Learning: Agusan Del Sur State College of Agriculture & Technology

AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE & TECHNOLOGY
MAIN CAMPUS, BUNAWAN, AGUSAN DEL SUR
Learning
MODULE 2
COURSE OVERVIEW
READINGS in PHILIPPINE HISTORY

OVERVIEW
This course critically analyzes Philippine history from multiple perspectives through
the lens of selected primary sources. Priority will be given to primary sources that describe
the important turning points in Philippine history from prehistoric times up to the
contemporary period and articulate various perspectives.
The approach, though historical, will deal with interdisciplinary subjects so as to

broaden and deepen the student’s understanding of Philippine political, economic, social
and cultural history and equip the learner with the competencies necessary to analyze and
evaluate different types of information: print, visual and audio-visual, and quantitative. The
end goal is to develop the historical and critical consciousness of the students so that they
will become versatile, broad-minded, morally upright and responsible citizens.
COURSE INTENDED OUTCOMES

Describe, analyze, and appreciate the rich history of the Filipino people, from pre-colonial
times to the present, through the lens of selected primary sources;
 Critically examine, from various perspective, primary sources that will enable them to
understanding deeper the social, political, economic, religious, and other major problems
now faced by the Filipino people;
 Analyze and comprehend the context, content, and perspective of selected primary
sources to determine their meaning, significance and relevance in terms of the sources’
contribution to our understanding of Philippine history;
 Effectively communicate and articulate, using various techniques and genres, their
historical analysis of a particular event or issue that could help other people understand
and manage present day issues and concerns; and
 Recommend possible solutions to present day problems based on their own
understanding of their root causes, and their anticipation of and assessment of
alternative scenarios for the future.
COLLEGE OF ARTS AND SCIENCES

INSTRUCTIONAL MATERIALS DEVELOPMENT © 2020
AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
MAIN CAMPUS, BUNAWAN AGUSAN DEL SUR
GOALS
Upon accomplishing this module, you will be able to:
A. identify emphasized ideas in college VMGQ;
B. justify presented course objectives, requirements and grading system;
C. recite with understanding the college vision and mission; and
D. write personal reflection on the college vision and mission.
LEARNERS
First Year, AB English Language students
DURATION
This module will be accomplished in 1 1/2 hours
REFERENCE
Student’s Handbook and ASSCAT at Its Best—College of Arts and Sciences Official Orientation
Video accessed through http//youtube.com
Welcome to the new academic year in ASSCAT! We are glad you are now part of the
institution as you begin the exciting educational journey of discovery. Prior to the beginning of
classes, you will engage in an overview of the complete realm of college life. Whether you are a
returnee, first-year, or transfer student, you will find exciting opportunities to enjoy college life
by learning, exploring, and engaging together.
ACTIVITY 1 ▪ Brain Twist
But before going further, let us examine first your word ability. Complete the crossword
puzzle below by filling in the boxes with letters of words defined beside the puzzle.
1 2
3 ACROSS
4 5 1. BS IT, BS Math, AB English, BS

Biology, etc.
6 4. aim or desired result
6. the college you enrolled in:
abbreviation
7. instruction, pedagogy
8. eye of the future
7
9. a scholar
DOWN
8
1. tertiary institution
2. desired purpose
3. standard of excellence
5. purpose and intention: plural
9
ACTIVITY 2 ▪ First Impression
Agusan del Sur State College of Agriculture and Technology is a premier institution in
Caraga Region and among those educational intuitions present at the turn of the century. We
are very grateful that you chose this institution to spend the rest of your college years. What
made you decide to enroll in ASSCAT? To find this out, you are tasked to write a 50-word
paragraph of your description and impression about the college.
ASSCAT: AN IMPRESSION
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ACTIVITY 3 ▪ Our Beloved Institution
Read the texts below to discover the beginnings of Agusan del Sur State College of
Agriculture and Technology. Take note of the important events in its history and understand
well its vision, mission, goals and quality policy. As your final task in this module, you will make
a reflection on the vision, mission, goals and quality policy of the college.
THE HISTORY OF ASSCAT

ASSCAT started as a Manobo Farm School of upper Agusan in 1908. Later, it became
the Bunawan National Agricultural School on June 17 1984 through RA 301 sponsored by
former Congressman Marcos L. Calo. On June 21, 1969 it was changed into Southern Agusan
National Agricultural College (SANAC) by virtue of R.A. 5917 passed by former Congressman
Jose C. Aquino.
In 1974-1975, the College offered two-year Post-Secondary Agricultural Technician
Curriculum. Commencing the first semester of school year 1992-1993, two (2) additional
courses were offered—the Bachelor of Secondary Education major in Technology and Home
Economics and the Bachelor of Elementary Education. On the same year, Congressman
Ceferino S. Paredes, Jr. sponsored to the Batasang Pambansa House Bill 1432 for the
conversion of SANAC in to State College which was also indorsed by Senator Edgardo J. Angara
through Senate Bill No. 1690. On March 1, 1995 it was signed by President Fidel V. Ramos by
virtue of RA 7932 converting SANAC into Agusan del Sur State College of Agriculture and
Technology (ASSCAT) offering collegiate courses in education, engineering and agriculture.
ASSCAT VISION, MISSION, GOALS AND QUALITY POLICY

Vision
ASSCAT as the premier agro-industrial Higher Education Institution in Caraga Region
capable of producing morally upright, competent and globally competitive human resource
capable to effectively implement sustainable development.
Mission
ASSCAT shall primarily provide higher professional, technical instructions for special
purposes and to promote research and extension services, advanced studies and progressive
leadership in agriculture, education, forestry, fishery, engineering, arts and sciences and other
relevant fields.
Goals
Implementing plans and strategies, ASSCAT has also the following goals: (1) Develop
and offer curricular programs that are relevant and responsive to the peculiar needs and
urgencies of the region; (2) Generate, develop and transfer appropriate technologies to address
the needs of the agro-industrial sector in the service area; (3) Develop disciplined, responsible,
and well-trained students to become effective citizens in the community and ready to face the
challenge in the highly competitive world of works; (4) Have a pool of service and person-
oriented professional workforce who are educationally and technologically prepared well
equipped to effect desired and necessary changes to the service area and among the clientele;
(5) Acquire state-of-the-art facilities and equipment to be attuned to the trend of the changing
times; (6) Build, construct, improve and upgrade appropriate physical facilities in harmony with
the ecosystem to attain harmonious co-existence of man and nature; (7) Adopt and
institutionalized efficient, effective and judicious utilization of resources to maximize,
strengthen and sustain development and fiscal security and autonomy; and (8) Expand
networking and linkages locally, nationally and globally.
Quality Policy
Agusan del Sur State College of Agriculture and Technology’s vision to be a premier
agro-industrial Higher Education Institution in Caraga Region is fostered by the following
principles: (1) sustaining quality education experience and community engagement; (2)
encouraging optimum resource management; (3) developing an environment that is conducive
for intellectual and personal growth; and (4) generating relevant knowledge through innovative
thinking.
To continually improve our Quality Management System, we commit to comply with all
applicable requirements and provide service excellence in our four-fold functions.
INSTITUTIONAL OUTCOMES
The Agusan del Sur State College of Agriculture and Technology is committed to
produce (1) globally competitive professionals who are innovative and progressive leaders in
their specific fields of specialization; (2) empowered and committed researchers and
community extension specialists; and (3) effective human resources who are capable of
initiating change, nurturing intellectual and moral values, and sustaining ecological and national
development.
GRADING SYSTEM
In essence to quality, the institution has unified grading system for each subject
discipline to asses and measure student’s knowledge, learning and performance.
Criterion Reference Semestral Grade

Student’s Output 60% Midterm 40%
Term Exam 40% Final Term 60%
Total 100% Total 100%
CONCLUSION
ASSCAT continues to reap successes in the fields of academics, planning, research,
extension and resource generation that are worth remembering. It has time and again
distinguished itself in its role of catering excellence in higher education. Indeed, ASSCAT truly
endeavors to withstand its meaningful history in order to achieve its vision, mission and goals.
The fervor towards a target will remain aflame and bring further triumphs to the community
and to the world as a whole in the coming years, truly living in its tagline: ASSCAT at Its Best!
For a virtual experience on ASSCAT Vision, Mission, Goals and Quality Policy, you may
visit/access the following online platforms/social media:
YouTube :
Facebook Page :
Facebook Group :
You can also secure an electronic copy/video format from your instructor or college secretary.
ACTIVITY 4 ▪ Extend Your Understanding
The following items talk about the history of ASSCAT including its vision, mission, goals and
quality policy. Read and understand carefully each item and encircle the letter of your choice.
1. Agusan del Sur State College of Agriculture and Technology was first known as _____
through RA 301 sponsored by former Congressman Marcos L. Calo.
A. Southern Agusan National Agricultural College
B. Manobo Farm School
C. Bunawan National Agricultural School
D. Agusan del Sur State University
2. In what year did Cong. Ceferino S. Paredes, Jr. sponsor to the Batasang Pambansa
House Bill 1432 the conversion of SANAC into State College?
A. 1974 C. 1992
B. 1960 D. 1995
3. When was ASSCAT officially founded?
A. March 1, 1995 C. March 1, 1992
B. March 1, 1690 D. March 1, 1974
4. ASSCAT is an agro-industrial academic environment promoting the mandates of a
higher learning. Which of the following core competences are enhanced by the
institution?
A. Instruction, research, and qualified human resources
B. Instruction, cultural heritage and research
C. Instruction, research and cultural services
D. Instruction, research, extension and production
5. Which of the following is not part of ASSCAT goals?

A. Develop and offer curricular programs that are relevant and responsive to the
peculiar needs and urgencies of the region
B. Acquire state-of-the-art facilities and equipment to be attuned to the trend of the
changing times
C. Expand networking and linkages locally, nationally and globally
D. Empowered and committed researchers and community extension specialists
6. In two consecutive years, ASSCAT has produced three topnotchers in the College of
Teacher Education. Which key in the vision statement was hit in this achievement?
A. competent C. morally upright
B. progressive leadership D. globally competitive
7. There was inconsistency in the counting of ballots for the election. One of the
representatives of the counting was seen adding figures during counting. Which quality
of the Vision statement of ASSCAT was defied in this situation?
A. competent C. morally upright
B. progressive leadership D. globally competitive
8. Bunawan, Agusan is a place where water in not sufficiently distributed throughout the
areas. Which objective is needed?
A. Develop and offer curricular programs that are relevant and responsive to the
peculiar needs and urgencies of the region;
B. Generate, develop, and transfer appropriate technologies to address the needs of
the agro-industrial sector in the service area;
C. Expand networking and linkages locally, nationally, and globally.
D. Pursue advance studies in aligned and allied courses.
9. ASSCAT’s vision to be a premier agro-industrial Higher Education in Caraga Region is
fostered by following principles, except _____.
A. Sustaining quality education experience and community engagement.
B. Encouraging optimum resource management.
C. Developing friendly society for personal growth.
D. Generating relevant knowledge through innovative thinking.
10. Which of the following qualities must be developed by an ASSCAT graduate?
A. High level of moral C. High level of confidence
B. Low level of moral and confidence D. Both A and B
ACTIVITY 5 ▪ Forget Me Not
With the aid of the rubric below, recite the vision, mission, goals and quality policy of the
Agusan del Sur State College of Agriculture and Technology. Record your performance using
any video recording device and save it via flash drive/compact disc or send it through the
Facebook Messenger.
ORAL RECITATION RUBRIC
Criteria Excellent (4) Good (3) Fair (2) Poor (1)
▪ Student is well- ▪ Student is well ▪ Student is not ▪ The student is
prepared and it prepared but the well prepared obviously
(1) is obvious that presentation of and would unprepared for
Preparation he or she the VMGQ benefit from the task. No
rehearsed. requires a few many more evidence of any
more rehearsals. rehearsal. rehearsals.
▪ The student has ▪ The student has ▪ The student has ▪ The student has
memorized the memorized the memorized the not memorized
entire VMGQ and entire VMGQ and entire VMGQ and the VMGQ
is able to is able to is able to (needs to many
present it present with just present, prompts)
(2) without error one error from however makes
Memorization which he/she three or more
recovers. error and
doesn’t recover
(needs
prompting)
▪ The student ▪ The student ▪ The student ▪ The student

speaks clearly speaks clearly. speaks clearly does not speak
and with Some minor but is, at times, clearly,
appropriate and lapses in pitch, too quiet, and/or mispronounces
(3) varied pitch and tone and volume the pitch is words and is
Clarity and tone modulation or the emotion rarely used or inaudible to the
Expression conveyed did not the emotion it audience.
fit in conveyed often
did not fit the
content.
▪ The student ▪ The student ▪ Presentation is ▪ The student
employs proper employs proper lacking two or slouches, looks
posture and posture and more of the uncomfortable
gestures, is gesture, is criteria. and makes no
relaxed and relaxed and effective contact
(4) confident, and confident, and with the
Physical maintains maintains audience at all.
Presence appropriate appropriate Tension and
audience audience contact nervousness is
contact. most of the time obvious.
or lacing in one
of these
elements.
Source: https://www.rcampus.com/rubricshowc.cfm?code=HBA542&sp=yes&
ACTIVITY 5 ▪ Reflect It On!
As you read with understanding the vision, mission, goals and quality policy of the college,
what insights and ideas have you gained and pondered about? Share your interesting personal
reflection and thoughts about ASSCAT’s vision, mission, goals and quality policy. Use the rubric
below as a guide.
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REFLECTION PAPER RUBRIC

Criteria Excellent (10) Good (8) Fair (6) Poor (4)
▪ Content is ▪ Content is ▪ Content is not ▪ Content is
comprehensive accurate and comprehensive incomplete.
▪ Major points are persuasive. and /or ▪ Major points
stated clearly and ▪ Major points persuasive. are not clear
are well supported. are addressed, ▪ Major points and/or
▪ Responses are but not well are addressed, persuasive.
excellent, timely supported. but not well
and address ▪ Responses are supported.
(1) assignment inadequate or ▪ Responses are
Content and including course do not address inadequate or
Development concepts. assignment. do not address
▪ Content and ▪ Content is assignment.
purpose of writing inconsistent ▪ Content is
are clear. with regard to inconsistent
purpose and with regard to
clarity of purpose and
thought. clarity of
thought.
▪ Rules of grammar, ▪ Rules of ▪ Paper contains ▪ Paper contains
usage and grammar, numerous numerous
punctuation are usage and grammatical, grammatical,
followed. punctuation punctuation, punctuation,
▪ Spelling is correct. are followed and spelling and spelling
(2) ▪ Language is clear with minor errors. errors.
Grammar & and precise; error. ▪ Language ▪ Language uses
Mechanics sentences display ▪ Spelling is lacks clarity or jargon or
consistently strong, correct includes the conversational
varied structure. use of some tone.
jargon or
conversational
tone.
Source: https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=L34935
LET’S START
ACTIVITY 1 – Brain Twist

Across
1. courses
4. goal
6. ASSCAT
7. education
8. vision
9. student
Down
1. college
2. mission
3. quality
5. objectives
ACTIVITY – Extend Your Understanding

1. A 6. A
2. C 7. C
3. A 8. B
4. C 9. C
5. D 10. D
LEARNING MODULE IN GE 2 (Readings in Philippine History)
LESSON 1
OVERVIEW of READING IN PHILIPPINE HISTORY as a course
THE MEANING and RELEVANCE OF HISTORY
SECTION 1: DISTINCTION BETWEEN PRIMARY and SECONDARY RESOURCES
SECTION 2: EVALUATION OF PRIMARY and SECONDARY SOURCES
READY
LESSON OBJECTIVES
This section discuss the basic difference between primary source and secondary source
materials, and their importance in getting a better picture of what really transpired in Philippine
history. It is also identifies the different kinds of primary sources and their responsibilities.
Also explains how to evaluate primary and secondary source materials. This also
elaborates the primary sources over secondary sources. In addition, this presents the different
points of consideration in analyzing both types of sources.
Intended Learning Outcomes

At the end of this section, the students are expected to:
1. Identify the criteria in evaluating primary and secondary source materials.

2. Assess primary and secondary source materials; and secondary source materials.
3. Evaluate the provenance of primary sources.
TARGET SKILLS
Critical thinking, reasoning and problem solving
LEARNERS
GE 2 students
TIME FRAME
This module will be accomplished approximately in 9 hours within 3 weeks to complete all the
activities recommended. This is a distance learning program, thus the time frame is flexible and
largely self-directed.
REFERENCE
Anonymous. (n.d).Historical method. Retrieved from

https://edwardseducationblog.files.wordpress.com/2013/07/historical-method.pdf
Farell, K. (2014). Primary and Secondary sources in the study of history, Encased in Steel.
Retrieved from www.encaseinsteel.co.uk/2014/09/19/primary-and-secondary-soources-
in-the-studyof-history
Saint Mary’s University of Minnesota. (2013). Primary vs secondary sources. Retrieved

form http://www2.smumn.edu/deptpages/tclibrary/tutorials/finding/primary.pdf

START
ACTIVITY 1: LET’S DIAGNOSE YOUR KNOWLEDGE

The Diagram below shows the definition of terms related to sources. Rewrite each pf them in
your own words on the space provided.
What it really Mean?
Primary – not made or coming Firsthand –coming directly from

from something else; original the original source
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Source – a person, publication, or

object that gives information
_____________________________
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Secondary – coming from or Secondhand- not original; taken

created using an original source from someone or something else
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DISCOVER
ACTIVITY 2: FILL IN THE MISSING

Write PS if the item is a primary source, SS if it is a secondary source, and N if it is neither of
the two sources.
_________1. Memoirs
_________2. Annual reports of the governor general
_________3. Philippine History Textbooks
_________4. Newspaper Clippings
_________5. Online Journal article about the role of collaborators in WWII
_________6. Artifacts and relics
_________7. Documentary Reports
_________8. Photo exhibit
_________9. Editorial Cartoons
_________10. Paintings

LEARN
ACTIVITY 3: EXPAND YOUR KNOWLEDGE
The Meaning and Relevance of History

In conducting any historical research, different sources of information are required to
gain extensive knowledge on a particular topic. Some researchers rely on written sources while
others choose to make use of oral sources. No matter what source is being utilized, it is
important to know which among the gathered sources can provide accurate details and
information about the historical event or subject being research on.
It is important to distinguish primary from secondary sources. The degree to which the
author of a piece is removed from the actual event being described illustrates whether the
source is reporting impressions firsthand or secondhand. As such, the primacy of primary over
secondary sources should be considered by every researchers.
Primary resources are considered as contemporary accounts of an event, personally

written or narrated by an individual person who directly experienced or participated in the said
event. Aside from eyewitness testimonies, primary sources also include materials that capture
the event such as photographs, voice and video recording, and like, these materials are
considered as original sources that directly narrate the details of the event. These sources can
be in the form of diary and journal entries, letters, memoirs, journals speeches, and interviews,
official records such as government publication, minutes, reports, artworks, and artifacts.
Primary sources mostly include unpublished works of individuals that were discovered after
some time such as during historical excavations and historical researches done in public and
private libraries. In some instances, newspaper or magazine articles are also considered primary
sources as long as they were written soon after the events and not as historical accounts.
On the other hand, secondary sources serve as interpretations or readings of primary

sources. Usually, the author of a piece incorporates his or her personal insights and
interpretations, thus detaching the original value of the component of the subject being
discussed. These sources usually contain analyses of primary sources by experts,
academicians, and professionals. These are usually in the form pf published works such as
journals, articles, reviews, books, conferences, papers, and documentaries. They can also be
based on the interpretations of other secondary sources, or a combination of primary and
secondary sources. Many historical researches are also bank on secondary sources to get
different perspectives on a particular topics. However, relying too much on secondary sources
may blur out the actual details of particular historical events.
Therefore, primary and secondary sources should be evaluated. Most scholars use the
following questions in evaluating the validity and credibility of sources of historical accounts.
1. How did the author know about the given details? Was the author present at the
even? How soon was the author able to gather the details of the event?
2. Where did the information come from? Is it a personal experience, an eyewitness
account, or a report made by other person?
3. Did the author conclude based on a single source, or on many sources of
evidence?
If the evaluation of an available source shows any indication that it is an interpretative

work rather that a factual firsthand account, it is considered as a secondary source. Thus, in
conducting historical research, it is important to identify first whether the available sources are
primary or secondary sources. This is to determine how reliable and helpful these sources are.

