary Sources Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). 1Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. What primary sources can be
used if one wants to study the events that transpired during martial law in the Philippines?
What primary sources can be used if one wants to study the events that transpired during
martial law in the Philippines? Class Discussion Historical Sources 1Readings in Philippine
History RP01 Part 1: Meaning and Relevance of History; Distinction of Primary and
Secondary sources; External and Internal Criticisms Meaning and Relevance of History;
Primary and Secondary Sources Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. Secondary sources are sources
produced by someone who has used a primary source as the subject of the material.
Example: Textbooks published in the late 1900s that focused on the Philippine Revolution
as their subject. Secondary sources are sources produced by someone who has used a
primary source as the subject of the material. Examples of these are textbooks published
in the late 1900s that focused on the Philippine Revolution as their subject and Jose Rizal’s
critical annotation to Antonio de Morga’s Sucesos de las Islas Filipinas. It must be noted
that the distinction between 1primary and secondary sources depends on the subject of
the historical research, and not necessarily the period it was produced. Historical Sources
Secondary Sources Readings in Philippine History RP01 Part 1: Meaning and Relevance of
History; Distinction of Primary and Secondary sources; External and Internal Criticisms
Meaning and Relevance of History; Primary and Secondary Sources Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). 1Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc. All rights reserved. External Criticism
External criticism is the process of verifying historical evidence through its physical
characteristics, and analyzing its material consistency with the period it was produced.
This includes the 1analysis of the language used and the physical materials such as ink
and paper. This is the difference between external and internal criticism. Internal criticism
is the 24examination of the content of the material, including its truthfulness. This includes
the author’s analysis of the source, its context when it was made or written, and its
possible agenda or intended purpose, among others. Internal Criticism 1External and
Internal Criticism Readings in Philippine History RP01 Part 1: Meaning and Relevance of
History; Distinction of Primary and Secondary sources; External and Internal Criticisms
Meaning and Relevance of History; Primary and Secondary Sources Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
3All rights reserved. The lack of proper
and rigorous research on historical facts may lead to deception and historical lies. For our
discussion, can you recall examples of historical deception that happened in Philippine
history? The lack of proper and rigorous research on historical facts may lead to deception
and historical lies. Can you recall examples of historical deception that happened 1in
Philippine history? Class Discussion External and Internal Criticism Readings in Philippine
History RP01 Part 1: Meaning and Relevance of History; Distinction of Primary and
Secondary sources; External and Internal Criticisms Meaning and Relevance of History;
Primary and Secondary Sources Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. Research and write an essay
about the different examples of primary sources. Expand your essay by including the
secondary sources derived from the given primary sources. For our assessment activity:
Research and write an essay about the different examples of primary sources. Expand your
essay by including the secondary sources derived from the given primary sources. Do the
following assessment activity: Short Essay Writing 1Readings in Philippine History RP01
Part 1: Meaning and Relevance of History; Distinction of Primary and Secondary sources;
External and Internal Criticisms Meaning and Relevance of History; Primary and Secondary
Sources Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Readings in
Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
33All rights reserved. • History is the study of past events and the
causes of those events. • Historiography deals with the study of history itself. • Examples
of historical sources are written documents, artifacts, architecture, songs, and epics. •
Methodologies are applied by historians to ensure as much objectivity as possible. • The
distinction between 1primary and secondary sources depends on the subject of the
historical research. Summary 3This is the conclusion of the first part of this section.
1Readings in Philippine History RP01 Part 1: Meaning and Relevance of History; Distinction
of Primary and Secondary sources; External and Internal Criticisms Meaning and
Relevance of History; Primary and Secondary Sources Contains AT&T Natural Voices ®
text to speech technology licensed from Wizzard Speech LLC 3Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). 1Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
33All rights reserved. • Primary sources are sources
produced while the past event was happening. • Secondary sources are materials
produced by someone who has used a primary source as the subject of the material. •
16External criticism is the process of verifying historical evidence through its physical
characteristics, and analyzing its material consistency with the period it was produced. •
Internal criticism is the examination of 3the content of the material, including its
truthfulness. Summary This is the conclusion of the first part of this section.
1Readings in
Philippine History RP01 Part 1: Meaning and Relevance of History; Distinction of Primary
and Secondary sources; External and Internal Criticisms Meaning and Relevance of History;
Primary and Secondary Sources Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). 1Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. Alvarez, S. V. (1992). The
Katipunan and the revolution: Memoirs of a general: With the original Tagalog text. Manila:
Ateneo de Manila University Press. Agoncillo, T. A., & Guerrero, M. (1974). History of the
Filipino people. Quezon City: R. P. Garcia. Candelaria, J.L., & Alporha, V. (2018). Readings in
Philippine History. Quezon City: Rex Bookstore, Inc. Carr, E. (1991). What is History.
London, United Kingdom: Penguin. Fox, Robert B (1970). The Tabon Caves : archaeological
explorations and excavations on Palawan Island, Philippines. [National Museum], 24Manila
Gottschalk, L. (1963). Understanding history: A primer of historical method: (8. print.). New
York: Alfred A. Knopf. Howell, M. C., & Prevenier, W. (2005). From reliable sources: An
introduction to historical methods. Ithaca, N. Y.: Cornell University Press. 16Lemon, M.
(1995). The Discipline of History and the History of Thought. New York, United States of
America: Routledge Scott, W.H. (1984). Critical study of the Prehispanic Source Materials
for the Study of Philippine History. Quezon City: New Day Publishers. 53Tosh, J. (2002). The
Pursuit of History: Aims, Methods and New Directions in the Study of Modern History
(Revised 3rd Ed.). London, United Kingdom: Pearson Education Ltd. References These are
the references used in this module.
1Readings in Philippine History RP01 Part 1: Meaning
and Relevance of History; Distinction of Primary and Secondary sources; External and
Internal Criticisms Meaning and Relevance of History; Primary and Secondary Sources
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). 1Readings in
Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. THANK YOU! Thank you! Readings in Philippine
History RP01 Part 2: Repositories of Primary Sources; Different Kinds of Primary Sources
Meaning and Relevance of History; Primary and Secondary Sources Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). 1Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
3All rights reserved. Welcome! Our
subject title is “Readings in Philippine History.” The second part of this section will discuss
the repositories of primary sources and the different kinds of primary sources. Part 2:
Repository 1of Primary Sources and the Different Kinds of Primary Sources Meaning and
Relevance of History and Primary and Secondary Sources Readings in Philippine History
RP01 Part 2: Repositories of Primary Sources; Different Kinds of Primary Sources Meaning
and Relevance of History; Primary and Secondary Sources Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. Repositories of Primary Sources
and the Different Kinds of Primary Sources OBJECTIVES Evaluate primary sources for their
credibility, authenticity, and provenance. METHODOLOGY Lecture/discussion; library,
museum, and archive visitation (depends on the location of HEI); Comparative analysis of
primary and secondary sources. RESOURCES Textbooks, pictures, images, illustrations,
online videos, and articles. ASSESSMENT Produce examples of primary sources and the
corresponding secondary sources derived from them. We have one learning outcome to
achieve by the end of this topic. Lectures and discussions may be used as our
methodology. Library, museum, and archive visitation and comparative analysis of primary
and secondary sources can also be used as methodology for this topic. Our resources may
include textbooks, pictures, images, and illustrations, online videos and articles. Our
assessment may include producing examples 1of primary sources and the corresponding
secondary sources derived from them. Readings in Philippine History RP01 Part 2:
Repositories of Primary Sources; Different Kinds of Primary Sources Meaning and
Relevance of History; Primary and Secondary Sources Contains AT&T Natural Voices ®
text to speech technology licensed from Wizzard Speech LLC 3Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). 1Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. • National Archives of the
Philippines • National Library of the Philippines • National Historical Commission of the
Philippines • National Museum of the Philippines The Philippines has plenty of repositories
of the country’s historical records, and they are mostly at the National Archives of the
Philippines, National Library of the Philippines, National Historical Commission of the
Philippines, and National Museum of the Philippines. 1Repositories of Primary Sources The
Philippines has plenty of repositories of the historical records of the country. Examples
Readings in Philippine History RP01 Part 2: Repositories of Primary Sources; Different
Kinds of Primary Sources Meaning and Relevance of History; Primary and Secondary
Sources Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). 1Readings in
Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. National Archives of the Philippines (NAP)
(http://nationalarchives.gov.ph) Preserving and promoting Philippine cultural heritages and
national identity, the National Archives of the Philippines stores and manages archival
documents 24that attest to the history of the nation. Its office is located on United Nations
Avenue, Manila. 16Repositories of Primary Sources Preserving and promoting Philippine
cultural heritages and national identity, the National Archives of the Philippines stores and
manages archival documents that attest to the history of the nation. Its office is located on
United Nations Avenue, Manila.
1Readings in Philippine History RP01 Part 2: Repositories
of Primary Sources; Different Kinds of Primary Sources Meaning and Relevance of History;
Primary and Secondary Sources Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). 1Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. National Library of the
Philippines (NLP) (http://web.nlp.gov.ph) Repositories of Primary Sources Located in
Manila, the NLP is the official national library of the country. It is under the jurisdiction of
the National Commission for Culture and the Arts (NCCA). The National Library of the
Philippines, or NLP, is located in Manila and serves as the official national library of the
country. It is under the jurisdiction of the National Commission for Culture and the Arts
(NCCA).
1Readings in Philippine History RP01 Part 2: Repositories of Primary Sources;
Different Kinds of Primary Sources Meaning and Relevance of History; Primary and
Secondary Sources Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). 1Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. To get further information on the functions and
location of the NLP, watch the short clip, “Klasrum: Doing your research work at National
Library of the Philippines,” by UNTV Public Service Philippines. To get further information
on the functions and location of the NLP, watch the short clip, “Klasrum: Doing your
research work at National Library of the Philippines,” by UNTV Public Service Philippines:
https://www.youtube.com/watch?v=H_SXg3wOERA 1Repositories of Primary Sources
Online Video Watching Readings in Philippine History RP01 Part 2: Repositories of Primary
Sources; Different Kinds of Primary Sources Meaning and Relevance of History; Primary
and Secondary Sources Contains AT&T Natural Voices ® text to speech technology
licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). 1Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. National Historical Commission of the Philippines
(NHCP) (http://nhcp.gov.ph) Repositories of Primary Sources The government agency that
promotes Philippine history and cultural heritage through “research, dissemination,
conservation, 62sites management, and heraldry works.” The National Historical
Commission of the Philippines (NHCP) is the government agency that promotes Philippine
history and cultural heritage through “research, dissemination, conservation, sites
management and heraldry works.” 1Readings in Philippine History RP01 Part 2:
Repositories of Primary Sources; Different Kinds of Primary Sources Meaning and
Relevance of History; Primary and Secondary Sources Contains AT&T Natural Voices ®
text to speech technology licensed from Wizzard Speech LLC 3Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). 1Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. National Museum of the
Philippines (http://nationalmuseum.gov.ph) Repositories of Primary Sources Located on
Padre Burgos Avenue, the National Museum of the Philippines acquires and documents
historical and cultural artifacts, 16such as archaeological specimens and canonical works
of art, not only for the preservation of but also for the education on the national identity.
Located on Padre Burgos Avenue, the National Museum of the Philippines acquires and
documents historical and cultural artifacts, such as archaeological specimens and
canonical works of art, not only for the preservation of but also for the education on the
national identity. 1Readings in Philippine History RP01 Part 2: Repositories of Primary
Sources; Different Kinds of Primary Sources Meaning and Relevance of History; Primary
and Secondary Sources Contains AT&T Natural Voices ® text to speech technology
licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). 1Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. The institutions previously mentioned are only few
of the repositories of primary sources in the country. Can you cite other national
repositories 50of primary sources? List down local, available repositories within or near the
area you live in. The institutions previously mentioned are only few of the repositories of
primary sources in the country. 1. Can you cite other national repositories of primary
sources? 2. 78List down local, available repositories within or near the area you live in.
1Repositories of Primary Sources Individual Activity Readings in Philippine History RP01
Part 2: Repositories of Primary Sources; Different Kinds of Primary Sources Meaning and
Relevance of History; Primary and Secondary Sources Contains AT&T Natural Voices ®
text to speech technology licensed from Wizzard Speech LLC 3Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). 1Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. Let us recall the definition of
primary and secondary sources. Recall 33Primary sources are sources produced while the
event was happening. Secondary sources are sources produced using a primary source as
the subject of the material. 1Different Kinds of Primary Sources Readings in Philippine
History RP01 Part 2: Repositories of Primary Sources; Different Kinds of Primary Sources
Meaning and Relevance of History; Primary and Secondary Sources Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). 1Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc. All rights reserved. These are the
different kinds of primary sources. Examples Primary sources may include the following: •
Government publications • Research data, e.g., public opinion polls • Oral histories •
Records of organizations • Printed ephemera, like propaganda flyers • Artifacts, e.g.,
clothing, costumes, furniture 1Different Kinds of Primary Sources • Diary and journal entries
• Memoirs, or autobiographies • Letters • Interviews and speeches • Manuscripts •
Photographs and audio recordings • Video recordings and films • Scrapbooks • Published
books and newspaper and magazine clippings published at the time Readings in Philippine
History RP01 Part 2: Repositories of Primary Sources; Different Kinds of Primary Sources
Meaning and Relevance of History; Primary and Secondary Sources Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). 1Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc. All rights reserved. For our assessment,
let us have a group activity. Visit the nearest repository 50of primary sources in your area,
and then choose a primary source on Philippine history. What secondary sources are
created from these primary sources? Discuss in class what you have discovered. Group
Activity Visit the nearest repository of primary sources in your area, and then choose a
primary source on Philippine history. What secondary sources are created from these
primary sources? Discuss in class what you have discovered. 1Different Kinds of Primary
Sources Readings in Philippine History RP01 Part 2: Repositories of Primary Sources;
Different Kinds of Primary Sources Meaning and Relevance of History; Primary and
Secondary Sources Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). 1Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. For our suggested reading, read the article
“Philippine history from primary sources,” by Ambeth Ocampo. You may also access The
Philippine Islands, a 55-volume book consisting of primary source documents for
Philippine History, compiled and translated by Emma Helen Blair and James Alexander
Robertson. • Read the article “Philippine history from primary sources,” by Ambeth
Ocampo: https://opinion.inquirer.net/119205/philippinehistory-from-primary-sources •
3The Philippine Islands, also called the “Blair and Robertson,” a 55-volume book consisting
1of primary sources on Philippine history:
http://philhist.pbworks.com/w/page/16367055/ThePhilippineIslands Suggested Readings
Different Kinds of Primary Sources Readings in Philippine History RP01 Part 2:
Repositories of Primary Sources; Different Kinds of Primary Sources Meaning and
Relevance of History; Primary and Secondary Sources Contains AT&T Natural Voices ®
text to speech technology licensed from Wizzard Speech LLC Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
33All rights reserved. • Primary sources are sources
produced while the past event was happening, usually by actors of history themselves
such as government institutions or revolutionary leaders. • 91Examples of primary sources
are archival documents, artifacts, memorabilia, letters, government records, and census. •
3The Philippines has plenty of repositories of the country’s historical records, such as: the
National Archives of the Philippines; National Library of the Philippines; National Historical
Commission of the Philippines; and the National Museum of the Philippines. Summary This
is the conclusion of the second part of this section.
1Readings in Philippine History RP01
Part 2: Repositories of Primary Sources; Different Kinds of Primary Sources Meaning and
Relevance of History; Primary and Secondary Sources Contains AT&T Natural Voices ®
text to speech technology licensed from Wizzard Speech LLC 3Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). 1Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. • Alvarez, S. V. (1992). 66The
Katipunan and the revolution: Memoirs of a general: With the original Tagalog text. Manila:
Ateneo de Manila University Press. • Agoncillo, T. A., & Guerrero, M. (1974). History of the
Filipino people. Quezon City: R. P. Garcia. • Ocampo, A. R. (n.d.). 1Philippine history from
primary sources. Retrieved February 3, 2019, from
https://opinion.inquirer.net/119205/philippine-history-from-primary-sources • Candelaria,
J.L., & Alporha, V. (2018). Readings in Philippine History. Quezon City: Rex Bookstore, Inc. •
Carr, E. (1991). What is History. London, United Kingdom: Penguin. • Examples of Primary
Sources. (n.d.). Retrieved February 3, 2019, from
https://www.lib.uci.edu/examplesprimary-sources • Fox, Robert B (1970). The Tabon
Caves : archaeological explorations and excavations on Palawan Island, Philippines.
[National Museum], Manila • Gottschalk, L. (1963). Understanding history: A primer of
historical method: (8. print.). New York: Alfred A. Knopf. • Howell, M. C., & Prevenier, W.
(2005). From reliable sources: 16An introduction to historical methods. Ithaca, N. Y.: Cornell
University Press. • Lemon, M. (1995). The Discipline of History and the History of Thought.
New York, 3United States of America: Routledge References These are the references used
in this section.
1Readings in Philippine History RP01 Part 2: Repositories of Primary
Sources; Different Kinds of Primary Sources Meaning and Relevance of History; Primary
and Secondary Sources Contains AT&T Natural Voices ® text to speech technology
licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). 5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. • National Archives of the Philippines. (n.d.).
Retrieved February 3, 2019, from http://nationalarchives.gov.ph/ • 3National Historical
Commission of the Philippines. (n.d.). Retrieved February 3, 2019, from http://nhcp.gov.ph/
• National Library of the Philippines. (n.d.). Retrieved February 3, 2019, from
http://web.nlp.gov.ph/ • National Museum of the Philippines. (n.d.). National Museum of
the Philippines Official Website. Retrieved from https://www.nationalmuseum.gov.ph/ •
Scott, W.H. (1984). Critical 5study of the Prehispanic Source Materials for the Study of
Philippine History. Quezon City: New Day Publishers. • The Philippine Islands. (n.d.).
Retrieved February 3, 2019, from
http://philhist.pbworks.com/w/page/16367055/ThePhilippineIslands • Tosh, J. (2002).
The Pursuit of History: Aims, Methods and New Directions in the Study of Modern History
(Revised 3rd Ed.). London, United Kingdom: Pearson Education Ltd. • UNTV News and
Rescue. 2014, August 7. Klasrum: Doing your research work at National Library 3of the
Philippines [Video File]. Retrieved from
https://www.youtube.com/watch?v=H_SXg3wOERA References These are the references
used in this section.
1Readings in Philippine History RP01 Part 2: Repositories of Primary
Sources; Different Kinds of Primary Sources Meaning and Relevance of History; Primary
and Secondary Sources Contains AT&T Natural Voices ® text to speech technology
licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). 5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
1All rights reserved. THANK YOU! Thank you! Readings in Philippine
History RP02 Content and Contextual Analysis of Primary Sources; Identification of the
Historical Importance of Text; Examination of the Author’s Maun Argument and Point of
View Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC Copyright © 2019 Frontlearners, Inc. All rights reserved. Many of the texts on
this slide were copied from the CHED course description document. Reference: Philippine
10Commission on Higher Education, (2017). 1Readings in Philippine History, Retrieved
from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Content and Contextual Analysis of Primary Sources; Identification of the
Historical Importance of Texts; and Examination of the Authors’ Main Argument and Point
of View Welcome! Our subject title is “Readings in Philippine History.” This section will be
divided into two: Part one will discuss content and contextual analysis of selected primary
Sources; identification of the historical importance of texts, and examination of the
author’s main argument and point of view. Readings in Philippine History RP02 Content
and Contextual Analysis of Primary Sources; Identification of the Historical Importance of
Text; Examination of the Author’s Maun Argument and Point of View Contains AT&T
Natural Voices ® text to speech technology licensed from Wizzard Speech LLC Copyright
© 2019 Frontlearners, Inc.
3All rights reserved. Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). 1Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf We
have three learning outcomes. Analyze the context, content, and perspective of different
kinds of primary sources. Determine the contribution of different kinds of primary sources
in understanding Philippine history. Develop critical and analytical skills with exposure to
primary sources. Content and Contextual analysis of Selected Primary Sources;
Identification of the Historical Importance of Texts; and Examination of the Author’s Main
Argument and Point of View OBJECTIVES 1. Analyze the context, content, and perspective
of different kinds of primary sources. 2. Determine the contribution of different kinds of
primary sources in understanding Philippine history. 3. Develop critical and analytical skills
with exposure to primary sources. Readings in Philippine History RP02 Content and
Contextual Analysis of Primary Sources; Identification of the Historical Importance of Text;
Examination of the Author’s Maun Argument and Point of View Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
Frontlearners, Inc.
3All rights reserved. Many of the texts on this slide were copied from
the CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). 5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf We will have a lecture or
discussion, library research, textual analysis, small group discussion, reporting, and a film
analysis. Resources include textbooks and articles, memoirs, editorial cartoons, films,
transcribed speeches, and paintings. 3You will be assessed through graded reporting,
quizzes, and a critical essay. METHODOLOGY Lecture/discussion; library research; textual
analysis; 5small group discussion; reporting; film analysis. RESOURCES Textbooks, articles,
memoirs, editorial cartoons, films, transcribed speeches, and paintings. ASSESSMENT
Graded reporting; quizzes; critical essay 1Content and Contextual analysis of Selected
Primary Sources; Identification of the Historical Importance of Texts; and Examination of
the Author’s Main Argument and Point of View Readings in Philippine History RP02 Content
and Contextual Analysis of Primary Sources; Identification of the Historical Importance of
Text; Examination of the Author’s Maun Argument and Point of View Contains AT&T
Natural Voices ® text to speech technology licensed from Wizzard Speech LLC Copyright
© 2019 Frontlearners, Inc.
3All rights reserved. Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). 5Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Primary sources are valuable tools to develop an understanding of Philippine history.
18Analyzing the content and context behind these sources can lead to a more critical
appraisal of certain situations or time periods in the country’s history. To ensure that 5a
primary source is not fabricated, external and internal criticisms are used in historical
research. In the photos are documents on early Philippine cultures, written by Spaniards in
an attempt to under better the colony. Note, however, that one has to read them against
the grain, that is, the documents were written with colonial biases and the Filipino scholar
would have to be careful in threshing out the imperial ideology embedded in them.
18Content and Contextual Analysis of Selected Primary Sources Primary sources are
valuable tools to develop an understanding of Philippine history. Analyzing the content and
context behind these sources can lead to a more critical appraisal of certain situations or
time periods in the country’s history. 1Readings in Philippine History RP02 Content and
Contextual Analysis of Primary Sources; Identification of the Historical Importance of Text;
Examination of the Author’s Maun Argument and Point of View Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
Frontlearners, Inc.
3All rights reserved. Many of the texts on this slide were copied from
the CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). 33Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
External criticism involves questioning the authenticity of a document or piece of evidence.
The Code of Kalantiaw, for example, a supposedly legal code in precolonial Negros, under
the datuship of Kalantiaw, has long been disputed 3to be mere fabrications of a Negrense
writer named Jose E. Marco, who presented the documents to 96the director of Philippine
Library, James A. Robertson. Disputing the authenticity of the code itself is an act of
external criticism. 1Content and Contextual Analysis of Selected Primary Sources External
Criticism involves questioning the authenticity of a document or piece of evidence.
Readings in Philippine History RP02 Content and Contextual Analysis of Primary Sources;
Identification of the Historical Importance of Text; Examination of the Author’s Maun
Argument and Point of View Contains AT&T Natural Voices ® text to speech technology
licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
3All rights
reserved. Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). 5Readings in
Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf On the other hand, internal
criticism involves questioning the truthfulness, accuracy, and context of the production of
a document. For example, this photo of a Bontoc man, taken by Secretary of Interior Dean
Worcester at the start of the American colonization, appears, on the surface, an accurate
portrayal of the indigenous people’s lifeways. One will notice, however, the discarded pants
behind the backdrop, indicating that the man went to have his photo taken in a white suit,
but Worcester asked him to change into a bahag instead for a supposedly authentic
photograph of the Bontoc people’s primitiveness. 5Content and Contextual Analysis of
Selected Primary Sources Internal Criticism involves questioning the truthfulness,
accuracy, and context of the production of a document. 1Readings in Philippine History
RP02 Content and Contextual Analysis of Primary Sources; Identification of the Historical
Importance of Text; Examination of the Author’s Maun Argument and Point of View
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC Copyright © 2019 Frontlearners, Inc.
3All rights reserved. Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). 5Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Here’s an example of a content and contextual analysis of Antonio Pigafetta’s First Voyage
around the World. The manuscript is arguably 3one of the most important primary sources
on the study of precolonial Philippines, a previously undocumented period in Philippine
history. 9The chronicles document Magellan’s arrival in the Visayas, his interaction with the
locals and his death, and the subsequent departure of his fleet. That said, no primary
source should be exempt from scrutiny. Example 18Analysis of Antonio Pigafetta’s First
Voyage around the World The chronicles document Magellan’s arrival in the Visayas, his
interaction with the locals and his death, and the subsequent departure of his fleet. That
said, no primary source should be exempt from scrutiny. 1Content and Contextual Analysis
of Selected Primary Sources Readings in Philippine History RP02 Content and Contextual
Analysis of Primary Sources; Identification of the Historical Importance of Text;
Examination of the Author’s Maun Argument and Point of View Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
Frontlearners, Inc. All rights reserved. Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine 10Commission on Higher
Education, (2017). 5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Antonio Pigafetta was an
Italian nobleman commissioned by the king of Spain to document the expansion of the
Spanish empire. His 18loyalties and social standing, compounded with the circumstance of
the text’s production, influenced his narrative of precolonial Philippines. For instance, his
background in cartography and geography was reflected in the geographical and climatic
details of areas Magellan’s voyage had reached. His characterization of people,
interpretation of belief systems, and retelling of events were told from a sixteenth-century
European’s 1point of view. Antonio Pigafetta was an Italian nobleman commissioned 5by
the king of Spain to document the expansion of the Spanish empire. His 18loyalties and
social standing, compounded with the circumstance of the text’s production, influenced his
narrative of precolonial Philippines. Example 1Content and Contextual Analysis of Selected
Primary Sources Readings in Philippine History RP02 Content and Contextual Analysis of
Primary Sources; Identification of the Historical Importance of Text; Examination of the
Author’s Maun Argument and Point of View Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners,
Inc. All rights reserved. Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine 10Commission on Higher Education, (2017).
5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf Let’s have a short quiz to test
your knowledge on content and contextual analysis of selected primary sources. Write
either True or False for the following statements: (1) External criticism and internal
criticism are used to analyse the content of primary sources. (2) First Voyage around the
World is an important primary source in the study of colonial Philippines. (3) Internal
criticism is examining documents or evidence for authenticity. Lastly, (4) 33primary sources
are limited to materials produced during the event and by the subject being studied. 1.
External criticism 1and internal criticism are practiced to analyze the content of primary
sources. 2. First Voyage around the World is an important primary source in the study of
colonial Philippines. 3. Internal criticism is examining documents or evidence for
authenticity. 4. 33Primary sources are limited to materials produced during the event and
by the subject being studied. True or False 1Readings in Philippine History RP02 Content
and Contextual Analysis of Primary Sources; Identification of the Historical Importance of
Text; Examination of the Author’s Maun Argument and Point of View Contains AT&T
Natural Voices ® text to speech technology licensed from Wizzard Speech LLC Copyright
© 2019 Frontlearners, Inc. All rights reserved. Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). 5Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf Here
are the answers. 1. False, both criticisms are used to ensure primary sources are not
fabricated. 2. False, the text is a valuable resource in the study of precolonial Philippines. 3.
False, internal criticism is used to examine the truthfulness, accuracy, and context of the
production of documents or evidence. 4. True. Answers 1Readings in Philippine History
RP02 Content and Contextual Analysis of Primary Sources; Identification of the Historical
Importance of Text; Examination of the Author’s Maun Argument and Point of View
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC Copyright © 2019 Frontlearners, Inc. All rights reserved. Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
10Commission on Higher Education, (2017). 5Readings in Philippine History, Retrieved
from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf For our class discussion, consider the role of primary sources in your
understanding of Philippine history. How does the study of primary sources help you
construct your own understanding of historical events? Why is it important to examine
these sources in context? Discuss your views in class. How does examining primary
sources help you construct your own understanding of historical events? Why is it
important to examine these sources in context? Class Discussion Readings in Philippine
History RP02 Content and Contextual Analysis of Primary 1Sources; Identification of the
Historical Importance of Text; Examination of the Author’s Maun Argument and Point of
View Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC Copyright © 2019 Frontlearners, Inc.
3All rights reserved. Many of the texts on
this slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). 5Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf Let’s
have a group activity for your assessment. Select a text from the primary sources listed
here. Research 3more on the content and context behind your chosen text, and then
thoroughly discuss in class what you have discovered. Group Activity Select a text from the
following primary sources: 1. 5First Voyage Around the World by Antonio Pigafetta
(Chronicle) 2. Customs of the Tagalogs by Juan de Plasencia (Friar Account) 3. Kartilla ng
Katipunan by Emilio Jacinto (Declaration of Principles) 4. Mga Gunita ng Himagsikan by
Emilio Aguinaldo (Memoirs) Research more on the content and context behind your
chosen text. Thoroughly discuss your analysis in class. 1Readings in Philippine History
RP02 Content and Contextual Analysis of Primary Sources; Identification of the Historical
Importance of Text; Examination of the Author’s Maun Argument and Point of View
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC Copyright © 2019 Frontlearners, Inc.
3All rights reserved. Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
18Primary historical sources are important in understanding the political, economic, social,
and cultural aspects of Philippine History. First-hand accounts that are either written or in
audiovisual or digital form have provided different perspectives on certain historical
events. Primary historical sources are important in understanding the political, economic,
social, and cultural aspects of Philippine history. First-hand accounts that are either written
or in audio-visual or digital form have provided different perspectives on certain historical
events. 1Identification of the Historical Importance of Texts Readings in Philippine History
RP02 Content and Contextual Analysis of Primary Sources; Identification of the Historical
Importance of Text; Examination of the Author’s Maun Argument and Point of View
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC Copyright © 2019 Frontlearners, Inc. All rights reserved. Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
10Commission on Higher Education, (2017). 1Readings in Philippine History, Retrieved
from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Here is a short example of identifying the historical importance of a text. In
1986, 3former President Corazon Aquino stood before the US Congress in what is
considered to be one of the most important political and diplomatic events in Philippine
history. She did so as the first female president of the country. Example Identifying 18the
historical importance of former President Corazon Aquino’s speech before the US
Congress In 1986, former President Corazon Aquino stood before the US Congress in what
is considered to be one of the most important political and diplomatic events 3in Philippine
history. She did so as the first female president of the country. 1Identification of the
Historical Importance of Texts Readings in Philippine History RP02 Content and Contextual
Analysis of Primary Sources; Identification of the Historical Importance of Text;
Examination of the Author’s Maun Argument and Point of View Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
Frontlearners, Inc. All rights reserved. Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine 10Commission on Higher
Education, (2017). Readings 3in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf It was only a few months
after she assumed the presidency upon the ouster of the dictator Ferdinand Marcos. Her
impassioned appeal for help successfully drew the support of the US House of
Representatives, which voted to approve a $200 million emergency aid for the Philippines.
It cemented the legitimacy of her government, which was borne out of the EDSA
Revolution. It was only a few months after she assumed the presidency upon the ouster
of the dictator Ferdinand Marcos. Her impassioned appeal for help successfully drew the
support of the US House of Representatives, which voted to approve a $200 million
emergency aid for the Philippines. It cemented the legitimacy 5of her government, which
was borne out of the EDSA Revolution. Example 1Identification of the Historical
Importance of Texts Readings in Philippine History RP02 Content and Contextual Analysis
of Primary Sources; Identification of the Historical Importance of Text; Examination of the
Author’s Maun Argument and Point of View Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners,
Inc. All rights reserved. Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine Commission on Higher Education, (2017).
Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf For our assessment, let’s
have a group activity. 5Of the four examples of historical texts, select one. Have a small
group discussion about the historical significance of your text. Discuss your points with the
class. Group Activity Of the following historical texts, select one: 1. 1Documents of the
1898 Declaration of Philippine Independence, The Malolos Constitution, and the First
Philippine Republic (Proclamation) 2. Political Caricatures of the American Era (Editorial
Cartoons) 3. Filipino Grievances against Governor Wood (Petition Letter) 4. Former
President Corazon Aquino’s Speech before the US Congress (Speech) Have a small group
discussion about the historical significance of your text. Discuss your points with the
class. Readings in Philippine History RP02 Content and Contextual Analysis of Primary
Sources; Identification of the Historical Importance of Text; Examination of the Author’s
Maun Argument and Point of View Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
3All
rights reserved. Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine Commission on Higher Education, (2017).
1Readings in Philippine History, Retrieved from: https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf In evaluating primary
sources, it is important to be aware of the author’s main argument and point of view, which
are important considerations to determine the credibility, authenticity, and provenance of
the sources. Discerning an author’s point of view will enrich our understanding of events
and further develop our critical and analytical skills. Examination of the Author’s Main
Argument and Point of View In evaluating primary sources, it is important to be aware of
the author’s main argument and point of view, which are important considerations to
determine the credibility, authenticity, 67and provenance of the sources. Discerning an
author’s point of view will enrich our understanding of events and further develop our
critical and analytical skills.
1Readings in Philippine History RP02 Content and Contextual
Analysis of Primary Sources; Identification of the Historical Importance of Text;
Examination of the Author’s Maun Argument and Point of View Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
Frontlearners, Inc.
3All rights reserved. Many of the texts on this slide were copied from
the CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). 5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf You can exercise your
analytical skills in the paintings of Juan Luna and Fernando Amorsolo. What do their
paintings say about Philippine culture and society? Tip: depictions in works of art can be
contextualized through the artists’ biographical background and sociopolitical milieu.
1Examination of the Author’s Main Argument and Point of View Example Paintings by Juan
Luna and Fernando Amorsolo Readings in Philippine History RP02 Content and Contextual
Analysis of Primary Sources; Identification of the Historical Importance of Text;
Examination of the Author’s Maun Argument and Point of View Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
Frontlearners, Inc.
3All rights reserved. Many of the texts on this slide were copied from
the CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). 5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Write a short essay on Juan
Luna’s and Fernando Amorsolo’s paintings. Compare their works. Are there any parallels
3in the way they portray history? What can you glean from their time periods based on their
works? Short Essay Writing Write a short essay on Juan Luna’s and Fernando Amorsolo’s
paintings. Compare their works. Are there any parallels 5in the way they portray history?
What can you glean from their time periods based on their works? Readings in Philippine
History RP02 Content and Contextual Analysis of Primary Sources; Identification 1of the
Historical Importance of Text; Examination of the Author’s Maun Argument and Point of
View Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC Copyright © 2019 Frontlearners, Inc.
3All rights reserved. Many of the texts on
this slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). 1Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Raiders of the Sulu Sea is a historical documentary on the slave raiders who defied colonial
rule from the sixteenth to 3the nineteenth century. Learn more about these slave raiders by
watching the film through the given link. For your assessment, examine the film and write a
five-page analysis based on the principles you have learned in this section. Make sure to
discuss the 1importance of the text, the author’s background, the context of the document,
and its contribution to understanding Philippine history. Raiders of the Sulu Sea A
historical documentary on the slave raiders who defied colonial rule from the sixteenth to
the nineteenth century. Online Video Watching Examine the film and write a fivepage
analysis based on the principles you have learned in this section. Make sure to discuss the
1importance of the text, the author’s background, the context of the document, and its
contribution to understanding Philippine history. Synthesis Paper Writing Readings in
Philippine History RP02 Content and Contextual Analysis of Primary Sources; Identification
of the Historical Importance of Text; Examination of the Author’s Maun Argument and
Point of View Contains AT&T Natural Voices ® text to speech technology licensed from
Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc. All rights reserved. Many of the
texts on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). 5Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf • Several primary sources are used to construct historical narratives. They
consist of documents, memoirs, or other accounts produced 3during the period and by the
subject being studied. • To ensure that primary sources are not fabricated, external
criticism and internal criticism are done by the researcher. • Different sources are used to
weave historical narratives. They include government documents, illustrations, chronicles,
speeches, and letters, all of which vary in importance and require different analytic
approaches. • Examining primary sources is one of the best ways to understand past
events, a big part of which is examining 1the author’s main argument and point of view. •
Examining the author’s main argument and point of view is necessary to ascertain the
credibility, authenticity, and provenance of a primary source. Summary This is the
conclusion of this section. Readings in Philippine History RP02 Content and Contextual
Analysis of Primary Sources; Identification of the Historical Importance of Text;
Examination of the Author’s Maun Argument and Point of View Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
Frontlearners, Inc.
3All rights reserved. Many of the texts on this slide were copied from
the CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). 1Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf • Aguinaldo, Emilio. (1964).
Mga Gunita ng Himagsikan. Manila: C.A. Suntay. • Garcia, M. (1979). Reading in Philippine
Prehistory. Manila: Filipiniana Book Guild. • 60McCoy, Alfred and Alfredo Roces. (1985).
Philippine Cartoons: Political Caricature of the American Era, 1900-1941. Quezon City: Vera
Reyes Inc. • National Historical Institute. (1978). Minutes of the Katipunan. 74Manila:
National Historical Institute. • Pigafetta, Antonio. (1969). First Voyage Around the World.
Manila: Filipiniana Book Guild. • President Corazon Aquino’s Speech before the U.S.
1Congress Sept. 18, 1986.
http://wwwrohan.sdsu.edu/dept/polsciwb/brianl/docs/1934PhilippineIndep.pdf • Raiders
of the Sulu Sea. https://www.youtube.com/watch?v=bWmXEvU979c • Richardson, Jim.
(2013). The Light of Liberty: Documents and Studies on the Katipunan, 18921897.