It is ready common knowledge in the academe that both primary and secondary
sources are important in fleshing out the details of significant events in history. However,
classifying a source as primary or secondary has never been an easy task. Nevertheless, the
primacy of primary over secondary sources has always been recognized. This is due to the fact
that a primary source provides better and more accurate historical details compared to a
secondary source. However the authenticity and reliability of primary sources should be
scrutinized before they are used.
In this day and age, the proliferation of fake news is evident in both print and digital
media platforms. Thus, it becomes more apparent that sources of texts should be scrutinized
for their credibility. However, in a nation where there is minimal documentation of oral history, it
is a very difficult to trace the primary sources of many written historical records that can help in
understanding the relevance of historical events in addressing contemporary social issues.
Although primacy is given to primary sources, there are instances when the credibility of
these sources is contestable. Garraghan (1950) identified six points of inquiries to evaluate the
authenticity of primary source:
1. Date – when was it produced?
2. Localization- where did it originate?
3. Authorship – who wrote it?
4. Analysis – what pre-existing material served as the basis for its production?
5. Integrity - what was its original form?
6. Credibility – what is the evidential value of its content?
The absence of primary documents that can attest to the accuracy of any historical
claim is really a problem in the extensive study of history. In that sense, the significance of
secondary sources should not be discredited. Secondary sources are readily available in print
and digital repositories. Secondary accounts of historical events are narratives commonly
passed on from one generation to the next or knowledge that is shared within a community.
Yet, similar to the usual problem with passing information from one point to another, details can
be altered. As information is relayed from person to person, the accuracy of the source
materials is compromised. Nevertheless, secondary source materials are compromised.
Nevertheless, secondary source materials in the study of Philippine history without conjectures
and refutation have the capacity to fill in gaps caused by the lack or absence of primary
sources.
Louis Gottschalk (1969) emphasized that it is imposible for historians to avoid using
secondary sources due to difficulty in accessing primary sources. Most often, historians
depend on secondary sources to improve their background knowledge of contemporary
documents and detect any errors they may contain. Specifically, Gottschalk suggested that
secondary sources must only be used (1) deriving the setting wherein the contemporary
evidence will fit in the grand narrative of history; (2) getting leads to other bibliographic data;
(3) acquiring quotations or citations from contemporary or other sources; and (4) driving
interpretations with a view of testing and improving them but not accepting them as outright
truth. Historians should be prepared to verify the information provided by secondary sources.
Martha Howell and Walter Prevenier (2001) stated that before any source can be
considered as evidence in historical argument, it must satisfy three preconditions. First, it must
be comprehensible at the most basic level of vocabulary, language, and handwriting. The first
precondition sets the ground for the contentions on the acceptability of the source and for all
the aspects of the debate. Second, the source must be carefully located in accordance with
place and time. Its author, composer, or writer, and the location where it was produced /
published should be noted for the checking of authenticity and accuracy. One example is a
personal letter which usually indicates when (date) and where (place) it was written. The
information can assist in corroborating the details of the source given the whereabouts of its
author as stated in a letter. Third, though the first two preconditions, the authenticity of the
source must always be checked and counterchecked before being accepted as credible source
in any historical findings. Subtle details such as the quality of paper used, the ink or the

watermark of the parchment used, the way it was encoded using typeface or the way the tape
was electronically coded should be carefully scrutinized to check if it was forged or mislabelled
by archivist.
Cases of foregery and mislabelling are common in the Philippine historiography. One
example of the latter is Ambeth Ocampo’s discovery of the alleged draft of Jose Rizal’s third
novel, the Makamis. The stack of writings was labelled Borrador del Noli Me Tangere. However,
upon reading the draft, it is clear that it is not connected to Noli Me Tangere and El
Filibusterismo. This is a clear case of mislabelling for the discovered draft seems misplaced in
the stack where it was taken from. A closer look at the characters in the novel, however, reveals
a different setting and story. This falsifies the alleged third novel of rizal. An example of forgery
in historical documents is the story of the great forger, Roman Roque, who allegedly forged the
signature of Gen. Urbano Lacuna that led to the captivity of Gen. Emilio Aguinaldo. Roque
forge the signature of Jose Rizal in the great retraction controversy. Another example, the claim
that the supposed autobiography of Josephine bracken written on February 22, 1897 which
asserts her marriage to Rizal under Catholic rites was badly forged. The penmanship on the
document varies significantly when compared to the other letters written by Bracken.
Given the possibility of forgery and mislabelling, historians not only evaluate the
sources in terms of external characteristics that focus on the questions of where, when, and by
whom. They also evaluate in terms of internal criteria which include seven factors identified by
Howell and Prevenier (2001):
1. The genealogy of the document – refers to the development of the document. The
document may be original, a copy, or a copy of the copy;
2. The genesis of the document – includes the situations and the authorities during the
documents production;
3. The originality of the document – includes the nature of the document whether it is
an eye / ear witness account or merely passing of existing information;
4. The interpretation of the document – pertains to deducting meaning from the
document;
5. The authorial authority of the document –refers to the relationship between the
document’s subject matter and its author.
6. The competence of the observer – refers to the authors capabilities and
qualification to critically comprehend and report information; and
7. The trustworthiness of the observer –refers to the author’s integrity – whether he or
she fabricates or reports truthfully.
In general, the reliability of primary sources is assessed on how these sources are
directly related and closely connected to the time of the events they pertain to. On the other
hand, the reliability of secondary sources depends on the elapsed time form the date of the
events to the date of their creation. More likely, the farther the date if creation from the actual
event, the more reliable the source is. This is because as time passes, more materials are likely
to be made available. With this, those who engage in historical research have the opportunity
to exhaust all available materials in order to come up with extensive outputs.

EXAMINE
ACTIVITY 4: ONE MORE TRY
Primary Sources vs Secondary Sources
Name: ________________________ Section: ___________________________

Instructions:
Using the Venn diagram below, compare and contrast the characteristics of primary and
secondary source materials. Give an explanation for the overlapping characteristics on the
space provided.
Primary Secondary
Explanation for the overlapping concepts:

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EVALUATE
Analyzing Primary Sources
Name: ________________________ Section: ___________________________

Instructions:
Read the full transcript of the undelivered arrival speech of Senator Benigno S. Aquino and
Reflect
I have returned on my free will to join the ranks of those struggling to restore our rights and
freedoms through nonviolence.
I seek no confrontation. I only pray and will strive for a genuine national reconciliation
founded on justice.
I am prepared for the worst, and have decided against the advice of my mother, my
spiritual adviser, many of my tested friends and a few of my most valued political mentors.
A death sentence awaits me. Two more subversion charges, both calling for death
penalties, have been filed since I left three years ago and are now pending with the courts.
I could have opted to seek political asylum in America, but I feel it is my duty, as it is the
duty of every Filipino, to suffer with his people especially in time of crisis.
I never sought nor have I been given assurances or promise of leniency by the regime. I
return voluntarily armed only with a clear conscience and fortified in the faith that in the end
justice will emerge triumphant.
According to Gandhi, the willing sacrifice of the innocent is the most powerful answer to
insolent tyranny that has yet been conceived by God and man.
Three years ago when I left for an emergency heart bypass operation, I hoped and prayed that
the rights and freedoms of our people would soon be restored, that living conditions would
improve and that blood-letting would stop.
Rather than move forward, we have moved backward. The killings have increased, the
economy has taken a turn for the worse and the human rights situation has deteriorated.
During the martial law period, the Supreme Court heard petitions for Habeas Corpus. It is most
ironic, after martial law has allegedly been lifted, that the Supreme Court last April ruled it can
no longer entertain petitions for Habeas Corpus for persons detained under a Presidential
Commitment Order, which covers all so-called national security cases and which under present
circumstances can cover almost anything.
The country is far advanced in her times of trouble. Economic, social and political problems
bedevil the Filipino. These problems may be surmounted if we are united. But we can be united
only if all the rights and freedoms enjoyed before September 21, 1972 are fully restored.
The Filipino asks for nothing more, but will surely accept nothing less, than all the rights and
freedoms guaranteed by the 1935 Constitution—the most sacred legacies from the Founding
Fathers.
Yes, the Filipino is patient, but there is a limit to his patience. Must we wait until that patience
snaps?
The nation-wide rebellion is escalating and threatens to explode into a bloody
revolution. There is a growing cadre of young Filipinos who have finally come to realize that
freedom is never granted, it is taken. Must we relive the agonies and the blood-letting of the
past that brought forth our Republic or can we sit down as brothers and sisters and discuss our
differences with reason and goodwill?
I have often wondered how many disputes could have been settled easily had the disputants
only dared to define their terms.
So as to leave no room for misunderstanding, I shall define my terms:
1. Six years ago, I was sentenced to die before a firing squad by a Military Tribunal whose
jurisdiction I steadfastly refused to recognize. It is now time for the regime to decide. Order my
IMMEDIATE EXECUTION OR SET ME FREE.

I was sentenced to die for allegedly being the leading communist leader. I am not a communist,
never was and never will be.
2. National reconciliation and unity can be achieved but only with justice, including justice for
our Muslim and Ifugao brothers. There can be no deal with a Dictator. No compromise with
Dictatorship.
3. In a revolution there can really be no victors, only victims. We do not have to destroy in order
to build.
4. Subversion stems from economic, social and political causes and will not be solved by purely
military solutions; it can be curbed not with ever increasing repression but with a more equitable
distribution of wealth, more democracy and more freedom, and
5. For the economy to get going once again, the workingman must be given his just and rightful
share of his labor, and to the owners and managers must be restored the hope where there is
so much uncertainty if not despair.
On one of the long corridors of Harvard University are carved in granite the words of
Archibald Macleish:
“How shall freedom be defended? By arms when it is attacked by arms; by truth when it is
attacked by lies; by democratic faith when it is attacked by authoritarian dogma. Always, and in
the final act, by determination and faith.”
I return from exile and to an uncertain future with only determination and faith to offer—faith in
our people and faith in God.
1. First Impressions
a. What are your first impressions about the undelivered speech?
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b. What kind of document is it (letter, ad, newspaper, etc.)?
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2. Looking more Closely
a. Make list of unusual or unfamiliar words or phrases you encounter while reading the
speech
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b. Is there a specific date on the speech? If so, when is it? If there is none, are there clues
that might indicate when it was written?
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c. Is there an indicated location? Where is it?
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d. Who authored the document? Why did you say so?
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e. To whom was the written document addressed? How did you know?
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f. What is the purpose of the document? What made you think so?
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III. Thinking further
a. What do you think is the most important information that the author of the document
was conveying? Why?
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b. Does the document convey certain tone? What is it?
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c. What does it imply?
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d. What is the point of view of the author? Is it an objective? Why?
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e. What is the relationship between the writer and the audience? Explain.
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ACTIVITY 6: MAKE ME BELIEVE IN YOU!
Name: ________________________ Section: ___________________________

Instruction: Using any social media site, ask your friends to share their opinions on whether
President Rodrigo Duterte is an elite president or a populist president. Afterwards screenshot,
print, cut, and stick five responses that can either be a primary or secondary source on the
spaces provided. Indicate whether the response is a primary or secondary source of
information. Justify why each response is a primary or secondary source.
Response 1
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Response 2
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Response 3
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Response 4
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Response 5
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Analyze the Photo below about the Primary and Secondary Sources and reflect.
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Reflection Paper
Criteria for grading:
Excellent (5) Good (3) Poor (1) Fail (0)
Reflection
Clear Clear Reflection/positio No Reflection
(20%) reflection/position Reflection/positio n is vague and or position is stated
stated in the n stated but not could be clearer. in the paper.
Clear introduction. in the
thesis/position introduction.
stated in the
paper.
Style &
No or minimal Few errors in Grammar, Fails to use proper
Mechanics errors in grammar, punctuation & grammar,
(10%) grammar, punctuation & spelling errors punctuation and
punctuation, & spelling with occur frequently spelling in paper.
spelling. minimal and distract from
Grammar, distraction of the flow and
Punctuation, and paper's flow & understanding of
Spelling main content. the paper's
content.
Organization
Few errors in Paragraph Fail to use proper
& Structure No or minimal
sentence & structure lacks sentence &
errors in sentence
(10%) & paragraph paragraph single supporting paragraph structure
structure, structure point, to organize paper.
Sentence Structure aids Sentences are
Proper use of the paper's convoluted &
structure is
sentence & organization wordy without
strong, varied, &
paragraph Sentence & conveying
mature
structure paragraph succinct thought,
Transitions are
smooth, structure aid flow Few well-
Sent. & parag. of ideas & structured
flow, advance arguments, ideas transitions
development of are logically
thought. organized.
Content &
No or minimal Few lapses in Frequent lapses Fails to clearly state
Development errors in topic topic in the paper's purpose,
(30%) development, development, development of No clear voice/tone.
paper is coherent majority of paper topic and Paper's main point
& arguments are is coherent & supporting is unclear &
Purpose, persuasive, every comprehensible, material unfocused.
topic/argument statement Arguments are Paper is
development, connects to the persuasive, most incoherent,
level of thesis, expands statements Lack of strong
vocabulary main point. expands main accurate,
appropriate to point believable
topic. examples,
Opinions are
unsupported,


1. PS 6. PS
2. PS 7. SS
3. SS 8. PS
4. SS 9. SS
5. SS 10. SS

LEARNING MODULE IN ge 2 (readings in Philippine history)
LESSON 2
TEXT, CONTEXT, SUBTEXT
READY
LESSON OBJECTIVES
Upon accomplishing this module, students will be able to:
A. analyze the context, content and perspective of different kinds of primary sources;
B. determine the contribution on the kinds of primary sources in understanding Philippine
History;
C. develop analytical and critical skills with exposure to primary sources;
D. express stewardship and sense of responsibility in preserving and nurturing the
resources of our country;
E. appraise the origin of the Philippine Islands, cultural heritage and natural resources.
TARGET SKILLS
Memorization, analyzing ideas, evaluating events, understanding concepts
LEARNERS
Second year students
TIME FRAME
REFERENCEs
Solmerano, E.T. M (2018) et al. Readings in Philippine History. Philippines: Fastbooks

Educational Supply, Inc. Chapter 3 “Content and Contextual Analysis”, pp46-55.
Asuncion, N.M. (2019) et al. Readings in Philippine History. Philippines: C & E Publishing, Inc.,
Module 2, pp 45-158.
START
ACTIVITY 1: Let’s Diagnose Your Knowledge
The following items are about Content and Textual Analysis. Let us try what we have in store.
Encircle the letter of your choice.
1. Which of the following is a category of content analysis?

A. Conceptual framework C. Relational Analysis
B. Relational skills D. Conceptual chart
2. Content analysis is _______.
A. a practice for teachers C. a method for studying documents
B. a way of identifying errors D. all of the above
3. Which of the following questions answers the goal of content analysis?
A. How are the data defined? C. What is to be done?
B. What is the problem? D. all of the above

4. It is a type of content analysis which builds on conceptual analysis by examining the

relationships among concepts in a text. Which one is it?
5. Which of the following is true about content analysis.

A. Can allow for both quantitative and qualitative operations
B. Allows closeness to text
C. Looks directly at communication via texts or transcripts
D. All of the given
DISCOVER
ACTIVITY 2: INQUIRY
Read and answer the following questions based on your prior knowledge about content and
textual analysis.
1. Why is it important to use content and contextual analysis in reading our history?
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2. Is it at our advantage if we use content and contextual analysis in reading our history?
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3. Are data analyses important in reading history? Why?

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LEARN
I. Content, contextual analysis of selected primary sources
A. Content/ Textual Analysis

Content analysis is a research method for studying documents and communication
artifacts, which can be texts of various formats, pictures, audio or video. Social scientists use
content analysis to quantify patterns in communication, in a replicable and systematic manner.
One of the key advantage of this research method is to analyze social phenomena in a non-
invasive way, in contrast to simulating social experiences or collecting survey answers.
Practices and philosophies of content analysis vary between scholarly communities. They all
involve systematic reading or observation of texts or artifacts which are assigned labels or
codes to indicate the presence of interesting, meaningful patterns. After labeling a large set of
media, a researcher is able to statistically estimate the proportions of patterns in the texts, as
well as correlations between patterns. Computers are increasingly used in content analysis, to
automate the labeling (or coding) of documents. Simple computational techniques can provide
descriptive data such as word frequencies and document lengths.
1. Goals of Content Analysis

Content analysis is best understood as a broad family of techniques. Effective
researchers choose techniques that best help them answer their substantive questions. That
said, according to Klaus Krippendorff, six questions must be addressed in every content
analysis: 1. Which data are analyzed? 2. How are the data defined? 3. From what population are
data drawn? 4. What is the relevant context? 5. What are the boundaries of the analysis? 6.
What is to be measured?
The simplest and most objective form of content analysis considers unambiguous
characteristics of the text such as word frequencies, the page area taken by a newspaper
column, or the duration of a radio or television program. Analysis of simple word frequencies is
limited because the meaning of a word depends on surrounding text. A further step in analysis
is the distinction between dictionary-based (quantitative) approaches and qualitative
approaches. Dictionary-based approaches set up a list of categories derived from the
frequency list of words and control the distribution of words and their respective categories
over the texts. While methods in quantitative content analysis in this way transform
observations of found categories into quantitative statistical data, the qualitative content
analysis focuses more on the intentionality and its implications. There are strong parallels
between qualitative content analysis and thematic analysis.
2. Kinds of Texts
There are five types of texts in content analysis:
1. written text, such as books and papers
2. oral text, such as speech and theatrical performance
3. iconic text, such as drawings, paintings, and icons
4. audio-visual text, such as TV programs, movies, and videos
5. hypertexts, which are texts found on the Internet
3. Types of Content Analysis

There are two general categories of content analysis: conceptual analysis and
relational analysis.
 Conceptual analysis can be thought of as establishing the existence and

frequency of concepts in a text.
 Relational analysis builds on conceptual analysis by examining the relationships
among concepts in a text.
a. Conceptual Analysis
Traditionally, content analysis has most often been thought of in terms of conceptual analysis.
In conceptual analysis, a concept is chosen for examination and the number of its occurrences
within the text recorded. Because terms may be implicit as well as explicit, it is important to
clearly define implicit terms before the beginning of the counting process. To limit the
subjectivity in the definitions of concepts, specialized dictionaries are used.
As with most other research methods, conceptual analysis begins with identifying research
questions and choosing a sample or samples. Once chosen, the text must be coded into
manageable content categories. The process of coding is basically one of selective reduction,
which is the central idea in content analysis. By breaking down the contents of materials into
meaningful and pertinent units of information, certain characteristics of the message may be
analyzed and interpreted.
An example of a conceptual analysis would be to examine a text and to code it for the
existence of certain words. In looking at this text, the research question might involve
examining the number of positive words used to describe an argument, as opposed to the
number of negative words used to describe a current status or opposing argument. The
researcher would be interested only in quantifying these words, not in examining how they are
related, which is a function of relational analysis. In conceptual analysis, the researcher simply
wants to examine presence with respect to his/her research question, i.e. whether there is a
stronger presence of positive or negative words used with respect to a specific argument or
respective arguments.
b. Relational Analysis
As stated above, relational analysis builds on conceptual analysis by examining the

relationships among concepts in a text. And as with other sorts of inquiry, initial choices with
regard to what is being studied and/or coded for often determine the possibilities of that
particular study. For relational analysis, it is important to first decide which concept type(s) will
be explored in the analysis. Studies have been conducted with as few as one and as many as
500 concept categories. Obviously, too many categories may obscure your results and too few
can lead to unreliable and potentially invalid conclusions. Therefore, it is important to allow the
context and necessities of your research to guide your coding procedures. There are many
techniques of relational analysis available and this flexibility makes for it's popularity.
Researchers can devise their own procedures according to the nature of their project. Once a
procedure is rigorously tested, it can be applied and compared across populations over time.
The process of relational analysis has achieved a high degree of computer automation but still
is, like most forms of research, time consuming. Perhaps the strongest claim that can be made is
that it maintains a high degree of statistical rigor without losing the richness of detail apparent in
even more qualitative methods.
4. How to Use Content Analysis
1. The first step involves preparing a coding schedule. This consists of a table where
each row is a unit for which data is being collected (e.g. an assignment or discussion
contribution might be a unit of data collection). Each column is a dimension or theme for the
analysis that will depend on your evaluation questions. For a discussion contribution for
example these dimensions might be the type of contribution, the contributor, the timing of the
contribution. There shotild be no overlap in dimensions. Themes are therefore predefined,
unlike the qualitative approach of template analysis where themes may emerge during the
analysis.
2. A coding manual is then produced to accompany the coding schedule, listing the
codes for each of the categories that are valid for each dimension to ensure reliability and
consistency in the coding. For example, for the contributor dimension, valid codes and
categories might be 1- student, 2-tutor. There should be no overlap in the categories. Codes
for each observation of a category are entered into the appropriate cells in the schedule.
3. Elements of the content are described and organized using these categories. This
process is called coding and, particularly if appropriate software is used to aid the process,
enables more efficient sorting and retrieval of data by each category.
4. Categories are used to describe the information that is emerging from this data. The
unit of analysis may be different than that used for data collection. This is the level at which
data is analyzed and findings reported. In the example of the discussion forum already used,
the purpose of the analysis is to provide insight into the interaction between the participants
and therefore analysis at the level of a single contribution would be meaningless. The unit of
analysis would need to be the whole discussion.
5. The coded content is quantitatively analyzed for trends, patterns, relationships,

similarities, differences etc. This may suggest further avenues of inquiry using qualitative
approaches that seek insight intpo possible reasons for these relationships and trends.
(University of Sheffield, 2014)
5. Issues of Reliability and Validity

The issues of reliability and validity are concurrent with those addressed in other research
methods. The reliability of a content analysis study refers to its stability, or the tendency for
coders to consistently re-code the same data in the same way over a period of time;

reproducibility, or the tendency for a group of coders to classify categories membership in the
same way; and accuracy, or the extent to which the classification of a text corresponds to a
standard or norm statistically.
The overarching problem of concept analysis research is the challengeable nature of

conclusions reached by its inferential procedures. The question lies in what level of implication
is allowable, Le. do the conclusions follow from the data or are they explainable due to some
other phenomenon? For occurrence-specific studies, for example, can the second occurrence
of a word carry equal weight as the ninety-ninth? Reasonable conclusions can be drawn from
substantive amounts of quantitative data, but the question of proof may still remain
unanswered. The generalizability of one's conclusions, then, is very dependent on how one
determines concept categories, as well as on how reliable those categories are. It is imperative
that one defines categories that accurately measure the idea and/or items one is seeking to
measure. Akin to this is the construction of rules. Developing rules that allow one, and others,
to categorize and code the same data in the same way over a period of time, referred to as
stability,, is essential to the success of a conceptual analysis. Reproducibility, not only of
specific categories, but of general methods applied to establishing all sets of categories,
makes a study, and its subsequent conclusions and results, better.
6. Advantages of Content Analysis

Content analysis offers several advantages to researchers who consider using it. In
particular, content analysis:
a. looks directly at communication via texts or transcripts, and hence gets at the central
aspect of social interaction
b. can allow for both quantitative and qualitative operations
c. can provides valuable historical/cultural insights over time through analysis of texts
d. allows a closeness to text which can alternate between specific categories and
relationships and also statistically analyzes the coded form of the text
e. can be used to interpret texts for purposes such as the development of expert
systems (since knowledge and rules can both be coded in terms of explicit statements
about the relationships among concepts)
f. is an unobtrusive means of analyzing interactions
g. provides insight into complex models of human thought and language use
h. when done well, is considered as a relatively "exact" research method (based on hard
facts, as opposed to Discourse Analysis).
7. Disadvantages of Content Analysis

Content analysis suffers from several advantages, both theoretical and procedural. In
particular, content analysis:
a. can be extremely time consuming is subject to increased error, particularly when
relational analysis is used to attain a higher level of interpretation c. is often devoid of
theoretical base, or attempts too liberally to draw meaningful inferences about the
relationships and impacts implied in a study d. is inherently reductive, particularly when
dealing with complex texts e. tends too often to simply consist of word counts f. often
disregards the context that produced the text, as well as the state of things after the text is
produced can be difficult to automate or computerize
B. Contextual Analysis
A contextual analysis is an analysis of a text (in whatever medium, including multi-
media) that helps us to assess that text within the context of its historical and cultural
setting, and also in terms of its textuality — or the qualities that characterize the text as a
text.
A contextual analysis combines features of formal analysis with features of "cultural
archeology," or the systematic study of social, political, economic, philosophical, religious,
and aesthetic conditions that were (or can be assumed to have been) in place at the time
and place when the text was created. While this may sound complicated, it is in reality

deceptively simple: it means "situating" the text within the milieu of its times and assessing
the roles of author, readers (intended and actual), and "commentators" (critics, both
professional and otherwise) in the reception of the text. (Behrendt, 2008)
1. How to Use Contextual Analysis

A contextual analysis can proceed along many lines, depending upon how complex one
wishes to make the analysis. But it generally includes several key questions:
a. What does the text reveal about itself as a text?
„ Describe (or characterize) the language (the words, or vocabulary) and the rhetoric (how
the words are arranged in order to achieve some purpose). These are the primary
components of style.
b.. What does the text tell us about its apparent intended audience(s)?
„ What sort of reader does the author seem to have envisioned, as demonstrated by the
text's language and rhetoric?
„ What sort of qualifications does the text appear to require of its intended reader(s)? How
can we tell?
„ What sort of readers appear to be excluded from the text's intended audiences? How can
we tell?
„ Is there, perhaps, more than one intended audience?
c. What seems to have been the author's intention?
„ Why did the author write this text? And why did the author write this text in this particular
way, as opposed to other ways in which the text might have been written?
„ Remember that any text is the result of deliberate decisions by the author. The author has
chosen to write (or paint, or whatever) with these particular words and has therefore
chosen not to use other words that she or he might have used. So, we need to consider:
d. What is the occasion for this text? That is, is it written in response to:
„ some particular, specific contemporary incident or event?
„ some more "general" observation by the author about human affairs and/or experiences?
„ some definable set of cultural circumstances? 5. Is the text intended as some sort of call
to - or for - action?
„ If so, by whom? And why?
„ And also, if so, what action(s) does the author want the reader(s) to take?
e. Is the text intended rather as some sort of call to - or for - reflection or
consideration rather than direct action?
„ If so, what does the author seem to wish the reader to think about and to conclude or
decide?
„ Why does the author wish the readers to do this?
„ What is to be gained, and by whom?
f. Can we identify any non-textual circumstances that affected the creation and
reception of the text?
„ Such circumstances include historical or political events, economic factors, cultural
practices, and intellectual or aesthetic issues, as well as the particular circumstances of the
author's own life. (Behrendt, 2008)
Importance of Context in Analysis and Interpretation

by Grace Fleming, edited by Stacy Jagodowski January 28, 2018
Historical context is an important part of life and literature and without it, memories,
stories and characters have less meaning. But what exactly is historical context? It's essentially
the details that surround an occurrence. In more technical terms, historical context refers to the
social, religious, economic, and political conditions that existed during a certain time and place.
Basically, it's all the details of the time and place in which a situation occurs, and those
details are what enable us to interpret and analyze works or events of the past, or even the
future, rather than merely judge them by contemporary standards. A strong understanding of
the historical context behind a work's creation can give us a better understanding of and
appreciation for the narrative. In analyzing historical events, context can help us understand
what motivates people to behave as they did. Put another way, context is what gives meaning
to the details. It's important, however, that you don't confuse context with cause. "Cause" is

the action that creates an outcome; "context" is the environment in which that action and
outcome occurs. (Fleming, 2010)
...Whether dealing with fact or fiction, historical context is important when interpreting
behavior and speech. (Fleming, 2010) ...No Work of literature can be fully appreciated or
,understood without historical context What may seem nonsensical or even offensive to
contemporary sensibilities, might actually be interpreted in a completely different manner by
considering the era it is from.(Fleming, 2010) ...
Scholars and educators rely on historical context to analyze and interpret works of art,
literature, music, dance, and poetry. Architects and builders rely' on it. when designing new
structures and restoring existing buildings.. judges may use it to interpret thethe law, historians
to understand the past. Anytime critical analysis is required, you may need to consider historical
context as well Without historical context, we are only seeing a piece of the scene and not fully
understanding the influence of the time and place in which a situation occurred. (Fleming, 2010)
C. Subtext
The subtext of a document or object refers to its secondary and implied meanings. The
subtext embraces the emotional or intellectual messages embedded in, or implied by the
document or object.
The epic poems of the ancient Greeks, for instance, which glorify prowess and physical
courage; in battle, suggest that such virtues are exclusively male. _The state portraits of
Napoleon Bonaparte carry the subtext of unassailable and absolute power. s. Andy 'Warhol's
serial adaptation of soup cans and Coca-Cola bottles offer wry commentary on the
supermarket mentality of postmodern Amerkart culture. Identifying the implicit message of an
artwork helps us to determine the values and customs of the age in which it was produced and
to assess those values' against others.
II. Identification of the historical importance of the text
A. Historical Significance
What is historical significance? Historical significance is the process used t evaluate
what was significant about selected events, people, and developments in the pas Historians
use different sets of criteria to help them make judgements about significance Significance has
been called the forgotten concept in history, no doubt because i can be challenging for both
teacher and students. (Northern Ireland Council for Integrate Education, n.d.) "Teachers often
tell students what is important instead of asking them to conside what is significant. The key to
understanding significance is to understand the distinction between teaching significant history
and asking students to make judgements about significance." (Bradshaw, 2004) The past
consists of everything that ever happened to everyone everywhere, bu there is much too much
history to remember or to learn. Consequently, at the core of the study of history are questions
about what events and people from the past are important and why they are important. In other
words, when considering historical significance we ask: What and who should be remembered,
researched and taught? Historians, authors and educators must select what and whom to
study, decide what details to include in their descriptions and determine how important these
events and people are in relation to other aspects of the past. So how do we make choices
about what is worth remembering?

a. Criteria on Assessing the Historical Significance of Sources

There are a number of criteria that historians' use that can be applied to establish the
significance of events. These criteria are interrelated with each other.
-Relevance Is it important/ relevant to people living at the

time? Is something still relevant to our
present lives even if it had only a passing
importance?
- Resonance Who were/have been affected by the event?
Why was it important to them? How were
people's lives affected? Do people like to
make analogies with it? It is possible to
connect with experiences, beliefs or attitudes
across time and place?
- Remarkable Was the event remarked on by people at the
time or since?
-Remembered Was the event/development important at
some stage within the collective memory of a
group or groups?
- Revealing Does it reveal some other aspects of the
past?
-Resulting in Change Does it have consequences for the future?
- Durability
For how long have people's lives been
affected? a day, a week, a year, or all their
lives?
- Quantity How many people were affected? Did the

event affect many, everyone, or just a few? a
whole barrio, a town, a province, a country,
or the entire race?
- Profundity Was the event superficial or deeply

affecting? How deeply people's lives were
affected? How were people's lives affected?
b. Issues on Assessing the Historical Significance

1. Our views about historical significance are often shaped by contemporary contexts
and can be dependent upon our own values, interests and knowledge.
2. History is written by the victor. Historical significance is how we define past events
that the current writer of history deems important/relevant.
3. Historical significance is relative and varies from location to location, generation to
generation or sometimes to ideological orientation or political affiliation of the one doing the
evaluation or assessment.
III. Examination of the author’s main argument and point of view
A. Determining the Author's Purpose

What is Author's Purpose? The author's purpose is the REASON the source was created. The
author's purpose is his or her reason for or intent in writing a text, a line, a paragraph, an essay,
a story, etc. There are many reasons why people write: it may be to amuse the reader, to
persuade the reader, to inform the reader, to satirize a condition and a lot more.

1. Purposes in Writing
When we look at why people write texts, we can categorize them into the following:
PURPOSE DEFINITION EXAMPLES

to Persuade The author wants you to believe, Advertisements, Campaign
do, or buy something This type of Speeches, Persuasive letters,
writing is called persuasive writing. opinions, etc.
to Inform That author wants to give you Documents, Contracts,
information or instructions, This Agreements, Law, Rules, Expository
type of writing is called expository Essay or articles, Instructions or
writing. Directions, Encyclopaedias or other
reference texts, Business letters,
textbooks; etc
to Narrate or The author wants to relate a story History texts, non-fiction books,
Recount or recount past events. This type biographies, anecdotes,
of writing is called narrative newspapers, etc
writing.
to Describe The author wants you to visualize „ Stories, Poems, Drama, Songs,
or experience what something or etc
someone looks like, sounds like, or
feels like. This type of writing is
called descriptive writing.
to Explain The author wants to tell you how Instructions, directions, step-by-
to do something or how something step procedures, How-to-recipes,
works. This type of writing falls Operations Manual, etc
under expository writing.
to Entertain The author wants to amuse you or Novels, Stories, Poems, Drama,
for you to enjoy the writing itself. Songs, etc
This type of writing falls under
creative writing
The author's purpose is not always clear. Sometimes, the author intentionally states the
purpose in the text itself, sometimes, not at all. But the author's purpose is always reflected in
the way he writes about the topic or subject matter. For example, if his purpose is to amuse, he
will use jokes or anecdotes in his writing. We can also find clues to an author's purpose through
its titles, prefaces, and the author's background.
b. A Combination of Purposes
Sometimes a text has more than one purpose, but a combination of two or more
purposes. Political cartoons both inform and entertain. Newspaper editorials can inform and at
the same time persuade. A TV commercial might be very informative or very entertaining, but its
primary purpose is to convince and persuade the viewers to eventually buy the product.
However, the combination of purposes has its limitations. The value of the information
in a political cartoon may be limited because it is made in such a way to make it funny. The
same can be true for the information in an editorial — you can definitely learn something from
the editorial, but take note that it was written to persuade you to think or to believe in a certain
way. In the same way, the information given in a TV commercial is very limited — just the good
side of it — because it is primarily intended to persuade its viewers to buy the product.
The first thing to take note of when you are determining the author's purpose is the genre you
are reading. You can usually identify the purpose correctly, if you are able to understand the
genre. ("Author's Purpose," n.d.) You should understand that Inform and Explain both go
together with the Nonfiction (Informational) text genre. However, explaining is more like a how-
to or procedural text, and informing is when the writer wants you to learn information from
them. It is important to note that when you explain, you are still informing. ("Author's Purpose,"
n.d.) Persuasive text is used to persuade or convince the reader of something. You may still do

this by informing the reader of facts or describing emotions, but their overall goal r is to
convince the reader of something. ("Author's Purpose," n.d.) The fiction genre and the author's
purpose of entertaining go together. Author's create works of fiction with the sole reason of
providing their reader with an entertaining story. ("Author's Purpose," n.d.) Literary Non-Fiction,
meaning Biographies, ' Autobiographies, Personal Narratives, and Memoirs, have a separate
intent. The author's purpose in these is to describe or share and express. They may seem like
they are informing you, but if you think about, an author telling you about someone else or their
own experiences during their lifetime actually describes who they are as a person OR it shares
their feeling with you (the reader) and expresses their emotions to you (the reader). Sometimes
non-fiction reads like fiction. This is when you have to pay close attention to author's and any
clues that will tell you what the genre is, like how much the story is zoomed, the language, or
the use of first rson point-of-view. ("Author's Purpose," n.d.)
You should be aware that the author's purpose does cross boundaries sometime-As an author,
I can entertain you, while I persuade you. However, you need to think about: the author's MAIN
intent overall. ("Author's Purpose," n.d.)
c. Persuasive Texts
You should be especially critical of persuasive texts. Sometimes they're hard to spot —
persuasive texts can be in the form of advertisements, sponsored articles on a news site, or
editorials in a newspaper. The purpose of persuasive texts is to convince you of something.
Either to believe an idea, or buy a product, or to do something. When you identify the purpose
of a text as persuasive, you have to be careful about what you take away from it. The authors
of these texts may be leaving out information, or only highlighting specific information, in order
to convince you of what they think. ("Determining Author's Purpose - EasyBib Blog," n.d.)
d. Why Identify Purpose?