70Quezon City: Ateneo de Manila University Press. • Zaide, Gregorio and Sonia Zaide.
(1990). Documentary Sources of Philippine History. 12 vols. Manila: National Book Store.
References These are the references used in this section.
1Readings in Philippine History
RP02 Content and Contextual Analysis of Primary Sources; Identification of the Historical
Importance of Text; Examination of the Author’s Maun Argument and Point of View
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC Copyright © 2019 Frontlearners, Inc.
3All rights reserved. Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). 5Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
THANK YOU! Thank you! Readings in Philippine History RP03_01 Part 1: The Site of the
First Mass and the Cavite Mutiny Section 03: 1“One Past but Many Histories”:
Controversies and Conflicting Views in Philippine History Contains AT&T Natural Voices ®
text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
Frontlearners, Inc.
3All rights reserved. Many of the texts on this slide were copied from
the CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). 1Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf “One Past but Many
Histories”: Controversies and Conflicting Views in Philippine History Welcome! Our subject
title is “’One 5Past but Many Histories’: Controversies and Conflicting Views in Philippine
History.” The first part of this section will discuss the site of the First Mass and the Cavite
Mutiny. Part 1: The Site of the First Mass and the Cavite Mutiny Readings in Philippine
History RP03_01 Part 1: The Site of the First Mass and the Cavite Mutiny Section 03: “One
Past but Many Histories”: Controversies and Conflicting Views in Philippine History
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC Copyright © 2019 Frontlearners, Inc.
1All rights reserved. Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
10Commission on Higher Education, (2017). 5Readings in Philippine History, Retrieved
from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf OBJECTIVE Demonstrate the ability to formulate arguments in favor or against
a particular issue using primary sources. METHODOLOGY Lecture/discussion; document
analysis; debate, round table discussion, or symposium. RESOURCES Textbooks, pictures,
images, illustrations, online videos, and articles. ASSESSMENT Debate session;
reaction/reflection paper. 3The Site of the First Mass and the Cavite Mutiny We have one
learning outcome to achieve by the end of this topic. Lectures and discussions, document
analysis, debate, round table discussion, or symposium may be used as our methodology.
Our resources may include textbooks, pictures, images, illustrations, online videos, and
articles. Our assessment may include a debate session and a reaction or reflection
paper.
1Readings in Philippine History RP03_01 Part 1: The Site of the First Mass and the
Cavite Mutiny Section 03: “One Past but Many Histories”: Controversies and Conflicting
Views in Philippine History Contains AT&T Natural Voices ® text to speech technology
licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
3All rights
reserved. Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). 5Readings in
Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Antonio Pigafetta was an
Italian scholar and explorer who joined Ferdinand Magellan in exploring a westward route
to the Spice Islands and chronicled the first circumnavigation of the world. Despite its
tendency for superfluous details, his written 22account of the European encounters with
parts of Latin America and the East Indies has since become an important primary source
on their early communities and cultures and the indigenous flora and fauna. The Site of the
First Mass Antonio Pigafetta was an Italian scholar and explorer who joined Ferdinand
Magellan in exploring a westward route to the Spice Islands and chronicled the first
circumnavigation of the world. Despite its tendency for superfluous details, his written
22account of the European encounters with parts of Latin America and the East Indies has
since become an important primary source on their early communities and cultures and
the indigenous flora and fauna. 1Readings in Philippine History RP03_01 Part 1: The Site of
the First Mass and the Cavite Mutiny Section 03: “One Past but Many Histories”:
Controversies and Conflicting Views in Philippine History Contains AT&T Natural Voices ®
text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
Frontlearners, Inc.
3All rights reserved. Many of the texts on this slide were copied from
the CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). 5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf The writer Gabriel Garcia
Marquez, for example, notes the magical realities in Pigafetta’s chronicles, such as a
description of “hogs 25with navels on their haunches, clawless birds whose hens laid eggs
on the backs of their mates, and others still, resembling tongueless pelicans, with beaks
like spoons. He wrote of having seen a misbegotten creature with the head and ears of a
mule, a camel’s body, the legs of a deer and the whinny of a horse.” He has nonetheless
documented actual species such as sha rks. Pigafetta’s 9chronicle is one of the most
important primary sources in the study of precolonial Philippines. The Site of the First
Mass The writer Gabriel Garcia Marquez, for example, notes the magical realities in
Pigafetta’s chronicles, such as a description of “hogs 25with navels on their haunches,
clawless birds whose hens laid eggs on the backs of their mates, and others still,
resembling tongueless pelicans, with beaks like spoons. He wrote of having seen a
misbegotten creature with the head and ears of a mule, a camel’s body, the legs of a deer
and the whinny of a horse.” He has nonetheless documented actual species such as
sharks. Pigafetta’s 9chronicle is one of the most important primary sources in the study of
precolonial Philippines. 1Readings in Philippine History RP03_01 Part 1: The Site of the
First Mass and the Cavite Mutiny Section 03: “One Past but Many Histories”: Controversies
and Conflicting Views in Philippine History Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
3All
rights reserved. Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine Commission on Higher Education, (2017).
9Readings in Philippine History, Retrieved from: https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf In Pigafetta’s account,
Magellan’s fleet reached what he called the Ladrones Islands, or the “Islands of the
Thieves.” He recounted: “These people have no arms, but use sticks, which have a fish
bone at the end. 29They are poor, but ingenious, and great thieves, and for the sake of that
we call these three islands the Ladrones Islands.” In Pigafetta’s account, Magellan’s fleet
reached what he called the LADRONES ISLANDS, or the “Islands of the Thieves.” He
recounted: “These 9people have no arms, but use sticks, which have a fish bone at the end.
They are poor, but ingenious, and great thieves, 5and for the sake of that we call these
three islands the Ladrones Islands.” The Site of the First Mass This picture was retrieved
from ClipArt ETC under the Florida Institute of Technology, Readings 1in Philippine History
RP03_01 Part 1: The Site of the First Mass and the Cavite Mutiny Section 03: “One Past but
Many Histories”: Controversies and Conflicting Views in Philippine History Contains AT&T
Natural Voices ® text to speech technology licensed from Wizzard Speech LLC Copyright
© 2019 Frontlearners, Inc.
3All rights reserved. Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). 9Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf On
March 18, nine men approached and showed joy and eagerness in seeing them. Magellan
realized that the men were reasonable and welcomed them with food, drinks, and gifts.
Pigafetta detailed with amazement and fascination the palm tree that bore fruits called
cochos and wine. He characterized the people as “very familiar and friendly” who willingly
showed them around the different islands and told them the names of these islands. On
March 18, nine men approached and showed joy and eagerness in seeing them. Magellan
realized that the men were reasonable and welcomed them with food, drinks, and gifts.
Pigafetta detailed with amazement and fascination the palm tree that bore fruits called
cochos and wine. He characterized the people as “very familiar and friendly” who willingly
showed them around the different islands and told them the names of these islands. 5The
Site of the First Mass Readings in Philippine History RP03_01 Part 1: The Site of the First
Mass and the Cavite Mutiny Section 03: “One Past but Many Histories”: Controversies and
Conflicting Views in Philippine History Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
1All
rights reserved. Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine Commission on Higher Education, (2017).
5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf The Ladrones Islands is
presently known as the Marianas Islands. 31Ten days after arriving at the Ladrones Islands,
Pigafetta reported, they reached what he called the Isle of Zamal, now Samar, but Magellan
decided to land in another uninhabited island for greater security, where they could rest for
a few days. 9The Ladrones Islands is presently known as the Marianas Islands. 31Ten days
after arriving at the Ladrones Islands, Pigafetta reported, they reached what he called the
Isle of Zamal, now Samar, but Magellan decided to land in another uninhabited island for
greater security, where they could rest for a few days. 5The Site of the First Mass Readings
in Philippine History RP03_01 Part 1: The Site of the First Mass and the Cavite Mutiny
Section 03: “One Past but Many Histories”: Controversies and Conflicting Views in
Philippine History Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
1All rights reserved. Many
of the texts on this slide were copied from the CHED course description document.
Reference: Philippine 10Commission on Higher Education, (2017). 9Readings in Philippine
History, Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-inPhilippine-History.pdf On March 25, Pigafetta recounted that they saw two balanghai
(balangay), a long boat full of people in Mazzava/Mazaus. 75The leader, whom he referred
to as the king, became close with Magellan as they both exchanged gifts. 9After a few
days, Magellan was introduced to the king’s brother, who was also a king of another island
where, as Pigafetta reported, the fleet saw mines of gold. The Site of the First Mass 47On
March 25, Pigafetta recounted that they saw two balanghai (balangay), a long boat full of
people in Mazzava/Mazaus. The leader, whom he referred to as the king, became close
with Magellan as they both exchanged gifts. 9After a few days, Magellan was introduced to
the king’s brother, who was also a king of another island where, as Pigafetta reported, the
fleet saw mines of gold. 1Readings in Philippine History RP03_01 Part 1: The Site of the
First Mass and the Cavite Mutiny Section 03: “One Past but Many Histories”: Controversies
and Conflicting Views in Philippine History Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
3All
rights reserved. Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine Commission on Higher Education, (2017).
5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf On March 31 (Easter
Sunday), Magellan ordered the chaplain to preside a mass by the shore. Hearing about this
plan, the king sent two dead pigs and attended the mass with the other king. Pigafetta
wrote: “When 29the offertory of the mass came, the two kings went to kiss the cross like us,
but they offered nothing, and at the elevation of the body of our Lord they were kneeling
like us, and adored our Lord with joined hands.” This was the first mass in the Philippines,
and the cross would be the famous Magellan’s Cross, which is still preserved today. The
Site of the First Mass On March 31 (Easter Sunday), Magellan ordered the chaplain to
preside a mass by the shore. Hearing about this plan, the king sent two dead pigs and
attended the mass 5with the other king. Pigafetta wrote: “When the offertory of the mass
came, the two kings went to kiss the cross like us, but they offered nothing, and at t he
elevation of the body of our Lord they were kneeling like us, and adored our Lord with
joined hands.” This 3was the first mass in the Philippines, and the cross would be the
famou s Magellan’s Cross, which is still preserved today. 1Readings in Philippine History
RP03_01 Part 1: The Site of the First Mass and the Cavite Mutiny Section 03: “One Past but
Many Histories”: Controversies and Conflicting Views in Philippine History Contains AT&T
Natural Voices ® text to speech technology licensed from Wizzard Speech LLC Copyright
© 2019 Frontlearners, Inc.
3All rights reserved. Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). 9Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Where is Mazaua? Antonio Pigafetta claims that the first mass in the Philippines was held
at a place he calls Mazaua on 31 March 1521. There are two conflicting claims on the
exact location of Mazaua: 1. The little island south of Leyte, Limasawa; 2. An island called
Masao in Northern Mindanao, which is now Butuan City. The Site of the First Mass Antonio
Pigafetta claims that the first mass in the Philippines was held at a place he calls Mazaua
on 31 March 1521. There are two conflicting claims on the exact location of Mazaua: (1)
the little island south of Leyte, Limasawa and (2) an island called Masao in Northern
Mindanao, which is now Butuan City. 1Readings in Philippine History RP03_01 Part 1: The
Site of the First Mass and the Cavite Mutiny Section 03: “One Past but Many Histories”:
Controversies and Conflicting Views in Philippine History Contains AT&T Natural Voices ®
text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
Frontlearners, Inc.
3All rights reserved. Many of the texts on this slide were copied from
the CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). 9Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Francisco Albo, one of the
pilots in Magellan’s expedition, kept a logbook where he wrote that they erected a cross on
a mountain that overlooked the islands in the west and the southwest. Jaime de Veyra
stated that the first mass was held in Limasawa and not in Butuan. Limasawa Island The
Site of the First Mass Limasawa Island. Francisco Albo, one of the pilots in Magellan’s
expedition, kept a logbook where he wrote that they erected a cross on a mountain that
over looked the islands in the west and the southwest. Jaime de Veyra stated that the first
mass was held in Limasawa and not in Butuan. This picture was retrieved from D.M. Reyes,
et al.; edited by Patrick D. Flores, The Life and Art of Botong Francisco, Vibal Foundation,
Quezon City, 2010, (illustrated p. 138). It 50is an original an artwork by Carlos “Botong”
Francisco in 1965.
1Readings in Philippine History RP03_01 Part 1: The Site of the First
Mass and the Cavite Mutiny Section 03: “One Past but Many Histories”: Controversies and
Conflicting Views in Philippine History Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
3All
rights reserved. Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine Commission on Higher Education, (2017).
5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf On the basis of this
objection, a monument was re-erected in Butuan, but the marble slab that mentioned the
site as that 83of the first mass was removed. The historian Gregorio Zaide believes that the
first mass is in Butuan, and the basis of his claim is Antonio Pigafetta’s chronicles. 1872:
9A monument to commemorate the site of the first mass in the Philippines was erected in
Butuan. 1953: The people in Butuan asked the Philippine Historical Committee to
rehabilitate the monument and construct a place marker on the site. Masao/Butuan 5The
Site of the First Mass This picture of “The First Mass in the Philippines” is under the Fair
Use license. Retrieved from W ikipedia. 1Readings in Philippine History RP03_01 Part 1:
The Site of the First Mass and the Cavite Mutiny Section 03: “One Past but Many Histories”:
Controversies and Conflicting Views in Philippine History Contains AT&T Natural Voices ®
text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
Frontlearners, Inc. All rights reserved. Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine 3Commission on Higher
Education, (2017). Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Group Activity Divide the
class into two groups. Each group should choose either Limasawa or 5Butuan as the site of
the First Mass. Each group should research on the choice of place, present five arguments
on it, and then debate on the topic. The Site of the First Mass Divide the class into two
groups. Each group should choose either Limasawa or Butuan as the site of the First Mass.
Each group should research on the choice of place, present five arguments on it, and then
debate on the topic.
1Readings in Philippine History RP03_01 Part 1: The Site of the First
Mass and the Cavite Mutiny Section 03: “One Past but Many Histories”: Controversies and
Conflicting Views in Philippine History Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
3All
rights reserved. Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine Commission on Higher Education, (2017).
Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf For our next topic, you are
suggested to read “The Cavite Mutiny: An Essay on the Published Sources,” an essay by
John N. Schumacher, SJ, and published in Philippine Studies 20, no. 4 (1972), for additional
information. http://www.philippinestudies.net/files/journals/1/articles/4214/public/421
4-4300-1-PB.pdf Suggested Reading The Cavite Mutiny For our next topic, you are
suggested to read “The Cavite Mutiny: An Essay on the Published Sources,” an essay by
John N. Sch umacher, SJ, and published in Philippine Studies 20, no. 4 (1972), for
additional information.
1Readings in Philippine History RP03_01 Part 1: The Site of the
First Mass and the Cavite Mutiny Section 03: “One Past but Many Histories”: Controversies
and Conflicting Views in Philippine History Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
3All
rights reserved. Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine Commission on Higher Education, (2017).
5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf Not all of us know that there
are different accounts of the Cavite Mutiny.
57All Filipinos must know the different sides
of the story, since the event led to another tragic yet meaningful part of our history, which
is the execution of the GOMBURZA. 5The execution of the three priests was, in effect, a
major factor in the awakening of Filipino nationalism. In Philippine history, two major
events happened in 1872: 1. The 1872 Cavite Mutiny; and 2. The martyrdom of the three
priests: Father Mariano Gomes, Jose Burgos, and Jacinto Zamora (GOMBURZA).
1The
Cavite Mutiny Readings in Philippine History RP03_01 Part 1: The Site of the First Mass
and the Cavite Mutiny Section 03: “One Past but Many Histories”: Controversies and
Conflicting Views in Philippine History Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc. All
rights reserved. Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine Commission on Higher Education, (2017).
5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf There are two accounts of
the Cavite Mutiny. First is by 11Jose Montero y Vidal, a prolific Spanish historian who
documented the event and highlighted it as an attempt of the indios to overthrow the
Spanish government in the Philippines. Governor General Rafael Izquierdo’s official report
magnified the event and made use of it to implicate the native clergy, which was then
active in the call for secularization. Spanish Perspective 1. Jose Montero y Vidal, a prolific
Spanish historian, documented the event and highlighted it as an attempt of the indios to
overthrow the Spanish government in the Philippines. 2. Gov. Gen. Rafael Izquierdo’s
official report magnified the event and made use of it to implicate the native clergy, which
was then active in the call for secularization. 1The Cavite Mutiny Readings in Philippine
History RP03_01 Part 1: The Site of the First Mass and the Cavite Mutiny Section 03: “One
Past but Many Histories”: Controversies and Conflicting Views in Philippine History
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC Copyright © 2019 Frontlearners, Inc. All rights reserved. Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
10Commission on Higher Education, (2017). 5Readings in Philippine History, Retrieved
from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf The two accounts complement and corroborate each other, although the
general’s report is more spiteful. 11Initially, both Montero and Izquierdo score out the fact
that removing the privileges enjoyed by the workers of the Cavite arsenal, such as nonpayment of tributes and exemption from forced labor, were the main reasons for what they
call the “revolution.” Spanish Perspective The two accounts complement and corroborate
each other, although the general’s report is more spiteful. Initially, they both score out the
fact that removing the privileges enjoyed by the workers of the Cavite arsenal, such as nonpayment of tributes and exemption from forced labor, were the main reasons for what they
call the “revolution.” The Cavite Mutiny 1Readings in Philippine History RP03_01 Part 1: The
Site of the First Mass and the Cavite Mutiny Section 03: “One Past but Many Histories”:
Controversies and Conflicting Views in Philippine History Contains AT&T Natural Voices ®
text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
Frontlearners, Inc.
3All rights reserved. Many of the texts on this slide were copied from
the CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). 5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf Montero and Izquierdo,
however, enumerate other causes, including the Spanish Revolution, which overthrew the
secular 11throne; dirty propagandas disseminated by the unrestrained press, and
democratic, liberal, and republican books and pamphlets that had reached the Philippines;
and, most importantly, the presence of the native clergy, which was formed allegedly out of
animosity toward the Spanish friars. Spanish Perspective The Cavite Mutiny Other causes
enumerated: 1. The Spanish Revolution, which overthrew the secular throne; 2. Dirty
propagandas disseminated by the unrestrained press, and democratic, liberal, and
republican books and pamphlets that had reached the Philippines; and 3. The presence of
the native clergy, which, according to them, was formed out of animosity toward the
Spanish friars. 1Readings in Philippine History RP03_01 Part 1: The Site of the First Mass
and the Cavite Mutiny Section 03: “One Past but Many Histories”: Controversies and
Conflicting Views in Philippine History Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
3All
rights reserved. Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine Commission on Higher Education, (2017).
5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf The Filipino version. Dr.
Trinidad Hermenegildo 11Pardo de Tavera, a Filipino scholar and researcher, wrote the
Filipino version of the bloody incident in Cavite. From his point of view, the incident was a
mere mutiny by the native Filipino soldiers and laborers of the Cavite arsenal who turned
out to be dissatisfied with the removal of their privileges. Filipino Perspective Dr. Trinidad
Hermenegildo Pardo de Tavera, a Filipino scholar and researcher, wrote the Filipino version
of the bloody incident in Cavite. From his point of view, the incident was a mere mutiny by
the native Filipino soldiers and laborers of the Cavite arsenal who turned out to be
dissatisfied with the removal of their privileges. 1The Cavite Mutiny Readings in Philippine
History RP03_01 Part 1: The Site of the First Mass and the Cavite Mutiny Section 03: “One
Past but Many Histories”: Controversies and Conflicting Views in Philippine History
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC Copyright © 2019 Frontlearners, Inc. All rights reserved. Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
10Commission on Higher Education, (2017). 5Readings in Philippine History, Retrieved
from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Tavera believes that the Spanish friars and Izquierdo exaggerated the Cavite
Mutiny into a full-blown conspiracy that involved 11not only the native army but also the
residents of Cavite and Manila, including, more importantly, the native clergy, to overthrow
the Spanish government in the Philippines. It is noteworthy that during the time, the Central
Government in Madrid announced its intention to divest the friars of all the powers of
intervention in matters of civil government and the direction and management of
educational institutions. Tavera believes that the Spanish friars and Izquierdo exaggerated
the Cavite Mutiny into a full-blown conspiracy that involved not only the native army but
also the residents of Cavite and Manila, including, more importantly, the native clergy, to
5overthrow the Spanish government in the Philippines. 11It is noteworthy that during the
time, the Central Government in Madrid announced its intention to divest the friars of all
the powers of intervention in matters of civil government and the direction and
management of educational institutions. 1The Cavite Mutiny Filipino Perspective Readings
in Philippine History RP03_01 Part 1: The Site of the First Mass and the Cavite Mutiny
Section 03: “One Past but Many Histories”: Controversies and Conflicting Views in
Philippine History Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc. All rights reserved. Many
of the texts on this slide were copied from the CHED course description document.
Reference: Philippine 10Commission on Higher Education, (2017). 9Readings in Philippine
History, Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-inPhilippine-History.pdf • Antonio Pigafetta worked as chronicler of Ferdinand Magellan’s
voyage, and his account is the single most important source about the first
circumnavigation of the world. • Antonio Pigafetta claims that the first mass in the
Philippines was held at a place he calls Mazaua on 31 March 1521. • There are two
conflicting claims on the exact location of Mazaua: (1) the little island south of Leyte,
Limasawa, and (2) an island called Masao in Northern Mindanao, which is now Butuan City.
Summary This is the conclusion of this section. 1Readings in Philippine History RP03_01
Part 1: The Site of the First Mass and the Cavite Mutiny Section 03: “One Past but Many
Histories”: Controversies and Conflicting Views in Philippine History Contains AT&T
Natural Voices ® text to speech technology licensed from Wizzard Speech LLC Copyright
© 2019 Frontlearners, Inc.
3All rights reserved. Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). 5Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf •
Like the First Mass, the Cavite Mutiny has two interpretations: the Spanish perspective
includes the Filipino’s attempt 3to overthrow the colonial government, while Filipino
scholars like Pardo de Tavera claim that the Spanish friars merely exaggerated their
reports on the events in a bid to hold on to their control of the colony. Summary This is the
conclusion of this section. 1Readings in Philippine History RP03_01 Part 1: The Site of the
First Mass and the Cavite Mutiny Section 03: “One Past but Many Histories”: Controversies
and Conflicting Views in Philippine History Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
3All
rights reserved. Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine Commission on Higher Education, (2017).
5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf Pigafetta, A. (1992). First
Voyage Around the World. (pp. 23-32) Pardo de Tavera, T. (1990). 1Spanish Version of the
Cavite Mutiny of 1872 (Zaide 1990 vol. 7, pp. 281-286). Montero y Vidal, J. (1990). Spanish
Version of the Cavite Mutiny of 1872 (Zaide 1990 vol. 7, pp. 281-286). Izquirdo, R. (1990).
Official Report on the Cavite Mutiny. (Zaide 1990 vol. 7, pp. 281-286). References These
are the references used in this section. Readings in Philippine History RP03_01 Part 1:
The Site of the First Mass and the Cavite Mutiny Section 03: “One Past but Many Histories”:
Controversies and Conflicting Views in Philippine History Contains AT&T Natural Voices ®
text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
Frontlearners, Inc.
3All rights reserved. Many of the texts on this slide were copied from
the CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). 5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf THANK YOU! Thank you!
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC Copyright © 2019 Frontlearners, 84Inc. All rights reserved. 1Readings in Philippine
History RP03_02 Part 2: Retraction of Rizal and the Cry of Balintawak or Pugadlawin
Section 03: “One Past but Many Histories”: Controversies and Conflicting Views in
Philippine History Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine 10Commission on Higher Education, (2017).
1Readings in Philippine History, Retrieved from: https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf “One Past but Many
Histories”: Controversies and Conflicting Views in Philippine History Welcome! Our subject
title is “’One Past but Many Histories': Controversies and Conflicting Views in Philippine
History.” The second part of this section will discuss the retraction of Rizal and the Cry of
Balintawak. Part 2: Retraction of Rizal and the Cry of Balintawak Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
Frontlearners, Inc. All rights reserved. Readings in Philippine History RP03_02 Part 2:
Retraction of Rizal and the Cry of Balintawak or Pugadlawin Section 03: “One Past but
Many Histories”: Controversies and Conflicting Views in Philippine History Many of the
texts on this slide were copied from the CHED course description document. Reference:
Philippine 10Commission on Higher Education, (2017). 5Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf OBJECTIVES Demonstrate the ability to formulate arguments in favor or
against a particular issue using primary sources. METHODOLOGY Lecture/discussion;
document analysis; debate, round 1table discussion, or symposium. RESOURCES
Textbooks, pictures, images, illustrations, online videos, and articles ASSESSMENT Debate
session; reaction/reflection paper 5Retraction of Rizal and the Cry of Balintawak We have
one learning outcome to achieve by the end of this topic. Lectures and discussions,
document analysis, debate, round table discussions, or symposium may 3be used as our
methodology. Our resources may include textbooks, pictures, images, illustrations, online
videos, and articles. Our assessment may include a debate session and a reaction or
reflection paper. Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
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Readings in Philippine History RP03_02 Part 2: Retraction of Rizal and the Cry of
Balintawak or Pugadlawin Section 03: “One Past but Many Histories”: Controversies and
Conflicting Views in Philippine History Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine 10Commission on Higher
Education, (2017). 5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf The Retraction of Rizal What
is the retraction of Rizal? In 1935, a controversial document called “The Retraction” was
found. It was signed by none other than 3the National Hero, Dr. Jose Rizal, who declared in
it that he was a Catholic and he wanted to take back everything he said against the
Catholic Church. This photo is courtesy of Ambeth R. Ocampo 5as cited by Xiao Chua.
Retreievd from GMA News Online. What is the retraction of Rizal? In 1935, a controversial
document called ”The Retraction” was found. It was signed by none other than the National
Hero, Dr. 3Jose Rizal, who declared in it that he was a Catholic and he wanted to take back
everything he said against the Catholic Church. Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners,
Inc.
1All rights reserved. Readings in Philippine History RP03_02 Part 2: Retraction of Rizal
and the Cry of Balintawak or Pugadlawin Section 03: “One Past but Many Histories”:
Controversies and Conflicting Views in Philippine History Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
10Commission on Higher Education, (2017). 5Readings in Philippine History, Retrieved
from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf This photo is courtesy of Ambeth R. Ocampo, as cited by Xiao Chua. Retreievd
from GMA News Online. Here is the English translation of the document. Contains AT&T
Natural Voices ® text to speech technology licensed from Wizzard Speech LLC Copyright
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1All rights reserved. Readings in Philippine History RP03_02
Part 2: Retraction of Rizal and the Cry of Balintawak or Pugadlawin Section 03: “One Past
but Many Histories”: Controversies and Conflicting Views in Philippine History Many of the
texts on this slide were copied from the CHED course description document. Reference:
Philippine 10Commission on Higher Education, (2017). 5Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf The Retraction of Rizal Collected Testimonies ● Father Vicente Balaguer was
said to be the “only eyewitness” the night Rizal wrote the retraction. ● 19Cuerpo de
Vigilancia consists of the accounts of (1) a Spanish jail guard who overheard Rizal writing
a paper called the retraction, (2) the the two officials who allegedly signed the retraction as
witnesses, and (3) all the people who entered Rizal’s cell 3before his execution. This photo
is from the National Commission for Culture and the Arts as cited by GMA News Online.
Some collected testimonies that support 9the existence of the document are: Father
Vicente Balaguer, who was said to be the “only eyewitness” the night Rizal wrote the
retraction, and Cuerpo de Vigilancia, which consists of the accounts of (1) a Spanish 19jail
guard who overheard Rizal writing a paper called the retraction, (2) the the two officials
who allegedly signed the retraction as witnesses, and (3) all the people who entered Rizal’s
cell before his execution. Contains AT&T Natural Voices ® text to speech technology
licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
1All rights
reserved. Readings in Philippine History RP03_02 Part 2: Retraction of Rizal and the Cry of
Balintawak or Pugadlawin Section 03: “One Past but Many Histories”: Controversies and
Conflicting Views in Philippine History Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine 10Commission on Higher
Education, (2017). 5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf The Retraction of Rizal
Collected Testimonies ● On the day he was to be executed, Rizal gave Bracken his copy of
Thomas á Kempi’s De La 3Imitacion de Cristo, on which he wrote, “To my dear and unhappy
wife, Josephine, December 30th, 1896, Jose Rizal.” Not only would his handwriting in the
dedication be used to validate the document, but it also suggests Rizal’s profession 34of
faith on the day he died. ● In his last writings, the recurrence of the word krus was
interpreted as Rizal’s desire to die as a Catholic. 3On the day he was to be executed, Rizal
gave Bracken his copy of Thomas á Kempi’s De La Imitacion de Cristo, on which he wrote,
“To my dear and unhappy wife, Josephine, December 30th, 1896, Jose Rizal.” Not only
would his handwriting in the dedication 34be used to validate the document, but it also
suggests Rizal’s profession of faith on the day he died. Furthermore, in his last writings, the
recurrence of the word krus was interpreted as Rizal’s desire to die as a Catholic.
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
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1All rights reserved. Readings in Philippine
History RP03_02 Part 2: Retraction of Rizal and the Cry of Balintawak or Pugadlawin
Section 03: “One Past but Many Histories”: Controversies and Conflicting Views in
Philippine History Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine 10Commission on Higher Education, (2017).
5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf “Retraction ni Jose Rizal:
Mga bagong dokumento at pananaw,” by Michael Charleston Chua:
https://www.gmanetwork.com/news/lifestyle/artandculture/594 027/retraction-ni-joserizal-mga-bagong-dokumento-atpananaw/story/ Suggested Reading The 1Retraction of
Rizal For additional information, you may read: “Retraction ni Jose Rizal” by Michael
Charleston Chua. Contains AT&T Natural Voices ® text to speech technology licensed
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Readings in Philippine History RP03_02 Part 2: Retraction of Rizal and the Cry of
Balintawak or Pugadlawin Section 03: “One Past but Many Histories”: Controversies and
Conflicting Views in Philippine History Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine 10Commission on Higher
Education, (2017). Readings 3in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Write a 1000-word paper on
the following: • According to the documents at hand, do you believe in Rizal’s retraction? If
yes, why? If no, what do you think is missing? • If Rizal’s retraction were true, would it make
his works and him being our National Hero less significant? Why? The Retraction of Rizal
Reflection Paper Write a 1000-word paper on the following: According to the documents at
hand, do you believe in Rizal’s Retraction? If Yes, why? If No, what do you think is missing?
If Rizal’s retraction were true, would it make his works and him being our National Hero
less significant? Why? Contains AT&T Natural Voices ® text to speech technology licensed
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1All rights reserved.
Readings in Philippine History RP03_02 Part 2: Retraction of Rizal and the Cry of
Balintawak or Pugadlawin Section 03: “One Past but Many Histories”: Controversies and
Conflicting Views in Philippine History Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine 10Commission on Higher
Education, (2017). 5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf The Cry of Balintawak The
exact location of the First Cry of the Philippine Revolution is a subject of contention.
19Famously known as The Cry of Balintawak, it is also speculated to have happened in
Pugad Lawin. The location of the First Cry of the Philippine Revolution is a subject of
contention. Famously 3known as The Cry of Balintawak, it is also speculate to happen in
Pugad Lawin. Contains AT&T Natural Voices ® text to speech technology licensed from
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1All rights reserved. Readings in
Philippine History RP03_02 Part 2: Retraction of Rizal and the Cry of Balintawak or
Pugadlawin Section 03: “One Past but Many Histories”: Controversies and Conflicting
Views in Philippine History Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine 10Commission on Higher Education,
(2017). 5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf The Cry of Balintawak The
historian Ambeth R. Ocampo rounds up the contradictions and debates: 1. 19Aside from
Balintawak and Pugad Lawin, people must add the following contenders on the
whereabouts of the First Cry, or Unang Sigaw: Kangkong, Bahay Toro, Pasong Tamo,
Banlat, and more, depending on which primary source is cited. 2. 5The National Historical
Commission’s proposed date for the start of the Philippine Revolution is 23 August 1896.
Other proposed dates are 20, 24, 25, and 26 August. The historian Ambeth R. Ocampo
rounds up the contradictions and debates: (1) Aside from Balintawak and Pugadlawin,
people must add the following contenders on the whereabouts of the First Cry, or Unang
Sigaw: Kangkong, Bahay Toro, Pasong Tamo, Banlat, and more, depending on which
primary source is cited. 19(2) The National Historical Commission’s proposed date for the
start of the Philippine Revolution is 23 August 1896. Other proposed dates are 20, 24, 25,
and 26 August. Contains AT&T Natural Voices ® text to speech technology licensed from
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1All rights reserved. Readings in
Philippine History RP03_02 Part 2: Retraction of Rizal and the Cry of Balintawak or
Pugadlawin Section 03: “One Past but Many Histories”: Controversies and Conflicting
Views in Philippine History Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine 10Commission on Higher Education,
(2017). 5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf The Cry of Balintawak 3.
Teodoro 85Agoncillo said that a general assembly was called by Andres Bonifacio on 24
August 1896 in Malabon. The Katipuneros were in Balintawak on 19 August, left 46for
Kangkong on 21 August, proceeded to Pugad Lawin on 22 August, and on 23 August 1896,
tore their cedulas and vowed to fight in the yard of Tandang Sora’s son. 4. 19Guillermo
Masangkay, one of the Supremo’s closest advisers and a general of the revolutionary army,
recounted in an interview with the Sunday Tribune in 1932 that it was in Balintawak, on 26
August 1896, where the First Cry happened. Teodoro 85Agoncillo said that a general
assembly was called by Andres Bonifacio on 24 August 1896 in Malabon. The Katipuneros
were in Balintawak on 19 August, left 46for Kangkong on 21 August, proceeded to Pugad
Lawin on 22 August, and on 23 August 1896, tore their cedulas and vowed to fight in the
yard of Tandang Sora’s son. Meanwhile, Guillermo Masangkay, 5one of the Supremo’s
closest advisers and a general of the revolutionary army, recounted in an interview with the
Sunday Tribune in 1932 that it was in Balintawak, on 26 August 1896, where the first cry
happened. Contains AT&T Natural Voices ® text to speech technology licensed from
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1All rights reserved. Readings in
Philippine History RP03_02 Part 2: Retraction of Rizal and the Cry of Balintawak or
Pugadlawin Section 03: “One Past but Many Histories”: Controversies and Conflicting
Views in Philippine History Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine 10Commission on Higher Education,
(2017). 5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf “Notes on the ‘Cry’ of August
1896” by Jim Richardson: http://www.kasaysayan-kkk.info/studies/notes-on-the-cry-ofaugust-1896 “Balintawak or Pugad Lawin?” by Ambeth Ocampo:
https://www.pressreader.com/philippines/philippine-dailyinquirer1109/20100903/283274569062897 Suggested Reading 1The Cry of Balintawak For
more information, you may read: “Notes on the ‘Cry’ of August 1896” by Jim Richardson
and “Balintawak or Pugad Lawin?” by Ambeth Ocampo. Contains AT&T Natural Voices ®
text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
Frontlearners, Inc.
1All rights reserved. Readings in Philippine History RP03_02 Part 2:
Retraction of Rizal and the Cry of Balintawak or Pugadlawin Section 03: “One Past but
Many Histories”: Controversies and Conflicting Views in Philippine History Many of the
texts on this slide were copied from the CHED course description document. Reference:
Philippine 10Commission on Higher Education, (2017). 5Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-
History.pdf Divide the class into two; watch the video “Unang Sigaw ng Katipunan sa
Balintawak, Kalookan,” by Michael Charleston Chua. Reflect and draw your own conclusion
3on the First Cry of the Revolution. Prepare to defend your answer in class.
https://www.youtube.com/watch?v=fdP1ycFDTSU 5The Cry of Balintawak Online Video
Divide the class into two; watch the video “Unang Sigaw ng Katipunan sa Balintawak,
Kalookan” by Michael Charleston Chua. Reflect and draw your own conclusion 3on the First
Cry of the Revolution. Prepare to defend your answer in class. Contains AT&T Natural
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1All rights reserved. Readings in Philippine History RP03_02 Part 2:
Retraction of Rizal and the Cry of Balintawak or Pugadlawin Section 03: “One Past but
Many Histories”: Controversies and Conflicting Views in Philippine History Many of the
texts on this slide were copied from the CHED course description document. Reference:
Philippine 10Commission on Higher Education, (2017). 5Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf ● In 1935, a controversial document called “The Retraction” was found,
supposedly written by Jose Rizal declaring that 3he was a Catholic and that he wanted to
take back everything he said against the Catholic Church. ● The following are the current
testimonies and views on the controversial retraction of Rizal: Father Vicente Balaguer’s
account, the Cuerpo de Vigilancia report, his copy of the De La Imitacion de Cristo, and
recurrence of crosses in his last writings. ● Historians have yet 5to agree on the exact date
and location of the “First Cry of the Revolution.” Conclusion This is the conclusion of our
lesson today. Contains AT&T Natural Voices ® text to speech technology licensed from
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Philippine History RP03_02 Part 2: Retraction of Rizal and the Cry of Balintawak or
Pugadlawin Section 03: “One Past but Many Histories”: Controversies and Conflicting
Views in Philippine History Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine 10Commission on Higher Education,
(2017). 1Readings in Philippine History, Retrieved from: https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf Ricardo P. Garcia, The Great
Debate: The Rizal Retraction (pp. 9-19; 31-43) Jesus Ma. Cavanna, Rizal’s Unfading Glory,
(pp. 1-52) Ricardo R. Pascual, Rizal Beyond the Grave, (pp. 7-36) Pio Valenzuela, Cry of
Pugadlawin, (Zaide 1990, vol. 8, pp. 301-302) Santiago Alvarez, Cry of Bahay Toro (Zaide
1990, vol. 8, pp. 303-304) Gregoria de Jesus, Version of the First Cry, (Zaide 1990, vol. 48
pp. 305-306) Guillermo Masangkay, Cry of Balintawak (Zaide 1990, vol. 8, pp. 307-309)
References These are the references used in this section. Contains AT&T Natural Voices
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1All rights reserved. Readings in Philippine History RP03_02 Part 2:
Retraction of Rizal and the Cry of Balintawak or Pugadlawin Section 03: “One Past but
Many Histories”: Controversies and Conflicting Views in Philippine History Many of the
texts on this slide were copied from the CHED course description document. Reference:
Philippine 10Commission on Higher Education, (2017). 5Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf THANK YOU! Thank you! Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, 84Inc. All
rights reserved. 1Readings in Philippine History RP04 Part 1: Agrarian Reform Policies
Section 04: Social, Political, Economic, and Cultural Issues in Philippine History Many of the
texts on this slide were copied from the CHED course description document. Reference:
Philippine 10Commission on Higher Education, (2017). 5Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Social, Political, Economic, and Cultural Issues in Philippine History Welcome!