When you understand why a source was created, it helps you think critically about what
information is there, what information is missing, and what you can expect to take away from
the source. ("Determining Author's Purpose - EasyBib Blog," n.d.) As a reader, knowing the
purpose or intent that the writer has for creating the piece of work helps you EVALUATE it
better. For example, if you know that an author is trying to persuade you, then, as a reader, you
would want to be cautious about believing everything they tell you. They could be using faulty
reasoning on you or tug at your heart strings to make you believe what they say. ("Author's
Purpose," n.d.) If I'm trying to learn more about Philippine History, I know that a comic strip on
the same subject, which was created primarily to entertain, is not going to be very informative.
e. How to Identify Purpose

Identifying the author's purpose can at times be challenging. There are a few questions you can
ask yourself as you read a text that will help you identify purpose.
Step 1
First, ask, "Why did the author create/write this text?"
Sometimes, the reason is very obvious. The author may state it or you may be able to tell from
the type of media used.
Step 2
If the author's purpose isn't obvious, ask "How did this make me feel?"
Author's usually try to elicit very specific emotions from their readers. Do you suddenly feel
compelled to go buy a product that was mentioned? Are you rolling on the floor laughing? How
you react to the text is a great hint as to the author's purpose. ("Determining Author's Purpose -
EasyBib Blog," n.d.)
Step 3
Look for Clue Words to find the author's purpose.
Compare: Author wants to show similarities between ideas Clue Words: both, similarly, in the
same way, like, just as
Contrast: Author wants to show differences between ideas Clue Words: however, but,
dissimilarly, on the other hand

Criticize: Author wants to give a negative opinion of an idea Clue Words: Look for words that
show the author's negative opinion. Judgment words like "bad," "wasteful," and
"poor" all demonstrate negative opinions.
Describe/Illustrate: Author wants to paint a picture of an idea Clue Words: Look for words that
provide descriptive detail. Adjectives like "red," "lusty," "morose," "striped,"
"sparkling," and "crestfallen" are all illustrative.
Explain: Author wants to break down an idea into simpler terms Clue Words: Look for words
that turn a complicated process into simple language. A "descriptive" text will use
more adjectives. An "explanatory" text will usually be used with a complicated idea.
Identify/List: Author wants to tell the reader about an idea or series of ideas Clue Words: Text
that identifies or lists, will name an idea or series of ideas without providing much
description or opinion.
Intensify: Author wants to make an idea greater Clue Words: Text that intensifies will add more
specific details to the idea. Look for superlative adjectives and "bigger" concepts. A
baby sadly crying is descriptive, but a baby mournfully howling red-cheeked for 30
minutes is more intense.
Suggest: Author wants to propose an idea Clue Words: "Suggest" answers are usually positive
opinions and try to sway the reader to believe. The author will provide a point, then
use details to prove it.
f. Underline Clue Words

It helps to use that pencil in your hand when you're reading if you're unsure what the
author's purpose is. As you read, underline the clue words in the text to help you get a better
idea. Then, either compose a sentence using the key words (compare, explain, illustrate) to
show why the author wrote the piece or select the best answer from the choices given.
B. Determining the Author's Main Argument

One of most the fundamental things we use language for is argument. Arguing means
claiming that something is true and trying to persuade other people to agree with your claim by
presenting evidence to substantiate it. An argument is statement with three components:
1. point of view, a claim, something we are arguing in favor of
2. The actual argument, the evidence we are using to argue with
3. A statement that links the initial claim to the argument and ensures that we
understand how the argument functions. The statement that connects the initial claim and the
argument is referred to as the warrant. The warrant is thus an argument for the connection
between the initial claim and the argument. (University of Bergen, University of Oslo, Norwegian
School of Economics and Bergen University College., 2014) Studying involves reading and
writing argumentative texts. Your task as a student includes analyzing the function of the
arguments in the texts you read. Understanding how a text sets forth its argumentation enables
you to see "what it is really saying." At the same time, you are learning to adopt a critical stance
to the texts you are reading.
1. Stephen Toulmin's Argument Model

Looking for argumentation in a text means asking the text certain types of questions
ask:
a. Claims (Thesis Statement/ Conclusion)
What claims are contained in the text? What is the author arguing in favor of? The claim may
also be referred to as the thesis statement. Sometimes the author will direct an open discussion
towards a claim. The claim can therefore also be referred to as the conclusion.
Often the author presents the claim early on ("I will argue that"), follows it by arguments
(discussion, debate, analysis, review) and then finally presents the claim again, this time as a
conclusion ("Against this background we may conclude that" or "As shown above").
b. Arguments (Evidence)
. What arguments are contained in the text? How do the authors substantiate their claims?
What evidence are the authors using to substantiate their arguments? An argument that
substantiates a claim is also known as evidence. What evidence do the authors have for

claiming that? Under what underlying assumptions do the arguments support the authors'
claims? Why do these arguments appear to be relevant in this context?
c. Warrant (Research Method)

The link between an argument and a claim is sometimes called a warrant. Another word is
research method (Rienecker, 2012, p.312). In scholarly (academic, scientific) texts, the warrants
will often point to general assumptions, basic principles or research methods in the relevant
field. Common to all fields are warrants along the lines of "research builds upon previous
research."
d. Counter Arguments/ Objections
What are the possible counter arguments or objections? .Do the authors take possible
counterarguments into account? Do they discuss both sides of the debate before reaching a
conclusion? Or do they argue one-sidedly in favor of their claim, only adducing such research
and empirical evidence (findings, data) as will support their claim? Do the authors adequately
justify their methods? If their arguments rely on data, are there enough data? Are the data
sufficiently representative? If they base their claims on interviews, did they conduct enough
interviews? Were the interviews sufficiently thorough? Or do the authors draw wider
conclusions than are justified by the scope of the underlying evidence?
e. Backing (Foundation/Support)
Ask whether the use of a method is adequately justified, analyze if the method presented has
sufficient backing. Look for this backing (also referred to as foundation or support) in various
places. When you ask what backing there is for a claim, this is the same as asking what
arguments exist in support of the claim or what evidence supports it. For each argument, ask:
"What is there to support this argument? What is the backing for this argument?" The term
"backing," however, is often reserved for questions about the backing that exists for the
warrant.
f. Qualifiers
What types of qualifiers are used by the authors when presenting the claim? Look for qualifiers
in the formulation of the argument. If arguments contain moderating expressions such as
"probably," "perhaps," "in most cases" or "as shown in some studies," you can criticize the claim
that follows if it does not include a qualifier that takes these modifications into account. You
can say: "The authors' claims exceed the evidence available to them." You could also level this
type of criticism if, for example, you are aware of studies other than those referred to by the
authors, which contradict the authors' claim. In that case you could say: "The authors should
have taken those studies into account. What they are claiming is more problematic than they
would lead us to believe." A thorough critique of a text must build upon a thorough reading
where you present your counterarguments in a balanced manner. (University of Bergen,
University of Oslo, Norwegian School of Economics and Bergen University College., 2014)
EXAMINE
Encircle the letter of the correct answer.
1. Which of the following is a category of content analysis?

2. Content analysis is _______.
A. a practice for teachers C. a method for studying documents
B. a way of identifying errors D. all of the above
3. Which of the following questions answers the goal of content analysis?
A. How are the data defined? C. What is to be done?
B. What is the problem? D. all of the above

4. It is a type of content analysis which builds on conceptual analysis by examining the

relationships among concepts in a text. Which one is it?
5. Which of the following is true about content analysis.
A. Can allow for both quantitative and qualitative operations
B. Allows closeness to text
C. Looks directly at communication via texts or transcripts
D. All of the given
EVALUATE
ACTIVITY 5: Analyze the Author's Purpose
Analysis paper on the Author’s background and perspectives
Interact with a Historical Text
An author's purpose is the reason/s an author has for writing. Authors usually do not tell their
purposes, or reasons, for writing. You have to figure them out.
Read the autobiography of Gregoria de Jesus* and find out her purpose/s for writing.
Determine also the author's main arguments. Watch out for the clues within the text itself. Write
your findings, observations and analysis in an essay format on the space provided below.
*source from Solmerano, E.T. M (2018) et al. Readings in Philippine History. Philippines: Fastbooks Educational
Supply, Inc. Chapter 3 “Content and Contextual Analysis”, pp71-76.
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ANSWERS
Activity 1
1. C
2. C
3. A
4. C
5. D
Activity 2
1. …it is important to better scrutinize and analyze the truthfulness and validity of
our historical past, etc.
2. …Yes, because they are methods of data analysis in historical research, etc.
3. …Yes, because they are means to verify truth of our past, etc.
Activity 3
1. C
2. C
3. A
4. C
5. D

LESSON 3
One past but many histories”. Controversies and conflicting views.
READY
LESSON OBJECTIVES
A. Explain the significance of some historical controversies and conflicting
views which attributed to our country’s development.
B. Appraise the sense of identity and pride of being a Filipino
C. Describe the values and beliefs of the people shaped in Pre-Spanish era.
D. Assess the country’s historical struggle in all forms from the claws of the Spanish
tyranny.
E. Demonstrate the ability to formulate in arguments in favor or against a particular issue
using primary sources.
TARGET SKILLS
Memorization, analyzing ideas, understanding historical differences
LEARNERS
First Year, AB English Language students
TIME FRAME
REFERENCEs
Solmerano, E.T. M (2018) et al. Readings in Philippine History. Philippines: Fastbooks
Educational Supply, Inc. Chapter 3 ‚Content and Contextual Analysis‛, pp117-190.
Asuncion, N.M. (2019) et al. Readings in Philippine History. Philippines: C & E Publishing, Inc.,
Module 2, pp 45-158.
START
The following items talk about the internal controversies and conflicting views. Read carefully
each item and encircle the letter of your choice.
1. Which of the following is TRUE about the First Mass controversy.

A. There are so many sources telling that the mass happened in an island called
Limasawa.
B. An account of Antonio Pigafetta proves the mass happened in Limasawa, South of
Leyte.
C. The place of the first mass is still under debate because of the lack of evidences.
D. All sources are unanimous that the mass happened in Masao , Butuan.
2. When was the known first mass in the Philippines happened?
A. March 31, 1512 C. March 30, 1521
B. March 13, 1521 D. March 31, 1521
3. Why was there a controversy regarding the site of the first mass in the Philippines?
A. Because of the insufficient sources of claims in different parties involved.
B. Because of the characteristics of Filipinos
C. Because of the political intruders making the issue more political than historical.
D. Because of the many possible islands in the Philippines where the mass maybe
celebrated.
4. It is the Republic Act declaring the site in Magallanes, Province of Leyte a national shrine
commemorating the very first mass in the Philippines.
A. Republic Act 2377 C. Republic Act 2737
B. Republic Act 2773 D. Republic Act 2733
5. Which of the following is evidence that Butuan was the site of the first mass in the
Philippines?
A. the 10 balangay boats C. The Chronicle of Pigafetta
B. the book of Fr. Schreus D. Magellan’s expedition
6. He was known to be the priest who celebrated the first mass in the Philippines. He is ___
A. Fr. Schreurs C. Pedro Valderama
B. Fr. Bernal, S.J. D. Magellan
DISCOVER
ACTIVITY 2: Let’s try one more time!
Read and answer the following questions based on your prior knowledge about the English
language.
1. Where do you think the first mass in the Philippines happened?

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2. For you, why were there exist different versions or claims of the Cavite mutiny?
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3. How can you explain the different claims of the same historical event happened in our
history?
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LEARN
Read the following notes
A. First Mass
On March 31, 1521, an Easter Sunday, Magellan ordered a Mass to be celebrated

which was officiated by Father Pedro Valderrama, the Andalusion chaplain of the fleet, the only
priest then. Conducted near the shores of the island, the First Holy Mass marked the birth of
Roman Catholicism in the Philippines. Colambu and Siaiu were the first natives of the
archipelago, which was not yet named "Philippines" until the expedition of Ruy Lopez de
Villalobos in 1543, to attend the Mass among other native inhabitants.
During the stay of Magellan and his crew in the inhabited island of Humunu as what
Pigafetta has documented in his Chronicles, according to Gomez (2019)[citation needed],
argues that the "first mass" on Philippine soil was not in ''Agusan'' nor Southern ''Leyte'' and
pointed out Palm Sunday must have been celebrated first before the mass on Easter Sunday,
which is obviously practiced up until today.
In the account of Pigafetta, Gomez noticed that he failed to mention some points of the
journey where the masses were held, one example is when they were at the port of San Julian.
Pigafetta mentioned about a mass held on Palm Sunday which was held on April 1, 1520 during
their voyage to the west but never mentioned about Easter Sunday. Same situation happened
when the fleet arrived in the Philippines, Pigafetta only mentioned about the Easter Sunday
Mass while he is silent on the Palm Sunday.
For further investigation, some points at Pigafetta's account was translated as follows:
''‚At dawn on Saturday, March 16, 1521, (feast of St. Lazarus, Gomez inserted) we came upon
a highland at a distance… an island named Zamal (Samar)… the following day (March 17,
Sunday) the captain general desired to land on another island (Humunu) …uninhabited… in
order to be more secure and to get water and have some rest. He had two tents set up on
shore for the sick.‛'' ''‚On Monday, March 18, we saw a boat coming towards us with nine
men in it.‛'' ''This marks our first human contact with Europeans... giving signs of joy because
of our arrival.‛ ‚At noon on Friday, March 22, those men came as they had promised.‛ ‚And
we lay eight days in that place, where the captain every day visited the sick men who he had
put ashore on the island to recover.‛''[sic] As observed by Gomez, the instance wherein
Pigafetta had written about the mass said it had two things in common; they are both held in
the shores and there are Filipino natives present. Another passing evidence, a document found
concerning the landing of Magellan's fleet in Suluan ''(Homonhon)'' and the treaty with the
natives featured in a blog post in 2004. It first came out in an article published in 1934 in
Philippine Magazine featured by Percy Gil, and once again featured by Bambi Harper in her
column at the Philippine Daily Inquirer back in 2004.
Planting of the cross
In the afternoon of the same day, Magellan instructed his comrades to plant a large
wooden cross on the top of the hill overlooking the sea. Magellan's chronicler, Antonio
Pigafetta, who recorded the event said: "After the cross was erected in position, each of us
repeated a Pater Noster and an Ave Maria, and adored the cross; and the kings [Colambu and
Siaiu] did the same.

Magellan then took ownership of the islands where he had landed in the name of King
Charles V which he had named earlier on March 16 Archipelago of Saint Lazarus because it
was the day of the saint when the Armada reached the archipelago.
In the Account of Francisco Albo, he did not mention about the first mass in the
Philippines but only the planting of the cross upon a mountain top from which could be seen
three islands to the west and southwest, where they were told there was much gold. This also
fits the southern end of Limasawa. It does not suits the coast of Butuan from which no islands
could be seen to the south or the southwest, but only towards the north.
Proclamation of the national shrine
On June 19, 1960, Republic Act No. 2733, called the Limasawa Law, was enacted
without Executive approval on June 19, 1960. The legislative fiat declared The site in
Magallanes, Limasawa Island in the Province of Leyte, where the first Mass in the Philippines
was held is hereby declared a national shrine to commemorate the birth of Christianity in the
Philippines. Magallanes is east of the island of Limasawa. In 1984 Imelda Marcos had a
multi-million pesos Shrine of the First Holy Mass built, an edifice made of steel, bricks and
polished concrete, and erected on top of a hill overlooking barangay Magallanes, Limasawa. A
super typhoon completely wiped this out just a few months later. Another shrine was
inaugurated in 2005.
Limasawa celebrates the historic and religious coming of the Spaniards every March 31
with a cultural presentation and anniversary program dubbed as Sinugdan, meaning
"beginning.".[15] Yet this has no reference at all to a Catholic mass being held on March 31,
1521.
Historical controversies
Masao
Some Filipino historians have long contested the idea that Limasawa was the site of the
first Catholic mass in the country. Historian Sonia Zaide identified Masao (also Mazaua) in
Butuan as the location of the first Christian mass. The basis of Zaide's claim is the diary of
Antonio Pigafetta, chronicler of Magellan's voyage. In 1995 then Congresswoman Ching Plaza
of Agusan del Norte-Butuan City filed a bill in Congress contesting the Limasawa hypothesis
and asserting the "site of the first mass" was Butuan. The Philippine Congress referred the
matter to the National Historical Institute for it to study the issue and recommend a historical
finding. Then NHI chair Dr. Samuel K. Tan reaffirmed Limasawa as the site of the first mass.
Bolinao
Odoric of Pordenone, an Italian and Franciscan friar and missionary explorer, is heartily
believed by many Pangasinenses to have celebrated the first mass in Pangasinan in around
1324 that would have predated the mass held in 1521 by Ferdinand Magellan. A marker in front
of Bolinao Church states that the first Mass on Philippine soil was celebrated in Bolinao Bay in
1324 by a Franciscan missionary, Blessed Odorico. However, there is scholarly doubt that
Odoric was ever at the Philippines.[19] Ultimately, the National Historical Institute led by its
chair Ambeth Ocampo recognized the historical records of Limasawa in Southern Leyte as the
venue of the first Mass, held on March 31, 1521.
Confusion on meeting the king of Butuan
According to Bernad (2002)[22], the confusion originated on the misinterpretation of

some of the 17th century historians such as Colin and Combes, often yielding incorrect
representation of Magellan’s voyage, which ultimately led to the misconception of the first
mass being held at Butuan, rather than Limasawa. The writings of the previous historians failed

to depict the correct route of Magellan’s ships toward the Philippines. Some write-ups
accounted for the entrance of the ships from the southern part of the country whereas the
account of Antonio Pigafetta revealed the entrance from the eastern part of the country, from
the direction of the Pacific region.
Of utmost significance other than the non-verisimilar picture of the route of the voyage
is the confusion on the encounter between the explorer Ferdinand Magellan and the two datus
when the former reached the island of Limasawa, formerly called "Mazaua". According to the
previous writings, after the Spaniards visited the island, they went, together with the two native
kings to Butuan and there erected a cross on top of a hill to symbolize friendship with the
natives and to serve as a sign to future Spanish explorers. After the erection of the cross and
going about the events in the first mass, the men went to Cebu, by the initiative of Magellan, in
search for resources.
This account rooted from the misunderstanding of the meeting between the three
persons. According to Pigafetta, Magellan met the datu of Limasawa, and another datu, whom
the scribe himself called ‚one of his brothers‛, namely the king of Butuan. This highlights the
origin of the confusion – Magellan in fact never went to Butuan; he and his men celebrated the
first mass on the island of Limasawa, together with the two datus: one from the island and
another from Butuan, before proceeding to Cebu.
Previous historians, in difference from Pigafetta’s account, thought that Magellan went
to Butuan and there held the first mass on the basis of the explorer’s meeting with the island’s
king. In reality, Magellan’s route never included Butuan as one of its destinations. From the
eastern part of the Philippines, reaching the island of Homonhon, Magellan proceeded to
Limasawa and thereupon met two kings, namely the datu of Limasawa and the datu of Butuan.
After celebrating the first mass in that same island, the explorer and his men set out for Cebu in
search for greater resources.
https://www.manilatimes.net/2015/01/23/opinion/columnists/first-mass-philippines-
held/157730/
https://en.wikipedia.org/wiki/First_Mass_in_the_Philippines
B. The Cavite mutiny of 1872

The Cavite mutiny of 1872 was an uprising of Filipino military personnel of Fort San
Felipe, the Spanish arsenal in Cavite,:107 Philippine Islands (then also known as part of the
Spanish East Indies) on 20th day of January year 1872. Around 200 locally recruited colonial
troops and laborers rose up in the belief that it would elevate to a national uprising. The mutiny
was unsuccessful, and government soldiers executed many of the participants and began to
crack down on a burgeoning Philippines nationalist movement. Many scholars believed that the
Cavite Mutiny of 1872 was the beginning of Filipino nationalism that would eventually lead to
the Philippine Revolution of 1896.
1. Causes of the Cavite mutiny

The causes of the Cavite Mutiny can be identified through examining the different
accounts in this historic event.
a. Spanish Accounts of the Mutiny

Jose Montero y Vidal is a Spanish Historian, who interpreted that the Mutiny was an
attempt to remove and overthrow the Spanish Colonizers in the Philippines. His account,
corroborated with the account of Governor - General Rafael Izquidero y Gutierrez, the
governor-general of the Philippine Islands during the Mutiny. They mentioned that the mutiny
was powered by a group of native clergy.
b. Account of Jose Montero y Vidal

The Cavite Mutiny is an aim of natives to get rid of the Spanish government in the
Philippines, due to the removal of privileges enjoyed by the laborers of the Cavite arsenal such
as exemption from the tribute and forced labor. The democratic and republican books and
pamphlets, the speeches and preaching of the apostles of these new ideas in Spain and the
outburst of the American publicists and the cruel policies of the insensitive governor whom the
reigning government sent to govern the country. Filipinos put into action these ideas where the
occurring conditions which gave rise to the idea of achieving their independence.
c. Account of Governor-General Rafael Izquierdo y Gutiérrez

He insisted that the mutiny is stimulated and prepared by the native clergy, mestizos
and lawyers as a signal of objection against the injustices of the government such as not
paying provinces for tobacco crops, pay tribute and rendering of forced labor. It is not clearly
identified if Indios planned to inaugurate a monarchy or a republic because they don't have a
word in their own language to describe this different form of government, whose leader in
Filipino would be called "hari". However, it turned out that they would set at the supreme of the
government a priest, that the leader selected would be Jose Burgos or Jacinto Zamora which is
the plan of the rebels whose who guided them, and the means they counted upon its
realization.
d. Other Accounts of the Mutiny

i. Account of Trinidad Pardo de Tavera
The event is just a simple mutiny since up to that time the Filipinos have no intention of
separation from Spain but only secure materials and education advancements in the country.
However, the mutiny was used at a powerful level. Also, in this time, the central government
deprived friars of the powers of involvement in civil government and in governing and handling
universities. This resulted in the friars afraid that their leverage in the Philippines would be a
thing in the past, took advantage of the mutiny and reported it to the Spanish government as a
broad conspiracy organized throughout the archipelago with the object of abolishing Spanish
sovereignty. The Madrid government without any attempt to investigate the real facts or extent
of the alleged revolution reported by Izquierdo and the friars believed the scheme was true.
ii. Account of Edmund Plauchut

He traced the immediate cause to a peremptory order from the governor, Izquierdo,
exacting personal taxes from the Filipino laborers in the engineering and artillery corps in the
Cavite arsenal, and requiring them to perform forced labor like ordinary subjects. Until then,
these workers in the arsenal had been enjoying exemptions from both taxes and forced labor.
January 20, the day of the revolt, was payday and the laborers found the amount of taxes as
well as the corresponding fee in lieu of the forced labor deducted from their pay envelopes. It
was the last straw. That night they mutinied. Forty infantry soldiers and twenty men from the
artillery took over command of the Fort of San Felipe and fired cannonades to announce to the
world their moment of triumph. It was a short-lived victory. Apparently, the mutineers had
expected to be joined by their comrades in the 7th infantry company assigned to patrol the
Cavite plaza. They became terror-stricken, however, when they beckoned to the 7th infantry
men from the ramparts of the fort and their comrades did not make any move to join them.
Instead, the company started attacking them. The rebels decided to bolt the gates and wait for
morning when support from Manila was expected to come. He gave a dispassionate account
of it and its causes in an article published in the Revue des Deux Mondes in 1877. He traced
that the primary cause of the mutiny is believed to "be an order from Governor-General Carlos
to subject the soldiers of the Engineering and Artillery Corps to personal taxes, from which they
were previously exempt. The taxes required them to pay a monetary sum as well as to perform
forced labor called, polo y servicio. The mutiny was sparked on January 20, 1872 when the
laborers received their pay and realized the taxes as well as the falla, the fine one paid to be
exempt from forced labor, had been deducted from their salaries.
Different accounts in the Cavite mutiny also highlighted other probable causes of the
"revolution" which includes Spanish Revolution which overthrew the secular throne, dirty
propagandas proliferated by unrestrained press, democratic, liberal and republican books and
pamphlets reaching the Philippines, and most importantly, the presence of the native clergy
who out of animosity against the Spanish friars, "conspired and supported" the rebels and
enemies of Spain.

In addition, accounts of the mutiny suggest that the Spanish Revolution in Spain during that
time added more determination to the natives to overthrow the current colonial Spanish
government.
The Execution of Gomburza

On February 15, 1872, the Spanish colonial authorities sentenced three martyr Fathers
Jose Burgos, Mariano Gómez and Jacinto Zamora to death by garrote at Bagumbayan,
Philippines and charge with treason and sedition, and subversion. Two days after their verdict,
they were executed. The charges against Fathers Gomez, Burgos and Zamora was their alleged
complicity in the uprising of workers at the Cavite Naval Yard. It was believed by Governor
Rafael Izquierdo that the Filipinos will create its own government and allegedly, the three priests
were nominated as the leader of the planned government in order to break free of the Spanish
government.
The death of Gomburza awakened strong spirits of anger and resentment among the
Filipinos. They grilled Spanish authorities and demanded reforms due to the prejudicial
governance of the Spanish Authorities. The martyrdom of the three priests apparently helped to
inspire the creation of the Propaganda Movement which targeted to seek modifications and
inform the Spain colonial authorities of the abuses they have cause to Filipinos.
Besides from Gomburza execution, on January 28, 1872 the military court sentenced 41
mutineers to death. However, on the next day Governor Rafael Izquierdo pardon the 28
mutineers and the rest was confirmed to sentence. On February 6, 1872 11 mutineers where
sentenced to death but Governor Izquierdo commuted their death sentences to life
imprisonment. Together with execution of garrotte to the three martyrs was Enrique Paraiso,
Maximo Innocencio and Crisanto Delos Reyes was imposed to ten years imprisonment.
Furthermore, there were people being sentenced by the military court of Spain to exile
them to the Marianas (now Guam): Fr. Pedro Dandan, Fr. Mariano Sevilla, Toribio H. del Pilar
(brother of Marcelo H. del Pilar), Agustin Mendoza, Jose Guevara, Miguel Lasa, Justo Guazon,
Fr. Aniceto Desiderio, Fr. Vicente del Rosario, Joaquin Pardo de Tavera, Antonio Ma. Regidor,
Jose Basa y Enriquez, Mauricio de Leon, Pedro Carillo, Gervasio Sanchez, Jose Ma. Basa, Pio
Basa, Balvino Mauricio, Maximo Paterno (father of Pedro Paterno), and Valentin Tosca.
Battle
Their leader was Fernando La Madrid, a mestizo sergeant with his second in command
Jaerel Brent Senior, a moreno. They seized Fort San Felipe and killed eleven Spanish officers.
The mutineers thought that fellow Filipino indigenous soldiers in Manila would join them in a
concerted uprising, the signal being the firing of rockets from the city walls on that night.:107
Unfortunately, what they thought to be the signal was actually a burst of fireworks in
celebration of the feast of Our Lady of Loreto, the patron of Sampaloc. The plan was to set
fires in Tondo in order to distract the authorities while the artillery regiment and infantry in
Manila could take control of Fort Santiago and use cannon shots as signals to Cavite. All
Spaniards were to be killed, except for the women. News of the mutiny reached Manila,
supposedly through the lover of a Spanish sergeant, who then informed his superiors, and the
Spanish authorities feared for a massive Filipino uprising. The next day, a regiment led by
General Felipe Ginovés besieged the fort until the mutineers surrendered. Ginovés then ordered
his troops to fire at those who surrendered, including La Madrid. The rebels were formed in a
line, when Colonel Sabas asked who would not cry out, "Viva España", and shot the one man
who stepped forward.The rest were imprisoned.
Aftermath
In the immediate aftermath of the mutiny, some Filipino soldiers were disarmed and
later sent into exile on the southern island of Mindanao. Those suspected of directly supporting
the mutineers were arrested and executed. The mutiny was used by the colonial government
and Spanish friars to implicate three secular priests, Mariano Gómez, José Burgos, and Jacinto
Zamora, collectively known as Gomburza. They were executed by garrote in Luneta, also known
in Tagalog as Bagumbayan, on February 17, 1872.:107 These executions, particularly those of
the Gomburza, were to have a significant effect on people because of the shadowy nature of
the trials. José Rizal, whose brother Paciano was a close friend of Burgos, dedicated his work,
El filibusterismo, to these three priests.
On January 27, 1872, Governor-General Rafael Izquierdo approved the death sentences
on forty-one of the mutineers. On February 6, eleven more were sentenced to death, but these
were later commuted to life imprisonment. Others were exiled to other islands of the colonial
Spanish East Indies such as Guam, Mariana Islands, including the father of Pedro Paterno,
Maximo Paterno, Antonio M. Regidor y Jurado, and José María Basa:107–108 The most
important group created a colony of Filipino expatriates in Europe, particularly in the Spanish
capital of Madrid and Barcelona, where they were able to create small insurgent associations
and print publications that were to advance the claims of the seeding Philippine Revolution.
Finally, a decree was made, stating there were to be no further

ordinations/appointments of Filipinos as Roman Catholic parish priests.:107 In spite of the
mutiny, the Spanish authorities continued to employ large numbers of native Filipino troops,
carabineros and civil guards in their colonial forces through the 1870s–1890s until the Spanish–
American War of 1898.
Behind the story of Cavite Mutiny

During the short trial, the captured mutineers testified against José Burgos. The state
witness, Francisco Saldua, declared that he had been told by one of the Basa brothers that the
government of Father Burgos would bring a navy fleet of the United States to assist a
revolution with which Ramón Maurente, the supposed field marshal, was financing with 50,000
pesos. The heads of the friar orders held a conference and decided to get rid of Burgos by
implicating him to a plot. One Franciscan friar disguised as Burgos and suggested a mutiny to
the mutineers. The senior friars used an una fuerte suma de dinero or a banquet to convince
Governor-General Rafael Izquierdo that Burgos was the mastermind of the coup. Gómez and
Zamora were close associates of Burgos, so they too were included in the allegations. Also,
Francisco Saldua had been the principal informer against the three priests. His statement had
been the main basis for the convictions and he had been promised pardon in exchanged for his
testimony, however, he was condemned along with the three. He was the first to be executed
among them on February 17, 1872.
The Central Government of Madrid proclaimed that they want to deprive the friars of all
the power of intervention in matters of civil government and direction and management of
educational institutions. The friars feared that their dominance in the country will become a
thing of a past, and that they needed something to justify their perpetuation, with the mutiny
providing such an opportunity . However, the Philippine Institute was introduced by the Spanish
government as an educational decree fusing sectarian schools once ran by the friars. This
decree aimed to improve the standard of education in the Philippines by requiring teaching
position in these schools to be filled by competitive examinations, an important step welcomed
by most Filipinos.
https://www.britannica.com/event/Cavite-Mutiny
https://en.wikipedia.org/wiki/1872_Cavite_mutiny
C. Rizal’s Retraction
For decades, the authenticity of Jose Rizal’s retraction documents have raised issues,
skepticism, and heated debates among those who seek to know the truth regarding this
controversy. However, the lack of evidence and different statements by significant people
involved have only contributed to the complications and uncertainty which envelope this fiery
argument.
"I retract with all my heart whatever in my words, writings, publications and conduct have been
contrary to my character as a son of the Catholic Church.",
this was the statement in the document which made the historians believed that Rizal had
retracted. However, there have been claims that the document, as compared to the original file
which was discovered by Fr. Manuel Garcia, an archdiocesan archivist in 1935, was a forgery.
Regardless of these claims, there are several people who believe that the retraction documents
are authentic. These people include eleven eyewitnesses who were present when Rizal wrote
his retraction, signed a Catholic prayer book, recited Catholic prayers, and the multitude who
saw him kiss the crucifix before his execution. Fr. Marciano Guzman, a great grandnephew of
Rizal, cites that Rizal's 4 confessions were certified by 5 eyewitnesses, 10 qualified witnesses, 7
newspapers, and 12 historians and writers including Aglipayan bishops, Masons and anti-
clericals.
Because of what he sees as the strength these direct evidence have in the light of the historical
method, in contrast with merely circumstantial evidence, UP professor emeritus of history
Nicolas Zafra called the retraction "a plain unadorned fact of history." Guzmán attributes the
denial of retraction to "the blatant disbelief and stubbornness" of some Masons.
1. REASONS FOR RETRACTION

Why would Jose Rizal write the retraction documents? What possible reasons could have
pushed Jose Rizal to write his retraction document, assuming that he truly wrote the said
document? The following four reasons would have been worthy of his character and mentality.
(1)To save his family and town from further persecution. Rizal may have been told that
he faced the dilemma of signing the retraction or of having his
relatives pursued by further persecutions. Since he hoped his death would stop the persecution
of his relatives, the retraction may have seemed to him to be the only way of achieving that
purpose.
(2)To give Josephine a legal status as his wife. Rizal, even though he for a time
suspected Josephine as a spy, seems to have become convinced that she now loved him, and
he may have desired to give her a legal status in the eyes of the church, and so provide for her
future.
(3) To secure reforms from the Spanish government.
(4) To help the church cut away from the disease which harmed her. Rizal did not desire
to injure the Roman Catholic Church, but to remove the cancer which ruined both church and
state in the Philippines -- friar control of land and domination by the government. He was also
struggling for freedom of thought and of conscience to the individual. He may have felt that
much of his propaganda had produced the insurrection, and have repented of that. His letter to
Paciano, written the night before his execution supports that theory. It also had been
suggested that Rizal may have written the word "Catholic" in the broad sense of the "Church
Universal" as it is used by all branches of the Christian Church excepting the Roman Catholics.
All churches repeat, "I believe in the Holy Catholic Church," in this broad sense
MAJOR ARGUMENTS FOR THE RETRACTION

The argument between the original document and the released retraction documents
brought more controversy because this differs significantly from the text found in the Jesuits.
Which is really the ‚original‛? Some of the significant differences between the copies of the
Archbishop and the Jesuits are the following: (1) the Jesuits’ copies have ‚mi calidad‛ instead
of ‚mi cualidad‛ from the Archbishop’s copies, (2) the word ‚Catolica‛ was omitted after the
first ‚Iglesias in the Jesuits’ copies, (3) the word ‚misma‛ was added before the third
‚Iglesias‛ in the Jesuit’s copies, (4) the second paragraph from the archbishop’s copies started
with the second sentence, however, from the Jesuits’ copies it started until the fifth sentences,
(5) the Jesuits’ copies had 11 commas, the other had 4 only and (6) the Jesuits’ copies did not
have the names of the witnesses. These arguments are further discussed below. Dr. Eugene A.
Hessel in his lecture given at Siliman University, summarizes the major points of argument for
the Retraction of Rizal as follows:
1. The Retraction Document discovered in 1935 is considered the chief witness to
the reality of the retraction.
2. The testimony of the press at the time of the event, of ‚eye-witnesses,‛ and other
‚qualified witnesses,‛ i.e. those closely associated with the events such as the head of the
Jesuit order, the archbishop, etc.
3. ‚Acts of Faith, Hope, and Charity‛ reportedly recited and signed by Dr. Rizal as
attested by ‚witnesses‛ and a signed Prayer Book which was amongst the documents
discovered by
Father Garcia along with the Retraction. If true, Rizal would not only accept the general Roman
Catholic teachings but would agree to a number of beliefs which he had previously disclaimed.

According to the testimony of Father Balaguer, following the signing of the Retraction a prayer
book was offered to Rizal. ‚He took the prayer book, read
slowly those acts, accepted them, and took the pen and said ‘Credo’ (I believe) he signed the
acts with his name in the book itself.‛
4. Acts of Piety performed by Rizal during his last hours as testified to by ‚witnesses.‛
5. His ‚Roman Catholic Marriage‛ to Josephine Bracken as attested to by
‚witnesses.‛ There could be no marriage without a retraction
CASES AGAINST THE RETRACTION

1. The Retraction Document is said to be a forgery. There are four points against the
document itself.
First of all there is the matter of the handwriting. To date, the only scientific study
criticizing the authenticity of the document was made by Dr. Ricardo R. Pascual of the
University of the Philippines shortly after the document was found. Having some of Rizal’s
writings dating from the last half of December 1896 as his ‚standard‛, he notes a number of
variations with the handwriting of the document, he further concluded that it was a ‚one man
document‛ because of the similarities in several respects between the body of the Retraction
and the writing of all three signers: Rizal and the two witnesses.
The only scholarly answer and criticism to Pascual is that given by Dr. José I. Del
Rosario. Rosario’s main criticism may be said to be that Pascual does not include enough of
Rizal’s writings by way of comparison and concluded that the hand-writing is genuine.
A second argument directed against the authenticity of the document itself is based on
the principles of textual criticism. Several critics have noted differences between the text of the
document found in 1935 and other versions of the Retraction including the one issued by Father
Balaguer. To date, from the morning of December 30, 1896 there have been, discounting
numerous minor variations, two distinct forms of the text with significant differences with
regards to the use of certain phrases within the document.
The usual explanation of these differences is that either Father Balaguer or Father Pi
made errors in preparing a copy of the original and these have been transmitted from this
earliest copy to others. Some have wondered if the Retraction Document was fabricated from
the ‚wrong‛ version of a retraction statement issued by the religious authorities.
A third argument applies to the Retraction itself is that its content is in part strangely
worded, e.g. in the Catholic Religion ‚I wish to live and die,‛ yet there was little time to live, and
also Rizal’s claim that his retraction was ‚spontaneous.
Finally, there is the ‚confession‛ of ‚the forger.‛ Antonio K. Abad tells how on August
13, 1901 at a party at his ancestral home in San Isidro, Nueva Ecija a certain Roman Roque told
how he was employed by the Friars earlier that same year to make several copies of a
retraction document.
2. The second main line of argument against the Retraction is the claim that other acts
and facts do not fit well with the story of the Retraction. Those most often referred to by writers
as follows:
The document of Retraction was not made public until 1935. Even members of the
family did not see it. It was said to be ‚lost.‛ Argued that if Rizal retracted, it would have been a
very drastic change of character in Rizal which is very hard to believe knowing how mature and
strong in his beliefs Rizal was. He called the retraction story a "pious fraud.‛
CONCLUSION
To conclude, whether or not Jose Rizal retracted, the researchers believe that the
retraction document was more of Rizal taking a moral courage to recognize his mistakes.
Perhaps it may be true that he retracted and reverted to his faith, but this does
not diminish Rizal’s stature as a great hero with such greatness.
As mentioned the documentary entitled ‚Ang Bayaning Third World‛, Joel Torre’s

impersonation of Rizal told the time travelers that whether he retracted or not, it does change
what hehas already done and what his writings have already achieved. Furthermore, Senator
Jose Diokno once stated, "Surely whether Rizal died as a Catholic or an apostate adds or
detracts nothing from his greatness as a Filipino... Catholic or Mason, Rizal is still Rizal - the
hero who courted death 'to prove to those who deny our patriotism that we know how to die
for our duty and our beliefs. "
Sources:
Dr. Eugene A. Hessel. Rizal's Retraction: A Note on the
Debate.http://joserizal.nhcp.gov.ph/Reflections/retraction.htm
Did Rizal Retract? http://joserizal.nhcp.gov.ph/Biography/man_and_martyr/chapter16.htm
http://nhcp.gov.ph/the-rizal-retraction-and-other-cases/
http://joserizal.nhcp.gov.ph/Reflections/retraction.htm
http://primacyofreason.blogspot.com/2013/06/jose-rizals-retraction-controversy.htm
https://www.scribd.com/doc/181351754/Rizal-Retraction-Controversy-docx
D. Cry of Balintawak or Pugad lawin?