This module is about the social, political, 1economic, and cultural issues in Philippine
history. This part will discuss agrarian reform policies. Part 1: Agrarian Reform Policies
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC Copyright © 2019 Frontlearners, Inc. All rights reserved. Readings in Philippine
History RP04 Part 1: Agrarian Reform Policies Section 04: Social, Political, Economic, and
Cultural Issues in Philippine History Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf OBJECTIVES 1. Effectively
convey, through various techniques and genres, ideas on Philippine history and historical
analyses of a particular event or issue that could help others understand the chosen topic;
2. 4Propose recommendations or solutions to present-day problems based on their
understanding of root causes and their anticipation of future scenarios; and 3. Display the
ability to work in a multi-disciplinary team and contribute to a group endeavor. 1Agrarian
Reform Policies For our learning outcomes, we aim to convey effectively, through various
communicative techniques and genres, ideas on Philippine history and historical analyses
of a particular event or issue that could help others understand the chosen topic; propose
recommendations or solutions to present-day problems based on their understanding of
root causes and their anticipation of future scenarios; and display the ability to work in a
multi-disciplinary team and contribute to 4a group endeavor. Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
Frontlearners, Inc.
1All rights reserved. Readings in Philippine History RP04 Part 1:
Agrarian Reform Policies Section 04: Social, Political, Economic, and Cultural Issues in
Philippine History Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine 10Commission on Higher Education, (2017).
4Readings in Philippine History, Retrieved from: https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf METHODOLOGY
Lecture/discussion; library and archival research; document analysis; group reporting; and
documentary film showing RESOURCES 1Students will be required to look for primary
sources on which they will base their narrative and analysis of the topic assigned to them.
ASSESSMENT 12Research output that may be in the form of a term paper, exhibit,
documentary presentation, diorama, webpage, and other genres in which students can
express their ideas. Our methodology includes lecture/discussion; 4library and archival
research; document analysis; group reporting; and documentary film showing. 1Students
will be required to look for primary sources on which they will base their narrative and
analysis of the topic assigned to them. Our assessment is through a 12research output that
may be in the form of a term paper, exhibit, documentary presentation, diorama, webpage,
and other genres in which students can express their ideas. Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
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1All rights reserved. Readings in Philippine History RP04 Part 1:
Agrarian Reform Policies Section 04: Social, Political, Economic, and Cultural Issues in
Philippine History Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine 10Commission on Higher Education, (2017).
5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf Agrarian Reform policies are
a rectification of the whole agricultural system of the country. These policies are centered
on the relationship between the production and distribution of land among farmers.
Agrarian Reform Policies Rectification of the whole agricultural system of the country. The
agrarian policies are 79centered on the relationship between the production and the
distribution of land among farmers. Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
1All
rights reserved. Readings in Philippine History RP04 Part 1: Agrarian Reform Policies
Section 04: Social, Political, Economic, and Cultural Issues in Philippine History Many of the
texts on this slide were copied from the CHED course description document. Reference:
Philippine 10Commission on Higher Education, (2017). 5Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf While land reform is concerned with land rights and their character, strength,
and distribution, agrarian reform focuses 48not only on these but also on a broader set of
issues, such as the class character of the relations of production and distribution in
farming and related enterprises, and how these connect to the wider class structure.
1Agrarian Reform Policies Land Reform vs. Agrarian Reform 21Land reform is concerned
with land rights and their character, strength, and distribution, while agrarian reform
focuses not only on these but also on a broader set of issues, such as the class character
of the relations of production and distribution in farming and related enterprises, and how
these connect to the wider class structure. It is thus concerned with economic and political
power and the relations between them (Cousins, 2007). Contains AT&T Natural Voices ®
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1All rights reserved. Readings in Philippine History RP04 Part 1:
Agrarian Reform Policies Section 04: Social, Political, Economic, and Cultural Issues in
Philippine History Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine 10Commission on Higher Education, (2017).
5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf World Bank’s five dimensions
of agrarian reform are stocks and market liberalization; land reform and development of
land markets; 21agro-processing and input supply channels; urban finance; and market
institutions. World Bank’s Five Dimensions of Agrarian Reform 1. Stocks and market
liberalization 2. Land reform and development of land markets 3. Agro-processing and
input supply channels 4. Urban finance 5. Market institutions Agrarian Reform Policies
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
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1All rights reserved. Readings in Philippine
History RP04 Part 1: Agrarian Reform Policies Section 04: Social, Political, Economic, and
Cultural Issues in Philippine History Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine 10Commission on Higher
Education, (2017). Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf 21A key precondition for land
reform to be feasible and effective in improving the beneficiaries' livelihoods is that such
programs fit into a broader policy aimed at reducing poverty and establishing a favorable
environment for the development of productive smallholder agriculture by the
beneficiaries. World Bank’s Five Dimensions of Agrarian Reform A key precondition for
land reform to be feasible and effective in improving the beneficiaries' livelihoods is that
such programs fit into a broader policy aimed at reducing poverty and establishing a
favorable environment for the development of productive smallholder agriculture by the
beneficiaries (World Bank, 2003). 1Agrarian Reform Policies Contains AT&T Natural Voices
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Frontlearners, Inc. All rights reserved. Readings in Philippine History RP04 Part 1: Agrarian
Reform Policies Section 04: Social, Political, Economic, and Cultural Issues in Philippine
History Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine 10Commission on Higher Education, (2017). 5Readings in
Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Before colonization, Filipinos
had a communal ownership of land. 3Under the Spanish government, Filipinos did not have
the right to own land, but were only allowed to work in them and pay colonial tributes to
Spanish authorities through agricultural products. During Spanish Colonization Before
colonization, Filipinos had a communal ownership of land. 3Under the Spanish government,
Filipinos did not have the right to own land, but were only allowed to work in them and pay
colonial tributes to Spanish authorities through agricultural products. 1Agrarian Reform
Policies Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC Copyright © 2019 Frontlearners, Inc. All rights reserved. Readings in
Philippine History RP04 Part 1: Agrarian Reform Policies Section 04: Social, Political,
Economic, and Cultural Issues in Philippine History Many of the texts on this slide were
copied from the CHED course description document. Reference: Philippine Commission
on Higher Education, (2017). Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf The
pueblo system of agriculture was introduced. 7Because of the scattered nature of the rural
communities, Spaniards organized them into a pueblo where they were given land to
cultivate. During Spanish Colonization Pueblo system of agriculture Because of the
scattered nature of the rural communities, the Spaniards organized them into a pueblo
where they were given land to cultivate. 1Agrarian Reform Policies Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
Frontlearners, Inc. All rights reserved. Readings in Philippine History RP04 Part 1: Agrarian
Reform Policies Section 04: Social, Political, Economic, and Cultural Issues in Philippine
History Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine 10Commission on Higher Education, (2017). 5Readings in
Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Through Laws of the Indies,
or Leyes de las Indias, Spain awarded tracts of lands to: religious orders, which abused
their control of land by whimsically increasing the rent; repartamientos of Spanish soldiers,
as reward for their service; and the Spanish encomenderos, or those mandated to manage
an encomienda. Laws of the Indies Spain awarded tracts of lands to: • Religious orders.
7This became the main source of abuse and exploitation (e.g., the friars would increase
land rent on a whim); • Repartamientos of Spanish soldiers, as reward for their service; and
• Spanish encomenderos, or those mandated to manage an encomienda. During Spanish
Colonization 1Agrarian Reform Policies Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc. All
rights reserved. Readings in Philippine History RP04 Part 1: Agrarian Reform Policies
Section 04: Social, Political, Economic, and Cultural Issues in Philippine History Many of the
texts on this slide were copied from the CHED course description document. Reference:
Philippine 2Commission on Higher Education, (2017). Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Encomienda System. The Spanish government developed the hacienda system
as a new form of landownership. In the 1860s, Spain ordered landowners to register their
landholdings. This led to many peasants either getting forced 3out of their “assigned” lands
in the earlier days of colonization, or working for the people who claimed to have the rights
of the land. By 2the end of the Philippine Revolution, the revolutionary government would
declare all large landed estates as government property, including confiscated friar lands.
Encomienda System The Spanish government developed the hacienda system as a new
form of landownership. In the 1860s, Spain ordered landowners to register their
landholdings. This led to many peasants either getting forced 3out of their “assigned” lands
in the earlier days of colonization, or working for the people who claimed to have the rights
of the land. By 2the end of the Philippine Revolution, the revolutionary government would
declare all large landed estates as government property, including confiscated friar lands.
During Spanish Colonization 1Agrarian Reform Policies Contains AT&T Natural Voices ®
text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
Frontlearners, Inc. All rights reserved. Readings in Philippine History RP04 Part 1: Agrarian
Reform Policies Section 04: Social, Political, Economic, and Cultural Issues in Philippine
History Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine 10Commission on Higher Education, (2017). 5Readings in
Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf “Encomienda and Hacienda”
in The Philippines: A Past Revisited by Renato Constantino Agrarian Reform Policies
Suggested Reading Please look up pages 46–47 of Renato Consantino’s 59The Philippines:
A Past Revisited, for more information on the difference between encomienda and
hacienda. During Spanish Colonization Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
1All
rights reserved. Readings in Philippine History RP04 Part 1: Agrarian Reform Policies
Section 04: Social, Political, Economic, and Cultural Issues in Philippine History Many of the
texts on this slide were copied from the CHED course description document. Reference:
Philippine 10Commission on Higher Education, (2017). 2Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf During the American colonization, to address landlessness, which was the
main cause of social unrests at the time, the Americans passed several land policies to
distribute landownership to a larger number of Filipinos. The Philippine Bill of 1902
provided regulations on the disposal of public lands where a private individual may own up
to 16 hectares of land and corporate landholders may have 1,024 hectares. 7To address
landlessness, which was the main cause of social unrests at the time, the Americans
passed several land policies to distribute landownership to a larger number of Filipinos.
2The Philippine Bill of 1902 provided regulations on the disposal of public lands, where a
private individual may own up to 16 hectares of land and corporate landholders may have
1,024 hectares. Landownership 5During the American Colonization Agrarian Reform
Policies Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC Copyright © 2019 Frontlearners, Inc.
1All rights reserved. Readings in
Philippine History RP04 Part 1: Agrarian Reform Policies Section 04: Social, Political,
Economic, and Cultural Issues in Philippine History Many of the texts on this slide were
copied from the CHED course description document. Reference: Philippine 2Commission
on Higher Education, (2017). Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf The
Philippine Commission Act No. 20496, or The Land Registration Act, addressed the issues
of absence of records of land titles and conducted accurate land surveys through the
Torrens system. The Homestead Program was a program introduced by the Americans
where a tenant could enter into an agricultural business once the individual had acquired
16 hectares of farm land. • The Philippine Commission Act No. 496, or The Land
Registration Act, addressed the issues of absence of records of land titles and conducted
accurate land surveys through the Torrens system. • 2The Homestead Program was a
program introduced by the Americans where a tenant could enter into an agricultural
business once the individual had acquired 16 hectares of farm land. Landownership
5During the American Colonization Agrarian Reform Policies Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
Frontlearners, Inc.
1All rights reserved. Readings in Philippine History RP04 Part 1:
Agrarian Reform Policies Section 04: Social, Political, Economic, and Cultural Issues in
Philippine History Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine 10Commission on Higher Education, (2017).
5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf Land ownership during this
time worsened because of the limitlessness of the size of landholdings people could
acquire, while the acquisition was only 2limited to those who could afford to purchase and
register fixed property titles. 7Land ownership during this time worsened because of the
limitlessness of the size of landholdings people could acquire, while the acquisition was
only limited to those who could afford to purchase and register fixed property titles.
Landownership 5During the American Colonization Agrarian Reform Policies Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
Copyright © 2019 Frontlearners, Inc.
1All rights reserved. Readings in Philippine History
RP04 Part 1: Agrarian Reform Policies Section 04: Social, Political, Economic, and Cultural
Issues in Philippine History Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine 10Commission on Higher Education,
(2017). 2Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf The lands acquired from the
friars were not necessarily given to the peasant farmers, while the peasant farmers who
7were given land almost did not have the means to maintain and cultivate it and were
forced to return tenancy to wealthy hacienderos because of debt. As a result, most of the
lands ended up in the hands of wealthy Filipino hacienderos. This caused widespread
uprisings. The lands acquired from the friars were not necessarily given to the peasant
farmers. Peasant farmers who were given land almost did not have the means to maintain
and cultivate it and were forced to return tenancy to wealthy hacienderos because of debt.
As a result, most of the lands ended up in the hands of wealthy Filipino hacienderos. This
caused widespread uprisings. Landownership 5During the American Colonization Agrarian
Reform Policies Contains AT&T Natural Voices ® text to speech technology licensed from
Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
1All rights reserved. Readings in
Philippine History RP04 Part 1: Agrarian Reform Policies Section 04: Social, Political,
Economic, and Cultural Issues in Philippine History Many of the texts on this slide were
copied from the CHED course description document. Reference: Philippine 10Commission
on Higher Education, (2017). 2Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf The
Sakdal Uprising was a peasant rebellion brought about by the social inequality in
landownership and tenancy. Sakdal means “to accuse”. 7Benigno Ramos established the
Partido Sakdalista in 1933, and the group demanded for the abolition of taxes and equality
in landownership. Landownership 2During the American Colonization Agrarian Reform
Policies The Sakdal Uprising was a peasant rebellion brought about by the social inequality
in landownership and tenancy. Sakdal means “to accuse.” 7Benigno Ramos established the
Partido Sakdalista in 1933, and the group demanded for the abolition of taxes and equality
in landownership. Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
1All rights reserved.
Readings in Philippine History RP04 Part 1: Agrarian Reform Policies Section 04: Social,
Political, Economic, and Cultural Issues in Philippine History Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
10Commission on Higher Education, (2017). 2Readings in Philippine History, Retrieved
from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf In 1935, an attempt at uprising was organized, but it was easily crushed by the
government. Ramos fled to Tokyo and the Partido eventually collapsed. Landownership
During the American Colonization Agrarian Reform Policies In 1935, an attempt at uprising
was organized, but it was easily crushed by the government. 7Benigno Ramos fled to Tokyo
and the Partido eventually collapsed. Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
1All
rights reserved. Readings in Philippine History RP04 Part 1: Agrarian Reform Policies
Section 04: Social, Political, Economic, and Cultural Issues in Philippine History Many of the
texts on this slide were copied from the CHED course description document. Reference:
Philippine 10Commission on Higher Education, (2017). Readings 3in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf The peasant uprisings continued as the situation in the country’s
landownership worsened. 2During the Commonwealth government, President Quezon
started a social justice program that focused on the purchase of haciendas to be divided
and sold to tenants. The administration also created NARIC, or the National Rice and Corn
Corporation, assigned to defend and assist the peasants in court battles for their rights.
Landownership During the American Colonization Agrarian Reform Policies The peasant
uprisings continued as the situation in the country’s landownership worsened. During the
Commonwealth government, President Quezon started a social justice program that
focused on the purchase of haciendas to be divided and sold to tenants. The
administration also created NARIC, or the National Rice and Corn Corporation, assigned to
defend and assist the peasants in court battles for their rights. Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
Frontlearners, Inc.
1All rights reserved. Readings in Philippine History RP04 Part 1:
Agrarian Reform Policies Section 04: Social, Political, Economic, and Cultural Issues in
Philippine History Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine 10Commission on Higher Education, (2017).
2Readings in Philippine History, Retrieved from: https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf Additionally, the Court of
Industrial Relations was established to exercise jurisdiction over disagreements involving
7land rights and the landowner-tenant relationship. However, because of the continuous
uprisings and the lack of budget allocation, the Commonwealth’s efforts in agrarian reform
failed. Eventually, all the interventions being done were put to stop when 2World War II
broke out and the Japanese occupied the Philippines. Landownership During the American
Colonization Agrarian Reform Policies 7Additionally, the Court of Industrial Relations was
established to exercise jurisdiction over disagreements involving land rights and the
landowner-tenant relationship. However, because of the continuous uprisings and the lack
of budget allocation, the Commonwealth’s efforts in agrarian reform failed. Eventually, all
the interventions being done were put to stop when 2World War II broke out and the
Japanese occupied the Philippines. Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
1All
rights reserved. Readings in Philippine History RP04 Part 1: Agrarian Reform Policies
Section 04: Social, Political, Economic, and Cultural Issues in Philippine History Many of the
texts on this slide were copied from the CHED course description document. Reference:
Philippine 10Commission on Higher Education, (2017). 5Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf After the War, the administration focused on rehabilitating and rebuilding the
nation and attempted to solve the previous 7issues in landownership. Hacienda lands were
redistributed, but the attempt at agrarian reform failed, since there was little-to-no support
given to the small farmers. 54Agrarian Reform After World War II Class Discussion After the
War, the administration focused on rehabilitating and rebuilding the nation. It attempted to
solve the previous issues in landownership. 7Hacienda lands were redistributed, but the
attempt at agrarian reform still failed, since there was little-to-no support given to the small
farmers. 1Agrarian Reform Policies Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc. All
rights reserved. Readings in Philippine History RP04 Part 1: Agrarian Reform Policies
Section 04: Social, Political, Economic, and Cultural Issues in Philippine History Many of the
texts on this slide were copied from the CHED course description document. Reference:
Philippine 10Commission on Higher Education, (2017). 2Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf What policies and interventions were established in the following
administrations to support the agrarian reform? Agrarian Reform 5After World War II Class
Discussion What policies and interventions were established in the following
administrations to support the agrarian reform? • Roxas • Magsaysay • Quirino • Macapagal
Agrarian Reform Policies Contains AT&T Natural Voices ® text to speech technology
licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
1All rights
reserved. Readings in Philippine History RP04 Part 1: Agrarian Reform Policies Section 04:
Social, Political, Economic, and Cultural Issues in Philippine History Many of the texts on
this slide were copied from the CHED course description document. Reference: Philippine
10Commission on Higher Education, (2017). 2Readings in Philippine History, Retrieved
from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Agrarian Reform After World War II Read the Declaration of Policy under RA No.
3844, or the Agricultural Land Reform Code
https://www.officialgazette.gov.ph/1963/08/08/republic-act-no-3844/ Agrarian Reform
Policies Suggested Reading As a suggested reading, read the Declaration of Policy under
RA No. 3844, or the Agricultural Land Reform Code. Contains AT&T Natural Voices ® text
to speech technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners,
Inc.
1All rights reserved. Readings in Philippine History RP04 Part 1: Agrarian Reform
Policies Section 04: Social, Political, Economic, and Cultural Issues in Philippine History
Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine 10Commission on Higher Education, (2017). 2Readings in
Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf After declaring martial law in
1972, President Marcos was able to start a “fundamental restructuring” of government in
which 20he wiped out the landlord-dominated Congress in an attempt to address the
structural problems in the countryside. 7Agrarian Reform During the Marcos Regime After
declaring martial law in 1972, President Marcos was able to start a “fundamental
restructuring” of government in which he wiped out the landlorddominated Congress in an
attempt to address the structural 5problems in the countryside. Agrarian Reform Policies
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC Copyright © 2019 Frontlearners, Inc.
1All rights reserved. Readings in Philippine
History RP04 Part 1: Agrarian Reform Policies Section 04: Social, Political, Economic, and
Cultural Issues in Philippine History Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine 10Commission on Higher
Education, (2017). 2Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf For more information, please
read the Presidential decree number 27, or the code of Agrarian Reform of the Philippines.
Presidential Decree No. 27, or the Code of Agrarian Reform of the Philippines
https://www.officialgazette.gov.ph/1972/10/21/presidential-decree-no-27/ Suggested
Reading Agrarian Reform Policies Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
1All
rights reserved. Readings in Philippine History RP04 Part 1: Agrarian Reform Policies
Section 04: Social, Political, Economic, and Cultural Issues in Philippine History Many of the
texts on this slide were copied from the CHED course description document. Reference:
Philippine 10Commission on Higher Education, (2017). 2Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Masagana 99 was a rice self-sufficiency program in which farmers were able to
borrow from banks and purchase three-hectare plots of lands. 20Operation Land Transfer
granted land to tenants occupying seven hectares on rice and corn. 7However, because
rice was the only focus of this program, the landed elite circumvented the law by changing
their crops, to be exempted from the program. They also evicted tenants and hired workers
instead, because the lands worked by wage labor were also exempted from this program.
Agrarian Reform Policies • Masagana 99 was a rice self-sufficiency program in which
farmers were able to borrow from banks and purchase three-hectare plots of land. •
Operation Land Transfer granted land to tenants occupying seven hectares on rice and
corn. However, because rice was the only focus of this program, the landed elite
circumvented the law by changing their crops, to be exempted from the program. They also
evicted tenants and hired workers instead, because the lands worked by wage labor were
also exempted from this program. 2Agrarian Reform During the Marcos Regime Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
Copyright © 2019 Frontlearners, Inc.
1All rights reserved. Readings in Philippine History
RP04 Part 1: Agrarian Reform Policies Section 04: Social, Political, Economic, and Cultural
Issues in Philippine History Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine 10Commission on Higher Education,
(2017). 2Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf As a result, landlessness
increased because of the methods employed by the elite to exert power and dominance,
especially Marcos’s cronies who were also involved in the agricultural sector. Agrarian
Reform Policies As a result, landlessness increased because of the methods employed by
the elite to exert power and dominance, especially Marcos’s cronies who were also
involved in the agricultural sector. Agrarian Reform During the Marcos Regime © 10The
official website of Imelda Marcos, imelda.mybcnet.net Contains AT&T Natural Voices ®
text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
Frontlearners, Inc.
1All rights reserved. Readings in Philippine History RP04 Part 1:
Agrarian Reform Policies Section 04: Social, Political, Economic, and Cultural Issues in
Philippine History Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine 10Commission on Higher Education, (2017).
5Readings in Philippine History, Retrieved from: https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf After the overthrow of
Marcos, Corazon “Cory” Aquino became President of the Philippines. With 2agrarian
reform as the centerpiece of her administration’s social legislation, what do you think were
the problems that arose with this, especially that President Cory Aquino came from the
wealthy family that owned Hacienda Luisita? Post-1986 Agrarian Reform Agrarian Reform
Policies After the overthrow of Marcos, Corazon “Cory” Aquino became President of the
Philippines. With agrarian reform as the centerpiece of her administration’s social
legislation, what do you think were the problems that arose with this, especially that
President Cory Aquino came from the wealthy family that owned Hacienda Luisita? Class
Discussion Contains AT&T Natural Voices ® text to speech technology licensed from
Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
1All rights reserved. Readings in
Philippine History RP04 Part 1: Agrarian Reform Policies Section 04: Social, Political,
Economic, and Cultural Issues in Philippine History Many of the texts on this slide were
copied from the CHED course description document. Reference: Philippine 2Commission
on Higher Education, (2017). Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf In
1988, the Republic Act No. 6657, or the Comprehensive Agrarian Reform Law, introduced
the Comprehensive Agrarian Reform Program (CARP). Post-1986 Agrarian Reform
Agrarian Reform Policies In 1988, the Republic Act No. 806657, or the Comprehensive
Agrarian Reform Law, introduced the Comprehensive Agrarian Reform Program (CARP).
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC Copyright © 2019 Frontlearners, Inc.
1All rights reserved. Readings in Philippine
History RP04 Part 1: Agrarian Reform Policies Section 04: Social, Political, Economic, and
Cultural Issues in Philippine History Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine 10Commission on Higher
Education, (2017). 2Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf CARP enabled the
redistribution of agricultural lands to tenant-farmers. Landowners were compensated and
were allowed to retain ownership of no more than five hectares of land. 2Instead of turning
their land to the government, they were legally allowed to distribute a portion of their
capital stock, equity, or participation in favor of the farmers. 7Post-1986 Agrarian Reform
Agrarian Reform Policies CARP enabled the redistribution of agricultural lands to
tenantfarmers. Landowners were compensated and were allowed to retain ownership of
no more than five hectares of land. 2Instead of turning their land to the government, they
were legally allowed to distribute a portion of their capital stock, equity, or participation in
favor of the farmers. Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
1All rights reserved.
Readings in Philippine History RP04 Part 1: Agrarian Reform Policies Section 04: Social,
Political, Economic, and Cultural Issues in Philippine History Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
10Commission on Higher Education, (2017). 2Readings in Philippine History, Retrieved
from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-
History.pdf However, the Congress, which was mainly dominated by the landed elites, was
unwilling to fund the costs of the program, 20thus it accomplished only 22.5 percent of the
land distribution in 6 years. President Aquino also allowed the option for stock
redistribution. 2Post-1986 Agrarian Reform Agrarian Reform Policies However, the
Congress, which was mainly dominated by the landed elites, was unwilling to fund the
costs of the program, thus it accomplished only 22.5 percent of the land distribution in 6
years. Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC Copyright © 2019 Frontlearners, Inc.
1All rights reserved. Readings in
Philippine History RP04 Part 1: Agrarian Reform Policies Section 04: Social, Political,
Economic, and Cultural Issues in Philippine History Many of the texts on this slide were
copied from the CHED course description document. Reference: Philippine 10Commission
on Higher Education, (2017). 2Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Eventually, Hacienda Luisita turned itself into a corporation and mainly distributed stocks
among its farmers instead of land. Post-1986 Agrarian Reform Agrarian Reform Policies
7President Aquino also allowed the option for stock redistribution. Eventually, Hacienda
Luisita turned itself into a corporation and mainly distributed stocks among its farmers
instead of land. Contains AT&T Natural Voices ® text to speech technology licensed from
Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
1All rights reserved. Readings in
Philippine History RP04 Part 1: Agrarian Reform Policies Section 04: Social, Political,
Economic, and Cultural Issues in Philippine History Many of the texts on this slide were
copied from the CHED course description document. Reference: Philippine 10Commission
on Higher Education, (2017). 5Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
During the Ramos administration, the Department of Agrarian Reform (DAR) was able to
distribute 58.25 percent of the 7total area covered by CARP. Despite the lack of funding,
time constraints, and lack of participation, CARP was expedited to meet the ten-year time
frame. 2Post-1986 Agrarian Reform Agrarian Reform Policies During the Ramos
administration, the Department of Agrarian Reform (DAR) was able to distribute 58.25
percent of the total area covered by CARP. 7Despite the lack of funding, time constraints,
and lack of participation, CARP was expedited to meet the ten-year time frame. Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
Copyright © 2019 Frontlearners, Inc.
1All rights reserved. Readings in Philippine History
RP04 Part 1: Agrarian Reform Policies Section 04: Social, Political, Economic, and Cultural
Issues in Philippine History Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine 2Commission on Higher Education,
(2017). Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf President Ramos signed the
Republic Act No. 8532 in 1998 to amend CARP. The program was extended to another ten
years. Post-1986 Agrarian Reform Agrarian Reform Policies President Ramos signed the
Republic Act No. 8532 in 1998 to amend CARP. The program was extended to another ten
years. Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC Copyright © 2019 Frontlearners, Inc.
1All rights reserved. Readings in
Philippine History RP04 Part 1: Agrarian Reform Policies Section 04: Social, Political,
Economic, and Cultural Issues in Philippine History Many of the texts on this slide were
copied from the CHED course description document. Reference: Philippine 2Commission
on Higher Education, (2017). Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf In
2008, the deadline of the extended CARP came to pass. 20Despite this, 1.6 million hectares
of agricultural land remained undistributed to the 1.2 million farmers. Agrarian Reform in
the Present Time Agrarian Reform Policies In 2008, the deadline of the extended CARP
came to pass. Despite this, 21.6 million hectares of agricultural land remained
undistributed to the 1.2 million farmers. Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
1All
rights reserved. Readings in Philippine History RP04 Part 1: Agrarian Reform Policies
Section 04: Social, Political, Economic, and Cultural Issues in Philippine History Many of the
texts on this slide were copied from the CHED course description document. Reference:
Philippine 2Commission on Higher Education, (2017). Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf President Gloria Arroyo signed the Republic Act No. 9700, or the
Comprehensive Agrarian Reform Program Extension with Reforms (CARPER), which
extended the deadline to five more years, from 2009 to 2014. Agrarian Reform 3in the
Present Time Agrarian Reform Policies President Gloria Arroyo signed the Republic Act No.
29700, or the Comprehensive Agrarian Reform Program Extension with Reforms (CARPER),
which extended the deadline to five more years, from 2009 to 2014. Contains AT&T
Natural Voices ® text to speech technology licensed from Wizzard Speech LLC Copyright
© 2019 Frontlearners, Inc.
1All rights reserved. Readings in Philippine History RP04 Part 1:
Agrarian Reform Policies Section 04: Social, Political, Economic, and Cultural Issues in
Philippine History Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine 10Commission on Higher Education, (2017).
2Readings in Philippine History, Retrieved from: https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf During this period, CARPER
was able to distribute a total of 1 million hectares of land to 900,000 farmer-beneficiaries.
500,000 hectares of land remain to be undistributed. Agrarian Reform in the Present Time
Agrarian Reform Policies During this period, CARPER was able to distribute a total of 1
million hectares of land to 900,000 farmer-beneficiaries. 500,000 hectares of land remain
to be undistributed. Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
1All rights reserved.
Readings in Philippine History RP04 Part 1: Agrarian Reform Policies Section 04: Social,
Political, Economic, and Cultural Issues in Philippine History Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
10Commission on Higher Education, (2017). 5Readings in Philippine History, Retrieved
from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Agrarian Reform in the Present Time Agrarian Reform Policies Access the
Department of Agrarian Reform website and read about the present initiatives the
department is doing to achieve the goal of agrarian reform in the Philippines. What are the
current efforts being done by the Duterte administration to achieve that goal? Access the
Department of Agrarian Reform website and read about the present initiatives the
department is doing to achieve the goal of agrarian reform in the Philippines.
www.dar.gov.ph 3What are the current efforts being done by the Duterte administration to
achieve that goal? Suggested Reading Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc. All
rights reserved. 1Readings in Philippine History RP04 Part 1: Agrarian Reform Policies
Section 04: Social, Political, Economic, and Cultural Issues in Philippine History Many of the
texts on this slide were copied from the CHED course description document. Reference:
Philippine 3Commission on Higher Education, (2017). Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf For our assessment activity, divide the class into 6 groups. Present an output
that shows the state 5of agrarian reform in the Philippines during the following periods:
Spanish colonization, American colonization, post-War era, during martial law, post-1986,
and the present time. The outputs may be 2in the form of research paper, videos essay,
documentary, webpage, etc., as long as they show your creativity. Present an output
(research paper, video essay, documentary, webpage, etc.) that shows the state of agrarian
reform in the Philippines during the following different periods: • Spanish Colonization •
American colonization • Post-War Era • During martial law • Post-1986 • Present Group
Activity 1Agrarian Reform Policies Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc. All
rights reserved. Readings in Philippine History RP04 Part 1: Agrarian Reform Policies
Section 04: Social, Political, Economic, and Cultural Issues in Philippine History Many of the
texts on this slide were copied from the CHED course description document. Reference:
Philippine 10Commission on Higher Education, (2017). 5Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-
History.pdf After the presentation, reflect on the history of the agrarian reform in the
Philippines and how it has affected the current situation 2of land distribution in the country.
3What are the recurring challenges that should be surmounted so that a genuine agrarian
reform will be achieved? After the presentation, reflect on the history of the agrarian reform
in the Philippines and how it has affected the current situation 2of land distribution in the
country. 3What are the recurring challenges that should be surmounted so that a genuine
agrarian reform will be achieved? Recitation Agrarian Reform Policies Contains AT&T
Natural Voices ® text to speech technology licensed from Wizzard Speech LLC Copyright
© 2019 Frontlearners, 84Inc. All rights reserved. 1Readings in Philippine History RP04 Part
1: Agrarian Reform Policies Section 04: Social, Political, Economic, and Cultural Issues in
Philippine History Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine 10Commission on Higher Education, (2017).
2Readings in Philippine History, Retrieved from: https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf • Agrarian reform is the
rectification of the whole agricultural system of the country. • Land reform is concerned
with land rights and their character, strength, and distribution. • Precolonial Filipinos had a
communal ownership of land. • Under the Spanish colonization, Filipinos did not have the
right to own land. • During the American colonization, 3efforts were made to distribute the
lands, but because of the lack of limits in landownership, most of the lands were given to
Filipino hacienderos, which resulted in peasant uprisings. Conclusion/Summary This is the
conclusion of our lesson today. Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
1All
rights reserved. Readings in Philippine History RP04 Part 1: Agrarian Reform Policies
Section 04: Social, Political, Economic, and Cultural Issues in Philippine History Many of the
texts on this slide were copied from the CHED course description document. Reference:
Philippine 10Commission on Higher Education, (2017). 5Readings in Philippine History,
Retrieved from: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf • After the War, the administration focused on rehabilitating and rebuilding the
nation. It had 7attempted to solve the previous issues in landownership. Hacienda lands
were redistributed, but the attempt still failed because there was little-to-no support given
to the small farmers. • During martial law, 20landlessness increased because of the
continuous interference of elite power and dominance, especially from Marcos’s cronies
who were also involved in the agricultural sector. • After martial law, the Republic Act No.
6657, 2or the Comprehensive Agrarian Reform Law, introduced the Comprehensive
Agrarian Reform Program (CARP), which expired in 2008, leaving 1.6 million hectares of
land still undistributed to farmers. Conclusion/Summary This is the conclusion of our
lesson today. Contains AT&T Natural Voices ® text to speech technology licensed from
Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
1All rights reserved. Readings in
Philippine History RP04 Part 1: Agrarian Reform Policies Section 04: Social, Political,
Economic, and Cultural Issues in Philippine History Many of the texts on this slide were
copied from the CHED course description document. Reference: Philippine 2Commission
on Higher Education, (2017). Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf •
President Gloria Arroyo signed the Republic Act No. 9700, or the Comprehensive Agrarian
Reform Program Extension with Reforms (CARPER), which extended the deadline to five
more years, from 2009 to 2014. • Recurring problems with the powerful landed elites who
refuse to distribute their lands and the ineffectual bureaucracy of the government have
caused the country’s incapability to achieve genuine agrarian reform.
Conclusion/Summary This is the conclusion of our lesson today. Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Copyright © 2019
Frontlearners, Inc.
1All rights reserved. Readings in Philippine History RP04 Part 1:
Agrarian Reform Policies Section 04: Social, Political, Economic, and Cultural Issues in
Philippine History Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine 2Commission on Higher Education, (2017).
Readings in Philippine History, Retrieved from: https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Agoncillo, T. A., & Guerrero,
M. (1974). 5History of the Filipino people. Quezon City: R. P. Garcia. Agricultural Land
Reform Code of 1963 (Republic Act 3844). Comprehensive Agrarian Reform Law of 1988
(Republic Act 6657). Decreeing the Emancipation of Tenants from the Soil (Presidential
Decree No. 27). Candelaria, J.L., & Alporha, V. (2018). Readings in Philippine History.
Quezon City: Rex Bookstore, Inc. Carr, E. (1991). What is History. London, United Kingdom:
Penguin. Department of Agrarian Reform. Retrieved from http:www.dar.gov.ph Gottschalk,
L. (1963). Understanding history: A primer of historical method: (8. print.). New York: Alfred
A. Knopf. Howell, M. C., & Prevenier, W. (2005). From reliable sources: An introduction to
historical methods. Ithaca, N. Y.: Cornell University Press. Land Reform Act of 1955
(republic Act 1400). Lemon, M. (1995). The Discipline of History and the History of
Thought. New York, 2United States of America: Routledge Nolledo, J. (1999). Principles of
Agrarian Reform, Cooperatives and Taxation. Mandaluyong City: National Book Store.
Querol, M. (1974). Land Reform in Asia. Manila: Solidaridad Publishing House. Zaide, G.F.,
& Zaide, S.M. (2011). 3Philippine History and Government. Cubao, Quezon City: All-Nations
Publishing Co., Inc. References/ Bibliography These are the references used in this
section. Contains AT&T Natural Voices ® text to speech technology licensed from
Wizzard Speech LLC Copyright © 2019 Frontlearners, Inc.
1All rights reserved. Readings in
Philippine History RP04 Part 1: Agrarian Reform Policies Section 04: Social, Political,
Economic, and Cultural Issues in Philippine History Many of the texts on this slide were
copied from the CHED course description document. Reference: Philippine 10Commission
on Higher Education, (2017). 5Readings in Philippine History, Retrieved from:
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
THANK YOU! Thank you! Readings in Philippine History RP04_2 Part 2: The Philippine
Constitution Section 03: Social, 1political, economic, and cultural issues in Philippine
history Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine 10Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
5All rights reserved. Social, political, economic, and cultural issues in
Philippine history Welcome! This module is about the social, political, economic, and
cultural issues in Philippine history. This part will tackle about the Philippine Constitution.