The Cry of Balintawak (Filipino: Sigaw ng Balíntawak, Spanish: Grito de Balíntawak),
was the beginning of the Philippine Revolution against the Spanish Empire.
At the close of August 1896, members of the Katipunan secret society (Katipuneros) led
by Andrés Bonifacio rose up in revolt somewhere in an area referred to as Caloocan, wider than
the jurisdiction of present-day Caloocan City which may have overlapped into present-day
Quezon City.
Originally the term cry referred to the first clash between the Katipuneros and the Civil
Guards (Guardia Civil). The cry could also refer to the tearing up of community tax certificates
(cédulas personales) in defiance of their allegiance to Spain. The inscriptions of "Viva la
Independencia Filipina" can also be referred as term for the cry. This was literally accompanied
by patriotic shouts.
Because of competing accounts and ambiguity of the place where this event took
place, the exact date and place of the Cry is in contention. From 1908 until 1963, the official
stance was that the cry occurred on August 26 in Balintawak. In 1963 the Philippine government
declared a shift to August 23 in Pugad Lawin, Quezon City.
Different dates and places
Various accounts give differing dates and places for the Cry. An officer of the Spanish
guardia civil, Lt. Olegario Diaz, stated that the Cry took place in Balintawak on August 25, 1896.
Historian Teodoro Kalaw in his 1925 book The Filipino Revolution wrote that the event took
place during the last week of August 1896 at Kangkong, Balintawak. Santiago Alvarez, a
Katipunero and son of Mariano Alvarez, the leader of the Magdiwang faction in Cavite, stated
in 1927 that the Cry took place in Bahay Toro, now in Quezon City on August 24, 1896. Pío
Valenzuela, a close associate of Andrés Bonifacio, declared in 1948 that it happened in Pugad
Lawin on August 23, 1896. Historian Gregorio Zaide stated in his books in 1954 that the "Cry"
happened in Balintawak on August 26, 1896. Fellow historian Teodoro Agoncillo wrote in 1956
that it took place in Pugad Lawin on August 23, 1896, based on Pío Valenzuela's statement.
Accounts by historians Milagros Guerrero, Emmanuel Encarnacion and Ramon Villegas claim
the event to have taken place in Tandang Sora's barn in Gulod, Barangay Banlat, Quezon City.
Some of the apparent confusion is in part due to the double meanings of the terms
"Balintawak" and "Caloocan" at the turn of the century. Balintawak referred both to a specific
place in modern Caloocan City and a wider area which included parts of modern Quezon City.
Similarly, Caloocan referred to modern Caloocan City and also a wider area which included
modern Quezon City and part of modern Pasig. Pugad Lawin, Pasong Tamo, Kangkong and
other specific places were all in "greater Balintawak", which was in turn part of "greater
Caloocan".
https://filipino.biz.ph/history/pugadlawin.html

https://ncca.gov.ph/about-culture-and-arts/in-focus/balintawak-the-cry-for-a-nationwide-
revolution/
EXAMINE
ACTIVITY 4: let’s try again
The following items talk about the internal controversies and conflicting views. Read carefully
each item and encircle the letter of your choice.
1. Which of the following is TRUE about the First Mass controversy.

A. There are so many sources telling that the mass happened in an island called
Limasawa.
B. An account of Antonio Pigafetta proves the mass happened in Limasawa, South of
Leyte.
C. The place of the first mass is still under debate because of the lack of evidences.
D. All sources are unanimous that the mass happened in Masao , Butuan.
2. When was the known first mass in the Philippines happened?
A. March 31, 1512 C. March 30, 1521
B. March 13, 1521 D. March 31, 1521
3. Why was there a controversy regarding the site of the first mass in the Philippines?
A. Because of the insufficient sources of claims in different parties involved.
B. Because of the characteristics of Filipinos
C. Because of the political intruders making the issue more political than historical.
D. Because of the many possible islands in the Philippines where the mass maybe
celebrated.
4. It is the Republic Act declaring the site in Magallanes, Province of Leyte a national shrine
commemorating the very first mass in the Philippines.
A. Republic Act 2377 C. Republic Act 2737
B. Republic Act 2773 D. Republic Act 2733
5. Which of the following is evidence that Butuan was the site of the first mass in the
Philippines?
A. the 10 balangay boats C. The Chronicle of Pigafetta
B. the book of Fr. Schreus D. Magellan’s expedition
6. He was known to be the priest who celebrated the first mass in the Philippines. He is ___
A. Fr. Schreurs C. Pedro Valderama
B. Fr. Bernal, S.J. D. Magellan

EVALUATE
ACTIVITY 5: compare and contrast!
To compare is to tell how two things are alike.

To contrast is to tell how two things or more are different
Use the following table to compare and contrast the conflicting accounts of the site of the first
Mass in the Philippines (25 points)
Subjects being compared
Reasons for comparison
BUTUAN
Source A Source B
LIMASAWA
Source A Source B
Similarities and Differences:

Conclusion:
answers
Activity 1 Activity 2 Activity 4
1. C 1.-3. (Subjective 1. C
2. D views)- manners of 2. D
3. A how and what data 3. A
presented matter.
4. D 4. D
5. A 5. A
6. C 6. C

LESSON 4
SOCIAL, POLITICAL, ECONOMIC AND CULTURAL ISSUES IN THE PHILIPPINES
READY
LESSON OBJECTIVES
A. Identify and assess few national and local relevant issues which affects the lives of the
Filipinos;
B. Effectively communicate using various techniques and genres historical analysis of a
particular event or issues that could help others understand the chosen topics;
C. Propose recommendation and solutions to recent day problems based on their
understanding on the root causes
D. Discuss the socio-political structure that shapes the lives of the Filipinos; and
E. Prepare for future undertakings and scenarios that may be encountered.
TARGET SKILLS
LEARNERS
G. E. 2 students
TIME FRAME
REFERENCE
Comprehensive Agrarian Reform Law of 1988 (R.A. 6657).
http://www.lawphil.net/statutes/repacts/ra1988/ra_6657_1988.html
https://www.iss.nl/sites/corporate/files/CMCP_D2-Tadem.pdf
https://www.officialgazette.gov.ph/constitutions/
http://constitutionnet.org/country/constitutional-history-philippines
https://www.britannica.com/topic/taxation

START

The following pictures are related to the Phrase below. Arrange the letters on the box provided
and try to guess what it’s all about.
OO N
DISCOVER
ACTIVITY 2: KNOWLEDGE OF THE PAST

Read and answer the following questions based on your prior knowledge about the past and
current national issues.
1. What do you know about the hacienda Luisita massacre?

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2. Can you describe the current Philippine constitution?

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3. Why do you thing we have to pay our taxes?

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LEARN
AGRARIAN REFORM IN THE PHILIPPINES

Agrarian reform Defined is the
transfer of control and ownership of
agricultural land to the actual tillers.
LAND REFORM vs. AGRARIAN

REFORM
Land Reform- Improvement of

the farmer’s relationship to the land
that they cultivate.
Agrarian Reform- Concerned is
the total development of farmers on
economic, social and political
transformation.
HISTORY OF AGRARIAN REFORM IN THE PHILIPPINES
By the Spanish
Land during the Spanish Era were owned and controlled by the friars. The land distribution was
done in the form of rewards to the peasants because of their loyalty and faithful to the Spanish
officials.
By the Americans
Land that owned by the Friars were sold to those families who can afford to buy big tracts of
lands which later on became haciendas.
Macapagal Administration
Agricultural Land Reform Code (RA 3844) was a major advancement of land reform in
the Philippines and was enacted in 1963 under President Diosdado Macapagal. It abolished
tenancy and established a leasehold system in which farmers paid fixed rentals to landlords,
rather than a percentage of harvest. It also established the Land Bank of the Philippines to help
with land reform, particularly the purchase of agricultural estates for division and resale to small
landholders, and the purchase of land by the agricultural lessee.
Marcos Administration
The Agricultural Land Reform Code becomes Code of Agrarian Reform under RA.6389 in 1971
Corazon . Aquino Administration

Implementation of Comprehensive Agrarian Reform Program as stated in RA.6657

COMPREHENSIVE AGRARIAN REFORM PROGRAM
It is the redistribution of lands, regardless of crops or fruits produced, to farmers and

regular farm workers who are landless, irrespective of tenurial arrangement, to include to
totality of factors and support services designed to lift the economic status of the beneficiaries
and all other arrangements alternative to the physical redistribution of lands, such as
production or profit-sharing, labor administration, and the distribution of shares of stock which
will allow beneficiaries to receive a just share of the fruits of the lands they work. RA>6657 ”
Comprehensive Agrarian law serves as the basis of CARP.
Comprehensive Agrarian Reform Law

Republic Act No.6657, called Comprehensive Agrarian Reform Law was signed by
Corazon Aquino on June 10, 1988. The Comprehensive Agrarian Reform Law is responsible for
the implementation of the Comprehensive Agrarian Reform Program (CARP).
SALIENT OR NOTICEABLE FEATURED OF CARP

 Coverage
 Terminologies
 Schedule or priorities
 Retention limits
 Phases
 Modes of acquisition
 Exclusion ” exemption and deferment
Scope of Agrarian Reform

All public and private agricultural lands as provided in proclamation No.131 (Instituting
a Comprehensive Agrarian Reform Program) and executive order No.229 (Implementation of
CARP), including other lands of the public domain suitable for agriculture.
TERMINOLOGIES
 Farmers- It refers to a natural person whose primary concern or livelihood is cultivation

of land or the production of agricultural crops, either by himself, or primarily with the
assistance of his immediate farm household, whether the land is owned by him, or by
another person under leasehold or shared tenancy agreement or arrangement with the
owner thereof.
 Farm Worker- A natural person who renders service for value as an employee or labor in
agricultural land enterprise or farm regardless of whether his compensation is paid on a
daily, weekly, monthly or pakyaw basis.
 Just Compensation- This is intended to fully indemnify the owner of the land for the loss
he has sustained as a result of the taking. The measure of this compensation is not the
government’s gain but the land owner’s loss in fullness and fairness of the property
taken.
 Regular Farm worker- Also a natural person who is employed on a permanent basis by
an agricultural enterprise or farm.
 Seasonal Farm worker- A natural person who is employed on recurrent, periodic, or

intermittent basis by and agricultural enterprise.
 Other Farm worker- Is a farm worker who does not fall under any farm workers
mentioned above.

Schedule of Implementation
The distribution of all lands covered by this Act shall be implemented immediately and
completed within ten (10) years from the affectivity.
Retention Limit
Set a five hectares plus three hectares for each qualified child of the landlord. Qualified
child ” means that he/she must be at least 15 years old as of June 15, 1988 and directly
involved in tilling or ‚managing‛ the farm in question. The right to choose the area to be
retained, which shall be compact or contiguous, shall pertain, to the landowner: Provided,
however, that is case the area selected for retention by the landowner is tenanted, the tenant
shall have the option to choose whether to remain therein or be a beneficiary in the same or
another agricultural land with similar or comparable features.
THE PROGRAM IS DEVIDED INTO THREE PHASES:
 PHASE 1- Covers around 1.45 million hectares was to be devoted to the completion of the
Marcos land reform, the reform of idle and abandoned lands, and lands voluntarily offered
for sale the owners, and the reform of states foreclosed by government financial
institutions and those acquired by the Presidential Commission on Good
Government(PCGG).
 PHASE 2- Covers about 7.4 million hectares was to be devoted to reforming all public
agricultural lands to be opened for new development and resettlement, as well as private
land 50 hectares and above.
 PHASE 3- Divided into two ”sub phases and has a combines coverage of 1.35 million
hectares. Phase 3-A was supposed to cover private agricultural lands of 24 to 50 hectares.
Phase 3-B is supposed to cover private farmlands of areas above the retention limit up to
24 hectares.
DIFFERENT MODES OF LAND ACQUISITION AND REDISTRIBUTION
For Public Lands, which comprise more than half of the target land reform, distribution
is done through either Free Patents for Alienable and Disposable (A & D) lands, Certificates od
Land Ownership Awards (CLOAs)
For Resettlement Sites, or stewardship contracts for public lands covered by the
integrated Social Forestry program (ISFP)
For Private Lands, Compulsory acquisition (CA) is the main mode to be used in
expropriating land whose owners did not voluntary offer them for land reform. CARP was
originally conceived to need around p221 billion which covers both the land acquisition cost
and the package of support infrastructure, both physical and social. CARP defers land
redistribution of commercial farms, defined as private lands over five hectares devoted to
livestock, poultry, aquaculture including salt beds. Fishponds are prawn farms, fruit farms,
orchards, vegetable and cut-flower farms, and cacao, coffee and rubber plantations. These will
be subject to expropriation only after 10 years from June 15, 1988
EXEMPTIONS AND EXCLUSIONS

Lands actually, directly and exclusively used for parks, wildlife, forest reserves,
reforestation, fish sanctuaries and breeding grounds, watersheds and mangroves shall be
exempt from coverage of this Act.
DISTRIBUTION LIMIT
No qualifies beneficiary may own more than three (3) hectares of agricultural land.

TRANSFERABILITY OF AWARDED LANDS

Lands acquired by beneficiaries under this act may not be sold, transferred or
conveyed except through hereditary succession, or to the government, or to the LBP, or to
other qualifies beneficiaries for a period of ten (10) years: provided, however, that the children
or the spouse of the transfer shall have a right to repurchase the land from the government or
LBP within a period of two (2) years. Due notice of the availability of the land shall be given by
LBP to the Barangay Agrarian Reform Committee (BARC) of the barangay where the land is
situated. The provincial Agrarian Coordinating Committee (PARCCOM), as herein provided,
shall, in turn, be given due notice thereof by the BARC.
The Presidential Agrarian Reform Council (PARC) shall be composed of the President of the
Philippines as Chairman, the Secretary of Agrarian Reform as Vice-Chairman and the following
as members: Secretaries of the Departments of Agriculture; Environment and Natural
Resources; Budget and Management; Local Government; Public Works and Highways; Trade
and industry; Finance; Labor and Employment; Director-General of the National Economic and
Development Authority; President, Land Bank of the Philippines; Administrator, National
Irrigation Administration; and three (3) representative of affected landowners to represent
Luzon, Visayas and Mindanao: Provided, that one of them shall be from the cultural
communities.
COMPREHENSIVE AGRARIAN REFORM PROGRAM TODAY
Lands are still need to be distributed and at present, the government is still
implementing its program by the implementation on CARPER. According to CARPER or
Comprehensive Agrarian Reform Program with Extension Reform (RA 9700), the welfare of the
landless farmers and farmworkers will receive the highest consideration to promote social
justice and to move the nation toward sound rural development and industrialization, and the
establishment of owner cultivator ship of economic-size farms as the basis of Philippine
agriculture.
CONSTITUTION
A constitution is defined as
the fundamental law or basis of
government. It is established by the
people, in the original sovereign
capacity, to promote their own
happiness, and permanently secure
their rights, property, independence,
and common welfare. It is a system
of fundamental laws or principle for
the government of a nation, society,
corporation, or the aggregation of
individuals. It is a written instrument
by which the fundamental powers of
the government are established,
limited, limited, and defined and by
which these powers are distributed
among the several departments or branches for their safe and useful exercise for the benefit of
the people. Generally it is that body of rules and maxims in accordance with which the powers
of sovereignty are habitually exercised.

The constitution contains as a set of fundamental principles or established precedents

according to which state or other organization is governed, thus, the word itself means to be a
part of a whole, the coming together of distinct entities into one group, with the same
principles and ideals. These principles define the nature and extent of the government.
Purpose of the Constitution

 Prescribe a framework of system of government and assign the different departments
their respective powers and duties.
 Establish certain fixed first principles on which government is founded.
 Promote public welfare which involves the safety, prosperity, health and happiness of
the people.
 In the Philippines, the purpose of the constitution was stated at the preamble.
Classifications of Constitution
Written and Unwritten Constitution

A Written Constitution is one in which most provisions are embodied in a single formal
written instrument or instruments. It is a work of conscious art and the result of a deliberate
effort to lay down a body of fundamental principles in which government shall be recognized
and conducted.
An Unwritten Constitution is one which is entirely the product of political evolution,
consisting largely of a mass customs, usage and judicial decisions together with a smaller body
of statutory enactments of a fundamental character, usually bearing different dates.
Cumulative and Conventional

A constitution is cumulative or evolved when it has its origin mainly in custom, common
law principles, decision of courts. It is the product of historical evolution and growth rather than
of deliberate and formal enactment. It has no formal starting point, is not struck off at a specific
date, and it changes by gradual accretion rather than formal legal process.
A conventional or enacted is one which has been formulated by a constitutional

assembly or promulgated. It is struck-off at a definite time and place.
Rigid and Flexible

A Rigid Constitution is one that can be amended only by a formal and usually difficult
process.
A Flexible Constitution is one that can be altered by the same body that makes ordinary
laws of the state.
Evolution of the Philippine Constitution
The Constitution of the Philippines, the supreme law of the Republic of the Philippines,
has been in effect since 1987. There were only three other constitutions that have effectively
governed the country: the 1935 Commonwealth Constitution, the 1973 Constitution, and the
1986 Freedom Constitution. However, there were earlier constitutions attempted by Filipinos in
the struggle to break free from the colonial yoke.
1897: Constitution of Biak-na-Bato
The Constitution of Biak-na-Bato was the provisionary Constitution of the Philippine

Republic during the Philippine Revolution , and was promulgated by the Philippine Revolutionary
Government on 1 November 1897. The constitution, borrowed from Cuba, was written by
Isabel Artacho and Felix Ferrer in Spanish, and later on translated in Tagalog.
The organs of the government under the Constitution were: (1) the Supreme Council,
which was vested with the power of the Republic, headed by the president and four department
secretaries: the interior, foreign affairs, treasury, and war; (2) the Consejo Supremo de Gracia Y
Justicia (Supreme Council of Grace and Justice), which was given the authority to make

decisions and affirm or disprove the sentences rendered by other courts and to dictate rules for
the administration of justice; and (3) the Asamblea de Representatantes (Assembly of
Representatives)which was to be convened after the revolution to create a new Constitution
and to elect a new Council of Government and Representatives of the people. The Constitution
of Biak-na-Bato was never fully implemented, since a truce, the Pact of Biak-na Bato, was
signed between the Spanish and Philippine Revolutionary Army.
The separation of the Philippines from the Spanish monarchy and their formation into an
independent state with its government called the Philippine Republic has been the end sought
by the Revolution in the existing war, begun on the 24th of August, 1896; and therefore, in its
name and by the power delegated by the Filipino people, interpreting faithfully their desires
and ambitions, we the representatives of the Revolution, in a meeting at Biak-na-Bato,
November 1, 1897, unanimously adopted the following articles for the constitution of the State.
1899: Malolos Constitution
After the signing of the truce, the Filipino revolutionary leaders accepted a payment
from Spain and went to exile in Hong Kong. Upon the defeat of the Spanish to the Americans in
the Battle of Manila Bay on 1 May 1898, the United States Navy transported Aguinaldo back to
the Philippines. The newly reformed Philippine revolutionary forces reverted to the control of
Aguinaldo, and the Philippine Declaration of Independence was issued on 12 June 1898,
together with several decrees that formed the First Philippine Republic. The Malolos Congress
was elected, which selected a commission to draw up a draft constitution on 17 September
1898, which was composed of wealthy and educated men.
The document they came up with, approved by the Congress on 29 November 1898,
and promulgated by Aguinaldo on 21 January 1899, was titled ‚ The Political Constitution of
1899‛ and written in Spanish. The constitution has 39 articles divided into 14 titles, with eight
articles of transitory provisions, and a final additional article. The document was patterned after
the Spanish Constitution of 1812, with influences from the charters of Belgium, Mexico, Brazil,
Nicaragua, Costa Rica, and Guatemala and the French Constitution of 1793. According to
Felipe Calderon, main author of the constitution, these countries were studied because they
shared similar social, political, ethnological, and governance conditions with the Philippines.
Prior constitutional project in the Philippines also influenced the Malolos Constitution, namely
the Kartilya and the Sanggunian-Hukuman, the Charter of laws and morals of the Katipunan
written by Emilio Jacinto in 1896; the Biak-na-Bato Constitution of 1897 planned by Isabelo
Artacho; Mabini’s Constitutional Program of the Philippine Republic of 1898; the provisional
constitution of Mariano Ponce in 1898 that followed the Spanish constitutions; and the
autonomy projects of Paterno in 1898.
1935: The Commonwealth Constitution
It is worth mentioning that after the Treaty of Paris, the Philippines was subject to the
power of the United States of America, effectively the new colonizers of the country. From 1898
to 1901, the Philippines would be placed under military government until a civil government
would be put into place.
Two acts of the United States Congress were passed that may be considered to have
qualities of constitutionality. First was the Philippine Organic Act of 1902, the first organic law
for the Philippines Islands that provided for the creation of a popularly elected Philippine
Assembly. The act specified that legislative power would be vested in a bicameral legislature
composed of the Philippine Commission as the upper house and the Philippine Assembly as the
lower house. Key provisions of the act included a bill of rights for Filipinos and the appointment
of two non-voting Filipino Resident Commissioners of the Philippines as representative to the
United States House of Representatives. The second act functioned as a constitution was the
Philippine Autonomy Act of 1916, commonly referred to as ‚Jones Law‛, which modified the
structure of the Philippine government through the removal of the Philippine Commission,
replacing it with a Senate that served as the upper house and its members elected by the

Filipino voters, the first truly elected national legislature. It was also this act that explicitly
declared the purpose of the United States to end their sovereignty over the Philippines and
recognize Philippine independence as soon as stable government can be established.
In 1932, with the efforts of the Filipino Independence mission led by Sergio Osmeña
and Manuel Roxas, the United State Congress passed the Hare-Hawes-Cutting Act with
promise of granting Filipinos’s independence. The bill was opposed by Senate President
Manuel L. Quezon and consequently, rejected by the Philippine Senate.
By 1934, another law, the Tydings-McDuffie Act, also known as the Philippine
Independence Act, was passed by the United States Congress that provided authority and
defined mechanisms for the establishment of a formal constitution by a constitutional
convention. The members of the convention were elected and held their first meeting on 30 July
1934, with Claro M. Recto unanimously elected as president. The constitution was crafted to
meet the approval of the United States government, and to ensure that the United States would
live up to its promise to grant independence in the Philippines.
1973: Constitutional Authoritarianism
In 1965, Ferdinand E. Marcos was elected president, and in 1967, Philippine Congress
passed a resolution calling for a constitutional convention to change the 1935 Constitution.
Marcos won the re-election in 1969, in a bid boosted by campaign overspending and use of
government funds. Elections of the delegates to the constitutional convention were held on 20
November 1970, and the convention began formally on 1 June 1971, with former President
Carlos P. Garcia being elected as convention president. Unfortunately, he died, and was
succeeded by another former president, Diosdado Macapagal.
Before the convention finished its work, Martial Law was declared. Marcos cited a
growing communist insurgency as reason for the Martial Law, which was provided for in the
1935 Constitution. Some delegates of the on-going constitutional convention were placed
behind bars and others went into hiding or were voluntary exiled. With Marcos as dictator, the
direction of the convention turned, with accounts that the president himself dictated some
provisions of the constitution, manipulating the document to be able to hold on to power for as
long as he could. On 29 November 1972, the convention approved its proposed constitution.
The 1987 Constitution

The present Constitution consists of 18 articles and is excessively long. Some of its
provisions are reproduction of the provisions of the 1935 and 1973 constitution. Some were
related with minor and major revisions. The articles are;
“ Article I- National Territory

“ Article II- Declaration of Principles and States Policies
“ Article III- Bill of Rights
“ Article IV- Citizenship
“ Article V- Suffrage
“ Article VI- Legislative Department
“ Article VII- Executive Department
“ Article VIII- Judicial Department
“ Article IX- Constitutional Commission
“ Article X- Local Government
“ Article XI- Accountability of Public Officers
“ Article XII- National Economy and Patrimony
“ Article XIII- Social Justice and Human Rights
“ Article XIV- Education, Science and Technology and Arts
“ Article XV- The Family
“ Article XVI- General Provisions
“ Article XVII- Amendments and Revision
“ Article XVIII- Transitory Provisions

The present Constitution established presidential form of government. It also restores

Bicameral Congress of the Philippines. The 1987 constitution provided for a tripartite system of
government, i.e., the Legislative, Executive, and the Judiciary.
TAXATION
History of Taxation
In the course of Philippine history, the

evolution and process of taxation must be
unveiled as to its foundation and purpose.
The development and advancement of taxation
through time differ in terms of its forms,
collections, payment and penalty. In Pre-
colonial phases, people bequeathed their
share to the barangay headed by its
chieftain called “Datu”. It is religiously
presented through contributions called
“handog” or “alay” (offer). This has been considered as a customary practice in rendering
involvement and support to the government. During the Spanish Period, the nature of tax
system connotes the requirement of transcription payment called tribute or “tributo”. This
tax collection and imposition is paid whether in cash, in kind, or by personal servitude. The
presence of this tax association became the enduring burden on the lives of the Filipino
people for a considerable length of time.
Afterwards, the so called Cedula or what we commonly known now as the

Community tax certificate (CTC) was introduced as a form of compulsory tax collection that
shows evidence and proof of the sovereignty of an imperial government. They were compelled
to support both colonial government and that of church organization. (Dery, 2006). Later, the
coming of the Americans gave rise to the imposition of base residence tax system. Post war
period marked the commencement of the withholding tax followed by the voluntary tax
compliance program during the incumbency of Ferdinand Marcos’ regime. The conversion
of the authoritarian form of government to a democratic kind of government cemented
way to tax reform program, income taxation organization and value added tax. At present,
the Expanded value added tax (E-VAT) and Electronic filing and payment system (EPFS) is
available. The advent of innovation and technology, tax administrations, systems and
collections were fortified by the presence of modernization and advancement of technology.
Nature
‚TAXES are enforced proportional contributions from person and property, levied by
the state by virtue of its sovereignty, for the support of government and for all public needs.‛
Taxation is the method by which these contributions are extracted. As unwelcome as taxation
may be to the individual who has to part with some of his money as his share in the support of
the government, it is still as much better alternative to the only other method of raising revenues
to defray public expenses. In the case of taxation, there is at least an effort to apportion the
cost of the government among the people, according to their ability to pay and on the basis of
as scientific a classification as possible.

The importance of taxation derives from the unavoidable obligation of the government
to protect the people and extend them benefits in the form of public projects and services. In
exchange for these, the people are subjected to the reciprocal duty of sharing the expenses to
be incurred therefor through the payment by them of taxes. The obligation to pay taxes is not
based contract. It is a duty imposed upon the individual by the mere fact if his membership in
the body politic and his enjoyment of the benefits available from such membership.
Scope
So pervasive is the power of taxation that it reaches even the citizen abroad and his
income earned from sources outside his state. In other cases, all income earned in the taxing
state, whether by citizen or aliens, and all immovable and tangible personal properties found in
its territory, as well as tangible personal property owned by persons domicile therein, are
subject to taxing power.
Exercise
The power of taxation is inherent to the state. Primarily vested in the national legislature,
it may now also be exercised by the local legislative bodies, no longer by virtue of a valid
delegation as before but pursuant to a direct authority conferred by Article X, Section 5, of the
constitution, which provides that ‚each local government unit shall have the power to create its
own source of revenue and to levy taxes, fees and charges, subject to such guidelines and
limitations as the Congress may provide, consistent with the basic policy of local authority.
Due Process and Taxation
Like all government powers, taxation is subject to the requirements of due process. It has
already been observed that taxes will not be allowed if they are confiscatory, except where
they are intended precisely for destruction as instrument of police power. A tax, for example,
that would claim 80 precent of a person’s net income would be clearly oppressive and could
unquestionably be struck down as a deprivation of his property without due process of law.
Equal Protection and Taxation
Taxation is subject to the general requirements of the equal protection clause.

Additionally, it is provided in the constitution that ‚the rule of taxation shall be uniformed and
equitable.‛ Uniformity in taxation means that persons of things belonging to the same class
shall be taxed at the same rate. Thus if cigarettes are classified into local and imported, there is
observance of the uniformity rule if all local cigarettes are taxed at P12.00 per carton,
regardless of value, and all imported cigarettes are taxed at P20.00 per carton, also regardless
of value.
This should be distinguished from equality in taxation, which simply means that the tax
shall be strictly proportional to the relative value of the property. Thus, even if two residential
lots of equal area are taxed at the same rate, the resultant taxes would not be the same if one
of the lots is in an exclusive neighborhood and the other lot cost less because it is in a cheaper
locality. It is also provided that the rule of taxation shall be equitable. Equitable taxation
connotes that taxes should be appropriated among the people according to their capacity to
pay.
Double Taxation
There is double taxation when additional taxes are laid on the same subject by the
same taxing jurisdiction during the same taxing period for the same purpose. Thus, if a person’s
properties are each taxed separately and thereafter all of them are again taxed, this time
collectively, by the same taxing jurisdiction for the same purpose during the same taxing period,
the second imposition would constitute double taxation.

In Punzalan v. Municipal Board of Manila, the MBM as the defendant levied an

additional tax of P25.00 on professionals practicing in Manila who are already paying the
P50.00 occupation tax required under the Revised Internal Revenue Code. Punzalan, the
petitioner challenged the second tax as double taxation and asked that it be annulled. The
Supreme Courte held against them, observing that the two taxes had been imposed by
different jurisdiction, one by national government and the other by the city government.
Public Purpose
To sustain a tax, it is necessary to show that the proceeds are devoted to public
purpose. Revenue derived from taxes cannot be used for purely private purpose or for the
exclusive benefit of private persons. The more obvious illustrations of public purpose would, of
course, be such projects as the construction of road and bridges, the establishment of schools,
museums, parks and playground, the erection of public buildings, and the maintenance of
government services in general, all if which inure to the direct benefit and enjoyment of the
people.
However, the mere fact that the tax will be directly enjoyed by private individuals does
not make it invalid so long as some link to the public welfare is established. Thus, pensions paid
for war veterans are sustainable on the ground that they will encourage emulation of their
services by others. Unemployment relief, support for the handicapped, and care of the aged,
scholarships for the poor and deserving students, prizes and other incentives for gifted citizens,
are also allowed as this matters, if left unattended by the government are likely to create social
problems that will affect the rest of the community.
Tax Exemptions
The constitutional exemption from taxes is provided for in Article VI, Section 28 (3), as
follows:
Charitable institutions, churches, and parsonage or convents appurtenant
thereto, mosques, non-profit cemeteries, and all lands, buildings, and
improvements actually, directly, and exclusively used for religious, charitable or
educational purposes shall be exempted from taxation.
Exemption is granted religious and charitable institutions because they give

considerable assistance to the State in the improvement of the morality of the people and the
care of the indigent and handicapped. These are ministrant functions of the government which,
however, it is not able to fully discharge.
R.A. 10963 (TRAIN law) of the Philippines
Republic Act №10963 or Tax Reform for Acceleration and Inclusion (TRAIN) law is
enacted by the Senate and House of Representatives in Congress (i.e. legislative), and is
signed by the President[1] for compliance of all residents in the Philippines. The President has
appointed Department of Finance for its effective implementation while the Bureau of Internal
Revenue issues the implementing rules and
regulations and advisories to provide details on
and clarify the implementation of the changes
introduced under the TRAIN.
TRAIN is the first package of the

Comprehensive Tax Reform Program (CTRP)
aimed to redesign our tax system to be simpler,
fairer, and more efficient for all, while also
raising the resources needed to invest in
infrastructure and Filipino people. Overall, the

government sees a lesser tax burden of the poor and the middle class. Through TRAIN, every
Filipino contributes in funding more infrastructure and social services to eradicate extreme
poverty and reduce inequality towards prosperity for all.
It addresses several weaknesses of the outdated National Internal Revenue Code

(NIRC) which was adopted 20 years ago. Some problems encountered with this old tax law are
(a) unfair and inequitable individual income tax system, (b) uncompetitive corporate taxation,
(c) redundancy of non-transparent fiscal incentives resulting in incalculable revenues forgone
(d) specific excise taxes that are not adjusted to inflation leading to revenue erosion (e.g.
petroleum products), (e) low taxes for goods that impose a higher cost to society than what
their prices show (i.e. alcohol, tobacco, unhealthy food), (f) well-intended laws that ironically
abet tax evasion (i.e. law on secrecy of bank deposits), and (g) complex rules that enable tax
avoidance and make tax compliance difficult.
In a nutshell, TRAIN relatively decreases the tax on personal income, estate, and
donation. However, it also increases the tax on certain passive incomes, documents
(documentary stamp tax) as well as excise tax on petroleum products, minerals, automobiles,
and cigarettes. It also imposes new taxes in the form of excise tax on sweetened beverages
and non-essential services (i.e. invasive cosmetic procedures) and removes the tax exemption
of Lotto and other PCSO winnings amounting to more than P10,000.
Despite the good points of the TRAIN, several petitioners are against this reform and
said it was not validly passed. According to Bayan Muna party-list Rep. Zarate, it violated the
quorum requirement in Section 16 (2), Article VI of the 1987 Constitution and the requirement of
a bill passed by Congress in Section 27, Article VI, among others.
On the other hand, Laban Konsyumer, Inc. claimed that ‚the increase and/or imposition
of excise taxes on coal, LPG, diesel, and kerosene are clearly violative of the basic principles
and inherent limitations on Philippine taxation. The said provisions of the TRAIN Law are
violative of the state and constitutional mandate for an equitable and progressive system of
taxation, due process, and equal protection clause considering that the exorbitant excise taxes
on these basic commodities stand to greatly impact and impose heavy financial burden on low-
income and poor families.‛ They also pointed out that ‚a sound tax system must take into
consideration the taxpayers’ ability to pay, and thus, a tax law which runs contrary to this
principle is void for being unconstitutional.‛
Similarly, members of the Makabayan block from the House of Representatives,

together with the National Union of Peoples’ Lawyers (NUPL), told the high court that the
House of Representative leaders committed grave abuse of discretion for ratifying the
bicameral conference committee report for TRAIN ‚despite the glaring lack of quorum. This
was argued by Solicitor General Calida, saying that under the separation of powers, ‘courts
may not intervene in the internal affairs of the legislature; it is not within the province of courts
to direct Congress how to do its work.