Part 12: The Philippine Constitution Readings in Philippine History RP04_2 Part 2: The
Philippine Constitution Section 03: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
4All rights reserved. METHODOLOGY Lecture/discussion; library and
archival research; document analysis; group reporting; and documentary film showing For
our learning outcomes, we aim to convey effectively, through various communicative
techniques and genres, ideas 1on Philippine history and historical analyses of a particular
event or issue that could help others understand the chosen topic; propose
recommendations or solutions to present-day problems based on their understanding of
root causes 4and their anticipation of future scenarios; and display the ability to work in a
multi-disciplinary team and contribute to a group endeavor. Our methodology includes
lecture/discussion; library and archival research; document analysis; group reporting; and
documentary film showing. 1Social, political, economic, and cultural issues in Philippine
history Part 2: The Philippine Constitution LEARNING OUTCOMES • Effectively convey,
through various techniques and genres, ideas on Philippine history and historical analyses
of a particular event or issue that could help others understand the chosen topic; • Propose
recommendations or solutions to present-day problems based on their understanding of
root causes and their anticipation of future scenarios; and • Display the ability to 4work in a
multi-disciplinary team and contribute to a group endeavor. 1Readings in Philippine History
RP04_2 Part 2: The Philippine Constitution Section 03: Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
1All rights reserved. RESOURCES ASSESSMENT
Students will be required to look for primary sources on which they will base their narrative
and analysis of the topic assigned to them. • 12Research output that may be in the form of
a term paper, exhibit, documentary presentation, diorama, webpage, and other genres in
which students can express their ideas. • The output 1should trace the evolution of the
chosen topic through at least three periods. 13Group members should collaborate to
produce a synthesis that examines the role of this issue in promoting/ hindering nationbuilding, and provide appropriate recommendations rooted in a historical understanding of
the issue. For our resources, 1students will be required to look for primary sources on
which they will base their narrative and analysis of the topic assigned to them. Our
assessment is to produce 12research output that may be in the form of a term paper,
exhibit, documentary presentation, diorama, webpage, and other genres in which students
can express their ideas. The output 1should trace the evolution of the chosen topic through
at least three periods. 13Group members should collaborate to produce a synthesis that
examines the role of this issue in promoting/ hindering nation-building, and provide
appropriate recommendations rooted in a historical understanding of the issue. 1Social,
political, economic, and cultural issues in Philippine history Part 2: The Philippine
Constitution Readings in Philippine History RP04_2 Part 2: The Philippine Constitution
Section 03: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-
History.pdf Copyright © 2019 Frontlearners, Inc.
2All rights reserved. A constitution is
defined as the set of principles that establish the nature and extent of the government of a
nation-state. The Philippines has had four numerous constitutional changes since the 1899
Malolos Congress, including acts and provisional constitutions, especially during the
American colonization and Japanese occupation. The photo shows the historic
inauguration of the Malolos Congress, digitally colorized based on written accounts of the
iconic event. The Philippine Constitution A constitution is defined as the set of principles
that establish the nature and extent of the government of a nation-state. The Philippines
has had four numerous constitutional changes since the 1899 Malolos Congress, including
acts and provisional constitutions, especially during the American colonization and
Japanese occupation. 1Readings in Philippine History RP04_2 Part 2: The Philippine
Constitution Section 03: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. The Philippine Constitutions and Acts: 1. The 1899
Malolos Constitution 2. The Philippine Organic Act of 1902 3. The Jones Law of 1916 4.
The 1935 Constitution 5. The 1943 Constitution 6. The 1973 Constitution 7. The 1986
Freedom Constitution 8. The 1987 Constitution The Philippines has had numerous
constitutions since the Malolos Congress had declared it as an independent republic.
Notice the long interval between the Malolos Constitution and the Americansanctioned
1935 Constitution. The Philippine Organic Act of 1902 and the Jones Law of 1916 meant
that the United States considered the Philippines as part of its territory, and both favored
trade with the colonial government at the expense of our natural resources. When the
Second World War broke out, the Japanese Imperial Army implemented the 1943
Constitution, which sought to replace 5US colonial rule with an ”Asia for Asians” policy, but
it was soon repealed after the War. The current one, 95the 1987 Constitution, was
implemented a year after the 1986 EDSA Revolution. 1The Philippine Constitution Readings
in Philippine History RP04_2 Part 2: The Philippine Constitution Section 03: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. Let us discuss the 1899 Malolos
Constitution. Its preamble states thus: “We, the Representatives of the Filipino People,
lawfully convened, in order to establish justice, provide for common defense, promote the
general welfare and insure the benefits of liberty, imploring the aid of the Sovereign
Legislator of the Universe for the attainment of these ends, have voted, decreed, and
sanctioned the following political constitution.” The phrases highlighted in blue suggest
that even at the birth of the Philippine republic, a democratic government was already
intended, one defined by and would benefit 1the Filipino people. Philippine Constitution
21899 Malolos Constitution Class Discussion Primary Source: Preamble to the Political
Constitution of 1899 “We, the Representatives of the Filipino People, lawfully convened, in
order to establish justice, provide for common defense, promote the general welfare and
insure the benefits of liberty, imploring the aid of the Sovereign Legislator of the Universe
for the attainment of these ends, have voted, decreed, and sanctioned the following
political constitution.” Readings 1in Philippine History RP04_2 Part 2: The Philippine
Constitution Section 03: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine 10Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
5All rights reserved. There were two ongoing wars against Spain prior
to the formation of the Malolos Congress: (1) the Philippine Revolution, which lasted from
23 August 1896 to 13 August 1898; and (2) the Spanish-American War, which went on from
21 April 1898 to 13 August 1898. Philippine Constitution 1899 Malolos Constitution Class
Discussion • 7There were two ongoing wars against Spain prior to the formation of the
Malolos Congress: (1) the Philippine Revolution, which lasted from 23 August 1896 to 13
August 1898; and (2) the Spanish-American War, which went on from 21 April 1898 to 13
August 1898 1Readings in Philippine History RP04_2 Part 2: The Philippine Constitution
Section 03: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
5All rights reserved. The Malolos
Constitution was drafted soon after the defeat of the weakening Spanish empire, when the
Filipino revolutionaries misconstrued the US military aid as an alliance and not as an act of
American imperialism. The Constitution sought to define the laws of the young republic,
providing “for a representative 2form of government, a detailed Bill of Rights, the separation
of church and state, and the dominance of a single-chamber legislative branch over the
executive and judiciary.” Philippine Constitution 71899 Malolos Constitution Class
Discussion • The Malolos Constitution was drafted soon after the defeat of the weakening
Spanish empire, when the Filipino revolutionaries misconstrued the US military aid as an
alliance 90and not as an act of American imperialism. • The Constitution sought to define
the laws of the young republic, providing “for a representative 2form of government, a
detailed Bill of Rights, the separation of church and state, and the dominance of a singlechamber legislative branch over the executive and judiciary” (Abinales & Amoroso, 2017, p.
115).
1Readings in Philippine History RP04_2 Part 2: The Philippine Constitution Section
03: Social, political, economic, and cultural issues in Philippine history Contains AT&T
Natural Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of
the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
2All rights reserved. Title II, Article 4,
states that the form of government is to be “popular, representative, alternative, and
responsible.” Three distinct powers are (1) Legislative (vested in the Assembly of
representatives where the members are elected for a four-year term); (2) Executive (vested
in the President; there was no vice president, but in case of vacancy, the position shall be
selected by the constituent assembly); and (3) Judicial. Philippine Constitution 1899
Malolos Constitution Class Discussion • Title II, Article 4, states that the form of
government is to be “popular, representative, alternative, and responsible.” • Three distinct
powers: 1. Legislative (vested in the Assembly of representatives where the members are
elected for a four-year term); 2. Executive (vested in the President; there was no vice
president but in case of vacancy, the position shall be selected by the constituent
assembly); and 3. Judicial 1Readings in Philippine History RP04_2 Part 2: The Philippine
Constitution Section 03: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
3All rights reserved. Let us go over Emilio Aguinaldo’s proclamation of
the constitutional Republic of the Philippines on 23 January 1899. Notice how he
compared Philippine liberation with that of the United States. In February that same year,
however, when it became clear to the Philippine revolutionaries that the aggressive
presence of the US military force was directed toward the Filipinos, the PhilippineAmerican war broke out, as quoted in Kalaw, 1969, pp. 166–67. 1Philippine Constitution
1899 Malolos Constitution Class Discussion “Great is this day, glorious this date, and
forever memorable this moment in which our beloved people is raised to the apotheosis of
Independence. 40Hereafter, January 23 will be in the Philippines a national holiday, as July
4 is to the American nation; and, as in the past century, God helped a weak America when
she fought against powerful Albion for the conquest of her liberty and independence, so today He will help us also in an identical enterprise for the manifestations of divine justice
are immutably 5the same in rectitude and wisdom.” Readings in Philippine History RP04_2
Part 2: The Philippine Constitution Section 03: Social, political, 1economic, and cultural
issues in Philippine history Contains AT&T Natural Voices ® text to speech technology
licensed from Wizzard Speech LLC Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine 10Commission on Higher
Education, (2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
5All rights reserved. The Malolos Constitution was never enforced
because of the Philippine-American War. 86The Treaty of Paris of 1898 involved Spain
selling the Philippines to the United States for 20 million dollars, without the Filipinos
knowing about the agreement. Philippine Constitution 21899 Malolos Constitution Class
Discussion • The Malolos Constitution was never enforced because of the
PhilippineAmerican War. • 81The Treaty of Paris of 1898, which ended the SpanishAmerican War, involved Spain selling the Philippines to the United States for 20 million
dollars, without the Filipinos knowing about the agreement. • (image) 1Readings in
Philippine History RP04_2 Part 2: The Philippine Constitution Section 03: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. After the signing of the Treaty of
Paris, the Philippines was put under a military government (from 1898 to 1901) until the
civil government was put into place. In the interim, United States Congress passed acts
that defined colonial governance of the Philippines. Philippine Constitution 1935
Constitution Class Discussion • After the signing of the Treaty of Paris, the Philippines was
put under a military government (from 1898 to 1901) until the civil government was put
into place. • In the interim, United States Congress passed acts that defined colonial
governance of the Philippines.
1Readings in Philippine History RP04_2 Part 2: The
Philippine Constitution Section 03: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. The Organic Act of 1902 enabled the creation of
the Philippine Assembly. Key provisions of the act included the bill of rights of the Filipinos
and the appointment of two representatives to the US House of Representatives. This act
also vested legislative power in a bicameral legislature, which is composed of the
Philippine Commission (upper house) and the Philippine Assembly (lower house).
Philippine 5Constitution 1935 Constitution Class Discussion • Organic Act of 1902 enabled
the creation of the Philippine Assembly. 2Key provisions of the act included the bill of
rights of the Filipinos and the appointment of two representatives to the US House of
Representatives. This act also vested legislative power in a bicameral legislature, which is
composed of the Philippine Commission (upper house) and the Philippine Assembly (lower
house). 1Readings in Philippine History RP04_2 Part 2: The Philippine Constitution Section
03: Social, political, economic, and cultural issues in Philippine history Contains AT&T
Natural Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of
the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
2All rights reserved. Jones Law, or the
Philippine Autonomy Act of 1916 removed the Philippine Commission and replaced it with
a Senate that served as the upper house. Its members were elected by the Filipino voters.
This act also stated the recognition of the Philippines as an independent country as soon
as a stable government was established. It declared the purpose of the United States to
end their sovereignty over the country. Philippine Constitution 1935 Constitution Class
Discussion 7• Jones Law, or the Philippine Autonomy Act of 1916 removed the Philippine
Commission and replaced it with a Senate that served as the upper house. Its members
were 2elected by the Filipino voters. This act also stated the recognition of the Philippines
as an independent country as soon as a stable government was established. It declared
the purpose of the United States to end their sovereignty over the country. 1Readings in
Philippine History RP04_2 Part 2: The Philippine Constitution Section 03: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. Led by Sergio Osmeña and
Manuel Roxas, the Hare-Hawes-Cutting Act promised the granting of Filipino
independence. However, this was opposed by President Manuel Quezon and was rejected
by the Philippine Senate. Philippine Constitution 1935 Constitution Class Discussion • Led
by Sergio Osmeña and Manuel Roxas, the Hare-HawesCutting Act promised the granting of
Filipino independence. However, this 89was opposed by President Manuel Quezon and was
rejected by the Philippine Senate.
1Readings in Philippine History RP04_2 Part 2: The
Philippine Constitution Section 03: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. Tydings-McDuffie Act, or the Philippine
Independence Act, defined the establishment of a formal constitution by a Constitutional
Convention, which was first held on 30 July 1934 and installed Claro M. Recto as its
president. Philippine Constitution 1935 Constitution Class Discussion • Tydings-McDuffie
Act, or the Philippine Independence Act, defined the establishment of a formal constitution
by a Constitutional Convention, which was first held on 30 July 1934 and installed Claro M.
Recto as its president. 1Readings in Philippine History RP04_2 Part 2: The Philippine
Constitution Section 03: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. US President Franklin D. Roosevelt approved the
draft of what would become the 1935 Constitution, which established the Philippine
Commonwealth. The photo shows US President Franklin D. Roosevelt signing the 1935
Constitution. Next to him is Commonwealth President Manuel L. Quezon. Philippine
Constitution 1935 Constitution Class Discussion • US President Franklin D. Roosevelt
approved the draft of what would become the 1935 Constitution, which established the
Philippine Commonwealth.
1Readings in Philippine History RP04_2 Part 2: The Philippine
Constitution Section 03: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. The 1935 Constitution has the following preamble:
“The Filipino people, imploring the aid of Divine Providence, in order to establish a
government that shall embody their ideals, conserve and develop patrimony of the nation,
promote the general welfare, and secure to themselves and their posterity the blessings of
independence under a regime of justice, liberty, and democracy, do ordain and promulgate
this constitution.” Philippine Constitution 1935 Constitution Class Discussion Preamble to
the 1935 Constitution: “The Filipino people, imploring the aid of Divine Providence, in order
to establish a government that shall embody their ideals, conserve and develop patrimony
of the nation, promote the general welfare, and secure to themselves and their posterity the
blessings of independence under a regime of justice, liberty, and democracy, do ordain and
promulgate this constitution.” Readings in Philippine History RP04_2 Part 2: The Philippine
Constitution Section 03: 1Social, political, economic, and cultural issues in Philippine
history Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine 10Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. Through the Constitution, the Commonwealth of
the Philippines governed the Philippines from 1935 to 1946, serving as a transitional
administration that would prepare the country for its independence. Rights to suffrage are
given to Filipino male citizens who are at least twenty-one years of age and who can read
and write. Two years later, in 1937, suffrage was extended to Filipino women. Philippine
Constitution 1935 Constitution Class Discussion 7• Through the Constitution, the
Commonwealth of the Philippines governed the Philippines from 1935 to 1946, serving as
a transitional administration that would prepare the country for its independence. • 2Rights
to suffrage are given to Filipino male citizens who are at least twenty-one years of age and
who can read and write. Two years later, in 1937, suffrage was extended to Filipino
women.
1Readings in Philippine History RP04_2 Part 2: The Philippine Constitution
Section 03: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
2All rights reserved. On 23 February 1935,
the draft of the constitution was approved by the constitutional convention and ratified by
US President Franklin D. Roosevelt on 25 March 1935. In September 1935, Manuel Quezon
was elected as President of the Commonwealth. Philippine Constitution 1935 Constitution
Class Discussion • On 23 February 1935, the draft of the constitution was approved by the
constitutional convention and ratified by US President Franklin D. Roosevelt on 25 March
1935. In September 1935, Manuel Quezon was elected as President of the
Commonwealth.
1Readings in Philippine History RP04_2 Part 2: The Philippine
Constitution Section 03: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. The Japanese Occupation (1941–1945)
interrupted the Commonwealth during World War II. In the meantime, a new Philippine
Republic was inaugurated under the 1943 Constitution, with Jose P. Laurel as President.
Philippine 5Constitution 1935 Constitution Class Discussion • The Japanese Occupation
(1941–1945) interrupted the Commonwealth during World War II. • In the meantime, a new
Philippine Republic was inaugurated under the 1943 Constitution, with Jose P. Laurel as
President. 1Readings in Philippine History RP04_2 Part 2: The Philippine Constitution
Section 03: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
2All rights reserved. The Japanese-
sanctioned Constitution was soon repealed after the defeat of Japan and its allied forces.
The 1935 Constitution was reinstated at the end of the War in 1945. 6On 4 July 1946, the
United States granted the Philippines independence, but with “parity rights” for American
businesses to exploit our natural resources and allow US military bases in the archipelago.
Philippine Constitution 1935 Constitution Class Discussion • The Japanese-sanctioned
Constitution was soon repealed after the defeat of Japan and its allied forces. The 1935
Constitution was reinstated at the end of the War in 1945. • On 4 July 1946, the United
States granted the Philippines independence, but with “parity rights” for American
businesses to exploit our natural resources and allow US military bases in the archipelago.
1Readings in Philippine History RP04_2 Part 2: The Philippine Constitution Section 03:
Social, political, economic, and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). Purposive Communication, Retrieved
from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. The 1935 Constitution remained
in place until Marcos maneuvered to have it ratified through supposed “citizens’
assemblies.” That means eight Philippine presidents served under the USfavored
constitution, including, for a time, Ferdinand Marcos, who implemented the 1973
Constitution. Philippine Constitution 1935 Constitution Class Discussion • 6The 1935
Constitution remained in place until Marcos maneuvered to have it ratified through
supposed “citizens’ assemblies.” • Presidents under the 1935 Constitution: Manuel L.
Quezon, 87Sergio Osmeña, Manuel A. Roxas, Elpidio Quirino, Ramon Magsaysay, Carlos P.
Garcia, Diosdado P. Macapagal, and Ferdinand E. Marcos. 1Readings in Philippine History
RP04_2 Part 2: The Philippine Constitution Section 03: Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. In 1967, two years after
Ferdinand Marcos was elected as President, the Philippine Congress called for a
constitutional convention to change the 1935 Constitution. Philippine Constitution 1973
Constitution Class Discussion • In 1967, two years after Ferdinand Marcos was elected as
President, the Philippine Congress called for a constitutional convention to change the
1935 Constitution. 1Readings in Philippine History RP04_2 Part 2: The Philippine
Constitution Section 03: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. With the declaration of the Martial Law, in 1972,
the convention did not finish its work. Some delegates of the constitutional convention
either were jailed or went into hiding, or voluntarily exiled. Under the Marcos dictatorship,
provisions of the Constitution were made. Some accounts even state that provisions to
enable the president to hold on to power for as long as he could was being directed by the
president himself. The proposed constitution was approved on 29 November 1972.
Philippine Constitution 1973 Constitution Class Discussion • With the declaration of the
Martial Law, in 1972, the convention did not finish its work. Some delegates of the
constitutional convention either were jailed or went into hiding, or voluntarily exiled. • Under
the Marcos dictatorship, provisions of the Constitution were made. Some accounts even
state that provisions to enable the president to hold on to power for as long as he could
was being directed by the president himself. The proposed constitution was approved on
29 November 1972.
1Readings in Philippine History RP04_2 Part 2: The Philippine
Constitution Section 03: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. The president would serve a six-year term and can
be elected to an unlimited number of terms. A plebiscite to ratify or reject the proposed
constitution was postponed in fear of the public voting to reject the said constitution.
Philippine Constitution 1973 Constitution Class Discussion • The president would serve a
six-year term and can be elected to an unlimited number of terms. • A plebiscite to ratify or
reject the proposed constitution was postponed in fear of the public voting to reject the
said constitution.
1Readings in Philippine History RP04_2 Part 2: The Philippine
Constitution Section 03: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. From 10 to 15 January 1973, Citizen Assemblies
were held for citizens to vote whether to ratify the constitution, continue martial law, or
place a moratorium on elections. 6The legitimacy of these assemblies is questionable,
because the people were never asked for their inputs, but were rather asked if they were
hungry, to which they raised their hands. 2On 17 January 1973, the president issued a
proclamation to ratify the proposed constitution, which was voted by the members of the
highly irregular Citizen Assemblies. Philippine Constitution 1973 Constitution Class
Discussion • From 10 to 6315 January 1973, Citizen Assemblies were held for citizens to
vote whether to ratify the constitution, continue martial law, or place a moratorium on
elections. 6The legitimacy of these assemblies is questionable, because the people were
never asked for their inputs, but were rather asked if they were hungry, to which they raised
their hands (Piramide 2006). • 2On 17 January 1973, the president issued a proclamation to
ratify the proposed constitution, which was voted by the members of the highly irregular
Citizen Assemblies.
1Readings in Philippine History RP04_2 Part 2: The Philippine
Constitution Section 03: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. Amendments to the constitution included the
following: In 1976, the supposed Citizen Assemblies allowed the continuation of martial
law; the interim Batasang Pambansa substituted for the Interim National Assembly;
president was to become prime minister; the office of the president was to continue to
have its legislative powers until martial law is lifted. Philippine Constitution 1973
Constitution Class Discussion 6Amendments to the Constitution: • In 1976, the supposed
Citizen Assemblies allowed the continuation of martial law. • Interim Batasang Pambansa
substituted for the Interim National Assembly. • 2President was to become Prime Minister.
• The office of the president was to continue to have its legislative powers until martial law
is lifted. 1Readings in Philippine History RP04_2 Part 2: The Philippine Constitution Section
03: Social, political, economic, and cultural issues in Philippine history Contains AT&T
Natural Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of
the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
2All rights reserved. The president had
the power to legislate, on his own, on an emergency basis; retirement age of the members
of judiciary was extended to 70 years; and in 1981, the Executive Committee was created.
This was composed of the Prime Minister and 14 cabinet members. This was abolished in
1984 and the position of the Vice President was restored. Philippine Constitution 1973
Constitution Class Discussion Amendments to the Constitution: • The president had the
power to legislate, on his own, on an emergency basis. • Retirement age of the members of
judiciary was extended to 70 years. • In 1981, the Executive Committee was created. This
was composed of the Prime Minister and 14 cabinet members. This was abolished in 1984
and the position of the Vice President was restored.
1Readings in Philippine History
RP04_2 Part 2: The Philippine Constitution Section 03: Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. The 1973 Constitution served as
a way for the office of the president to hold on to its executive powers and abolish the
Senate. With the backing of this constitution, the real power was concentrated on the
president, and the system functioned as an authoritarian presidential system. The painting,
commissioned by Imelda Marcos, is by Ralph Wolfe Cowan, an American portrait artist
famous for works with reigning monarchs. Philippine Constitution 1973 Constitution Class
Discussion • 2The 1973 Constitution served as a way for the office of the president to hold
on to its executive powers and abolish the Senate. • With the backing of this constitution,
the real power was concentrated on the president, and the system functioned as an
authoritarian presidential system.
1Readings in Philippine History RP04_2 Part 2: The
Philippine Constitution Section 03: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
3All rights reserved. By 1980, the discontent with the system escalated,
especially when Benigno Aquino Jr. was assassinated 2in August 1983, and the suspicion
arose that the order to assassinate the opposition leader came from the top levels of the
government and the military. Philippine Constitution 1973 Constitution Class Discussion •
6By 1980, the discontent with the system escalated, especially when Benigno Aquino Jr.
was assassinated 2in August 1983, and the suspicion arose that the order to assassinate
the opposition leader came from the top levels of the government and the military.
1Readings in Philippine History RP04_2 Part 2: The Philippine Constitution Section 03:
Social, political, economic, and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). Purposive Communication, Retrieved
from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. In response to a challenge to his
presidency’s legitimacy, President Marcos agreed to a snap election. 6Despite the
widespread opposition and protests, both nationally and internationally, Marcos was
declared as winner over his opponent Corazon Aquino. Philippine Constitution 1973
Constitution Class Discussion • In response to a challenge to his presidency’s legitimacy,
President Marcos agreed to a snap election. 6Despite the widespread opposition and
protests, both nationally and internationally, Marcos was declared as winner over his
opponent Corazon Aquino. 1Readings in Philippine History RP04_2 Part 2: The Philippine
Constitution Section 03: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
5All rights reserved. The mounting tensions with all sectors, including a
military faction, culminated in the 1986 EDSA Revolution, also known as the People Power
Revolution. 6The United States, which used to support Martial Law and Marcos, pressured
him and his family to flee into exile. On 25 February 1986, Corazon Aquino became the
president of the Philippines. Philippine Constitution 1973 Constitution Class Discussion •
The mounting tensions with all sectors, including a military faction, culminated in the 1986
EDSA Revolution, also known as the People Power Revolution. • The United States, which
used to support Martial Law and Marcos, pressured him and his family to flee into exile. •
On 25 February 1986, Corazon Aquino became the president of the Philippines.
1Readings
in Philippine History RP04_2 Part 2: The Philippine Constitution Section 03: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. Aquino was faced with three
options: reinstate the outdated 1935 Constitution, retain the corrupt 1973 Constitution, or
start a whole new constitution. Philippine Constitution 1987 Constitution Class Discussion
6Three options regarding the Constitution: • Reinstate the 1935 Constitution; • Retain the
1973 Constitution; or • Start a new constitution. (image) 1Readings in Philippine History
RP04_2 Part 2: The Philippine Constitution Section 03: Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. President Aquino decided to
create a new constitution, which, she said, should be “truly reflective of the aspirations and
ideals of the Filipino people.” Philippine Constitution 1987 Constitution Class Discussion
President Aquino decided to create a new constitution, which, she said, should be “truly
reflective of the aspirations and ideals of the Filipino people.” Readings in Philippine
History RP04_2 Part 2: The Philippine Constitution Section 03: Social, political, economic,
1and cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine 10Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. Freedom Constitution was the
transitional constitution that would last for a year while the new constitution was being
drafted. Philippine Constitution 1987 Constitution Class Discussion • Freedom Constitution
was the transitional constitution that would last for a year while the new constitution was
being drafted.
1Readings in Philippine History RP04_2 Part 2: The Philippine Constitution
Section 03: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
2All rights reserved. A constitutional
convention was created in 1986, which consisted of 48 members appointed by the
president. The convention was largely influenced by the setup abolished by Marcos in
1972, mixed with new ways to keep the president in check, a response to the experience
under the Marcos regime. The new constitution was adopted on 2 February 1987.
Philippine Constitution 1987 Constitution Class Discussion • A constitutional convention
was created in 1986, which consisted of 48 members appointed by the president. The
convention was largely influenced by the setup abolished by Marcos in 1972, mixed with
new ways to keep the president in check, a response to the experience under the Marcos
regime. • The new constitution was adopted on 2 February 1987.
1Readings in Philippine
History RP04_2 Part 2: The Philippine Constitution Section 03: Social, political, economic,
and cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. Branches of the Government
under the new constitution: Executive Branch is headed by the president, with the
appointed cabinet members. The president is the head of state and the chief executive, but
his/her power is limited. Philippine Constitution 1987 Constitution Class Discussion
Branches of the Government under the new constitution: 1. Executive • Headed by the
president, with the appointed cabinet members. • The president is the head of state and the
chief executive, but his/her power is limited.
1Readings in Philippine History RP04_2 Part
2: The Philippine Constitution Section 03: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. The two other co-equal branches of the
government have been established to safeguard the country’s democracy and prevent
despotism, which happened in the previous administration. Philippine Constitution 1987
Constitution Class Discussion • The two other co-equal branches of the government have
been established to safeguard the country’s democracy and prevent despotism, which
happened in the previous administration. 1Readings in Philippine History RP04_2 Part 2:
The Philippine Constitution Section 03: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. In case of a national emergency, the president may
declare martial law within a period of 60 days. The Congress may review this declaration
and has the power to revoke or extend it through majority voting, while the Supreme Court
may review if the declaration is justifiable. The president retains the power to veto or stop
a bill from becoming a law. Philippine Constitution 1987 Constitution Class Discussion • In
case of a national emergency, the president may declare martial law within a period of 60
days. The Congress may review this declaration and has the power to revoke or extend it
through majority voting, while the Supreme Court may review if the declaration is
justifiable. • The president retains the power to veto or stop a bill from becoming a law.
1Readings in Philippine History RP04_2 Part 2: The Philippine Constitution Section 03:
Social, political, economic, and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). Purposive Communication, Retrieved
from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. The second branch is the
legislative, which is divided into two Houses: the Senate and the House of Representatives.
24 Senators are elected by popular vote and can serve no more than two consecutive sixyear terms. Philippine Constitution 1987 Constitution Class Discussion Branches of the
Government under the new constitution: 2. Legislative • Divided into two Houses: the
Senate and the House of Representatives • 24 Senators are elected by popular vote and
can serve no more than two consecutive six-year terms.
1Readings in Philippine History
RP04_2 Part 2: The Philippine Constitution Section 03: Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. 234 legislative districts in the
country elect their House representatives, who shall serve three-year terms. Party-list
system is created to provide space for the under-represented sectors of the community.
The representatives may fill up to 20 percent of the seats in the House. The power of
legislation is also subject to an executive check. Philippine Constitution 1987 Constitution
Class Discussion • 234 legislative districts in the country elect their House representatives,
who shall serve three-year terms. • The party-list system is created to provide space for the
under-represented sectors of the community. The representatives may fill up to 20 percent
of the seats in the House. • The power of legislation is also subject to an executive check.
1Readings in Philippine History RP04_2 Part 2: The Philippine Constitution Section 03:
Social, political, economic, and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). Purposive Communication, Retrieved
from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. The Philippine Court system, or
the judiciary, consists of the Supreme Court and the lower courts, as created by the law.
55The Judicial and Bar Council provides a list of nominees from which the Philippine
president selects 15 for him to appoint as Justices of the Supreme Court. Philippine
Constitution 1987 Constitution Class Discussion 2Branches of the Government under the
new constitution: 3. Judiciary • The Philippine Court system consists of the Supreme Court
and the lower courts, as created by the law. • 55The Judicial and Bar Council provides a list
of nominees from which the Philippine president selects 15 for him to appoint as Justices
of the Supreme Court. 1Readings in Philippine History RP04_2 Part 2: The Philippine
Constitution Section 03: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. The judiciary branch oversees the functioning and
administration of the lower courts. It has its jurisdiction over cases involving government
and international officials. It is also in charge of dealing with the cases involving the
constitutionality of any law, treaty, or decree of the government. Philippine Constitution
1987 Constitution Class Discussion • The judiciary branch oversees the functioning and
administration of the lower courts. It has its jurisdiction over cases involving government
and international officials. • It is also in charge of dealing with the cases involving the
constitutionality of any law, treaty, or decree of the government.
1Readings in Philippine
History RP04_2 Part 2: The Philippine Constitution Section 03: Social, political, economic,
and cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. The Office of the Ombudsman is
created for complaints against a public official (e.g., corruption, unlawful behavior, and
public misconduct). It can charge a public official before the Sandiganbayan, or the anti-
graft court. Philippine Constitution 1987 Constitution Class Discussion • The Office of the
Ombudsman is created for complaints against a public official (e.g., corruption, unlawful
behavior, and public misconduct). It can charge a public official before the Sandiganbayan,
or the anti-graft court.
1Readings in Philippine History RP04_2 Part 2: The Philippine
Constitution Section 03: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. Three independent Constitutional Commissions
were established: (1) the Civil Service Commission is the agency in charge of the
government personnel; the Commission on Elections is in charge of election laws and
regulations; and the Commission on Audit is mandated to examine the funds, transactions,
and property accounts of the government and its agencies. Philippine Constitution 1987
Constitution Class Discussion Three independent Constitutional Commissions: 1. The Civil
Service Commission is the agency in charge of the government personnel; 2. The
Commission on Elections is in charge of election laws and regulations; and 3. The
Commission on Audit is mandated to examine the funds, transactions, and property
accounts of the government and its agencies. 1Readings in Philippine History RP04_2 Part
2: The Philippine Constitution Section 03: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
5All rights reserved. For our assessment activity, trace the evolution of
the Philippine constitutions, and then further read up on the attempts to change or amend
the 1987 Constitution. This could be a group or individual activity. Show your findings to
the class. Philippine Constitution For our assessment activity, trace the evolution of the
Philippine constitutions, and then further read up on the attempts to change or amend the
1987 Constitution. This could be a group or individual activity. Show your findings to the
class. Group Activity 1Readings in Philippine History RP04_2 Part 2: The Philippine
Constitution Section 03: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. • A constitution is defined as the set of principles
that establish the nature and extent of the government of a nation-state. 6• The Malolos
Constitution was drafted soon after the defeat of the weakening Spanish empire, when the
Filipino revolutionaries misconstrued the US military aid as an alliance and not as an act of
American imperialism. • 2The Treaty of Paris of 1898, which ended the Spanish-American
War, involved Spain selling the Philippines to the United States for 20 million dollars,
without the Filipinos knowing about the agreement. Summary This is the summary of our
lesson today.
1Readings in Philippine History RP04_2 Part 2: The Philippine Constitution
Section 03: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
2All rights reserved. • After the signing of
the Treaty of Paris, the Philippines was put under a military government (from 1898 to
1901) until the civil government was put into place. • In 1973, the Constitution was
amended under martial law. With the backing of this Constitution, the real power was
concentrated on the president and the system functioned as an authoritarian presidential
system. Summary This is the summary of our lesson today.
1Readings in Philippine
History RP04_2 Part 2: The Philippine Constitution Section 03: Social, political, economic,
and cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
5All rights reserved. • After the martial-law era, the
1987 Constitution was drafted under the presidency of Corazon Aquino. President Aquino
decided 2to create a new constitution, which, she said, should be “truly reflective of the
aspirations and ideals of the Filipino people.” • The convention that drafted the new
Constitution was largely influenced by the setup abolished by Marcos in 1972, mixed with
new ways to keep the president in check, a response to the experience under the Marcos
regime. Summary This is the summary of our lesson today.
1Readings in Philippine
History RP04_2 Part 2: The Philippine Constitution Section 03: Social, political, economic,
and cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
1All rights reserved. • Abinales, P., & Amoroso, D.
(2017). State and Society 3in the Philippines (second edition). Quezon City: Ateneo de
Manila University Press. • Agoncillo, T. A., & Guerrero, M. (1974). History of the Filipino
people. Quezon City: R. P. Garcia. • Candelaria, J.L., & Alporha, V. 5(2018). Readings in
Philippine History. Quezon City: Rex Bookstore, Inc. • Decreeing the Emancipation of
Tenants from the Soil (Presidential Decree No. 27). • Kalaw, T. (1969). The Philippine
Revolution. Kawilihan: Jorge B. Vargas Filipiniana Foundation. • Piramide, Aven. (2006).
“The Joke Called Citizens’ Assemblies.” Philippine Star, 28 March.
https://www.philstar.com/opinion/2006/03/28/328603/joke-called-citizens-assemblies. •
Zaide, G.F., & Zaide, S.M. (2011). 3Philippine History and Government. Cubao, Quezon City:
AllNations Publishing Co., Inc. References These are the references used in this section.
1Readings in Philippine History RP04_2 Part 2: The Philippine Constitution Section 03:
Social, political, economic, and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). Purposive Communication, Retrieved
from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
1All rights reserved. THANK YOU! Thank you!
Readings in Philippine History RP04_3 Part 3: Taxation Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
5All rights reserved. Social, political, economic, and
cultural issues in Philippine history Welcome! This module is about the social, political,
economic, and cultural issues in Philippine history. This part will tackle about Taxation in
the Philippines. Part 3: Taxation 1Readings in Philippine History RP04_3 Part 3: Taxation
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC Many
of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
4All rights reserved. METHODOLOGY
Lecture/discussion; library and archival research; document analysis; group reporting; and
documentary film showing Social, political, economic, and cultural issues in Philippine
history Part 3: Taxation LEARNING OUTCOMES • 35Effectively convey, through various
techniques and genres, ideas on Philippine history and historical analyses of a particular
event or issue that could help others understand the chosen topic; • Propose
recommendations or solutions to 1present-day problems based on their understanding of
root causes and their anticipation of future scenarios; and • Display the ability to work in a
multi-disciplinary team and contribute to a group endeavor. For our learning outcomes, we
aim to convey effectively, through various communicative techniques and genres, ideas on
Philippine history and historical analyses of a particular event or issue that could help
others understand the chosen topic; propose recommendations or solutions to present-day
problems based on their understanding of root causes and their anticipation of future
scenarios; and display the ability to work in a multi-disciplinary team and contribute to a
group endeavor. Our methodology includes lecture/discussion; 4library and archival
research; document analysis; group reporting; and documentary film showing. 1Readings in
Philippine History RP04_3 Part 3: Taxation Section 04: Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine 10Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
1All rights reserved. RESOURCES ASSESSMENT
Students will be required to look for primary sources on which they will base their narrative
and analysis of the topic assigned to them. • 12Research output that may be in the form of
a term paper, exhibit, documentary presentation, diorama, webpage, and other genres in
which students can express their ideas. • The output 1should trace the evolution of the
chosen topic through at least three periods. 13Group members should collaborate to
produce a synthesis that examines the role of this issue in promoting/ hindering nationbuilding, and provide appropriate recommendations rooted in a historical understanding of
the issue. 1Social, political, economic, and cultural issues in Philippine history Part 3:
Taxation For our resources, students will be required to look for primary sources on which
they will base their narrative and analysis of the topic assigned to them. Our assessment is
to produce 12research output that may be in the form of a term paper, exhibit, documentary
presentation, diorama, webpage, and other genres in which students can express their
ideas. The output 1should trace the evolution of the chosen topic through at least three
periods. 13Group members should collaborate to produce a synthesis that examines the
role of this issue in promoting/ hindering nation-building, and provide appropriate
recommendations rooted in a historical understanding of the issue.
1Readings in
Philippine History RP04_3 Part 3: Taxation Section 04: Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine 10Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. Modern taxation came with our
colonial experience and the subsequent formation of the nation-state. 5When the
archipelago was divided into political units, the people paid tributes to the local datu or, in
the case of Mindanao, the sultan. Nowadays, taxation is the government’s mechanism to
raise funds and improve the citizen’s lives. The revenues are needed 2for the government
to carry out its mission to protect its people. Taxation Modern taxation came with our
colonial experience and the subsequent formation of the nation-state. 5When the
archipelago was divided into political units, the people paid tributes to the local datu or, in
the case of Mindanao, the sultan. Nowadays, taxation is the government’s mechanism to
raise funds and improve the citizen’s lives. The revenues are needed 3for the government
to carry out its mission to protect its people.
1Readings in Philippine History RP04_3 Part
3: Taxation Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine 10Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
3All rights reserved. We will discuss the forms of taxation in the
Philippines across the centuries, starting with the proto-taxation in the pre-colonial era until
the post-War period. 6Periodization: • Pre-colonial Philippines (Before 1521) • Spanish
Colonization (1521–1898) • American Period (1898–1942) • Japanese Occupation
(1942–1945) • Post-War Philippines (1946–present) Taxation Readings in Philippine
History RP04_3 Part 3: Taxation Section 04: 1Social, political, economic, and cultural issues
in Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine 10Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
3All rights reserved. Before anything else, let us keep in mind this
passage from Nick Joaquin’s Culture and History (2004). He says, “Before 1521 we could
have been anything and everything not Filipino; after 1565 we can be nothing but Filipino,”
highlighting the fact that before Spanish colonization, there was no singular geopolitical
unit that made up the Philippine territory as it is now. The photo on the right shows the
Murillo Velardo Map. Finished in 1734, it is the mother of Philippine maps because it
provides a historic outline of our geography. So what did we have before the Spanish
arrived? Taxation Pre-Colonial Philippines Class Discussion “Before 1521 we could have
been anything and everything not Filipino; after 1565 we can be nothing but Filipino.”
(Joaquin, 2004, p. 21) 1Readings in Philippine History RP04_3 Part 3: Taxation Section 04:
Social, political, economic, and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine 10Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
3All rights reserved. There was no
national government. 6The smallest political unit was called “barangay” (first documented
by Antonio Pigafetta as balangai and balanghai [Scott, 1994, p. 4]). A balangay or barangay
is also a term for a large boat that would fit the pre-colonial society. Taxation Pre-Colonial
Philippines Class Discussion • 5There was no national government. The smallest political
unit was called “barangay” (first documented by Antonio Pigafetta as balangai and
balanghai [Scott, 1994, p. 4]). A balangay or barangay 3is also a term for a large boat that
would fit the precolonial society.
1Readings in Philippine History RP04_3 Part 3: Taxation
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC Many
of the texts on this slide were copied from the CHED course description document.
Reference: Philippine 10Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
5All rights reserved. No datu unified the archipelago as one territory,
although a leader, called a rajah or a sultan, consolidated the small political units into a
larger one. Pre-colonial Filipinos paid their taxes to be protected by their datu. 6This was
called “buwis” or “handug”. Taxation Pre-Colonial Philippines Class Discussion • No datu
unified the archipelago as one territory, although a leader, called a rajah or a sultan,
consolidated the small political units into a larger one. • Pre-colonial Filipinos paid 5their
taxes to be protected by their datu. This was called “buwis” or “handug.” 1Readings in
Philippine History RP04_3 Part 3: Taxation Section 04: Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. There were three classes: (1)
The tumao, or the noble rank, which included the datu; (2) the timawa, or the “free men,”
the warrior class, and the third rank of nobility (the timawa paid taxes and could also
acquire property, including slaves. They were neither the chiefs nor 22the slaves); and the
(3) oripun, or the commoners and slaves, who did not pay taxes and rendered instead their
services for debts or favors. Although the social structure did not necessarily apply to all
communities across the archipelago, it was the earliest known method of taxation from the
people. The arrival of the Spaniards would introduce another tax method with its new
economic system. Taxation Pre-Colonial Philippines Class Discussion 6Three classes in
pre-colonial Visayan social structure: 1. Tumao. Noble rank, including the datu. 2. Timawa.
The “free men,” the warrior class, and the third rank of nobility. The class that paid taxes
and could also acquire property, including slaves. 3. Oripun. Commoners and slaves. They
did not pay taxes and rendered instead their services for debts or favors (Scott 1994).
1Readings in Philippine History RP04_3 Part 3: Taxation Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC Many of the texts on this slide were
copied from the CHED course description document. Reference: Philippine 10Commission
on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. During the Spanish colonization,
new income-generation systems were established. The most important trading system is
the Manila–Acapulco Galleon, which operated from 1565 to 1815. An annual schedule of
the galleon loaded with goods allowed for exchanges between the Occident and the Orient.
The ship would leave Manila before the start of the rainy season and would return from
Acapulco after the monsoons (Javellana 2017). Taxation Spanish Colonization
(1521–1898) Class Discussion • Manila–Acapulco 6Galleon Trade (1565 – 1815) A ship
that annually plied the Pacific from Manila to Acapulco, and back again. 1Readings in
Philippine History RP04_3 Part 3: Taxation Section 04: Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine 10Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. Polo y servicio required men
within the age of 16–60 years to render labor in the community for 40 days. Paying a falla
(one and a half real) could exempt the colonial subject from the forced labor. Taxation
Spanish Colonization (1521–1898) Class Discussion • 6Polo y Servicio Men within the age
of 16–60 years were required to render labor in the community for 40 days. Paying a falla
(one 3and a half real) could exempt the colonial subject from the forced labor.
1Readings
in Philippine History RP04_3 Part 3: Taxation Section 04: Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine 10Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. Imposed by Governor Sebastian
Hurtado de Corcuera in the seventeenth century, the bandala was a system that required
the Filipino farmers to sell their goods to the government and allowed for abuse as the
colonial government 6could set the mandatory purchase of the goods at a lower price.
Taxation Spanish Colonization (1521–1898) Class Discussion • The Bandala A system
requiring the Filipino farmers to sell their goods to the government. Imposed by Governor
Sebastian Hurtado de Corcuera in the seventeenth century, the bandala allowed for abuse
as the colonial government could set the mandatory purchase of the goods at a lower price
(Constantino, 1975, p. 51). 1Readings in Philippine History RP04_3 Part 3: Taxation Section
04: Social, political, economic, and cultural issues in Philippine history Contains AT&T
Natural Voices ® text to speech technology licensed from Wizzard Speech LLC Many of
the texts on this slide were copied from the CHED course description document.
Reference: Philippine 10Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. King Phillip II issued a decree in 1558 to distribute
the lands in Cebu to loyal Spanish subjects. Encomenderos were given the right to collect
taxes in their assigned areas. Taxation Spanish Colonization (1521–1898) Class
Discussion • Encomienda System King Phillip II issued a decree in 1558 to distribute the
lands in Cebu to loyal Spanish subjects. Encomenderos were given the right to collect
taxes in their assigned areas. 1Readings in Philippine History RP04_3 Part 3: Taxation
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC Many
of the texts on this slide were copied from the CHED course description document.
Reference: Philippine 10Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. Encomenderos were required by law to protect the
natives, help the missionaries in converting natives to Christianity, and promote education.
Tribute or “buwis” could be paid in cash or kind. Aside from that, custom duties and
income tax were also collected. Taxation Spanish Colonization (1521–1898) Class
Discussion 6• Encomenderos were required by law to protect the natives, help the
missionaries in converting natives to Christianity, and promote education. • Tribute or
“buwis” could be paid in cash or kind. Aside from that, custom duties and income tax were
also collected.
1Readings in Philippine History RP04_3 Part 3: Taxation Section 04: Social,
political, economic, and cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
10Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
1All rights reserved. By 1884, the cedula replaced the
tribute. 6Everyone at the age of 18 and above were required to pay. The Contador de
Resultas, or the Chief Royal Accountant, was the head of the financial matters except when
revoked by the Council of Indies. All these modes of exacting tributes from the people, plus
the compulsory tithes 3from the Catholic Church at the height of frailocracy, burdened the
Filipinos and usually caused widespread revolts. The supposed benevolent 8assimilation of
the Americans when they took over was no different in alleviating the Filipino burden.
Taxation Spanish Colonization (1521–1898) Class Discussion • By 1884, the cedula
replaced the tribute. 6Everyone at the age of 18 and above were required to pay. • The
Contador de Resultas, or the Chief Royal Accountant, was the head of the financial matters
except when revoked by the Council of Indies. 1Readings in Philippine History RP04_3 Part
3: Taxation Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine 10Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
1All rights reserved. Commonwealth Act No. 6465 was to impose
resident tax, or cedula, which costs fifty centavos. Additional tax of one peso was also
added, depending on one’s income and properties. In 1902, the first civil government was
created under William H. Taft. The second civil governor, Luke E. Wright, passed the
Reorganization Act No. 1189 in 1904, which created the Bureau of Internal Revenue (BIR).
Taxation American Period (1898–1942) Class Discussion • Commonwealth Act No. 465
was to impose resident tax, or cedula, which costs fifty centavos. Additional tax of one
peso was also added, depending on one’s income and properties. • In 1902, the first civil
government was created under William H. Taft. The second civil governor, Luke E. Wright,
passed the Reorganization Act No. 1189 in 1904, which created 2the Bureau of Internal
Revenue (BIR).
1Readings in Philippine History RP04_3 Part 3: Taxation Section 04: Social,
political, economic, and cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
10Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. The first reorganization of the
BIR, during the term of Collector William T. Holting, created eight divisions: (1) Accounting,
(2) Cash, (3) Clerical, (4) Inspection, (5) Law, (6) Real Estate, (7) License, and (8) Records.
Taxation American Period (1898–1942) The first reorganization of the BIR, during the term
of Collector William T. Holting, created eight divisions: (1) Accounting, (2) Cash, (3)
Clerical, (4) Inspection, (5) Law, (6) Real Estate, (7) License, and (8) Records. Class
Discussion 1Readings in Philippine History RP04_3 Part 3: Taxation Section 04: Social,
political, economic, and cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
8All rights reserved. Although the Americans had
forbidden the clergy from collecting tax, they retained the head tax, or the cedula, which
burdened the peasants more than it did the elite, thereby demonstrating the opposite of
their professed aim of uplifting the entire nation. Taxation American Period (1898–1942)
6Although the Americans had forbidden the clergy from collecting tax, they retained the
head tax, or the cedula, which burdened the peasants more than it did the elite, thereby
demonstrating the opposite of their professed aim of uplifting the entire nation (Abinales &
Amoroso, 2017, pp. 122–23). Class Discussion 1Readings in Philippine History RP04_3
Part 3: Taxation Section 04: Social, political, economic, and cultural issues in Philippine
history Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. First Filipino 32BIR Collectors were Wenceslao
Trinidad (1918-1922), Juan Posadas, Jr. (1922-1934), 23and Alfredo Yatao (1934-1938).
Taxation American Period (1898–1942) First three Filipino BIR Collectors: 1. Wenceslao
Trinidad (1918–1922) 2. Juan Posadas, Jr. (1922–1934) 3. Alfredo Yatao (1934–1938)
Class Discussion 1Readings in Philippine History RP04_3 Part 3: Taxation Section 04:
Social, political, economic, and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). Purposive Communication, Retrieved
from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. 23In May 1921, the Real Estate,
License, and Cash Divisions were transferred to the City of Manila, leaving the bureau with
five divisions: (1)Administrative, (2) Law, (3) Accounting, (4) Income Tax, and (5)
Inspection. The bureau thus established the Examiner’s 32Division and the Secret Service
Section. Taxation American Period (1898–1942) • 23In May 1921, the Real Estate, License,
and Cash Divisions were transferred to the City of Manila, leaving the bureau with five
divisions: (1)Administrative, (2) Law, (3) Accounting, (4) Income Tax, and (5) Inspection. •
The bureau thus established the Examiner’s 32Division and the Secret Service Section.
Class Discussion 1Readings in Philippine History RP04_3 Part 3: Taxation Section 04:
Social, political, economic, and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). Purposive Communication, Retrieved
from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. When 23World War II broke out,
BIR was combined with the Customs Office, which was headed by the Director of Customs
and Internal Revenue. The Japanese issued 3a set of new money, which became known as
the “Mickey Mouse money” because of its very low value as caused by the severe inflation.
Taxation Japanese Occupation (1942–1945) Class Discussion • When 23World War II broke
out, BIR was combined with the Customs Office, which was headed by the Director of
Customs and Internal Revenue. • The Japanese issued 3a set of new money, which became
known as the “Mickey Mouse money” because of its very low value as caused by the
severe inflation.
1Readings in Philippine History RP04_3 Part 3: Taxation Section 04:
Social, political, economic, and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine 10Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
8All rights reserved. In 1943, the
Japanese imposed a war tax on all Jews residing in the country. 6Wealthy Jews were
forced to surrender 50 percent of their holdings. Taxation Japanese Occupation
(1942–1945) Class Discussion • War tax on Jews In 1943, the Japanese imposed a war tax
on all Jews residing in the country. Wealthy Jews 3were forced to surrender 50 percent of
their holdings. 1Readings in Philippine History RP04_3 Part 3: Taxation Section 04: Social,
political, economic, and cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
10Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. The BIR was re-established
when the United States granted the Philippines its independence. 2After the War, there was
a severe lack of funds in many sectors of the government, and so during the term of
President Elpidio Quirino, new tax measures were passed, including higher corporate taxes.
Taxation Post-War Philippines (1946–present) Class Discussion • The BIR was reestablished when the United States granted the Philippines its independence. • After the
War, there was a severe lack of funds in many sectors of the government. • During the term
of President Elpidio Quirino, new tax measures were passed, including higher corporate
taxes. 1Readings in Philippine History RP04_3 Part 3: Taxation Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC Many of the texts on this slide were
copied from the CHED course description document. Reference: Philippine 10Commission
on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. The tax collection scheme,
however, remained problematic in the administrations that followed, since the lower class
remained overburdened by taxes, while the elite who controlled the government engineered
to avoid getting higher taxes. The post-War republic saw a rise in government corruption.
Taxation Post-War Philippines (1946–present) Class Discussion 6• The tax collection
scheme remained problematic in the administrations that followed, since the lower class
remained overburdened by taxes, while the elite who controlled the government engineered
to avoid getting higher taxes. • 2The post-War republic saw a rise in government
corruption.
1Readings in Philippine History RP04_3 Part 3: Taxation Section 04: Social,
political, economic, and cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
10Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. The Congress did not pass any
tax legislation between 1959 and 1968. Under President Marcos, 70 percent of the total tax
collection came from indirect taxes, or taxes from the consumers such as sales tax. Low
tax yield was generated at an average annual rate of 15 percent. Taxation Post-War
Philippines (1946–present) Class Discussion • The Congress did not pass any tax
legislation between 1959 and 1968. • Under President Marcos, 70 percent of the total tax
collection came from indirect taxes, or taxes from the consumers. Low tax yield was
generated at an average annual rate of 15 percent.
1Readings in Philippine History RP04_3
Part 3: Taxation Section 04: Social, political, economic, and cultural issues in Philippine
history Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine 10Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. Under President Corazon Aquino, the 1986 Tax
Reform Program was established to improve the responsiveness of the tax system. Valueadded tax (VAT) was introduced and put into effect in 1988. The Department of Finance,
along with its attached agency, Bureau of Internal Revenue, were restructured. As a result,
the trust in BIR significantly increased and the tax revenue increased from 10.75 percent, in
1985, to 15.4 percent, in 1992. Taxation Post-War Philippines (1946–present) Class
Discussion • Under President Corazon Aquino, the 1986 Tax Reform Program was
established to improve the responsiveness of the tax system. • Value-added tax (VAT) was
introduced and put into effect in 1988. • The Department of Finance, along with its
attached agency, Bureau of Internal Revenue, were restructured. As a result, the trust in BIR
significantly increased and the tax revenue increased from 10.75 percent, in 1985, to 15.4
percent, in 1992.
1Readings in Philippine History RP04_3 Part 3: Taxation Section 04:
Social, political, economic, and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine 10Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
2All rights reserved. During the
administration of Fidel V. Ramos, in 1997, a new tax reform program was implemented
through the Comprehensive Tax Reform Program, which aimed to make the tax system
broad-based, simple, and with reasonable tax rates; minimize tax avoidance, which was
allowed by existing flaws and loopholes in the system; encourage payments by increasing
tax exemptions levels; lowering the highest tax rates and simplifying procedures; and
rationalize grant of tax incentives. His administration, however, failed to sustain 3the
increase in revenue because of continuous corporate tax evasions and the government’s
weakness to prosecute elite tax evaders, focusing on the smaller income taxes instead
(Abinales & Amoroso, 2017, p. 251). Taxation 2Fiscal Policy from 1946-Present Class
Discussion • Under Fidel V. Ramos, in 1997, the Comprehensive Tax Reform Program was
implemented, which aimed to raise revenue in the government coffers.
6• His
administration failed to sustain the increase in revenue because of continuous corporate
tax evasions and the government’s weakness to prosecute elite tax evaders.
1Readings in
Philippine History RP04_3 Part 3: Taxation Section 04: Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine 10Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. When Gloria Macapagal-Arroyo
became president through EDSA Dos, there was an increase in government spending
without having adjusted the tax collections, thus, resulting in large deficits from 2002 to
2004. Once again, the people suffer as the Expanded Value Added Tax (E-VAT) was signed
into law, increasing the value-added tax from 10 to 12 percent. Taxation Fiscal Policy from
1946-Present Class Discussion 6• When Gloria Macapagal-Arroyo became president
through EDSA Dos, there was an increase in government spending without having adjusted
the tax collections, thus, resulting in large deficits 2from 2002 to 2004. • Expanded Value
Added Tax (E-VAT) was signed into law. • VAT tax rate increased from 10 to 12 percent.
1Readings in Philippine History RP04_3 Part 3: Taxation Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC Many of the texts on this slide were
copied from the CHED course description document. Reference: Philippine 10Commission
on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. The administration of Benigno
Aquino III made no new tax reforms but implemented the Republic Act 1305, or the Sin Tax
Reform, which adds extra taxes on liquor and cigarettes. 6Revenues from the Sin Tax
enabled the increase in budget of the Department of Health and in the free health premium
insurance for PhilHealth members. Taxation 2Fiscal Policy from 1946-Present Class
Discussion • The administration of Benigno Aquino III made no new tax reforms but
implemented the Republic Act 1305, or the Sin Tax Reform. • The Sin Tax Reform adds
extra taxes on liquor and cigarettes. 6• Revenues from the Sin Tax enabled the increase in
budget of the Department of Health and in the free health premium insurance for
PhilHealth members. 1Readings in Philippine History RP04_3 Part 3: Taxation Section 04:
Social, political, economic, and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine 10Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
2All rights reserved. President Rodrigo
Duterte promised to lower income tax rates of the working Filipinos, but implemented the
Tax Reform for Acceleration and Inclusion (TRAIN) instead. He 6also signed RA No. 11346,
imposing a higher tax on cigarettes and e-cigarettes, as part of the government’s initiative
to implement the Universal Health Program (UHC) of the Philippines. Taxation Fiscal Policy
from 1946-Present Class Discussion • President Rodrigo Duterte promised to lower
income tax rates of the working Filipinos, but implemented the Tax Reform for Acceleration
and Inclusion (TRAIN) instead. • President Duterte also signed RA No. 11346, imposing a
higher tax on cigarettes and e-cigarettes, as part of the government’s initiative to
implement the Universal Health Program (UHC) of the Philippines. 1Readings in Philippine
History RP04_3 Part 3: Taxation Section 04: Social, political, economic, and cultural issues
in Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine 10Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. For our suggested reading, read up on 32the Tax
Reform for Acceleration and Inclusion Act (or the TRAIN law) as posted on the BIR website.
How does this tax reform differ from the previous 5tax reform programs? How will the
changes affect Filipinos? You may read the memo on the TRAIN Law or you may read other
articles regarding the topic. Taxation Read about 32the Tax Reform for Acceleration and
Inclusion Act (TRAIN): https://www.bir.gov.ph/images/bir_files/internal_communication
s_1/Full%20Text%20RR%202018/RR%20No.%2022018/RR%20No.%202-2018.pdf How
does this tax reform differ from the previous 5tax reform programs? How will the changes
affect Filipinos? Suggested Reading Readings in Philippine History RP04_3 Part 3: Taxation
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
1All rights reserved. For our group
assessment activity, produce a synthesis that examines the different tax reform policies
and systems during the different periods (the pre-colonial, Spanish colonization, American
period, Japanese occupation, and the post-War administrations). Compare them with
TRAIN. Reflect on how our tax reform policies have 2evolved through time. The outputs
may come in the form of a paper, diorama, video presentation, and other creative ways you
see fit for your presentation. Taxation For our group assessment activity, produce a
synthesis that examines the different tax reform policies and systems during the different
periods (the pre-colonial, Spanish colonization, American period, 59Japanese occupation,
and the post-War administrations). Compare them with TRAIN. Reflect on how our tax
reform policies have 2evolved through time. The outputs may come in the form of a paper,
diorama, video presentation, and other creative ways you see fit for your presentation.
Group Activity 1Readings in Philippine History RP04_3 Part 3: Taxation Section 04: Social,
political, economic, and cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. • The concept of taxation came
with our colonial experience. This is the government’s mechanism to raise funds and
improve the citizen’s lives. The revenues from the citizens are needed so that the
government will be able to function fully. • In pre-colonial Philippines, the nearest 8form of
government was called “barangays,” but there was no “datu” strong enough to unite the
barangays into one nation. • Ancient Filipinos paid their taxes to be protected by their datu.
This was called “buwis” or “handug.” Summary 5This is the summary of our lesson today.
1Readings in Philippine History RP04_3 Part 3: Taxation Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC Many of the texts on this slide were
copied from the CHED course description document. Reference: Philippine 10Commission
on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
5All rights reserved. • Spanish colonization
established new systems of incomegeneration, like the Manila–Acapulco Galleon Trade,
Polo y Servicio, and the Bandala system. Conclusion/ Summary This is the summary of our
lesson today.
1Readings in Philippine History RP04_3 Part 3: Taxation Section 04: Social,
political, economic, and cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
10Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. • During the American
colonization, cedula was imposed and became a legal identity document for Filipinos. •
The Bureau of Internal Revenues (BIR) was created during this period. • During 5the
Japanese occupation, “Mickey Mouse money” was issued. The War tax on Jews was also
imposed. Conclusion/ Summary This is the summary of our lesson today.
1Readings in
Philippine History RP04_3 Part 3: Taxation Section 04: Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine 10Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
8All rights reserved. • When the Philippines gained its
independence from the United States, in 1946, the BIR was re-established. • After the War,
there was a severe lack of funds, so tax collection schemes were created to address the
problem. • Tax collection schemes, however, remained problematic in the administrations
that followed, since 2the lowest classes were overburdened with tax. • Different 5tax reform
programs were created during the postWar administrations Conclusion/ Summary This is
the summary of our lesson today.
1Readings in Philippine History RP04_3 Part 3: Taxation
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC Many
of the texts on this slide were copied from the CHED course description document.
Reference: Philippine 10Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
3All rights reserved. • Agoncillo, T. A., & Guerrero, M. (1974). History of
the Filipino people. Quezon City: R. P. Garcia. • Abinales, P., & Amoroso, D. (2017). State
and Society in the Philippines. Quezon City: Ateneo de Manila University Press. •
Candelaria, J.L., & Alporha, V. (2018). Readings in Philippine History. Quezon City: Rex
Bookstore, Inc. • Constantino, R. (1975). 5The Philippines: A Past Revisited. Quezon City:
Tala Publishing Services. • Decreeing the Emancipation of Tenants from the Soil
(Presidential Decree No. 27). • Javellana, R., SJ. (2017). 68Weaving Cultures: The Invention
of Colonial Art and Culture in the Philippines, 1565– 1850. Quezon City: Ateneo de Manila
University Press. • Scott, W. H. (1994). Barangay: Sixteenth-Century Philippine Culture and
Society. 3Quezon City: Ateneo de Manila University Press. • Zaide, G.F., & Zaide, S.M.
(2011). Philippine History and Government. Quezon City: All-Nations Publishing Co., Inc.
References These are the references used in this section.
1Readings in Philippine History
RP04_3 Part 3: Taxation Section 04: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine 10Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
4All rights reserved. THANK YOU! Thank you! Readings in Philippine
History RP04_4 Part 4: Filipino Cultural Heritage Section 04: Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
4All rights reserved. Social, political, economic, and
cultural issues in Philippine history Welcome! This module is about the social, political,
economic, and cultural issues in Philippine history. This part will tackle about the Filipino
Cultural Heritage. Part 4: Filipino Cultural Heritage Readings in Philippine History RP04_4
Part 4: Filipino Cultural Heritage Section 04: Social, political, economic, and cultural issues
in Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
4All rights reserved. METHODOLOGY Lecture/discussion; library and
archival research; document analysis; group reporting; and documentary film showing For
our learning outcomes, we aim to Effectively communicate using various techniques and
genres, historical analysis of a particular event or issue that could help others understand
the chosen topic, propose recommendations or solutions to present day problems based
on their understanding of root causes, and their anticipationof future scenarios and display
the ability to work in a multidisciplinary team and contribute to a group endeavor. Our
methodology includes lecture/discussion; library and archival research; document analysis;
group reporting; and documentary film showing. 1Social, political, economic, and cultural
issues in Philippine history Part 2: Filipino Cultural Heritage LEARNING OUTCOMES •
Effectively convey, through various techniques and genres, ideas on Philippine history and
historical analyses of a particular event or issue that could help others understand the
chosen topic; • Propose recommendations or solutions to present-day problems based on
their understanding of root causes and their anticipation of future scenarios; and • Display
the ability to 4work in a multi-disciplinary team and contribute to a group endeavor.
Readings in Philippine History RP04_4 Part 4: Filipino Cultural Heritage Section 04: Social,
political, economic, and cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
1All rights reserved. RESOURCES ASSESSMENT
Students will be required to look for primary sources on which they will base their narrative
and analysis of the topic assigned to them. • 12Research output that may be in the form of
a term paper, exhibit, documentary presentation, diorama, webpage, and other genres in
which students can express their ideas. • The output 1should trace the evolution of the
chosen topic through at least three periods. 13Group members should collaborate to
produce a synthesis that examines the role of this issue in promoting/ hindering nationbuilding, and provide appropriate recommendations rooted in a historical understanding of
the issue. For our resources, 1students will be required to look for primary sources on
which they will base their narrative and analysis of the topic assigned to them. Our
assessment is to produce 12research output that may be in the form of a term paper,
exhibit, documentary presentation, diorama, webpage, and other genres where students
can express their ideas. Social, 4political, economic, and cultural issues in Philippine
history Part 2: Filipino Cultural Heritage Readings in Philippine History RP04_4 Part 4:
Filipino Cultural Heritage Section 04: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. Cultural Heritage, according to Republic Act No.
10066, or the National Cultural Heritage Act of 2009, refers to “the totality of cultural
property preserved and developed through time and passed on to posterity.” The World
Heritage Commission explains that “heritage is our legacy from the past, what we live with
today, and what we pass on to future generations.” Filipino Cultural Heritage Cultural
Heritage refers to “the 82totality of cultural property preserved and developed through time
and passed on to posterity” (RA 10066). "Heritage 71is our legacy from the past, what we
live with today, and what we pass on to future generations” (World Heritage Commission,
UNESCO). 4Readings in Philippine History RP04_4 Part 4: Filipino Cultural Heritage Section
04: Social, political, economic, and cultural issues in Philippine history Contains AT&T
Natural Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of
the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc. All rights reserved. The World Heritage
List of UNESCO’s World Heritage Commission includes six Philippines properties, and they
are the Tubbataha Reef National Marine Park; the Rice Terraces of the Philippine
Cordilleras; the Historic City of Vigan; the Puerto-Princesa Subterranean River National
Park; the Baroque Churches of the Philippines (such as the Santo Tomàs de Villanueva in
Miag-ao, Iloilo; San Agustin in Paoay, Ilocos Norte; Nuestra Señora dela Asunción in Santa
Maria, Ilocos Sur; and San Agustin in Intramuros, Manila). The sixth property is the recently
included Mount Hamiguitan Range Wildlife Sanctuary, in Davao Oriental. Filipino Cultural
Heritage The World Heritage List includes six Philippines properties: 1. Tubbataha Reef
National Marine Park 2. Rice Terraces of the Philippine Cordilleras 3. Historic City of Vigan
4. Puerto-Princesa Subterranean River National Park 5. Baroque Churches of the
Philippines 6. Mount Hamiguitan Range Wildlife Sanctuary 4Readings in Philippine History
RP04_4 Part 4: Filipino Cultural Heritage Section 04: Social, political, economic, and cultural
issues in Philippine history Contains AT&T Natural Voices ® text to speech technology
licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). Purposive Communication, Retrieved from https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. It is important to keep in mind that there are two
types of heritage. One is the tangible heritage, consisting of the environment, such as
natural landscape, the indigenous flora and fauna, and historic man-made structures.
Meanwhile, the intangible heritage consists of tradition and living expressions that
constitute a culture and worldview. Filipino Cultural Heritage Class Discussion Tangible
Heritage • Environment (natural landscapes and coastal and inland water sources) • 3Flora
and fauna • Man-made structures Intangible Heritage • Culture (traditions, customs, values,
trades, and skills) 4Readings in Philippine History RP04_4 Part 4: Filipino Cultural Heritage
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
3All rights reserved. As mentioned earlier,
tangible heritage includes our indigenous flora and fauna and natural landscapes. 4Filipino
Cultural Heritage Example Tangible Heritage Philippine Eagle Chocolate Hills, Carmen,
Bohol Readings in Philippine History RP04_4 Part 4: Filipino Cultural Heritage Section 04:
Social, political, economic, and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). Purposive Communication, Retrieved
from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
27All rights reserved. Here are other examples of
tangible heritage. Urban heritage sites, like Vigan 32City, and the oldest dated house in the
Philippines is the 1730 Jesuit House in Cebu. Filipino Cultural Heritage Example Urban
Heritage Site: Vigan Oldest House: 1730 Jesuit House, Cebu © Constantine Agustin. Flickr
Tangible Heritage 4Readings in Philippine History RP04_4 Part 4: Filipino Cultural Heritage
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
5All rights reserved. Another example is
the Santo Tomas de Villanueva Church, in the town of Miag-ao, Iloilo. Its architectural
design is primarily earthquake baroque, with large buttresses that can withstand constant
seismic activities on the island. 4Filipino Cultural Heritage Example Tangible Heritage
Santo Tomas de Villanueva Church, Miag-ao, Iloilo Readings in Philippine History RP04_4
Part 4: Filipino Cultural Heritage Section 04: Social, political, economic, and cultural issues
in Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
8All rights reserved. Another example of a tangible heritage is
costumes. Note, for example, the depiction of Filipinos in Justiniano Asuncion’s watercolor
paintings in Tipos del Paíz, in 1841, and see which garment is still worn today. The textile
or fabric used is also part of our tangible heritage.
4Filipino Cultural Heritage Example
Tangible Heritage Costumes Readings in Philippine History RP04_4 Part 4: Filipino Cultural
Heritage Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
8All rights reserved. Wood carvings, such as those in Paete, Laguna, are
also considered our tangible cultural heritage. Filipino Cultural Heritage Example Tangible
Heritage © Ramon FVelasquez, Wikimedia Commons, licensed 23under the Creative
Commons Attribution-Share Alike 3.0 Unported. Wood carvings © Ramon FVelasquez,
Wikimedia Commons, 92licensed under the Creative Commons Attribution-Share Alike 3.0
Unported. 4Readings in Philippine History RP04_4 Part 4: Filipino Cultural Heritage Section
04: Social, political, economic, and cultural issues in Philippine history Contains AT&T
Natural Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of
the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
4All rights reserved. What about
Philippine literatures? Are they tangible or intangible cultural heritage? Filipino Cultural
Heritage Example Philippine literatures Tangible? Intangible? Readings in Philippine History
RP04_4 Part 4: Filipino Cultural Heritage Section 04: 1Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine 10Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
27All rights reserved. Literature is tangible heritage in
the form of codified texts, such as the novels Noli Me Tángere, Mga Ibong Mandaragit, and
The Woman who Had Two Navels. 4Filipino Cultural Heritage Example Philippine literatures
Tangible Heritage Readings in Philippine History RP04_4 Part 4: Filipino Cultural Heritage
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-
History.pdf Copyright © 2019 Frontlearners, Inc.
27All rights reserved. Because our
literatures include the oral tradition, folk narratives and epics, which are often chanted or
sung, constitute our intangible cultural heritage. Nowadays, scholars document the texts to
preserve these literatures.
4Filipino Cultural Heritage Example Philippine literatures
Intangible Heritage Readings in Philippine History RP04_4 Part 4: Filipino Cultural Heritage
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
8All rights reserved. “Philippine foodways
clearly reflect Philippine history: the foreign influences being indigenized into a changing
culture. An exploration of these patterns will obviously provide a key to the understanding
of national identity. 5The study of food as culture within the context of colonization leads
to an understanding of the fate of the local culture under the hegemony of the dominant
cultures of the colonizers” (Doreen Fernandez, Tikim) Another example of our intangible
cultural heritage is cuisine. Doreen Fernandez explains why studying Philippine food helps
trace the contours of the Filipino history and identity. 4Filipino Cultural Heritage Example
Intangible Heritage Cuisine Readings in Philippine History RP04_4 Part 4: Filipino Cultural
Heritage Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
1All rights reserved. “In Tagalog, emotion is dalamhati (literally, “inside
the liver”) and intense feelings of grief, yearning, and happiness are pighati, lunggati, and
luwalhati” (Resil Mojares, “Heart and Liver”). Language is also 27an intangible cultural
heritage, as it speaks about our cultural past. Take, 8for example, the fact that the preSpanish Filipino believed that the liver (atay) was the seat of emotion, and it is called in
other Philippine languages as atay, atey, hatay, hati, or ati. 3That is why, in Tagalog,
"emotion is dalamhati (literally, “inside the liver”) and intense feelings of grief, yearning, and
happiness are pighati, lunggati, and luwalhati.” Filipino Cultural Heritage Example
Intangible Heritage Language Readings 5in Philippine History RP04_4 Part 4: Filipino
Cultural Heritage Section 04: Social, political, economic, and cultural issues in Philippine
history Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine 10Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
1All rights reserved. Article 1, Policies and Principles, Sec. 2 14of the
National Cultural Heritage Act of 2009 declares that the State shall foster the preservation,
enrichment, and dynamic evolution of a Filipino culture based on the principle and unity in
diversity in a climate of free artistic and intellectual expression. Cultural Heritage
Conservation Class Discussion • Article 1, Policies and Principles, Sec. 2 of the National
Cultural Heritage Act of 2009 declares that the State shall foster the preservation,
enrichment, and dynamic evolution of a Filipino culture based on the principle and unity in
diversity in a climate of free artistic and intellectual expression. 4Readings in Philippine
History RP04_4 Part 4: Filipino Cultural Heritage Section 04: Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. According to the Heritage
Conservation Society, “conservation” entails “all 14the processes and measures of
maintaining the cultural significance of a cultural property, including, but not limited to,
preservation, reconstruction, protection, adaptation, or any combination thereof.” Cultural
Heritage Conservation Class Discussion • According to the Heritage Conservation Society,
“conservation” entails “all the processes and measures of maintaining the cultural
significance of a cultural property, including, but not limited to, preservation,
reconstruction, protection, adaptation, or any combination thereof.” Readings in Philippine
History RP04_4 Part 4: Filipino Cultural Heritage Section 04: Social, political, economic,
1and cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine 10Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. The following are institutions,
entities, and laws that aim for the preservation and enrichment of our cultural heritage,
tangible and intangible: the Historic Preservation Division of the National Historical
Commission; the 14National Commission for Culture and the Arts (NCCA), the nongovernment organization Heritage Conservation Society, and the Republic Act 10066, or
the National Cultural Heritage Act of 2009, “an act providing for the protection and
conservation of the national cultural heritage, strengthening the NCCA and its affiliated
cultural agencies, and for other purposes.” Cultural Heritage Conservation Class
Discussion Related institutions, entities, and laws - Historic Preservation Division, under the
National Historical Commission of the Philippines) - National Commission for Culture and
the Arts - Heritage Conservation Society (Non-government Organization) - Republic Act no.
10066, or the National Cultural Heritage Act of 2009 4Readings in Philippine History
RP04_4 Part 4: Filipino Cultural Heritage Section 04: Social, political, economic, and cultural
issues in Philippine history Contains AT&T Natural Voices ® text to speech technology
licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
3All rights reserved. We as a people benefit from the conservation of
our culture as they define who we are. Filipino Cultural Heritage Class Discussion Benefits
of Cultural Conservation • "When cultural heritage is appreciated, enhanced and enriched,
socio-cultural, religious, political and economic gains are manifested. . . . 44The value of
cultural heritage is seen in the strengthening of the sense of national, regional and local
identity, as its value is complementary to other goods and services in which the external
benefits—as part of the education and acculturation of the young” (Dick Netzer). 4Readings
in Philippine History RP04_4 Part 4: Filipino Cultural Heritage Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. Let us watch a conversation with
Ivan Henares, president of the Heritage Conversation Society. 4Filipino Cultural Heritage •
WATCH: A conversation with Ivan Henares, president of the Heritage Conservation Society
#TalkThursday: Wakeskating and Heritage Conservation Readings in Philippine History
RP04_4 Part 4: Filipino Cultural Heritage Section 04: 1Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine 10Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
27All rights reserved. For our assessment activity, set
up an exhibit that shows the different cultural heritage in the Philippines. Form groups with
four or five members each. 5Each group will come up with a creative way of presenting
your chosen cultural heritage, either through photos, videos, performances, etc. Filipino
Cultural Heritage Cultural Heritage Exhibit Set up an exhibit 27that shows the different
cultural heritage in the Philippines. Form groups with four or five members each. 5Each
group will come up with a creative way of presenting your chosen cultural heritage, either
through photos, videos, performances, etc. Group Activity 4Readings in Philippine History
RP04_4 Part 4: Filipino Cultural Heritage Section 04: Social, political, economic, and cultural
issues in Philippine history Contains AT&T Natural Voices ® text to speech technology
licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
27All rights reserved. • Cultural Heritage refers to “the totality of cultural
property preserved and developed through time and passed on to posterity.” • The
Philippines is rich with cultural heritage that needs to be protected and preserved. •
Cultural heritage may be tangible or intangible. • It is important that a cultural heritage is
appreciated, so that enhanced and enriched socio-cultural, religious, political and
economic gains are manifested. Summary 5This is the summary of our lesson today.
4Readings in Philippine History RP04_4 Part 4: Filipino Cultural Heritage Section 04: Social,
political, economic, and cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. • “Conservation” entails “all 14the
processes and measures of maintaining the cultural significance of a cultural property,
including, but not limited to, preservation, reconstruction, protection, adaptation, or any
combination thereof.” • National Cultural Heritage Act of 2009, defined as Cultural Heritage
Conservation, declares that the State shall foster the preservation, enrichment, and
dynamic evolution of a Filipino culture based on the principle and unity in diversity in a
climate of free artistic and intellectual expression. Summary This is the summary of our
lesson today.
4Readings in Philippine History RP04_4 Part 4: Filipino Cultural Heritage
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc. All rights reserved. • Agoncillo, T. A., &
Guerrero, M. (1974). History of the Filipino people. Quezon City: R. P. Garcia. • 5Candelaria,
J.L., & Alporha, V. (2018). Readings in Philippine History. Quezon City: Rex Bookstore, Inc. •
Decreeing the Emancipation of Tenants from the Soil (Presidential Decree No. 27). • Dick
Netzer, “The Economic Implications of Heritage Preservation”, The Urban Age 4, no. 4
(1997). • Fernandez, D. (1994). Tikim: Essays on Philippine Food Culture. Pasig: Anvil. •
14Implementing Rules and Regulations of Republic Act No. 1066. Retrieved
https://www.wipo.int/edocs/lexdocs/laws/en/ph/ph141en.pdf. • Mojares, R. (1997).
“Heart and Liver.” In House of Memory. Pasig: Anvil. • National Cultural Heritage Act of
2009 (Republic Act No. 10066). Retrieved https://wipolex.wipo.int/en/text/215350. • Top
World Heritage. Retrieved from http://www.tourism.gov.ph/top_heritage.aspx. • Zaide, G.F.,
& Zaide, S.M. (2011). 3Philippine History and Government. Cubao, Quezon City: All-Nations
Publishing Co., Inc. References These are the references used in this section.
4Readings
in Philippine History RP04_4 Part 4: Filipino Cultural Heritage Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
1All rights reserved. THANK YOU! Thank you!
Readings in Philippine History RP04_5 Part 5: Filipino-American Relations Section 04:
Social, political, economic, and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). Purposive Communication, Retrieved
from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
1All rights reserved. Social, political, economic, and
cultural issues in Philippine history Welcome! This module is about the social, political,
economic, and cultural issues in Philippine history. This part will tackle about the FilipinoAmerican Relations. Part 5: Filipino-American Relations Readings in Philippine History
RP04_5 Part 5: Filipino-American Relations Section 04: Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
4All rights reserved. METHODOLOGY
Lecture/discussion; library and archival research; document analysis; group reporting; and
documentary film showing Social, political, economic, and cultural issues in Philippine
history Part 5: Filipino-American Relations LEARNING OUTCOMES • Effectively convey,
through 1various techniques and genres, ideas on Philippine history and historical analyses
of a particular event or issue that could help others understand the chosen topic; • Propose
recommendations or solutions to present-day problems based on their understanding of
root causes and their anticipation of future scenarios; and • Display the ability to work in a
multi-disciplinary team and contribute to a group endeavor. For our learning outcomes, we
aim to convey effectively, through various communicative techniques and genres, ideas on
Philippine history and historical analyses of a particular event or issue that could help
others understand the chosen topic; propose recommendations or solutions to present-day
problems based on their understanding of root causes and their anticipation of future
scenarios; and display the ability to work in a multi-disciplinary team and contribute to a
group endeavor. Our methodology includes lecture/discussion; 4library and archival
research; document analysis; group reporting; and documentary film showing. 1Readings in
Philippine History RP04_5 Part 5: Filipino-American Relations Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
1All rights reserved. RESOURCES ASSESSMENT
Students will be required to look for primary sources on which they will base their narrative
and analysis of the topic assigned to them. • 12Research output that may be in the form of
a term paper, exhibit, documentary presentation, diorama, webpage, and other genres in
which students can express their ideas. • The output 1should trace the evolution of the
chosen topic through at least three periods. 13Group members should collaborate to
produce a synthesis that examines the role of this issue in promoting/ hindering nationbuilding, and provide appropriate recommendations rooted in a historical understanding of
the issue. 1Social, political, economic, and cultural issues in Philippine history Part 5:
Filipino-American Relations For our resources, students will be required to look for primary
sources on which they will base their narrative and analysis of the topic assigned to them.
Our assessment is to produce 12research output that may be in the form of a term paper,
exhibit, documentary presentation, diorama, webpage, and other genres in which students
can express their ideas. The output 1should trace the evolution of the chosen topic through
at least three periods. 13Group members should collaborate to produce a asynthesis that
examines the role of this issue in promoting/ hindering nation-building, and provide
appropriate recommendations rooted in a historical understanding of the issue.
1Readings in Philippine History RP04_5 Part 5: Filipino-American Relations Section 04:
Social, political, economic, and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). Purposive Communication, Retrieved
from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
97All rights reserved. Today, American influences in
the Philippines are still apparent. How do American influences affect our culture? FilipinoAmerican Relations Today, American influences 59in the Philippines are still apparent. How
do American influences affect our culture? Recitation 1Readings in Philippine History
RP04_5 Part 5: Filipino-American Relations Section 04: Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. Let us review: The Treaty of
Paris, signed on 10 December 1898, transferred ownership of the Philippines from Spain to
the United States at the cost of 20 million dollars. • The Treaty of Paris, signed on 10
December 1898, transferred ownership of the Philippines from Spain to the United States
at the cost of 20 million dollars. Recall Filipino-American Relations 1Readings in Philippine
History RP04_5 Part 5: Filipino-American Relations Section 04: Social, political, economic,
and cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. Jones Law, or the Philippine
Autonomy Act of 1916, stipulated independence of the Philippines as soon as a stable
government was established. It declared the purpose of the United States to end its
sovereignty over the country. • Jones Law, or the Philippine Autonomy Act of 1916,
stipulated independence of the Philippines as soon as a stable government was
established. It declared the purpose of the United States to end its sovereignty over the
country. Recall Filipino-American Relations 1Readings in Philippine History RP04_5 Part 5:
Filipino-American Relations Section 04: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. Tydings-Mcduffie Act, or the Philippine
Independence Act, defined the establishment of a formal Philippine constitution by a
constitutional convention. • Tydings-Mcduffie Act, or the Philippine Independence Act,
defined the establishment of a formal Philippine constitution by a constitutional
convention. Recall Filipino-American Relations 1Readings in Philippine History RP04_5 Part
5: Filipino-American Relations Section 04: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. Through the 1935 Constitution, the Philippines,
from 1935 to 1946, adopted a Commonwealth government, which served as a transitional
administration that would prepare the country for its independence. On 4 July 1946, the
United States granted the Philippines its independence. This 8did not end the strong
Philippine-American relations, though, because the United States would continue to exert
its influence on the Philippines, both political and cultural, until the next millennium. •
Through 2the 1935 Constitution, the Philippines, from 1935 to 1946, adopted
a Commonwealth government, which served as a transitional administration that would
prepare the country for its independence. • On 4 July 1946, the United States granted the
Philippines its independence, but on certain conditions. Recall Filipino-American Relations
1Readings in Philippine History RP04_5 Part 5: Filipino-American Relations Section 04:
Social, political, economic, and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). Purposive Communication, Retrieved
from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
5All rights reserved. Read the highlights of the history
of Philippine-American relations provided in the link. • Read the 3highlights of the history of
Philippine-American Relations here:
https://www.officialgazette.gov.ph/1943/09/27/highlights-inthe-history-of-philippineamerican-relations-september-271943/ Suggested Reading Filipino-American Relations
Readings 1in Philippine History RP04_5 Part 5: Filipino-American Relations Section 04:
Social, political, economic, and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine 10Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
3All rights reserved. The US colonization
of the Philippines was couched in President William McKinley’s “benevolent assimilation,”
which meant that the US domination was all for civilizing the Filipinos. The mission was
considered ”the white man’s burden.” Examine 5the political cartoon published in 1899, in
which a white man is bathing a Filipino child in a pool of civilization. One would be curious
8to note that the child, holding a spear, looks more Polynesian than any of the indigenous
groups in the Philippines. 3Why do you think is that? Filipino-American Relations Class
Discussion • The US colonization of the Philippines was couched in President William
McKinley’s “benevolent assimilation,” which meant that the US domination was all for
civilizing the Filipinos. The mission was considered “the white man’s burden.” 1Readings in
Philippine History RP04_5 Part 5: Filipino-American Relations Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. The United States also
introduced the public-school system, especially through the 600 American teachers aboard
the USS Thomas, in 1901. Known as the Thomasites, they would teach young Filipinos the
English language and, with it, the American culture. Filipino-American Relations Class
Discussion • The first 600 American teachers, called the Thomasites, would teach young
Filipinos the English language and, with it, the American culture.
1Readings in Philippine
History RP04_5 Part 5: Filipino-American Relations Section 04: Social, political, economic,
and cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. At the height of the Philippine-
American War, in retaliation to the assassination of American troops in Balangiga, Samar,
US General Jacob H. Smith ordered the military to ”kill everyone over the age of ten” and to
make the island into a “howling wilderness.” The Balangiga Massacre would become one
of the grisliest war crimes. 72As war trophies, the American troops took three bells from
the Church of San Lorenzo de Martir and brought them to the United States. FilipinoAmerican Relations Class Discussion • The Balangiga Massacre in 1901 turned a town in
Samar into a “howling wilderness.” 1Readings in Philippine History RP04_5 Part 5: FilipinoAmerican Relations Section 04: Social, political, economic, and cultural issues in Philippine
history Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine 10Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
8All rights reserved. The US liberation of Manila during World War II left
the city in ruins, as the United States Army Forces in the Far East dropped bombs after
bombs to expel the Japanese forces. A year later, in 1946, the Philippines was granted its
independence. Filipino-American Relations Class Discussion • The US liberation of Manila
during World War II left the city in ruins, as the USAFFE dropped bombs after bombs to
expel the Japanese forces. • A year later, in 1946, the Philippines was granted its
independence. 1Readings in Philippine History RP04_5 Part 5: Filipino-American Relations
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
8All rights reserved. In 1947, an
agreement was made to give the United States a 99-year lease for the continued operation
of its military bases in the Philippines. The Mutual Defense Treaty was a treaty made in
1951, indicating support for each other, in case the United States or the Philippines was
attacked by an external party. Filipino-American Relations Class Discussion • In 1947, an
agreement 8was made to give the United States a 99-year lease for the continued operation
of its military bases in the Philippines. • 26The Mutual Defense Treaty was a treaty made in
1951, indicating support for each other in case the United States or the Philippines was
attacked by an external party. 1Readings in Philippine History RP04_5 Part 5: Filipino-
American Relations Section 04: Social, political, economic, and cultural issues in Philippine
history Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. 26The US military bases in the Far East were
strategic locations for the Cold War that ensued right after World War II. The Philippines
became its strongest ally in fighting the threat of Communism or anything that resembled
it. Filipino-American Relations Class Discussion • The US military bases in the Far East
were strategic locations for the Cold War that ensued right after World War II. The
Philippines became its strongest ally in fighting the threat of Communism or anything that
resembled it.
1Readings in Philippine History RP04_5 Part 5: Filipino-American Relations
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
5All rights reserved. On Philippine soil,
the United States sponsored the presidency of Ramon Magsaysay to quell the peasantformed Huk Rebellion (Karnow, 1989, pp. 346–47). 17Aiding the Philippine government, the
US Central Intelligence Agency (CIA) deployed a psychological warfare in which the Huk
rebels were made to believe that an aswang was hunting them (Derain, 2017). These are
just 33examples of the continuous US interventions in Philippine affairs, despite the official
declaration of the republic’s independence. Filipino-American Relations • 17On Philippine
soil, the United States sponsored the presidency of Ramon Magsaysay to quell the
peasant-formed Huk Rebellion (Karnow, 1989, pp. 346–47). • Aiding the Philippine
government, the US Central Intelligence Agency (CIA) deployed a psychological warfare in
which the Huk rebels were made to believe that an aswang was hunting them (Derain,
2017). Class Discussion 1Readings in Philippine History RP04_5 Part 5: Filipino-American
Relations Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
8All rights reserved. The US maintained and operated the major bases,
such as the Clark Air Base, until 1991, in a historic Senate vote that rejected the treaty to
extend the presence of the US military bases in the Philippines (Simbulan, 2018). FilipinoAmerican Relations Class Discussion • The US maintained and operated the major bases,
such as the Clark Air Base, until 1991, in a historic Senate vote that rejected the treaty to
extend the presence of the US military bases in the Philippines (Simbulan, 52018).
Readings in Philippine History RP04_5 Part 5: Filipino-American Relations Section 04:
Social, political, economic, and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). Purposive Communication, Retrieved
from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
5All rights reserved. This does not end America’s
political and military influence in the Philippines, though. 17For a time, Filipino-American
relations mainly focus on economic and commercial ties, including Fidel Ramos’s
declaration, in 1996, of 4 July as the Philippine-American Friendship Day. Filipino-American
Relations Class Discussion • Filipino-American relations mainly focus on economic and
commercial ties, for a time. • In 1996, 3President Fidel Ramos declared 4 July as the
Philippine-American Friendship Day. Post-US bases era 1Readings in Philippine History
RP04_5 Part 5: Filipino-American Relations Section 04: Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. 26The Visiting Forces Agreement,
however, was implemented in 1999, under Joseph Estrada’s presidency. The VFA is a new
agreement between the two countries to resume their bilateral military exercises and
enhance defense cooperation. The US conducted ship visits to Philippine ports, and
combined military exercises with the Philippine military. VFA remains in place until both
parties agree to terminate it. Filipino-American Relations Class Discussion • 26Visiting
Forces Agreement (VFA) is a new agreement between the two countries to resume their
bilateral military exercises and enhance defense cooperation. The US conducted ship visits
to Philippine ports, and combined military exercises with the Philippine military. VFA
remains in place until both parties agree to terminate it. 1Readings in Philippine History
RP04_5 Part 5: Filipino-American Relations Section 04: Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. In 2002, President Gloria
Macapagal-Arroyo expressed support for the US war on terror and hosted the first
Balikatan Exercises, a yearly joint exercises of the Philippine and US army. 17Extending its
war on terror in the Philippines, the US sent its troops to Basilan and Zamboanga to hunt
the Abu Sayyaf group. Filipino-American Relations Class Discussion • In 2002, 3President
Gloria Macapagal-Arroyo expressed support for the US war on terror and hosted the first
Balikatan Exercises, a yearly joint exercises of the Philippine and US army. • 17Extending its
war on terror in the Philippines, the US sent its troops to Basilan and Zamboanga to hunt
the Abu Sayyaf group. 1Readings in Philippine History RP04_5 Part 5: Filipino-American
Relations Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. In 2014, 26President Benigno Aquino III signed the
Enhanced Defense Cooperation Agreement (EDCA) with US President Barrack Obama.
EDCA aims to promote peace and security 8in the region by reaffirming the relationship
between the US and the Philippines; improve inter-operability of the two country's armed
forces; promote the country’s long-term modernization; maintain maritime security; and
strengthen humanitarian assistance in response to natural disasters. Filipino-American
Relations Class Discussion • In 2014, 26President Benigno Aquino III signed the Enhanced
Defense Cooperation Agreement (EDCA) with US President Barrack Obama. • EDCA aims
to promote peace and security 8in the region by reaffirming the relationship between the
US and the Philippines; improve inter-operability of the two country's armed forces;
promote the country’s long-term modernization; maintain maritime security; and
strengthen humanitarian assistance 3in response to natural disasters. 1Readings in
Philippine History RP04_5 Part 5: Filipino-American Relations Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
5All rights reserved. Other provisions in EDCA
include: the Joint US Military Assistance Group handed military equipment to the Philippine
Marine Corps; the EDCA agreement also does not allow any nuclear weapon to be stored
in Philippine territory; and 26the agreement is effective for the period of ten years, unless
otherwise terminated by either party. Filipino-American Relations Class Discussion Other
provisions in EDCA: • The Joint US Military Assistance Group handed military equipment
59to the Philippine Marine Corps. • The EDCA agreement also does not allow any nuclear
weapon to be stored in Philippine territory. • 26The agreement is effective for the period of
ten years, unless otherwise terminated by either party. 1Readings in Philippine History
RP04_5 Part 5: Filipino-American Relations Section 04: Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
8All rights reserved. In his 2017 State of the Nation
Address, President Rodrigo Duterte demanded for the return of the Balangiga Bells. 17The
US allowed the reparations provided that “the transfer is in the national security interest of
the United States of America.” After 117 years, the bells were finally returned, on 15
December 2018. Filipino-American Relations Class Discussion • In his 2017 State of the
Nation Address, President Rodrigo Duterte demanded for the return of the Balangiga Bells.
17The US allowed the reparations provided that “the transfer is in the national security
interest of the United States of America.” After 117 years, the bells were finally returned, on
15 December 2018. 1Readings in Philippine History RP04_5 Part 5: Filipino-American
Relations Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
8All rights reserved. Duterte further insists that the United States
apologize for all its atrocities in the Philippines and that the Americans treat the country as
its equal and sovereign, perhaps signaling “a substantive change in our perceptions of the
special relationship with the United States.” Filipino-American Relations Class Discussion •
Duterte further insisted that the United States apologize for all its atrocities in the
Philippines and that the Americans treat the country as its 17equal and sovereign, perhaps
signaling “a substantive change in our perceptions of the special relationship with the
United States” (Ileto, 2017, p. 310). 1Readings in Philippine History RP04_5 Part 5: FilipinoAmerican Relations Section 04: Social, political, economic, and cultural issues in Philippine
history Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. On 16 July 2019, at the 8th Bilateral Strategic
Dialogue, the two countries signed the Philippines-US Alliance Fellowship. Funded by the
United States, the fellowship sends two Filipino scholars to the US every year to study
national security and international relations. Filipino-American Relations Class Discussion •
On 16 July 2019, at the 8th Bilateral Strategic Dialogue, the two countries signed
the Philippines-US Alliance Fellowship. 73Funded by the United States, the fellowship
sends two Filipino scholars to the US every year to study national security and international
relations.
1Readings in Philippine History RP04_5 Part 5: Filipino-American Relations
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
3All rights reserved. In a lecture given by
the writer Gina Apostol, she explores the Filipino’s ambivalent relationship with the United
States. The US, for being both an ally and nemesis, is what she would call as our “frenemy”
(Apostol 2015). Filipino-American Relations Class Discussion • In a lecture given by the
writer Gina Apostol, she explores the Filipino’s ambivalent relationship with the United
States. 26The US, for being both an ally and nemesis, is what she would call as our
“frenemy” (Apostol 2015).
1Readings in Philippine History RP04_5 Part 5: Filipino-
American Relations Section 04: Social, political, economic, and cultural issues in Philippine
history Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
3All rights reserved. Filipino-American Relations Group Activity Conduct
a debate in class on whether or not it is vital to strengthen the Philippines’ relations with
the United States. Conduct a debate in class on whether or not it is vital to strengthen the
Philippines’ relations with the United States.
1Readings in Philippine History RP04_5 Part
5: Filipino-American Relations Section 04: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. • The Treaty of Paris, signed on 10 December 1898,
transferred ownership of the Philippines from Spain to the United States at the cost of 20
million dollars. • Jones Law, or the Philippine Autonomy Act, of 1916 declared the purpose
of the US to end its colonial rule over the country. • Tydings-Mcduffie Act defined the
establishment of a formal Philippine constitution by a constitutional convention. • On 4
July 1946, the Philippines was declared independent. Summary This is the summary of our
lesson today.
1Readings in Philippine History RP04_5 Part 5: Filipino-American Relations
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
3All rights reserved. • Mutual Defense
Treaty was a treaty made in 1951, indicating support to each other in case the US or the
Philippines was attacked by an external party. • The US-Philippines relations 8after the War
was mainly economical and military in purpose. • In September 1991, the Senate rejected
the proposal to extend US military bases in the country. • Nonetheless, the Philippine
government continues to make ways to strengthen its 64relationship with the US and
express support in bilateral ties between the two countries.. Summary This is the summary
of our lesson today.
1Readings in Philippine History RP04_5 Part 5: Filipino-American
Relations Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. • Agoncillo, T. A., & Guerrero, M. (1974). History of
the Filipino people. Quezon City: R. P. Garcia. • Apostol, G. (2015). “The Filipino-American
War and the 5Writing of a Novel: Reflections on History and the Art of Fiction.” Cornellcast.
Retrieved from http://www.cornell.edu/video/gina-apostol-filipino-american-war-novel. •
Candelaria, J.L., & Alporha, V. (2018). Readings in Philippine History. Quezon City: Rex
Bookstore, Inc. • Decreeing the Emancipation of Tenants from the Soil (Presidential Decree
No. 27). • Derain, A. (2017). “Aswang ng CIA: Si General Landsdale at ang Kaniyang
Combat Psywar Kontra Huk.” In May Tiktik sa Bubong, May Sigbin sa Silong. Quezon City:
Bughaw. • Ileto, R. (2017). Knowledge and Pacification: On the US Conquest and the
Writing 3of Philippine History. Quezon City: Ateneo de Manila University Press. • Karnow, S.
(1989). In Our Image: America’s Empire in the Philippines. New York: Random House. •
Simbulan, R. (2018). “The Historic Senate Vote of 16 September 1991: Looking Back and
Looking Forward Twenty-Five Years After.” Philippine Studies 66, no. 1 (March): 3–18. •
Timeline: US-PHL Security Relations, from Bases to Visiting Forces. (28 April 2014).
Retrieved from
https://www.gmanetwork.com/news/news/specialreports/358660/timeline-us-phlsecurity-relations-from-bases-to-visitingforces/story/. • 22The Journey of the Balangiga
Bells. (19 November 2018). Retrieved from
https://news.abscbn.com/focus/multimedia/infographic/11/19/18/the-journey-of-thebalangiga-bells. • Tomacruz, S. “PH, US Sign Education Deals, Create New Fellowship for
Filipino Scholars.” Rappler, 16 July 2019. Retrieved from
https://www.rappler.com/nation/235569-philippines-us-sign-education-deals-fellowshipfilipino-scholars. • Zaide, G.F., & Zaide, S.M. (2011). 3Philippine History and Government.
Quezon City: All-Nations Publishing Co., Inc. References 27These are the references used in
this section.
1Readings in Philippine History RP04_5 Part 5: Filipino-American Relations
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
4All rights reserved. THANK YOU! Thank
you! Readings in Philippine History RP04_6 Part 6: Government Peace Treaties with Muslim
Filipinos Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
1All rights reserved. Social, political, economic, and cultural issues in
Philippine history Welcome! This module is about the social, political, economic, and
cultural issues in Philippine history. This part will tackle about the 4Government Peace
Treaties with Muslim Filipinos. Part 6: Government Peace Treaties with Muslim Filipinos
Readings in Philippine History RP04_6 Part 6: Government Peace Treaties with Muslim
Filipinos Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
4All rights reserved. METHODOLOGY Lecture/discussion; library and
archival research; document analysis; group reporting; and documentary film showing
Social, political, economic, and cultural issues in Philippine history Part 6: Government
Peace Treaties with Muslim Filipinos LEARNING OUTCOMES • Effectively convey, through
1various techniques and genres, ideas on Philippine history and historical analyses of a
particular event or issue that could help others understand the chosen topic; • Propose
recommendations or solutions to present-day problems based on their understanding of
root causes and their anticipation of future scenarios; and • Display the ability to work in a
multi-disciplinary team and contribute to a group endeavor. For our learning outcomes, we
aim to convey effectively, through various communicative techniques and genres, ideas on
Philippine history and historical analyses of a particular event or issue that could help
others understand the chosen topic; propose recommendations or solutions to present-day
problems based on their understanding of root causes and their anticipation of future
scenarios; and display the ability to work in a multi-disciplinary team and contribute to a
group endeavor. Our methodology includes lecture/discussion; 4library and archival
research; document analysis; group reporting; and documentary film showing. Readings in
Philippine History RP04_6 Part 6: Government Peace Treaties with Muslim Filipinos
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
1All rights reserved. RESOURCES
ASSESSMENT Students will be required to look for primary sources on which they will base
their narrative and analysis of the topic assigned to them. • 12Research output that may be
in the form of a term paper, exhibit, documentary presentation, diorama, webpage, and
other genres in which students can express their ideas. • The output 1should trace the
evolution of the chosen topic through at least three periods. 13Group members should
collaborate to produce a synthesis that examines the role of this issue in promoting/
hindering nation-building, and provide appropriate recommendations rooted in a historical
understanding of the issue. 1Social, political, economic, and cultural issues in Philippine
history Part 6: Government Peace Treaties with Muslim Filipinos For our resources,
students will be required to look for primary sources on which they will base their narrative
and analysis of the topic assigned to them. Our assessment is to produce 12research
output that may be in the form of a term paper, exhibit, documentary presentation,
diorama, webpage, and other genres in which students can express their ideas. The output
1should trace the evolution of the chosen topic through at least three periods. 13Group
members should collaborate to produce a synthesis that examines the role of this issue in
promoting/ hindering nation-building, and provide appropriate recommendations rooted in
a historical understanding of the issue.
4Readings in Philippine History RP04_6 Part 6:
Government Peace Treaties with Muslim Filipinos Section 04: Social, political, economic,
and cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
4All rights reserved. Government Peace Treaties with
Muslim Filipinos The ongoing conflicts in Mindanao and Sulu and the current campaign for
the self-determination of the Bangsamoro people stem from years of unresolved historical
injustices, which include the forceful 8integration of the Moros into the American colonial
government and the governmentsanctioned waves of Christian migration to Mindanao at
the turn of the twentieth century. Recall The ongoing conflicts in Mindanao and Sulu and
the current campaign for the self-determination of the Bangsamoro people stem from
years of unresolved historical injustices, which include the forceful integration of the
Moros into the American 3colonial government and the government-sanctioned waves of
Christian migration to Mindanao at the turn of the twentieth century. 4Readings in
Philippine History RP04_6 Part 6: Government Peace Treaties with Muslim Filipinos
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
1All rights reserved. First, let us define
terms. Moros 3come from the Spanish Moors, which refer to the Muslims in the Iberian
Pensisula. The word Moro started as a pejorative term used by the Spanish who lumped
the indigenous Islamic peoples in Mindanao with the Moors back in Europe simply for the
religious affiliation. The word has since been reappropriated by the Bangsamoro people to
denote Filipino Muslims. Bangsamoro, meanwhile, comes from bangsa, meaning, “nation,”
or bansa, and Moro. It now denotes the community of the Islamized indigenous groups in
Mindanao. Government Peace Treaties with Muslim Filipinos Moros comes 8from the
Spanish word Moors, which used to be a pejorative term for Muslims. It has since been
reappropriated to denote Filipino Muslims. Bangsamoro is a portmanteau of bangsa
(“nation,” or bansa) and Moro. Recall 4Readings in Philippine History RP04_6 Part 6:
Government Peace Treaties with Muslim Filipinos Section 04: Social, political, economic,
and cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. It is important to keep in mind
that Mindanao and Sulu are different, although interrelated, geographical entities.
Mindanao consists of the large island 22south of the Philippines, while the Sulu archipelago
is a cluster of 500 islands between Sulu and Celebes Sea Government Peace Treaties with
Muslim Filipinos Mindanao consists of the large island south of the Philippines, while the
Sulu archipelago is a cluster of 500 islands between Sulu and Celebes Sea
(FernandoAmilbangsa, 2005, p. 11). Recall 4Readings in Philippine History RP04_6 Part 6:
Government Peace Treaties with Muslim Filipinos Section 04: Social, political, economic,
and cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. Today, Mindanao is populated by
three groups of peoples: the Christian Filipinos, now known as the settlers; the Islamic
indigenous peoples, or the Moros; and the non-Islamic indigenous peoples, or the lumad.
The three are collectively called the tri-peoples of Mindanao.
4Government Peace Treaties
with Muslim Filipinos Recall Tri-peoples of Mindanao The settlers The
Moros
(or the Bangsamoros) The lumad Readings in Philippine History
RP04_6 Part 6: Government Peace Treaties with Muslim Filipinos Section 04: Social,
1political, economic, and cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
10Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
8All rights reserved. Let us also briefly recall the
origins of Islam in the Philippines. Scholars of Islamic history refer to the tarsilas and
myths to trace the origins of the religion in Mindanao and Sulu. A tarsila, which literally
means “chain” or “link”, is a genealogical 22account of a family’s origins. Islam arrived in
the Philippines in the middle of the fourteenth century, through Sharif Kabungsuwan.
4Government Peace Treaties with Muslim Filipinos • Tarsilas are written accounts of a
family’s lineage that traces their religious origins. • Islam arrived 22in the Philippines in the
middle of the fourteenth century, through Sharif Kabungsuwan (Majul, 1999, p. 23; Balo et
al., 2017, p. 2). Recall 4Readings in Philippine History RP04_6 Part 6: Government Peace
Treaties with Muslim Filipinos Section 04: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
8All rights reserved. According to a myth: “One day there fell upon the
land a drought so serious that even the sea receded and there was a great stillness.
Months later with a roar, the sea came rushing back in one giant wave. And riding its crest
was Sharif Kabungsuwan, the first Arab to reach these islands.” 4Government Peace
Treaties with Muslim Filipinos • According to a myth: “One day there fell upon the land a
drought so serious that even the sea receded and there 8was a great stillness. Months later
with a roar, the sea came rushing back in one giant wave. And riding its crest was Sharif
Kabungsuwan, the first Arab to reach these islands” (CruzLucero, 2007, p. 17). Recall
4Readings in Philippine History RP04_6 Part 6: Government Peace Treaties with Muslim
Filipinos Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
8All rights reserved. In the 1930s, US authorities encouraged Christian
Filipinos in Luzon and the Visayas to migrate to the southern region of Mindanao, which
was mostly populated by Moros. This 22led to the Moros eventually becoming a minority in
many parts of southern Philippines. An April 1930 issue of the Philippines Free Press
shows a cartoon of Governor General Dwight Davis encouraging Christian Filipinos to
migrate to Mindanao. Government Peace Treaties with Muslim 8Filipinos In the 1930s, US
authorities encouraged Christian Filipinos in Luzon and the Visayas to migrate to the
southern region of Mindanao, which was mostly populated by Moros. This 22led to the
Moros eventually becoming a minority in many parts of southern Philippines. Recall
4Readings in Philippine History RP04_6 Part 6: Government Peace Treaties with Muslim
Filipinos Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
8All rights reserved. In 1968, the Jabidah Massacre happened, which
eventually led to the establishment of the Moro National Liberation Front (MNLF) led by
Nur Misuari in 1969. The MNLF began the armed campaign for a separate Islamic state in
the country. Government Peace Treaties with Muslim Filipinos In 1968, the Jabidah
Massacre happened, which eventually led to the establishment of the Moro National
Liberation Front (MNLF) led by Nur Misuari in 1969. The MNLF began the armed campaign
for a separate Islamic state in the country, or a Bangsa Moro Republic (Moro National
Republic). Recall 4Readings in Philippine History RP04_6 Part 6: Government Peace
Treaties with Muslim Filipinos Section 04: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
5All rights reserved. This is the opening statement of the manifesto of
the MNLF, which struggles for an independent state, as quoted in Abinales & Amoroso’s
State and Society in East Asia. Government Peace Treaties with Muslim Filipinos “We, the
five million oppressed Bangsa Moro people, wishing to free ourselves from the terror,
oppression and tyranny of Filipino colonialism which has caused us untold sufferings and
miseries by criminally usurping our land, by threatening Islam through wholesale
destruction and desecration of its places of worship and its Holy Book . 8. . , aspiring to
have the sole prerogative of defending and chartering our own national destiny in
accordance with our own free will in order to ensure our future and that of our children.”
(Abinales & Amoroso, 2017, p. 218.) Recall 4Readings in Philippine History RP04_6 Part 6:
Government Peace Treaties with Muslim Filipinos Section 04: Social, political, economic,
and cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
15All rights reserved. In 1976, brokered by the
Organization of Islamic Conference (OIC), the Philippine government and the MNLF signed
the Tripoli Agreement, which declared a ceasefire between the two parties. The agreement
also provided that Mindanao would still be 8a part of the Philippines, but 13 of its provinces
would be under the autonomous government of the Bangsamoro People. The Marcos
regime defied the agreement, thus the armed movement resumed. Government Peace
Treaties with Muslim Filipinos Class Discussion 1976: Brokered by 15the Organization of
Islamic Conference (OIC), the Philippine government and the MNLF signed the Tripoli
Agreement, which declared a ceasefire between the two parties. The agreement also
provided that Mindanao would still be 8a part of the Philippines, but 13 of its provinces
would be under the autonomous government of the Bangsamoro People. The Marcos
regime defied the agreement, thus the armed movement resumed.
4Readings in Philippine
History RP04_6 Part 6: Government Peace Treaties with Muslim Filipinos Section 04:
Social, political, economic, and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). Purposive Communication, Retrieved
from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
15All rights reserved. In 1977, the Moro Islamic
Liberation Front (MILF), led by Hashim Salamat, was formed. MILF was a breakaway group
from the MNLF after some of its members expressed disagreement to MNLF’s decisions.
Moro Islamic Liberation Front did not believe in negotiating with the government.
Government Peace Treaties with Muslim Filipinos Class Discussion 1977: The Moro
Islamic Liberation Front (MILF), led by Hashim Salamat, was formed. MILF was a
breakaway group from the MNLF after some of its members expressed disagreement to
MNLF’s decisions. Moro Islamic Liberation Front did not believe in negotiating with the
government. 4Readings in Philippine History RP04_6 Part 6: Government Peace Treaties
with Muslim Filipinos Section 04: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. In 1986, after the EDSA Revolution, Corazon
Aquino launched peace talks with the MNLF, but the MILF declined to take part in it.
Government Peace Treaties with Muslim Filipinos Class Discussion 1986: After the EDSA
Revolution, Corazon Aquino launched peace talks with the MNLF, but the MILF declined to
take part in it. 4Readings in Philippine History RP04_6 Part 6: Government Peace Treaties
with Muslim Filipinos Section 04: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
15All rights reserved. 1989: The Autonomous Region in Muslim
Mindanao, or ARMM, was created under Republic Act 6734. The ARMM Organic Act was
pursuant to the 1987 Constitution. Government Peace Treaties with Muslim Filipinos Class
Discussion 1988: The MILF replaced the MNLF in pursuing a Moro secession. 1989: The
Autonomous Region in Muslim Mindanao, or ARMM, was created under Republic Act 6734.
93The ARMM Organic Act was pursuant to the 1987 Constitution. 4Readings in Philippine
History RP04_6 Part 6: Government Peace Treaties with Muslim Filipinos Section 04:
Social, political, economic, and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). Purposive Communication, Retrieved
from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. In 1996, MNLF signed a peace
settlement with the Ramos administration, which won for the ARMM, under Governor Nur
Misuari, limited self-rule over the most impoverished Muslim regions in the south. In 1997,
MILF signed a ceasefire agreement and began peace talks with the Ramos government.
Major fighting outbreaks, however, disrupted the peace talks. Government Peace Treaties
with Muslim Filipinos Class Discussion 1996: MNLF signed a peace settlement with the
Ramos administration, which won for the ARMM, under Governor Nur Misuari, limited selfrule over the most impoverished Muslim regions in the south. 1997: MILF signed a
ceasefire agreement and began peace talks with the Ramos government. Major fighting
outbreaks disrupted the peace talks. 4Readings in Philippine History RP04_6 Part 6:
Government Peace Treaties with Muslim Filipinos Section 04: Social, political, economic,
and cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. In 1999, President Joseph “Erap”
Estrada, who was formerly an action star, suspended all peace talks and declared an all-out
war against the MILF. 8It was on that same year when the United States and the Philippines
had their first joint military drills under the Visiting Forces Agreement (VFA). Government
Peace Treaties with Muslim Filipinos Class Discussion 1999: President Joseph “Erap”
Estrada, who was formerly an action star, suspended all peace talks and declared an all-out
war against the MILF. 8It was on that same year when the United States and the Philippines
had their first joint military drills under the Visiting Forces Agreement (VFA).
4Readings in
Philippine History RP04_6 Part 6: Government Peace Treaties with Muslim Filipinos
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
15All rights reserved. After the ouster of
Estrada through a second People Power, also called EDSA Dos, the newly installed
President Glorio Macapagal Arroyo appointed Eduardo Ermita as Presidential Adviser on
the Peace Process. In March 2001, two months into her presidency, the government and
the MILF signed the Agreement of the General Framework for Resumption of peace
between the armed separatist group and the government. Government Peace Treaties with
Muslim Filipinos Class Discussion 2001: In March 2001, two months into Gloria Macapagal
Arroyo’s presidency, the Philippine government and the MILF signed the Agreement of the
General Framework for Resumption of peace between the armed separatist group and the
government.
4Readings in Philippine History RP04_6 Part 6: Government Peace Treaties
with Muslim Filipinos Section 04: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
3All rights reserved. In 2003, President Arroyo declared war against the
MILF, after the Davao International Airport and the Sasa Wharf, also in Davao City, were
bombed, allegedly, by the militant group. In 2004, peace talks with MILF resumes, and
discussions on ancestral domain pact 22for the expansion of ARMM took place. In 2008,
two years before she steps down 2as president, the Philippine government and the MILF
signed the Memorandum Agreement—Ancestral Domain (MOA-AD). 4Government Peace
Treaties with Muslim Filipinos Class Discussion 2003: President Arroyo declared war
against the MILF, after the Davao International Airport and the Sasa Wharf, also in Davao
City, were bombed, allegedly, by the militant group. 2004: Peace talks with MILF resumes,
and discussions on ancestral domain pact 2for the expansion of ARMM took place. 2008:
The Philippine government and the MILF signed the Memorandum Agreement—Ancestral
Domain (MOA-AD). 4Readings in Philippine History RP04_6 Part 6: Government Peace
Treaties with Muslim Filipinos Section 04: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
15All rights reserved. In 2010, the year President Benigno “Noynoy”
Aquino III assumes office, the Philippine government and the MILF signed a declaration to
continue further peace negotiations under the new administration once Arroyo steps down.
4Government Peace Treaties with Muslim Filipinos Class Discussion 2010: The Philippine
government and the MILF signed a declaration to continue further peace negotiations
under the new administration once Arroyo steps down. Readings in Philippine History
RP04_6 Part 6: Government Peace Treaties with Muslim Filipinos Section 04: Social,
political, economic, and cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
15All rights reserved. In 2012, after a series of
meetings, the Aquino government and the MILF signed the Framework Agreement on the
Bangsamoro. In 2013, rounds of peace talks happened while the Bangsamoro Basic Law
was being crafted by the Bangsamoro Transition Commission. Government Peace Treaties
with Muslim Filipinos Class Discussion 2012: After 15a series of meetings, the Aquino
government and the MILF signed the Framework Agreement on the Bangsamoro. 2013:
Rounds of peace talks happened while 61the Bangsamoro Basic Law (BBL) was being
crafted by the Bangsamoro Transition Commission.
4Readings in Philippine History
RP04_6 Part 6: Government Peace Treaties with Muslim Filipinos Section 04: Social,
political, economic, and cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. In September 2013, Nur Misuari
launched an attack in Zamboanga City, also called the Zamboanga Siege, because of his
disapproval of the ongoing peace talks between the government and the MILF (Inquirer,
2013). Government Peace Treaties with Muslim Filipinos Class Discussion 2013: Nur
Misuari launched an attack in Zamboanga City, also called the Zamboanga Siege, because
of his disapproval of the ongoing peace talks between the government and the MILF
(Inquirer, 2013). 4Readings in Philippine History RP04_6 Part 6: Government Peace Treaties
with Muslim Filipinos Section 04: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. In 2015, deliberations on the proposed BBL started
at the 16th Congress. In 2016, the last year of President Aquino’s term, the 16th Congress
ended without having passed the BBL, 8which would have to be deliberated again under a
new president. 4Government Peace Treaties with Muslim Filipinos Class Discussion 2015:
Deliberations on the proposed BBL started at the 16th Congress. 2016: The 16th Congress
ended without having passed the BBL, 8which would have to be deliberated again under a
new president.
4Readings in Philippine History RP04_6 Part 6: Government Peace Treaties
with Muslim Filipinos Section 04: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
1All rights reserved. In 2016, the first Mindanawon president was
elected, Rodrigo Duterte. In 2017, under his administration, new members were added 15to
the Bangsamoro Transition Commission and the final version of the Bangsamoro Basic
Law was crafted. Government Peace Treaties with Muslim Filipinos Class Discussion
2017: Under President Rodrigo Duterte’s administration, new members were added to the
Bangsamoro Transition Commission and the final version of the Bangsamoro Basic Law
was crafted. 4Readings in Philippine History RP04_6 Part 6: Government Peace Treaties
with Muslim Filipinos Section 04: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
15All rights reserved. In 2018, Duterte declared the passing of the
Bangsamoro Basic Law as urgent. After much deliberations and after the BBL 23was
passed on both Houses, Duterte signed the Bangsamoro Organic Law (BOL). In 2019, after
the plebiscite voting, the National Plebiscite Board of Canvassers announced that the BOL
is “deemed ratified”, and the Bangsamoro Autonomous Region in Muslim Mindanao
(BARMM) replaced the ARMM. . 4Government Peace Treaties with Muslim Filipinos Class
Discussion 2018: Duterte declared the passing of the Bangsamoro Basic Law as urgent.
After much deliberations and after the BBL 23was passed on both Houses, Duterte signed
the Bangsamoro Organic Law (BOL). 2019: 45After the plebiscite voting, the National
Plebiscite Board of Canvassers announced that the BOL is “deemed ratified”, and the
Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) replaced the ARMM.
4Readings in Philippine History RP04_6 Part 6: Government Peace Treaties with Muslim
Filipinos Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
1All rights reserved. One may wonder how ordinary Christians and
Muslims, Filipinos both, coexist in Mindanao. It is best to consider this passage from
Patricio P. Diaz’s book Understanding Mindanao Conflict, 8to see how the supposed
religious and cultural differences have been taken advantage of to pursue an ideology:
“The socio-cultural and religious differences among the ordinary Muslims and Christians
alone cannot plunge Muslim Mindanao into fratricidal violence and rebellion. Obviously, the
leaders—Muslim and Christian—use these differences to justify and promote their political
economic interests and to impress a pro-people leadership; by design or accident, they
create the misunderstanding” 4Government Peace Treaties with Muslim Filipinos Class
Discussion “The socio-cultural and religious differences among the ordinary Muslims and
Christians alone cannot plunge Muslim Mindanao into fratricidal violence and rebellion.
Obviously, the leaders— Muslim and Christian—use these differences to justify and
promote their political 8economic interests and to impress a propeople leadership; by
design or accident, they create the misunderstanding” (Diaz, 2003, p. 48). 4Readings in
Philippine History RP04_6 Part 6: Government Peace Treaties with Muslim Filipinos
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
15All rights reserved. And amid all these
peace talks, one may wonder where the other group of peoples stands on the matter: the
non-Islamic indigenous peoples of Mindanao, or the lumad. But that would require a
different discourse altogether. 4Government Peace Treaties with Muslim Filipinos Class
Discussion Readings in Philippine History RP04_6 Part 6: Government Peace Treaties with
Muslim Filipinos Section 04: Social, political, economic, and cultural issues in Philippine
history Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
5All rights reserved. Divide the class in into two groups: (1) those who
agree with a self-determined Mindanao and (2) those who disagree with it. List 5 of your
best arguments. Defend your stand. 4Government Peace Treaties with Muslim Filipinos
Group Activity Divide the class in into two groups: (1) those who agree with a selfdetermined Mindanao and (2) those who disagree with it. List 5 of your best arguments.
Defend your stand. Readings in Philippine History RP04_6 Part 6: Government Peace
Treaties with Muslim Filipinos Section 04: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. • The conflict in Mindanao stems from years of
unresolved historical injustices. • In the 1930s, US authorities encouraged 49Christian
Filipinos to migrate from Luzon and the Visayas to Mindanao. This led to Muslims
eventually becoming a minority in many parts of southern Philippines. Summary This is the
summary of our lesson today.
4Readings in Philippine History RP04_6 Part 6: Government
Peace Treaties with Muslim Filipinos Section 04: Social, political, economic, and cultural
issues in Philippine history Contains AT&T Natural Voices ® text to speech technology
licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
15All rights reserved. • In 1968, the “Jabidah Massacre” happened,
which led to the establishment of the Moro Islamic Liberation Front (MNLF), led by Nur
Misuari in 1969. • The MNLF began the armed campaign for a separate Islamic state in the
country. • Brokered by the Organization of Islamic Conference (OIC), the Government of the
PH and MNLF signed the Tripoli Agreement. Summary This is the summary of our lesson
today.
4Readings in Philippine History RP04_6 Part 6: Government Peace Treaties with
Muslim Filipinos Section 04: Social, political, economic, and cultural issues in Philippine
history Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
15All rights reserved. • MILF or the Moro Islamic Liberation Front, led by
Hashim Salamat, was later formed. The MILF was a breakaway group from MNLF after
some of its members expressed disagreement to MNLF’s decisions. The MILF did not
believe in negotiating with 37the Philippine government. • Corazon Aquino launched peace
talks with the MNLF but MILF declined to take part in them. • The MNLF signed a peace
settlement with the Ramos administration that won the group limited self-rule over the
Muslim regions in the south. Summary This is the summary of our lesson today.
4Readings in Philippine History RP04_6 Part 6: Government Peace Treaties with Muslim
Filipinos Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. • Joseph “Erap” Estrada suspended all peace talks
and declared an all-out war against MILF. • 37The Philippine government and MILF panels
signed a declaration to continue further peace negotiations under the new administration
once Arroyo stepped down. • After a series of meetings, the Aquino 61government and
MILF signed the Framework Agreement on the Bangsamoro. • Under the Duterte
administration, a final version of the Bangsamoro Basic Law was crafted. Summary This is
the summary of our lesson today.
4Readings in Philippine History RP04_6 Part 6:
Government Peace Treaties with Muslim Filipinos Section 04: Social, political, economic,
and cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
15All rights reserved. • Duterte declared the passing
of the Bangsamoro Basic Law as urgent. After much deliberations in both Houses, Duterte
signed the Bangsamoro Organic Law. • 45After the plebiscite voting, the National Plebiscite
Board of Canvassers announced that the Bangsamoro Organic Law is “deemed ratified,”
and the Bangsamoro Autonomous Region in Muslim Mindanao has replaced the ARMM.
Summary 5This is the summary of our lesson today.
4Readings in Philippine History
RP04_6 Part 6: Government Peace Treaties with Muslim Filipinos Section 04: Social,
political, economic, and cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
5All rights reserved. • Abinales, P. N., & Amoroso, D.
J. (2017). State and Society in the Philippines. Lanham, Maryland : Rowman & Littlefield. •
Balo, J., Beleno, R., Cunanan, M., Gamas, J., Gloria, H., Limba, M., & Villa, A. Mindanao
Muslim History: Documentary Sources from 22the Advent of Islan to the 1800s. Davao City:
Ateneo de Davao University Publications Office. • Cruz-Lucero, R. (2007). 36Ang Bayan sa
Labas ng Maynila/The Nation beyond Manila. Quezon City: Ateneo de Manila University
Press. • Diaz, P. (2003). Understanding Mindanao Conflict. Davao City: MindaNews
Publications. • Inquirer.net. (2013). “What Went Before: Nur Misuari-Led Attacks on
Zamboanga City.” https://newsinfo.inquirer.net/501057/what-went-before-nur-misuari-ledattacks-on-zamboanga-city. • Fernando-Amilbangsa, L. (2005). Ukkil: Visual Arts 22of the
Sulu Archipelago. 3Quezon City: Ateneo de Manila University Press. • Fighting and Talking:
A Mindanao Conflict Timeline. (27 October 2011). Retrieved from
https://www.gmanetwork.com/news/news/specialreports/236761/fighting-and-talking-amindanao-conflict-timeline/story/. • Gavilan, Jodesz. (2019). “From Peace Talks to
Plebiscite: The Road to the New Bangsamoro Region.” Rappler, 23 January. Retrieved from
https://www.rappler.com/newsbreak/iq/221654-timeline-peace-talks-plebiscite-road-newbangsamoroautonomous-region-muslim-mindanao#1996. • Gov’t-MILF Peace Talks
Timeline. (25 January 2014). Retrieved from https://news.abscbn.com/focus/01/25/14/govt-milf-peacetalks-timeline-0. • Majul, C. A. (1999). Muslims
3in the Philippines. Quezon City: University of the Philippines Press. • Timeline: Moro
History of the Southern Philippines. (27 May 2014). Retrieved from
https://news.abscbn.com/nation/regions/03/27/14/timeline-moro-history-southernphilippines. References 27These are the references used in this section.
4Readings in
Philippine History RP04_6 Part 6: Government Peace Treaties with Muslim Filipinos
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
4All rights reserved. THANK YOU! Thank
you! Readings in Philippine History RP04_7 Part 7: Institutional History of Schools,
Corporations, Industries, Religious Groups and the Like Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
1All rights reserved. Social, political, economic, and
cultural issues in Philippine history Welcome! This module is about the social, political,
economic, and cultural issues in Philippine history. This part will tackle about the
4institutional history of schools, corporations, industries, religious groups and the like. Part
7: Institutional History of Schools, Corporations, Industries, Religious Groups and the Like
Readings in Philippine History RP04_7 Part 7: Institutional History of Schools, Corporations,
Industries, Religious Groups and the Like Section 04: 1Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine 10Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
4All rights reserved. METHODOLOGY
Lecture/discussion; library and archival research; document analysis; group reporting; and
documentary film showing Social, political, economic, and cultural issues in Philippine
history Part 7:Institutional History of Schools, Corporations, Industries, Religious Groups
and the Like LEARNING OUTCOMES • Effectively convey, through various techniques and
genres, ideas on Philippine history and historical analyses of a particular event or issue
that could help 1others understand the chosen topic; • Propose recommendations or
solutions to present-day problems based on their understanding of root causes and their
anticipation of future scenarios; and • Display the ability to work in a multi-disciplinary team
4and contribute to a group endeavor. For our learning outcomes, we aim to convey
effectively, through various communicative 1techniques and genres, ideas on Philippine
history and historical analyses of a particular event or issue that could help others
understand the chosen topic; propose recommendations or solutions to present-day
problems based on their understanding of root causes and their anticipation of future
scenarios; and display the ability to work in a multi-disciplinary team and contribute to a
group endeavor. Our methodology includes lecture/discussion; 4library and archival
research; document analysis; group reporting; and documentary film showing. Readings in
Philippine History RP04_7 Part 7: Institutional History of Schools, Corporations, Industries,
Religious Groups and the Like Section 04: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
1All rights reserved. RESOURCES ASSESSMENT Students will be
required to look for primary sources on which they will base their narrative and analysis of
the topic assigned to them. • 12Research output that may be in the form of a term paper,
exhibit, documentary presentation, diorama, webpage, and other genres in which students
can express their ideas. • The output 1should trace the evolution of the chosen topic
through at least three periods. 13Group members should collaborate to produce a
synthesis that examines the role of this issue in promoting/ hindering nation-building, and
provide appropriate recommendations rooted in a historical understanding of the issue.
Social, 4political, economic, and cultural issues in Philippine history Part 7:Institutional
History of Schools, Corporations, Industries, Religious Groups and the Like For our
resources, students will be required to look for primary sources on which they will 1base
their narrative and analysis of the topic assigned to them. Our assessment is to produce
12research output that may be in the form of a term paper, exhibit, documentary
presentation, diorama, webpage, and other genres in which students can express their
ideas. The output 1should trace the evolution of the chosen topic through at least three
periods. 13Group members should collaborate to produce a synthesis that examines the
role of this issue in promoting/ hindering nation-building, and provide appropriate
recommendations rooted in a historical understanding of the issue.
4Readings in
Philippine History RP04_7 Part 7: Institutional History of Schools, Corporations, Industries,
Religious Groups and the Like Section 04: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. Institutional History (IH) is the narrative records of
how an institution’s ways and structures evolved through time.
4Institutional History of
Schools, Corporations, Industries, Religious Groups and the Like Institutional History (IH) is
the narrative records of how an institution’s ways and structures evolved through time.
Class Discussion Readings in Philippine History RP04_7 Part 7: Institutional History of
Schools, Corporations, Industries, Religious Groups and the Like Section 04: Social,
political, economic, and cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
1All rights reserved. In this class, we will focus on
two institutions: education and religious. 4Institutional History of Schools, Corporations,
Industries, Religious Groups and the Like 1. Education institutions 2. Religious institutions
Class Discussion Readings in Philippine History RP04_7 Part 7: Institutional History of
Schools, Corporations, Industries, Religious Groups and the Like Section 04: Social,
political, economic, and 1cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
10Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. In pre-colonial times, the
babaylan (or the catalonan in Tagalog communities) served as the educators of the
society. The babaylan were priestesses 9that connected the human world with the spirit
world and therefore held special places in pre-colonial societies. Children also received
their education from their parents on matters such as the household and hunting. Through
songs and epics, the community’s beliefs and traditions were passed down across
generations. Education Institutions • In pre-colonial Visayan communities, the babaylan (or
the catalonan in Tagalog) served as educators. Children also received their education from
their parents on matters such as the household and hunting. • Through songs and epics,
the community’s beliefs and traditions were passed down across generations. Class
Discussion Pre-colonial Philippines 4Readings in Philippine History RP04_7 Part 7:
Institutional History of Schools, Corporations, Industries, Religious Groups and the Like
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
3All rights reserved. During Spanish
colonization, the educational system was formalized, although it remained exclusive to
children of Spanish officers, at first, and then, eventually, to rich mestizos. The schools
were run by religious orders, such as the Franciscans, Dominicans, Agustinians, and the
Jesuits. The boys went to colegios, while the girls went to either beaterios or a finishing
school for womanhood. • During Spanish colonization, the educational system was
formalized, although it remained exclusive to children of Spanish officers, at first, and then,
eventually, to rich mestizos. • The schools were run by religious orders, such as the
Franciscans, Dominicans, Agustinians, and the Jesuits. • The boys went to colegios, while
the girls went to either beaterios or a finishing school for womanhood. Education
Institutions Class Discussion Spanish Colonization 4Readings in Philippine History RP04_7
Part 7: Institutional History of Schools, Corporations, Industries, Religious Groups and the
Like Section 04: Social, political, economic, and cultural 1issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine 10Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
8All rights reserved. Based on the order of King Philip II, in the Law of
the Indies, Spanish conquistadores were to teach the natives Spanish. However, given the
reality of that time, this was not completely fulfilled. Education of the natives was mostly
ecumenical, and it involved the friars learning the indigenous languages and translating the
prayers from Latin. For this reason, Spanish did not become as widespread as it was in
South America (Rodriguez, 2006, p. 7). • Law of the Indies. Based on the order of King
Philip II, Spanish conquistadores were to teach the natives Spanish. However, given the
reality of that time, this was not completely fulfilled. • 3Education of the natives was mostly
ecumenical, and it involved the friars learning the indigenous languages and translating the
prayers from Latin. 8For this reason, the Spanish language did not become as widespread
as it did in South America (Rodriguez, 2006, p. 7). Education Institutions Class Discussion
4Readings in Philippine History RP04_7 Part 7: Institutional History of Schools,
Corporations, Industries, Religious Groups and the Like Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. Tomas Pinpin, who was a
Tagalog printer working for the Dominican press, wrote a book in Romanized phonetic
script to teach the Tagalog the Spanish language. The book would be published in 1620,
the first such book published by a Philippine native (Rafael, 1988, p 55). Some of the
published books during the Spanish era are archived at the University of Santo Tomas. •
Tomas Pinpin, who was a Tagalog printer working for the Dominican press, wrote a book in
Romanized phonetic script to teach the Tagalog the Spanish language. The book would be
published in 1620, the first such book published by a Philippine native (Rafael, 1988, p. 55).
• Some of the published books during the Spanish era are archived at the University of
Santo Tomas. Education Institutions Class Discussion 4Readings in Philippine History
RP04_7 Part 7: Institutional History of Schools, Corporations, Industries, Religious Groups
and the Like Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
3All rights reserved. The Spanish government issued the Educational
Decree of 1863, which required two schools per municipality (one for boys and the other
for girls) and standardized the curriculum. The decree also established the Superior
Commission on Primary Education, which acted like today’s 32Department of Education. •
3The Spanish government issued the Educational Decree of 1863, which required two
schools per municipality (one for boys and the other for girls) and standardized the
curriculum. The decree also established the Superior Commission on Primary Education,
which acted like today’s 32Department of Education. Education Institutions Class
Discussion 4Readings in Philippine History RP04_7 Part 7: Institutional History of Schools,
Corporations, Industries, Religious Groups and the Like Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. These are the oldest higher
education institution established in the Spanish period. Oldest higher education institutions
established during this era: • Colegio de San Ignacio. First college schools for boys (1580) •
Colegio de San Ildefonso. Established in Cebu (1595) • Escuela Pia. Renamed Ateneo
Municipal, and then Ateneo de Manila University (1589) • University of Santo Tomas (1611)
• Colegio de Santa Potenciana (1589). First school and college for girls Education
Institutions Class Discussion 4Readings in Philippine History RP04_7 Part 7: Institutional
History of Schools, Corporations, Industries, Religious Groups and the Like Section 04:
Social, political, economic, 1and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine 10Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc. All rights reserved. The Americans used
education to introduce the American ideals and culture. The United States introduced the
public-school system, especially through the 600 American teachers aboard the USS
Thomas, in 1901. 3Known as the Thomasites, they would teach young Filipinos the English
language and, with it, the American culture. • The Americans used education to introduce
the American ideals and culture. • The United States introduced the public-school system,
especially through the 600 American teachers aboard the USS Thomas, in 1901. Known as
the Thomasites, they would teach young Filipinos the English language and, with it, the
American culture. Education Institutions Class Discussion American Period 4Readings in
Philippine History RP04_7 Part 7: Institutional History of Schools, Corporations, Industries,
Religious Groups and the Like Section 04: Social, political, economic, and cultural 1issues
in Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine 10Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
2All rights reserved. Children aged 7 and above were obliged to register
at the nearest school. Education infrastructures established during the Spanish era were
used again for the American school system. Levels of education were divided into
elementary, secondary and tertiary, or college level. • Children aged 7 and above were
obliged to register at the nearest school. • Education infrastructures established during the
Spanish era were used again for the American school system. • Levels of education were
divided into elementary, secondary and tertiary, or college level. Education Institutions
Class Discussion 4Readings in Philippine History RP04_7 Part 7: Institutional History of
Schools, Corporations, Industries, Religious Groups and the Like Section 04: Social,
political, economic, and cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
5All rights reserved. These are examples of the
colleges and universities built during the American period. Colleges built during the
American period: • Philippine Normal School (1901) • St. Paul University (1904) •
Zamboanga Normal School (1904) • 36University of the Philippines (1908) • University of
Manila (1914) • Philippine Women’s University (1919) • Far Eastern University (1933)
Education Institutions Class Discussion Readings in Philippine History RP04_7 Part 7:
4Institutional History of Schools, Corporations, Industries, Religious Groups and the Like
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
1All rights reserved. The Japanese issued
Military Order No. 2, which listed the basic guidelines of 3education for the re-opening of
schools: • Enrich Filipino culture • Recognize the Philippine-Japan relations by being part of
the Greater East Asia Co-Prosperity Sphere • Learn the Japanese language instead of
English • Foster love of work When 2the Japanese occupied Philippine territories during the
War, they issued Military Order No. 2, which listed the basic guidelines of 3education for the
re-opening of schools: enrich Filipino culture; recognize the Philippine-Japan relations by
being part of the Greater East Asia Co-Prosperity Sphere; learn the Japanese language
instead of English; and foster love of work. Education Institutions Class Discussion
Japanese Occupation 4Readings in Philippine History RP04_7 Part 7: Institutional History
of Schools, Corporations, Industries, Religious Groups and the Like Section 04: Social,
political, economic, and cultural 1issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
10Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. The American system heavily
influences Philippine education system, with English as the main medium of instruction.
The 77pattern of formal education has four stages: preparatory and kindergarten, primary
education, secondary education, and college. • The American system heavily influences
Philippine education system, with English as the main medium of instruction. • The pattern
of formal education has four stages: preparatory and kindergarten, primary education,
secondary education, and college. Education Institutions Class Discussion Education in the
Present Time 4Readings in Philippine History RP04_7 Part 7: Institutional History of
Schools, Corporations, Industries, Religious Groups and the Like Section 04: Social,
political, economic, 1and cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
10Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. Please read Renato
Constantino’s essay on how the American-based education system has shaped Filipino
nationalism. Educational Institutions “The Miseducation of the Filipino” by Renato
Constantino Suggested Reading 4Readings in Philippine History RP04_7 Part 7:
Institutional History of Schools, Corporations, Industries, Religious Groups and the Like
Section 04: 1Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC Many
of the texts on this slide were copied from the CHED course description document.
Reference: Philippine 10Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. House Bill 7350, or the Academic Calendar Shift of
2018, proposed a mandatory shift in the academic calendar, moving the start of the school
year from June to August. The calendar shift favors globalization, to align with
international standards. • House Bill 7350, or the Academic Calendar Shift of 2018,
proposed a mandatory shift in the academic calendar, moving the start of the school year
from June to August. The calendar shift favors globalization, to align with international
standards. Education Institutions Class Discussion 4Readings in Philippine History RP04_7
Part 7: Institutional History of Schools, Corporations, Industries, Religious Groups and the
Like Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
65All rights reserved. What are the implications of the proposed shift in
the academic calendar? Should we change our academic year or not? What are its
advantages and disadvantages? Educational Institutions What are the implications of the
proposed shift in the academic calendar? Should we change our academic year or not?
What are its advantages and disadvantages? Recitation 4Readings in Philippine History
RP04_7 Part 7: Institutional History of Schools, Corporations, Industries, Religious Groups
1and the Like Section 04: Social, political, economic, and cultural issues in Philippine
history Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine 10Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. In 2013, President Benigno Aquino III signed into
law the K–12 Program, which would cover “Kindergarten and 12 years of basic education
(six years of primary education, four years of Junior High School, and two years of Senior
38High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop
lifelong learners, and prepare graduates for tertiary education, middle-level skills
development, employment, and entrepreneurship.” Educational Institutions In 2013,
52President Benigno Aquino III signed into law the K–12 Program, which would cover
“Kindergarten and 12 years of basic education (six years of primary education, four years
of Junior High School, and two years of Senior High School [SHS]) 38to provide sufficient
time for mastery of concepts and skills, develop lifelong learners, and prepare graduates
for tertiary education, middle-level skills development, employment, and entrepreneurship.”
Class Discussion K–12 Program Readings in Philippine History RP04_7 Part 7:
4Institutional History of Schools, Corporations, Industries, Religious Groups and the Like
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
8All rights reserved. Let us now focus on
the other dominant institutions in the Philippines: the religious institutions. In the
Philippines, the largest religious institution is the monotheistic Catholic Church. There are
two belief systems: monotheistic and polytheistic. In monotheism, the religion is 42based
on a single deity, while belief in many gods characterizes polytheism. Religious Groups •
Monotheistic. Religions that are based on a single deity, such as Christianity and Islam. •
Polytheistic. Religions that have many deities, such as Philippine precolonial beliefs. Class
Discussion 4Readings in Philippine History RP04_7 Part 7: Institutional History of Schools,
Corporations, Industries, Religious Groups and the Like Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
1All rights reserved. Types of religious groups are the
church, sect, and cult. The church is generally integrated with society, like the parish. Sect,
meanwhile, sets itself 8apart from the predominant tenets of the church and offers slightly
varied interpretations of the religious text. While the cult is typically centered on a leader
and is usually outside cultural norms. In 1967, 22for example, the millenarian group Lapiang
Malaya launched an attack against President Marcos, wielding only bolos and antinganting, or amulets. Authorities consider the group as a cult, although historians have
offered a deeper 3interpretation of the incident. Religious Groups Types of Religious
Groups • Church • Sect • Cult Class Discussion 4Readings in Philippine History RP04_7 Part
7: Institutional History of Schools, Corporations, Industries, Religious Groups and the Like
Section 04: Social, political, 1economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC Many
of the texts on this slide were copied from the CHED course description document.
Reference: Philippine 10Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
65All rights reserved. These are some of the religions in the Philippines.
Religious Groups Religious Groups 5in the Philippines: • Roman Catholicism • Protestant
Christianity, such as the Baptists • Islam • Iglesia ni Cristo • Buddhism • Indigenous beliefs
Class Discussion Readings in Philippine History RP04_7 Part 7: Institutional 4History of
Schools, Corporations, Industries, Religious Groups and the Like Section 04: Social,
political, economic, and cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. Pre-colonial Tagalog societies
believed in Bathala, who created the earth and man and was superior to other gods, spirits,
and creatures that guarded nature. Meanwhile, in early Visayan societies, the babaylan
were spirit mediums. From the words babaye lang (women only), the babaylan were usually
22women, and men had to dress up as women in order to invoke the gods and proceed with
the rituals (Santiago, 2005, p. 6). This indicates the special place women held in Philippine
pre-colonial communities. Religious Groups • Pre-colonial Tagalog societies believed in
Bathala, 42who created the earth and man and was superior to other gods, spirits, and
creatures that guarded nature. • In Visayan societies, the babaylan were spirit mediums.
From the words babaye lang (women only), the babaylan were usually 22women, and men
had to dress up as women in order to invoke the gods and proceed with the rituals
(Santiago, 2005, p. 6). Class Discussion Pre-colonial Philippines 4Readings in Philippine
History RP04_7 Part 7: Institutional History of Schools, Corporations, Industries, Religious
Groups and the Like Section 04: Social, political, economic, and cultural issues in Philippine
history Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. In 1350, Islam started spreading northward from
Indonesia to the Philippines. Before 8Miguel Lopez de Legazpi arrived in 1565, Islam was
already firmly established in Mindanao and Sulu, with Islamic communities in Cebu and
Manila. When the Spanish arrived in the sixteenth century, the Christianization process
started. Religious Groups • In 1350, Islam started spreading northward from Indonesia to
the Philippines. • Before Miguel Lopez de Legazpi arrived in 1565, Islam was already firmly
established in Mindanao and Sulu, with Islamic communities in Cebu and Manila. • 42When
the Spanish arrived in the sixteenth century, the Christianization process started. Class
Discussion Christianity and Islam 4Readings in Philippine History RP04_7 Part 7:
Institutional History of Schools, Corporations, Industries, Religious Groups and the Like
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
3All rights reserved. The Muslims in
Mindanao and Sulu were not dominated by the Spaniards, who made trade treatises with
them instead. 8The Spanish Crown assigned five religious orders to Christianize the
natives: Augustinians, Franciscans, Jesuits, Dominicans, and the Recollects. Reducciones
were measured by bajo de la campana, or “under the bell,” which means rounding up the
natives in settlements near the church for their conversion. Religious Groups: Christianity
and Islam • 3The Muslims in Mindanao and Sulu were not dominated by the Spaniards, who
made trade treatises with them instead. • 8The Spanish Crown assigned five religious
orders to Christianize the natives: Augustinians, Franciscans, Jesuits, Dominicans, and the
Recollects. • Reducciones were measured by bajo de la campana, or “under the bell,” which
means rounding up the natives in settlements near the church for their conversion. Class
Discussion 4Readings in Philippine History RP04_7 Part 7: Institutional History of Schools,
Corporations, Industries, Religious Groups and the Like Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. Let us take a look at this excerpt
from the Manila Synod of 1582. As a primary source, it provides us a picture of the close
working relationship between the encomenderos and the clergy regarding the spiritual
education of the natives. Religious Groups: Christianity and Islam “Although, 8according to
the decree of the king, the bishop and the minister of the doctrina discharge the
encomendero of many obligations that, otherwise, where they [bishop or minister] were not
present, the encomendero would have have, nevertheless, even where there are ministers
of the Gospel, the encomendero is obliged to gather in towns the Indians isolated 5in the
mountains and the grasslands.” Class Discussion Readings in Philippine History RP04_7
Part 7: 4Institutional History of Schools, Corporations, Industries, Religious Groups and the
Like Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
1All rights reserved. Philippine Christianity is largely folk in nature,
manifesting a mixed influence of Christian monotheism and indigenous animism. For
example, a farmer may also seek religious blessings to prevent rice field destruction or
before planting season begins. Religious Groups: 58Christianity and Islam • Philippine
Christianity is largely folk in nature, manifesting a mixed influence of Christian monotheism
and indigenous animism. For example, a farmer may also seek religious blessings to
prevent rice field destruction or before planting season begins. Class Discussion
4Readings in Philippine History RP04_7 Part 7: Institutional History of Schools,
Corporations, Industries, Religious Groups and the Like Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
2All rights reserved. There are also folk healers who
use Roman Catholic symbols while performing their healing rituals. Outside Catholic
churches, we still find makeshift stalls that sell religious icons alongside anting-anting, or
amulets. Religious Groups: 58Christianity and Islam • There are also folk healers who use
Roman Catholic symbols while performing their healing rituals. Class Discussion
4Readings in Philippine History RP04_7 Part 7: Institutional History of Schools,
Corporations, Industries, Religious Groups and the Like Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
1All rights reserved. The Americans focused on
strengthening mass education. 8Most of the American teachers, however, were
Protestants; thus resulting in a shift in the balance of Catholic influence, since Protestant
groups controlled the system of public education in the country. Religious Groups • The
Americans focused on strengthening mass education • 5Most of the American teachers,
however, were Protestants. • 8This resulted in a shift in the balance of Catholic influence,
since Protestant groups controlled the system of public education in the country. Class
Discussion American Period 4Readings in Philippine History RP04_7 Part 7: Institutional
History of Schools, Corporations, Industries, Religious Groups and the Like Section 04:
Social, political, economic, and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). Purposive Communication, Retrieved
from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. During the Philippine Revolution
against Spain, the Catholic church stood for the Spanish oppressors, so revolutionaries like
Apolinario Mabini recognized the importance of building a native church (Arcilla, 1997, p.
80). Religious Groups • During the Philippine Revolution against Spain, the Catholic church
stood for the Spanish oppressors, so revolutionaries like Apolinario Mabini recognized the
importance of building a native church (Arcilla, 1997, p. 80). Class Discussion Sects
4Readings in Philippine History RP04_7 Part 7: Institutional History of Schools,
Corporations, Industries, Religious Groups and the Like Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
5All rights reserved. Gregorio Aglipay was appointed
to organize a nationalized church, and thus became the first leader of the Iglesia Filipina
Independiente (commonly known as Aglipayan). In 8the twentieth century, 25 to 33
percent of the population was Aglipayan. Religious Groups • Gregorio Aglipay was
appointed to organize a nationalized church, and thus 43became the first leader of the
Iglesia Filipina Independiente (commonly known as Aglipayan). • In 8the twentieth century,
25 to 33 percent of the population was Aglipayan. Class Discussion 4Readings in Philippine
History RP04_7 Part 7: Institutional History of Schools, Corporations, Industries, Religious
Groups and the Like Section 04: Social, political, economic, and cultural issues in Philippine
history Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. In 1914, Felix Ysagun Manalo founded the Iglesia ni
Cristo (INC). He was 43said to be the “restorer of Church of Christ, and God’s last
messenger.” In 2015, INC became the third largest religion in the Philippines, next to
Catholicism and Islam. Religious Groups • In 1914, Felix Ysagun Manalo founded the
Iglesia ni Cristo (INC). He was 43said to be the “restorer of Church of Christ, and God’s last
messenger.” • In 2015, INC became the third largest religion in the Philippines Class
Discussion © Westpacificmovement - Own work, CC BY-SA 4.0,
https://commons.wikimedia.org/w/index.php?curid=38937363 4Readings in Philippine
History RP04_7 Part 7: Institutional History of Schools, Corporations, Industries, Religious
Groups and the Like Section 04: Social, political, economic, and cultural issues in Philippine
history Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
8All rights reserved. Aside from Iglesia ni Cristo, many religious groups
were established through time to challenge the supremacy of the Catholic church, such as
Seventh-Day Adventist, Jehovah’s Witness, and the Rizalist, who considered Noli Me
Tángere as 58the Old Testament and the El Filibusterismo as the New Testament. Religious
Groups Aside from 43Iglesia ni Cristo, many religious groups were established through time
to challenge the supremacy of the Catholic church, such as Seventh-Day Adventist,
Jehovah’s Witness, and the Rizalist, who considered Noli Me Tángere as 58the Old
Testament and the El Filibusterismo as the New Testament (Hau, 2018, p. 86n2). Class
Discussion 4Readings in Philippine History RP04_7 Part 7: Institutional History of Schools,
Corporations, Industries, Religious Groups and the Like Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. Group Report: Conduct a
research on the institutional history of either (1) corporations in the Philippines, e.g., the
Bank of the Philippine Islands in relation to the country’s mestizo elite and the SM
corporation in relation to Chinese Filipinos; or (2) Philippine industries, like the industrial
companies under Carlos P. Garcia’s “Filipino First” policy. 5Present your findings in class.
Group Report: Conduct a 3research on the institutional history of either (1) corporations in
the Philippines, e.g., the Bank of the Philippine Islands in relation to the country’s mestizo
elite and the SM corporation in relation to Chinese Filipinos; or (2) Philippine industries, like
the industrial companies under Carlos P. Garcia’s “Filipino First” policy. 5Present your
findings in class. Group Activity 4Institutional History of Schools, Corporations, Industries,
Religious Groups and the Like Readings in Philippine History RP04_7 Part 7: Institutional
History of Schools, Corporations, Industries, Religious Groups and the Like Section 04:
1Social, political, economic, and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine 10Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
2All rights reserved. • Institutional History
(IH) is the narrative records of how an institution’s ways and structures evolved through
time. • During Spanish colonization, 3the educational system was formalized, although it
remained exclusive to children of Spanish officers, at first, and then, eventually, to rich
mestizos. • The Spanish government issued the Educational Decree of 1863, which
required two schools per municipality (one for boys and the other for girls) and
standardized the curriculum. • 17The first 600 American teachers, called the Thomasites,
would teach young Filipinos the English language and, with it, the American culture.
Summary This is the summary of our lesson today.
4Readings in Philippine History
RP04_7 Part 7: Institutional History of Schools, Corporations, Industries, Religious Groups
and the Like Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
8All rights reserved. • Before Miguel Lopez de Legazpi arrived in 1565,
Islam was already firmly established in Mindanao and Sulu, with Islamic communities in
Cebu and Manila. • Philippine Christianity is largely folk in nature, manifesting a mixed
influence of Christian monotheism and indigenous animism. • During 3the Philippine
Revolution against Spain, the Catholic church stood for the Spanish oppressors, and so the
revolutionaries recognized importance of building a native church. Summary This is the
summary of our lesson today.
4Readings in Philippine History RP04_7 Part 7: Institutional
History of Schools, Corporations, Industries, Religious Groups and the Like Section 04:
Social, political, economic, and cultural issues in Philippine history Contains AT&T Natural
Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts
on this slide were copied from the CHED course description document. Reference:
Philippine Commission on Higher Education, (2017). Purposive Communication, Retrieved
from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
1All rights reserved. • Arcilla, J. S., SJ. (1997). Recent
Philippine History: 1898–1960. Quezon City: 36Office of Research and Publications, Ateneo
de Manila University. • Agoncillo, T. A., & Guerrero, M. (1974). History of the Filipino people.
Quezon City: R. P. Garcia. • Agoncillo, Teodoro. A Short History of the Philippines. New
York: Mentor Books, 1969. • Carroll, John J., and others. Philippine Institutions. Manila:
Solidaridad, 1970. • 5Candelaria, J.L., & Alporha, V. (2018). Readings in Philippine History.
Quezon City: Rex Bookstore, Inc. • Chaffee, Frederic H., and others. Area Handbook for the
Philippines. Washington, D.C.: Government Printing Office, 1969. • Corpuz, Onofre D. The
Philippines. Englewood Cliffs, NJ: Prentice Hall; Spectrum Books, paper, 1965. • Decreeing
the Emancipation of Tenants from the Soil (Presidential Decree No. 27). • Gowing, Peter G.,
and Robert D. McArnis, eds. The Muslim Filipinos. Manila: Solidaridad, 1974. • Hau, C.
(2018). Interpreting Rizal. Quezon City: Bughaw. • Mercado, Leonardo N., ed. Filipino
Religious Psychology. Tacloban City, Philippines: Divine Word University, 1977. • Rafael, V.
(1988). 69Contracting Colonialism: Translation and Christian Conversion in Tagalog Society
under Early Spanish Rule. Ithaca and London: Cornell University Press. • Rodriguez, E.
(2006). “Primerang Bituin: Philippine-Mexico Relations at the Dawn 59of the Pacific Rim
Century.” Asia Pacific: Perspectives VI, no. 1 (15 May): 4–12. • Santiago, L. P. R. (2005). To
Love and to Suffer: 56The Development of the Religious Congregation for Women in the
Spanish Philippines, 1565–1898. Quezon City: Ateneo de Manila University Press. • The
Manila Synod of 1582: The Draft of Its Handbook for Confessors. Translated by Paul Arvisu
Dumol. 3Quezon City: Ateneo de Manila University Press. • Zaide, G.F., & Zaide, S.M. (2011).
Philippine History and Government. Cubao, Quezon City: All-Nations Publishing Co., Inc.
References These are the references used in this section.
4Readings in Philippine History
RP04_7 Part 7: Institutional History of Schools, Corporations, Industries, Religious Groups
and the Like Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
1All rights reserved. THANK YOU! Thank you! Readings in Philippine
History RP04_8 Part 8: Biography of a Prominent Filipino Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
1All rights reserved. Social, political, economic, and
cultural issues in Philippine history Welcome! This module is about the social, political,
economic, and cultural issues in Philippine history. This part will discuss some biographies
of prominent Filipinos. Part 8: Biographies of Prominent Filipinos Readings in Philippine
History RP04_8 Part 8: Biography of a Prominent Filipino Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
4All rights reserved. METHODOLOGY
Lecture/discussion; library and archival research; document analysis; group reporting; and
documentary film showing Social, political, economic, and cultural issues in Philippine
history Part 8: Biographies of Prominent Filipinos LEARNING OUTCOMES • 35Effectively
convey, through various techniques and genres, ideas on Philippine history and historical
analyses of a particular event or issue that could help others understand the chosen topic;
• Propose recommendations or solutions 1to present-day problems based on their
understanding of root causes and their anticipation of future scenarios; and • Display the
ability to work in a multi-disciplinary team and contribute to a group endeavor. For our
learning outcomes, we aim to convey effectively, through various communicative
techniques and genres, ideas on Philippine history and historical analyses of a particular
event or issue that could help others understand the chosen topic; propose
recommendations or solutions to present-day problems based on their understanding of
root causes and their anticipation of future scenarios; and display the ability to work in a
multi-disciplinary team and contribute to a group endeavor. Our methodology includes
lecture/discussion; 4library and archival research; document analysis; group reporting; and
documentary film showing. 1Readings in Philippine History RP04_8 Part 8: Biography of a
Prominent Filipino Section 04: Social, political, economic, and cultural issues in Philippine
history Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
1All rights reserved. RESOURCES ASSESSMENT Students will be
required to look for primary sources on which they will base their narrative and analysis of
the topic assigned to them. • 12Research output that may be in the form of a term paper,
exhibit, documentary presentation, diorama, webpage, and other genres in which students
can express their ideas. • The output 1should trace the evolution of the chosen topic
through at least three periods. 13Group members should collaborate to produce a
synthesis that examines the role of this issue in promoting/ hindering nation-building, and
provide appropriate recommendations rooted in a historical understanding of the issue.
1Social, political, economic, and cultural issues in Philippine history Part 8: Biographies of
Prominent Filipinos For our resources, students will be required to look for primary sources
on which they will base their narrative and analysis of the topic assigned to them. Our
assessment is to produce 12research output that may be in the form of a term paper,
exhibit, documentary presentation, diorama, webpage, and other genres in which students
can express their ideas. The output 1should trace the evolution of the chosen topic through
at least three periods. 13Group members should collaborate to produce a synthesis that
examines the role of this issue in promoting/ hindering nation-building, and provide
appropriate recommendations rooted in a historical understanding of the issue.
1Readings in Philippine History RP04_8 Part 8: Biography of a Prominent Filipino Section
04: Social, political, economic, and cultural issues in Philippine history Contains AT&T
Natural Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of
the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
3All rights reserved. Born José Protasio
Rizal Mercado y Realonda, on June 19, 1861, Jose Rizal is from the Mercados who rented
the land of their hacienda to the friars in Laguna. This indicates Rizal’s upper middle class
background. Biographies of Prominent Filipinos Class Discussion • Born José Protasio
Rizal Mercado y Realonda, on June 19, 1861 • The Mercado family was the landowners
who rented the land of their hacienda to the friars in Laguna. José Rizal 1Readings in
Philippine History RP04_8 Part 8: Biography of a Prominent Filipino Section 04: Social,
political, economic, and cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. In 1872, he entered University of
Santo Tomas as a scholar. He then entered Ateneo Municipal 88as a boarder at the age of
14, and, in 1876, at 15, he received a Bachelor of Arts Degree. In 1877, he studied
Philosophy at University of Santo Tomas, but transferred to medical courses in 1878. In
31880, Rizal wrote his first Opperata called On the Banks of the Pasig. Rizal left the medical
program in 1882, due to the discrimination against the Filipino students. Biographies of
Prominent Filipinos Class Discussion • In 1872, he entered University of Santo Tomas as a
scholar. • He then entered Ateneo Municipal as a boarder at the age of 14, and, in 1876, at
15, he received a Bachelor of Arts Degree. • In 1877, he studied Philosophy 3at University of
Santo Tomas, but transferred to medical courses in 1878. • In 1880, Rizal wrote his first
Opperata called On the Banks of the Pasig. • Rizal left the medical program in 1882, due to
the discrimination against the Filipino students. 1Readings in Philippine History RP04_8
Part 8: Biography of a Prominent Filipino Section 04: Social, political, economic, and
cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. With the support of his older
brother Paciano, he secretly boarded a ship to Spain. He enrolled at the Universidad Central
de Madrid and graduated with a degree in Medicine in 1884, and a degree in Philosophy
and letters in 1885. Not satisfied with his pursuit of knowledge, he studied under Professor
Otto Becker, a renowned eye specialist. Biographies of Prominent Filipinos Class
Discussion • With the support of his older brother Paciano, he secretly boarded a ship to
Spain. • He enrolled at the Universidad Central de Madrid and graduated with a degree in
Medicine in 1884, and a degree in Philosophy and letters in 1885. • Not satisfied with his
pursuit of knowledge, he studied under Professor Otto Becker, a renowned eye specialist.
1Readings in Philippine History RP04_8 Part 8: Biography of a Prominent Filipino Section
04: Social, political, economic, and cultural issues in Philippine history Contains AT&T
Natural Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of
the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
3All rights reserved. It was in Europe
where Rizal met other Filipino émigrés and formed the Propaganda Movement. At 26, Rizal
self-published his first novel, Noli Me Tángere (1887), in Berlin, Germany. Biographies of
Prominent Filipinos Class Discussion • It was in Europe where Rizal met other Filipino
émigrés and formed the Propaganda Movement. • At 26, Rizal self-published his first novel,
Noli Me Tángere (1887), in Berlin, Germany. 1Readings in Philippine History RP04_8 Part 8:
Biography of a Prominent Filipino Section 04: Social, political, economic, and cultural
issues in Philippine history Contains AT&T Natural Voices ® text to speech technology
licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
3All rights reserved. Noli me tangere would largely be considered as the
bible of Philippine literature (Hau, 2018, p. 11), and introduced for the first time the idea of
a singular community as Filipinos (Hau, 2000). Despite the first novel getting banned by the
Church, Rizal wrote his second, El Filibusterismo, and published it in 1891. • Noli Me
Tangere would largely be considered as the bible of Philippine literature (Hau, 2018, p. 11),
and introduced 8for the first time the idea of a singular community as Filipinos (Hau, 2000).
• Despite the first novel getting banned by the Church, Rizal wrote his second, El
Filibusterismo, and published it in 1891. Biographies of Prominent Filipinos Class
Discussion 1Readings in Philippine History RP04_8 Part 8: Biography of a Prominent
Filipino Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. In 1892, Rizal returned to the Philippines and was
arrested by the Spanish government for his subversive works and his reported involvement
in the rebellion. 3He was then exiled to Dapitan, where he established a school to teach
English to children and continued to practice medicine. While in exile, he met Josephine
Bracken, who would soon become his common-law wife. • In 1892, Rizal returned 30to the
Philippines and was arrested by the Spanish government for his subversive works and his
reported involvement in the rebellion. • 3He was then exiled to Dapitan, where he
established a school to teach English to children and continued to practice medicine. •
While in exile, he met Josephine Bracken, who would soon become his common-law wife.
Biographies of Prominent Filipinos Class Discussion 1Readings in Philippine History
RP04_8 Part 8: Biography of a Prominent Filipino Section 04: Social, political, economic,
and cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. Andres Bonifacio was able to
read Rizal’s works, and used it as a basis for the revolution. Even without Rizal’s
permission, Bonifacio named him as a member of the Katipunan. With a letter
recommendation from Governor-General Ramon Blanco, Rizal volunteered his services as a
doctor in Cuba. En route to Cuba, Rizal was arrested and imprisoned in Barcelona. He was
sent back to Manila. • Andres Bonifacio was able to read Rizal’s works, and used it as a
basis for the revolution. • Even without Rizal’s permission, Bonifacio named him as a
member of the Katipunan. • With a letter recommendation from Governor-General Ramon
Blanco, Rizal volunteered his services as a doctor in Cuba. • En route to Cuba, Rizal was
arrested and imprisoned in Barcelona. He was sent back to Manila. Biographies of
Prominent Filipinos Class Discussion 1Readings in Philippine History RP04_8 Part 8:
Biography of a Prominent Filipino Section 04: Social, political, economic, and cultural
issues in Philippine history Contains AT&T Natural Voices ® text to speech technology
licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
30All rights reserved. On 30 December 1896, Rizal was executed on the
charges of rebellion, sedition, and conspiracy against the Spanish government. • On 30
December 1896, Rizal was executed on the charges of rebellion, sedition, and conspiracy
against the Spanish government. Biographies of Prominent Filipinos Class Discussion
1Readings in Philippine History RP04_8 Part 8: Biography of a Prominent Filipino Section
04: Social, political, economic, and cultural issues in Philippine history Contains AT&T
Natural Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of
the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc. All rights reserved. The diplomat-scholar
Leon Ma. Guerrero called José Rizal as the First Filipino. Why do you think so? The
diplomat-scholar León Ma. Guerrero called José Rizal as the First Filipino. Why do you
think so? Recitation Biographies of Prominent Filipinos 1Readings in Philippine History
RP04_8 Part 8: Biography of a Prominent Filipino Section 04: Social, political, economic,
and cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. Here are suggested readings
found in Ambeth Ocampo’s book Rizal without the Overcoat. Biographies of Prominent
Filipinos “Why Rizal Is the National Hero” and “Was Rizal an AmericanSponsored Hero?” in
Ambeth R. Ocampo’s Rizal without the Overcoat. Suggested Readings 1Readings in
Philippine History RP04_8 Part 8: Biography of a Prominent Filipino Section 04: Social,
political, economic, and cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. Muhammad Dipatuan Kudarat led
36the Maguindanao Sultanate in defending Mindanao against Spanish invasions. His
strength of leadership promoted rituals of daily prayer, fasting during Ramadan, and 3the
teaching of the Koran and Arabic script in schools. Furthermore, he engaged in
international trade, 8such as the Dutch East India Company (VOC), seeking alliances with
the Dutch (Abinales & Amoroso, 2017, p. 70). • Seventh leader of the Maguindanao
Sultanate • Fought the Spanish invaders and promoted strict adherence to Islam in
Mindanao • Allied with the Dutch East India Company for trade Sultan Kudarat
(1581–1671) Biographies of Prominent Filipinos Class Discussion 1Readings in Philippine
History RP04_8 Part 8: Biography of a Prominent Filipino Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
5All rights reserved. Macario Sakay was one of the
first members of the Katipunan, and a friend of Andres Bonifacio. His long hair was a
testament to his stand and principle, because 3he would not have cut it until the Philippines
finally broke away from its oppressors and enjoyed true freedom. 8After Bonifacio’s death,
he continued the Katipunan’s fight against the Spanish and American colonizers and
declared the Republika ng Katagalugan, in 1902, where he became President. He was
tricked 3by the Americans into arrest after getting promised with amnesty and
theestablishment of a Filipino council. Sakay and his remaining men were publicly
executed on the false charges of banditry, murder, rape, and abduction. • A founding
member of the Katipunan • He declared Republika ng Katagalugan in 1902, where he was
President. • Executed by the Americans on the false charges of banditry, murder, rape, and
abduction. Macario Sakay (1878–1907) Biographies of Prominent Filipinos Class
Discussion 1Readings in Philippine History RP04_8 Part 8: Biography of a Prominent
Filipino Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
3All rights reserved. Juan Luna’s famous painting Spolarium won the
gold medal at the Exposition of Fine Arts in Madrid in 1884. As a member of the
Propaganda Movement, he painted works that usually contained political commentaries.
He designed the “rayadillo” version of the Philippine revolutionary army’s uniform, and
became one of the country’s first Filipino diplomats. • Juan Luna’s famous painting
Spolarium won the gold medal at the Exposition of Fine Arts in Madrid in 1884. • 8As a
member of the Propaganda Movement, he painted works that usually contained political
commentaries. Juan Luna (1857–1899) Biographies of Prominent Filipinos Class
Discussion 1Readings in Philippine History RP04_8 Part 8: Biography of a Prominent
Filipino Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
5All rights reserved. Mangulayon was a Manobo hero who led the
assassination of the first American district governor of Davao, Lt. Edward C. Bolton. Little
is known about him, 8except that the Americans had appointed him as deputy headman for
the Tagacaolo Tribal Ward in 1906 (Tiu, 2003, p. 168). After the assassination, the US
retaliated through huwesde kutsilyo, in which they killed anyone who was on their way in
search of Mangulayon, until the communities conspired to report falsely the death of their
tribal hero in August 1906. Based on scattered accounts of him, “Mangulayonwas of
regular height, muscular, slimwaisted, and had long curly hair. He chewed betel nut quid,
had his teeth filed and blackened, and had his earlobes pierced, the ideal 59image of a
Manobo warrior of the 1900s” (Tiu, 2003, p. 176). Please 3note that the photo here is
merely representational of all the lumad warriors who continuously resisted colonization. •
Appointed by the Americans as deputy headman of the Tagacaolo Tribal Ward in 1906 •
Manobo hero who led the assassination of the first American district governor of Davao,
Lt. Edward C. Bolton Mangulayon (?–?) Biographies of Prominent Filipinos Class
Discussion 1Readings in Philippine History RP04_8 Part 8: Biography of a Prominent
Filipino Section 04: Social, political, economic, and cultural issues in Philippine history
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
90All rights reserved. Born in Cebu City, Vicente Sotto was a writer and
Philippine senator. He founded the first secular newspaper, Ang Suga (The Light), that
3published in the Cebuano language. It was his way of resisting widespread
Americanization and upholding the local language. Called the Father of Cebuano Language
and Letters, he also wrote the first modern Cebuano short story. As Senator, he authored
the Press Freedom Law , which protected journalists from naming their sources (Mojares,
1992). • Writer, publisher, and Philippine senator • Father of Cebuano language and letters.
• Wrote the first Cebuano short story • Resisted Americanization by championing the local
language • Authored the Press Freedom Law, or the Sotto Law Vicente Sotto (1877–1959)
Biographies of Prominent Filipinos Class Discussion 1Readings in Philippine History
RP04_8 Part 8: Biography of a Prominent Filipino Section 04: Social, political, economic,
and cultural issues in Philippine history Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine 10Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
3All rights reserved. Fernando Amorsolo was
National Artist for Visual Arts and known for his works that depict the life in the
countryside and the lifelike portraits of Filipinos. His play on light and shade, or
chiaroscuro, is his main 36contribution to Philippine visual arts. • National Artist for Visual
Arts • His paintings usually depict life in the countryside. • His play on light and shade, or
chiaroscuro, is his main contribution to Philippine visual arts. Fernando Amorsolo
(1892–1972) Biographies of Prominent Filipinos Class Discussion 1Readings in Philippine
History RP04_8 Part 8: Biography of a Prominent Filipino Section 04: Social, political,
economic, and cultural issues in Philippine history Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
1All rights reserved. Benigno Simeon “Ninoy” Aquino
Jr. was among the first people Marcos ordered to detain when the dictator declared
martial law in 1972. Ninoy fought with his sharp wit and public-speaking prowess. He also
advocated for a “non-violent resistance,” justifying that violent resistance 8would give the
Marcos administration more reasons to commit violent means to subdue the people. He
was permitted to fly to the United States for medical treatment, and, despite the advice
against it, he returned to the Philippines, where was assassinated on the tarmac, on 21
August 1983. His death is believed to have fomented the middle class to protest against
the Marcos regime. • Staunchest critic of President Ferdinand Marcos • Advocated “nonviolent resistance” • His assassination 64is believed to have fomented the middle class to
protest against the Marcos regime and thus paving the way to the EDSA Revolution. Ninoy
Aquino (1932–1983) Biographies of Prominent Filipinos Class Discussion 1Readings in
Philippine History RP04_8 Part 8: Biography of a Prominent Filipino Section 04: Social,
political, economic, and cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
8All rights reserved. Suggested Readings Please read
the essays “A Hero in Search of a Monument” and “The Book that Did Not Exist” by Resil
Mojares. “A Hero in Search of a Monument” (in the book House of Memory) and “The Book
that Did Not Exist” (in Isabelo’s Archive) by Resil Mojares. Biographies of Prominent
Filipinos 1Readings in Philippine History RP04_8 Part 8: Biography of a Prominent Filipino
Section 04: Social, political, economic, and cultural issues in Philippine history Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
4All rights reserved. In group, think of a
prominent Filipino woman. Create a timeline of her biography—life, works, and legacy,
against the backdrop of a patriarchal society. Present your research in class. In group,
think of a prominent Filipino woman. 5Create a timeline of her biography—life, works, and
legacy, against the backdrop of a patriarchal society. Present your research in class. Group
Activity Biographies of Prominent Filipinos 1Readings in Philippine History RP04_8 Part 8:
Biography of a Prominent Filipino Section 04: Social, political, economic, and cultural
issues in Philippine history Contains AT&T Natural Voices ® text to speech technology
licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
3All rights reserved. For our additional assessment, in 1,500–2,000
words, write your biography in line with nation-building. In 1,500–2,000 words, write your
biography in line with nationbuilding. Essay Biographies of Prominent Filipinos 1Readings
in Philippine History RP04_8 Part 8: Biography of a Prominent Filipino Section 04: Social,
political, economic, and cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
30All rights reserved. • At 26, Rizal self-published his
first novel, Noli Me Tángere (1887), in Berlin, Germany. • Despite the novel getting banned
by the Church, Rizal wrote his second, El Filibusterismo, and published it in 1891. • Andres
Bonifacio was able to read Rizal’s works, and used it as a basis for the revolution • On 30
December 1986, Rizal was executed on the charges of rebellion, sedition, and conspiracy
against the Spanish government. Summary 5This is the summary of our lesson today.
1Readings in Philippine History RP04_8 Part 8: Biography of a Prominent Filipino Section
04: Social, political, economic, and cultural issues in Philippine history Contains AT&T
Natural Voices ® text to speech technology licensed from Wizzard Speech LLC 3Many of
the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-
History.pdf Copyright © 2019 Frontlearners, Inc.
3All rights reserved. • Sultan Kudarat
fought the Spanish invaders and promoted strict adherence to Islam in Mindanao •
Macario Sakay declared Republika ng Katagalugan in 1902, where he was president. • Juan
Luna’s famous painting Spolarium won the gold medal at the Exposition of Fine Arts in
Madrid in 1884. • Mangulayon was a Manobo hero who led the assassination of the first
American district governor of Davao, Lt. Edward C. Bolton. Summary 5This is the summary
of our lesson today.
1Readings in Philippine History RP04_8 Part 8: Biography of a
Prominent Filipino Section 04: Social, political, economic, and cultural issues in Philippine
history Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard
Speech LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
8All rights reserved. • Vicente Sotto is the Father of Cebuano language
and letters. • Fernando Amorsolo’s play on light and shade, or chiaroscuro, is his main
36contribution to Philippine visual arts. • Ninoy Aquino’s assassination 5is believed to have
fomented the middle class to protest against the Marcos regime and thus paving the way
to the EDSA Revolution. Summary This is the summary of our lesson today.
1Readings in
Philippine History RP04_8 Part 8: Biography of a Prominent Filipino Section 04: Social,
political, economic, and cultural issues in Philippine history Contains AT&T Natural Voices
® text to speech technology licensed from Wizzard Speech LLC 3Many of the texts on this
slide were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. • Agoncillo, T. A., & Guerrero, M.
(1974). History of the Filipino people. Quezon City: R. P. Garcia. • Agoncillo, T. (1969). A
Short History of the Philippines. New York: Mentor Books. • Abinales, P., & Amoroso, D.
(2017). State and Society in the Philippines. Quezon City: Ateneo de Manila University
Press. • Bantug, A. L. (1982). Lolo Jose An Intimate Portrait of Rizal. • 5Candelaria, J.L., &
Alporha, V. (2018). Readings in Philippine History. Quezon City: Rex Bookstore, Inc. •
Coates, A. (1992). Rizal Philippine Nationalist and Martyr. Manila: Solidaridad Pub. House.
• Eminent Filipinos. (1970). Manila: 3National Historical Commission. • Fernandez, J. B.
(1980). Jose Rizal Filipino Doctor and Patriot. Manila: Rex Printing Co.. • Guerrero, L. M.
(1961). The First Filipino: A Biography of Jose Rizal. Manila: Guerrero Publishing. • Hau, C.
(2000). Necessary Fictions: Philippine Literature and the Nation, 1946–1980. Quezon City:
Ateneo de Manila University. • Hau, C. (2018). Interpreting Rizal. Quezon City: Bughaw. •
Mojares, R. (1992). Vicente Sotto: The Maverick Senator. Cebu: Cebuano Studies Centre. •
Ocampo, A. (1990). Rizal without the Overcoat. Pasig: Anvil. • Tiu, M. (2003). Davao
1890–1910: Conquest and Resistance in the Garden of the Gods. Quezon City: UP Centre
for Integrative and Development Studies. • Zaide, G.F., & Zaide, S.M. (2011). Philippine
History and Government. Cubao, Quezon City: All-Nations Publishing Co., Inc. • Zaide,
G. (1970). Great Filipinos in History. Manila: Verde Bookstore. References These are the
references used in this section.
1Readings in Philippine History RP04_8 Part 8: Biography
of a Prominent Filipino Section 04: Social, political, economic, and cultural issues in
Philippine history Contains AT&T Natural Voices ® text to speech technology licensed
from Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED
course description document. Reference: Philippine Commission on Higher Education,
(2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
1All rights reserved. THANK YOU! Thank you! Readings in Philippine
History RP05 Section 05: Critical Evaluation and Promotion of Local and Oral History,
Museums, Historical Shrines, Cultural Performances, Indigenous Practices, Religious Rites
and Rituals Contains AT&T Natural Voices ® text to speech technology licensed from
Wizzard Speech LLC 3Many of the texts on this slide were copied from the CHED course
description document. Reference: Philippine Commission on Higher Education, (2017).
Purposive Communication, Retrieved from https://ched.gov.ph/wp-
content/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
1All rights reserved. Critical Evaluation and Promotion of Local and Oral
History, Museums, Historical Shrines, Cultural Performances, Indigenous Practices,
Religious Rites and Rituals Welcome! This module is about critical evaluation and
promotion of local and oral history, museums, historical shrines, cultural performances,
indigenous practices, religious rites and rituals. Readings in Philippine History RP05
Section 05: Critical Evaluation and Promotion of Local and Oral History, Museums,
Historical Shrines, Cultural Performances, Indigenous Practices, Religious Rites and Rituals
Contains AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech
LLC 3Many of the texts on this slide were copied from the CHED course description
document. Reference: Philippine Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
1All rights reserved. METHODOLOGY Lecture/discussion; research in
local libraries and local studies centers (if available); tour in local museums, historical
sites, art galleries, archaeological sites, and other places where one could see cultural and
heritage displays; oral interview Critical Evaluation and Promotion of Local and Oral
History, Museums, Historical Shrines, Cultural Performances, Indigenous Practices,
Religious Rites and Rituals LEARNING OUTCOME Manifest interest in local history 5and
show concern in promoting and preserving the country’s historical and cultural heritage For
our learning outcomes, the students should be able to manifest interest in local history and
show concern in promoting and preserving the country’s historical 1and cultural heritage.
Our methodology includes lecture/discussion; research in local libraries and local studies
centers (if available); tour in local museums, historical sites, art galleries, archaeological
sites, and other places where one could see cultural and heritage displays; and oral
interview. Readings in Philippine History RP05 Section 05: Critical Evaluation and
Promotion of Local and Oral History, Museums, Historical Shrines, Cultural Performances,
Indigenous Practices, Religious Rites and Rituals Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
1All rights reserved. RESOURCES ASSESSMENT
Historical data papers; Ereccion de Pueblos (Creation of Towns); museums; local studies
centers; art galleries, painting collection; historical landmarks and UNESCO sites;
performances that showcase traditional arts and culture; fiestas and similar local
celebrations Reaction paper or critique of the shrines, historical sites, or museums that
students visited; letter to the editor; blog; transcript of oral interview For our resources,
students will be required to look for historical data papers, Ereccion de Pueblos (Creation
of Towns), museums, local studies centers, art galleries, painting collection, historical
landmarks and UNESCO sites, performances that showcase traditional arts and culture,
and fiestas and similar local celebrations. Our assessment is in the form of a reaction
paper or critique of the shrines, historical sites, or museums that students visited; letter to
the editor; blog; and transcript of oral interview. Critical Evaluation and Promotion of Local
and Oral History, Museums, Historical Shrines, Cultural Performances, Indigenous
Practices, Religious Rites and Rituals Readings in Philippine History RP05 Section 05:
Critical Evaluation and Promotion of Local and Oral History, Museums, Historical Shrines,
Cultural Performances, Indigenous Practices, Religious Rites and Rituals Contains AT&T
Natural Voices ® text to speech technology licensed from Wizzard Speech LLC Many of
the texts on this slide were copied from the CHED course description document.
Reference: Philippine 10Commission on Higher Education, (2017). Purposive
Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
5All rights reserved. Local history is the history of a particular place or
community and the people who lived there in the past or who live there now. Local history
includes 14historical and cultural heritage, stories, traditions, religion, rituals, among others.
Studying local history also promotes preservation of local areas—its stories, practices,
tradition, and local heritage. 5Local and Oral History • Local history is the history of a
particular place or community and the people who lived there in the past or who live there
now. • Local history includes 14historical and cultural heritage, stories, traditions, religion,
rituals, among others. • Studying local history also promotes preservation of local
areas—its stories, practices, tradition, and local heritage. Class Discussion 1Readings in
Philippine History RP05 Section 05: Critical Evaluation and Promotion of Local and Oral
History, Museums, Historical Shrines, Cultural Performances, Indigenous Practices,
Religious Rites and Rituals Contains AT&T Natural Voices ® text to speech technology
licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc. All rights reserved. Look for a partner. Conduct a 3- to 5-minute
interview with each other. Use your phones to record each other’s interview. 5The class will
present their interviews after. Local and Oral History • Look for a partner. Conduct a 3- to 5minute interview with each other. Use your phones to record each other’s interview. o Ask
him/her 42to tell a story about where he/she grew up. o What was it like growing up from
where he/she was born? o What kind of practices/traditions does he/she have at his/her
local community? • The class will present their interviews after. Group Activity 1Readings in
Philippine History RP05 Section 05: Critical Evaluation and Promotion of Local and Oral
History, Museums, Historical Shrines, Cultural Performances, Indigenous Practices,
Religious Rites and Rituals Contains AT&T Natural Voices ® text to speech technology
licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
3All rights reserved. Have you ever been to a museum or a national
heritage before? Where? What was it about? Now, what do you think is the role and/or
function of museums and national heritages in the Philippines? Museums and Historical
Shrines • Have you ever been to a museum or a national heritage before? Where? What was
it about? • Now, what do you think is the role and/or function of museums and national
heritages in the Philippines? Class Discussion Readings in Philippine History RP05 Section
05: 1Critical Evaluation and Promotion of Local and Oral History, Museums, Historical
Shrines, Cultural Performances, Indigenous Practices, Religious Rites and Rituals Contains
AT&T Natural Voices ® text to speech technology licensed from Wizzard Speech LLC
3Many of the texts on this slide were copied from the CHED course description document.
Reference: Philippine Commission on Higher Education, (2017). Purposive Communication,
Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-PhilippineHistory.pdf Copyright © 2019 Frontlearners, Inc.
1All rights reserved. Under R.A. No. 8492
or the National Museum Act of 1998, “It is the policy of the State to pursue and support the
cultural development of the Filipino people, through the preservation, enrichment, and
dynamic evolution of Filipino national culture…” National 41historical shrines are defined
under R.A. No. 10086 or the Strengthening People’s Nationalism Through Philippine
History Act as “sites 14or structures hallowed and revered for their history or association
declared as such by the National Historical Commission of the Philippines”. Museums and
Historical Shrines • Under R.A. No. 8492 or 39the National Museum Act of 1998, “It is the
policy of the State to pursue and support the cultural development of the Filipino people,
through the preservation, enrichment, and dynamic evolution of Filipino national culture…” •
National 41historical shrines are defined under R.A. No. 10086 or the Strengthening
People’s Nationalism Through Philippine History Act as “sites 14or structures hallowed and
revered for their history or association declared as such by the National Historical
Commission of the Philippines (NHCP)”. By User: Judgefloro – own work,
https://commons.wikimedia.org/wiki/File:04762jfNational_
Museum_of_the_Philippines_Ermita_Manilafvf_07.jpg, CC0 Class Discussion 1Readings in
Philippine History RP05 Section 05: Critical Evaluation and Promotion of Local and Oral
History, Museums, Historical Shrines, Cultural Performances, Indigenous Practices,
Religious Rites and Rituals Contains AT&T Natural Voices ® text to speech technology
licensed from Wizzard Speech LLC Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine 10Commission on Higher
Education, (2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
3All rights reserved. The National Commission for Culture and the Arts
(NCCA) instituted the establishment of the School of Living Traditions (SLT) in which a
skilled person or “culture bearer” teaches a certain traditional art or craft he/she
specializes in (NCCA, 2019). Cultural Performances, Indigenous Practices, Religious Rites
and Rituals • The National Commission for Culture and the Arts (NCCA) instituted the
establishment of the School of Living Traditions (SLT) in which a skilled person or “culture
bearer” teaches a certain traditional art or craft he/she specializes in (NCCA, 2019). Class
Discussion 1Readings in Philippine History RP05 Section 05: Critical Evaluation and
Promotion of Local and Oral History, Museums, Historical Shrines, Cultural Performances,
Indigenous Practices, Religious Rites and Rituals Contains AT&T Natural Voices ® text to
speech technology licensed from Wizzard Speech LLC 3Many of the texts on this slide
were copied from the CHED course description document. Reference: Philippine
Commission on Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc.
1All rights reserved. Watch these videos on NCCA’s
School of Living Traditions project. Cultural Performances, Indigenous Practices, Religious
Rites and Rituals Watch these videos on NCCA’s School of Living Traditions project:
Philippines - Schools of Living Traditions: Southern Cultural Communities NCCA
Philippines | 19 Aug 2014 https://www.youtube.com/watch?v=-0-MjtUITOw Philippines School of Living Traditions - Central Cultural Communities NCCA Philippines | 15 Aug 2014
https://www.youtube.com/watch?v=_C1-GSv2ZI4 Online Video Watching Readings in
Philippine History RP05 Section 05: Critical Evaluation and Promotion of Local and Oral
History, Museums, Historical Shrines, Cultural Performances, Indigenous Practices,
Religious Rites and Rituals Contains AT&T Natural Voices ® text to speech technology
licensed from Wizzard Speech LLC Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine 10Commission on Higher
Education, (2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
5All rights reserved. Here is the summary of our lesson today. • 41Local
history is the history of a particular place or community and the people who lived there in
the past or who live there now. • Local history includes historical and cultural heritage,
stories, traditions, religion, rituals, among others. • Studying local history also promotes
preservation of local areas— its stories, practices, tradition, and local heritage. Summary
1Readings in Philippine History RP05 Section 05: Critical Evaluation and Promotion of Local
and Oral History, Museums, Historical Shrines, Cultural Performances, Indigenous
Practices, Religious Rites and Rituals Contains AT&T Natural Voices ® text to speech
technology licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied
from the CHED course description document. Reference: Philippine Commission on
Higher Education, (2017). Purposive Communication, Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf
Copyright © 2019 Frontlearners, Inc. All rights reserved. • 39An Act Establishing a National
Museum System, Providing for Its Permanent Home and for Other Purposes, Rep. Act No.
8492 § 2 (1998).
https://en.unesco.org/sites/default/files/ph_actnatmuseums1998_engorof.pdf • An Act
Strengthening Peoples' Nationalism Through 5Philippine History by Changing the
Nomenclature of the National Historical Institute into the 3National Historical Commission
of the Philippines, Strengthening Its Powers and Functions, and for Other Purposes, Rep.
Act No. 10086 § 3(n) (2010).
https://lawphil.net/statutes/repacts/ra2010/ra_10086_2010.html • NCCA. (2019, October
22). NCCA - School of Living Traditions (SLT). Retrieved from https://ncca.gov.ph/school-
of-living-traditions/ References 27These are the references used in this section.
1Readings
in Philippine History RP05 Section 05: Critical Evaluation and Promotion of Local and Oral
History, Museums, Historical Shrines, Cultural Performances, Indigenous Practices,
Religious Rites and Rituals Contains AT&T Natural Voices ® text to speech technology
licensed from Wizzard Speech LLC 3Many of the texts on this slide were copied from the
CHED course description document. Reference: Philippine Commission on Higher
Education, (2017). Purposive Communication, Retrieved from https://ched.gov.ph/wpcontent/uploads/2017/10/Readings-in-Philippine-History.pdf Copyright © 2019
Frontlearners, Inc.
1All rights reserved. THANK YOU! Thank you!