EXAMINE
ACTIVITY 4: ONE MORE TRY SCORE:______
Chose the letter of your choice on the space provided.
_______ 1. What do you call to a natural person who is employed on a recurrent, periodic or
intermittent basis by an agricultural enterprise or farm?
A. Agricultural Land C. Farmer
B. Seasonal Farmworker D. Regular Farmworker
_______ 2. What refers to land devoted to agricultural activity?
_______ 3. Which refer to a natural person who is employed on a regular basis by an agricultural
enterprise or farm?
_______ 4. What do you call to a person whose primary livelihood is cultivation of land or production
of agricultural crops?
_______ 5. What is the maximum land area for each beneficiary?
A. 2 hectares B. 2 kilometres C. 3 hectares D. 3 kilometres
_______ 6. What is the minimum transferable age of a child of the land owner?
A. 10 B. 20 C. 15 D. 5
_______ 7. It is a situation when additional taxes are laid on the same subject by the same taxing
jurisdiction during the same taxing period and for the same purpose?
A. Taxation C. Tax Exemptions
B. Double Taxation D. Public Purpose
_______ 8. What do you call to the utilization of taxes for the welfare of the people manifested
through construction of roads, bridges, schools and etc.?
_______ 9. What is granted to religious and charitable institutions?
_______ 10. What are enforced proportional from persons and property, levied by the state by the
virtue of its sovereignty, for the support of the government and for all public needs?
A. Taxation B. Double Taxation C. Just Compensation D. Public Purpose
______ 11. What do you call to the full and fair equivalent of the property taken from the private
owner by the government?
A. Taxation B. Double Taxation C. Just Compensation D. Public Purpose
______ 12.A written instrument enacted by direct action of the people by which the fundamental
powers of the government are established, limited and defined, and by which those powers are
distributed among the several departments of their safe and useful exercise for the benefit of the
people.
A. State B. Government C. Constitution D. Bill of Rights
______13.What type of constitution is one whose principles are embodied in one document or set of
documents?
A. Unwritten B. Written C. Rigid D. Flexible
_______14.What type of constitution consists of rules which have not been integrated into a single,
concrete form but are scattered in various sources?
A. Unwritten B. Written C. Rigid D. Flexible
________15.What type of constitution is one that can be amended only by a formal and usually
difficult process?
A. Unwritten B. Conventional C. Cumulative D. Rigid

EVALUATE
ACTIVITY 5: LET’S DO THIS!
Read the case of MATEO vs. LBP on the appendix of the module. Then, make the Case Study
using the following guides. No copy and pasting of text from the case. Everything must be
according to your interpretation.
DESCRIPTION OF THE CASE:

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FACTS AND CLAIMS OF THE CASE:
By the Petitioners:
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By the Respondents:
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COURT DECISION/S:
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PERSONAL OPINION:
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ACTIVITY 6: MAKE ME BELIEVE IN YOU!
Position Paper: Please explain your answers EXHAUSTIVELY on the space provided.
1. Mr. A’s lot will be expropriated by the CARP. Mr. T was a tenant of of Mr. A. He was
considered to be a beneficiary of the CARP along with Mr. Z who is landless but a
graduate of an agriculture course. Another candidate beneficiary was Ms. Q who is the
daughter of a Brgy. Kagawad. Which of the candidates as beneficiary will you award
the expropriated land of Mr. A?
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__________________________________.

2. Mr. F was taxed an additional ₱500.00 for dentist practicing in the municipality of
Chorvalou even though he already paid ₱200.00 for dentist practicing in the barangay
Poblacion of the same municipality. Is this a case of double taxation?
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______________________________________________________________________________________
______________________________________________________________________________________
_____________________________________________________________________________._.
3. What type of constitution do the Philippines have?

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4. Can the TRAIN Law be a help for the Filipinos or it will another burden?
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______________________________________________________________________________________
_____________________________________________________________________________________ _
______________________________________________________________________________________
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___________________________________________________________________________________ ___
______________________________________________________________________________________
__________________________________________________________________________________
Accomplished by: ______________________________________

Student’s name and signature

Appendix

G.R. No. 186339
VIVENCIO, EUGENIO, JOJI AND MYRNA, ALL SURNAMED MATEO, Petitioners

vs.
DEPARTMENT OF AGRARIAN REFORM, LAND BANK OF THE PHILIPPINES AND
MARIANO T. RODRIGUEZ, ET AL., Respondents
DECISION
REYES, J.:
For review is the Decision rendered on August 4, 2008 and Resolution issued on January
1 2 3
28, 2009 by the Court of Appeals (CA) in CA-G.R. CV No. 79581. The CA granted the
appeal filed by the herein respondents, Department of Agrarian Reform (DAR), Land Bank
of the Philippines (LBP) and Mariano T. Rodriguez, et al., seeking to reverse the
4
Decision dated July 4, 2002 of the Regional Trial Court (RTC) of Sorsogon City, Sorsogon,
5
Branch 52, sitting as Special Agrarian Court (SAC), in Civil Case No. 97-6331, a complaint
for determination of just compensation filed by the herein petitioners, Vivencio Mateo
(Vivencio), Eugenio Mateo, Joji Mateo Morales and Myrna Mateo Santos (collectively, the
Mateos). The SAC ordered the LBP to pay the Mateos the amount of ₱71,143,623.00 as
just compensation for 112.3112 hectares of coconut and rice lands (subject property)
covered by Transfer Certificate of Title (TCT) No. T-22822, which was expropriated by the
DAR for distribution to farmer-beneficiaries under the provisions of Republic Act (R.A.) No.
6657, otherwise known as the Comprehensive Agrarian Reform Program (CARP) Law of
6
1988.
Antecedents
The CA aptly summed up the facts of the case before the rendition of the SAC decision as
follows:
[The Mateos] were the registered owners of [coconut and rice lands] with [a total area] of
1,323,112 square meters situated at Fabrica, Bacon, Sorsogon and [were] covered by TCT
No. T-22822. A portion of the land[s] was brought under the coverage of the [CARP] of the
government and for this reason[,] the [DAR] entered the premises sometime in June 1994.
[LBP] valued [the Mateos'] land at fifty-two thousand pesos (₱52,000.00) per [ha]. [The
Mateos,] however[,] rejected the LBP's valuation.
On April 30, 1997, [the Mateos] filed a complaint against LBP, [DAR], and the farmer
beneficiaries of the land for just compensation. The case was docketed as Civil Case No.
97-6331 and raffled to the [SAC], presided by respondent Judge Honesto A. Villamor. 7
The LBP and DAR filed their respective answers arguing that since no summary
administrative proceedings to determine the amount of just compensation had been
conducted yet, the complaint of the Mateos was premature. 8
Pre-trial ensued and was terminated. The SAC granted the request of the parties for the
appointment of two commissioners, namely, Mr. Jesus Empleo and Engr. Florencio Dino
(Engr. Dino), to represent the LBP and the Mateos, respectively. 9
Among the evidence offered by the Mateos during the trial were: (a) the testimonies of
their father, Dr. Eleseo Mateo, Engr. Dino, farmer Manuel Docot and caretaker Danilo
Federio; (b) TCT No. T-22822; (c) Memorandum of Valuation (MoV), Claim Folder Profile
and Valuation Summary of Agricultural Land; (d) deeds of sale covering two parcels of land

less than two ha in size in Sorsogon, which were purchased for ₱300,000.00 and
₱400,000.00 per ha; (e) newspaper clipping of Eduardo Cojuangco, who was selling his
land in Sorsogon for ₱350,000.00 per ha; (f) Engr. Dino's Report; and (g) deed of sale of a
lot in Cabi-an, Sorsogon bought by the government for ₱245,000.00 per ha. 10
On the other hand, the DAR presented: (a) the testimonies of agriculturist Romeo
Brotamante, government employee Ireneo Defeo and farmer Cresenciano Lagajeno; (b) a
Field Investigation Report dated March 29, 1996; (c) ledger cards bearing dates from
December 2, 1994 to June 9, 1997; and (d) two pass books, the second of which indicated
withdrawals in the total amount of ₱601,789.97. The LBP, on its part, offered (a) the
11
testimony of Monita Balde, and (b) a Claims Valuation and Processing Form. 12
Ruling of the SAC
The decretal portion of the SAC Decision dated July 4, 2002 reads:
13
WHEREFORE, premises considered, judgment is hereby rendered:
1. Fixing the amount of SEVENTY-ONE MILLION, ONE HUNDRED FORTY-THREE

THOUSAND, SIX HUNDRED TWENTY-THREE ([₱]71,143,623.00) Pesos, Philippine
currency[,] to be the just compensation for the l12[.]3112 [has] of agricultural land situated
at Fabrica, District of Bacon, City of Sorsogon covered by TCT No. T-22822 owned by the
[Mateos] which property was taken by the government pursuant to the [CARP] of the
government [as] provided by R.A. N[o]. 6657.
2. Ordering the [LBP] to pay the [Mateos] the amount of Seventy-One Million, one
Hundred forty-three thousand[,] six hundred twenty-three (₱71,143,623.00) Pesos[,]
Philippine currency[,] in the manner provided by R.A. No. 6657 by way of full payment of
the said just compensation after deducting whatever amount [was] previously received by
the [Mateos] from the [LBP] as part of the just compensation.
3. Without pronouncement as to cost.
SO ORDERED. 14
In rendering its judgment, the SAC rationalized as follows:
Under R.A. No. 6657, it provides that in determining the just compensation, the initial
determination thereof may be agreed upon by the [LBP], the official entity made
responsible under Executive Order No. 405, series of 1990 to determine the valuation and
compensation of agricultural landholdings made under the coverage of the CARP and the
[l]andowner. In the event of disagreement, the matter is referred to the DAR Adjudication
Board for further determination. If no agreement is reached, the landowner may elevate the
matter for judicial determination.
Initially, the [DAR] Adjudicat[ion] Board x x x valued the prope1iy in question adopting the
[LBP's] valuation in the amount of ₱6,l 12,598.86 for the 72.2268 [has] and the amount of
₱2,949,313.14 for the 36.3196 [ha] but these valuation was rejected by [the Mateos].
After due consideration of [Engr. Dino's] Repmi submitted to the Court[,] as well as the
[Report of Empleo] and the Pass Book evidencing the Lease Rentals presented by the
defendant DAR, as well as the testimon[ies] of [the Mateos] and their witnesses and also
considering the applicable law, the Sanggunian Panlalawigan Resolution No. [0]3-99
providing for an updated schedule of fair market value of real properties in the Province of

Sorsogon and the jurisprudence on the matter, the Comi hereby adopts the
commissioner's report submitted by Engr. [Dino] as part of this decision. The Court also
took into consideration the evidence submitted on comparable sales transaction of the
nearby landholdings executed by Jose Maria Simo, Jr. in favor of the National Housing
Authority selling the property at Two Million[,] Three Hundred Thirty-three Thousand[,] One
Hundred Seventy Pesos (₱2,335,170.00) Philippine currency, for the 159,968 square meters
land x x x. The repo1i of [Engr. Dino] x x x represents only the fair market value of the land
15
but does not include the value of the coconut trees and the actual production of the
coconut trees. Although it valued the improvements in the property for acquisition, it did
not include the value of the trees/hectare and the actual production of the coconut trees
as well as the potentials of the land in term[ s] of productivity and proximity to the center
of commerce, the City of Sorsogon.
Commissioner's Report of [Engr.] Dino:
xxxx
ACCESSIBILITY AND LOCATION
The subject property is located in Barangay San Isidro, Sorsogon. It is barely one kilometer
away from the Bacon Airport and the Sorsogon-Bacon Highway. It could be reached
through the San Vicente-Buhatan Road - a dormant overland artery linking the district of
Bacon to the City of Sorsogon.
PROPERTY APPRAISAL
Provincial Ordinance No. 03-99, also known as "An Ordinance Providing for an Updated
Schedule of Fair Market Values of Real Properties in the Province of Sorsogon" was used
as the basis for determining the unit values of lands and other improvements found in the
subject real property. However, with respect to the appraisal of timber producing tree
species, the approximate extractable lumber was multiplied by the prevailing market price
per board foot.
[Engr. Dino made a detailed assessment computing the subject property's Fair Market
Value to be ₱4,764,323.00, and the fruit-bearing and timber-producing trees found thereon
amounting to ₱806,870.00 and ₱445, 110.00, respectively. Engr. Dino, thus, concluded that
just compensation for the subject property should amount to ₱6,016,303.00.]
On the matter of the land valuation submitted by [Engr. Dino] for the [Mateos], the Court
considers said land valuation too low considering that the land subject for acquisition is
within the city limit of the City of Sorsogon and as shown by the evidence of the [Mateos],
the land was a subject of a housing subdivision and can command a price of not less than
₱350,000.00 per [ha]. The area for acquisition is ideal not only for housing subdivision but
as expansion for commercial district of the City of Sorsogon. It has all the potentials of a
city within the city. It has abundant water supply and accessible to the center of
commerce. The [Mateos] also submitted evidence of comparable sales transactions of the
nearby landholdings executed by Jose Maria Simo, Jr. in favor of the National Housing
Authority selling the property with an area of 159,968 sq. m. for the amount of ₱2,335,
170.00 x x x. As the property is within the city of Sorsogon, the selling price of land is
₱l,000.00 per square meter. The land subject of acquisition is an agricultural land but it
cannot be denied that [in] the present time[,] the land commands [a] higher price
especially that the exchange rate of peso to dollar is 1 dollar to 50 pesos. Evidence also
show that the [parents of the Mateos] acquired the property for ₱l,000.00 per [ha] and it
took them three (3) years to clear the property and after another three years, they planted
coconuts which are now fruit bearing trees. x x x[.]
xxxx
[The SAC then adopted Engr. Dino's valuation of the improvements found in the subject
property and made estimates of the total amount the coconuts, copra and rice harvested
therefrom could have fetched from 1994-2002. The SAC also assessed the price of the
subject property to be ₱500,000.00 per ha.]
RECAPITULATION:
₱54,000,000.00 - Fair Market Value of 108 hectares coconut

land at ₱500,000.00
13,057,397.00 - Net produce of copra from 1994 to 2002
806,820.00 - Value of the improvements inside the 108.0000

hectares
445,110.00 - Value of the coconut trunk[s]
₱68,309,327.00 - Total value of the 108 [has] coconut land
1,750,000.00 -Fair Market Value of 3.7649 [has] of Riceland at

₱500,000.00
1,686,085.00 - Net Produce of the Riceland from year 1994 to

2002
₱71,745,412.00 - Grand Total Value of the Coconut land and

Riceland with an area of 112.3112 [has]
 601,789.00 - less the amount previously received by [the

Mateos] as lease rentals
₱71,143,623.00 - Total amount of Just Compensation 16
Proceedings Before the CA
The LBP and the DAR both filed notices of appeal, but no brief was filed by the latter
before the CA. 17
On the LBP's part, it mainly argued that the complaint of the Mateos was premature as the
DAR Adjudication Board (DARAB) had not yet made an administrative valuation of the
subject property and that the SAC, in determining just compensation, failed to consider
the guidelines provided for in Section 17 of R.A. No. 6657.
18 19
The Mateos sought the dismissal of the appeal. They claimed that had the DAR promptly
sent them notices of acquisition and made preliminary valuation of the subject property,
they would have complied with the administrative procedures and found no need to
institute an action before the SAC. Further, while Section 50 of R.A. No. 6657 grants the
20
DAR the primary 'jurisdiction to adjudicate agrarian reform matters, Section 57 of the 21
same statute confers original and exclusive jurisdiction over the RTCs as SACs to take
cognizance of petitions for determination of just compensation of landowners. 22

On August 4, 2008, the CA rendered the herein assailed Decision setting aside the SAC's
23
judgment and dismissing without prejudice the complaint of the Mateos. The CA explained
that:
Since the DARAB is clothed with quasi-judicial authority to make a preliminary

determination of just compensation of lands acquired under R.A. No. 6657, x x x and it
appearing from the records and [the Mateos'] own admission that [the] said administrative
agency had not yet taken cognizance of, and passed upon the issue of just compensation
when [the Mateos] prematurely filed with the court a quo the complaint for determination
of just compensation, thus failing to exhaust the prescribed administrative remedy and, in
the process, preventing the DARAB from complying with [the] said administrative process
which is mandatory, We resolve to grant the appeal.
Jurisprudence teems with pronouncements that before a party is allowed to seek the
intervention of the court, it is a pre-condition that he should have availed of all the means
of administrative processes afforded him.x x x The premature invocation of [the] court's
intervention is fatal to one's cause of action[.] x x x[.]
xxxx
Anent the issue on just compensation, Section 17 of [R.A.] No. 6657 provides the
guideposts for its determination[.] x x x[.]
xxxx
As defined, just compensation is the full and fair equivalent of the property taken from its
owner by the expropriator. While We agree with the trial court's submission that "the
measure is not the taker's gain but the owner's loss'', and that the word "just" is used to
intensify the meaning of the word "compensation" to convey the idea that the equivalent to
be rendered for the property to be taken shall be real, substantial, full and ample, We
likewise subscribe to appellant LBP's contention that "just compensation", in contemplation
of agrarian reform, is quite different from just compensation involving an ordinary exercise
of the power of eminent domain. Thus, as correctly pointed out by LBP, just compensation
must be viewed in the context of social justice enshrined in the fundamental law to make it
easier for the disadvantaged to be able to obtain land.
Moreover, it is clear from the decision of the trial court that aside from the court a
quo's lack of jurisdiction to take cognizance of the present case, its computation totally
disregarded Section 17 of R.A. No. 6657, which, as earlier reproduced, prescribes the
factors for determining just compensation of lands acquired thereunder. (Citations 24
omitted)
In the Resolution dated January

25
28, 2009, the CA denied the motion for
reconsideration filed by the Mateos.
26
Issues
Aggrieved, the Mateos are before this Court essentially raising the following issues: 27
1. Whether or not the CA erred in negating the jurisdiction of the RTC, as a SAC, to
determine in the first instance and in the absence of the conduct of prior administrative
proceedings, questions of just compensation to be paid to landowners.

2. Whether or not the CA erroneously held that the SAC disregarded the provisions of
Section 17 of R.A. No. 6657 in determining the amount of just compensation to be paid for
the subject property.
In support of the instant petition, the Mateos, citing LBP v. Wycoco, reiterate that even
28
without the DAR's final valuation of the agricultural land for expropriation, the RTC, as a
SAC, can validly take cognizance of a case for determination of just compensation in
accordance with Section 57 of R.A. No. 6657. Otherwise, if the DAR would vest in
administrative officials' original jurisdiction in compensation cases, the jurisdiction
conferred upon the RTC, as a SAC, by the said Section 57 is undermined. 29
Additionally, the Mateos argue that the rule on exhaustion of administrative remedies
admits of exceptions, one of which is when there are circumstances indicating the urgency
of judicial intervention, like in the case at bar. The Mateos were prematurely deprived of
the subject property in 1994, and as compensation therefor, a trust account was belatedly
created for them in 1997 or three years after the illegal entry. 30
The Mateos likewise assert that the SAC had conscientiously made a fair determination of
the subject property's value on the basis of the factors enumerated in Section 17 of R.A.
No. 6657. The SAC considered the following: (a) nature and actual use of the subject
property; (b) current value of similar property; (c) annual income derived from the subject
property at the time of taking by the DAR; (d) cost of acquisition of the land and sworn
valuation by the Mateos, both in relation to currency inflations; (e) Provincial Schedule of
Fair Market Value (FMV) of Real Property in the Province of Sorsogon; and (f) just
compensation for the damages incurred by the Mateos as a consequence of the DAR and
the LBP's concerted acts of taking the subject property without compliance with due
process. It was, thus, error for the CA to haphazardly conclude, without substantiation,
that the SAC disregarded the legal requisites in determining just compensation. 31
In their comments, the DAR and the LBP seek the dismissal of the instant petition.
32
On its part, the DAR, citing Republic of the Philippines v. Express Telecommunication Co.,
Inc., emphasizes that the premature invocation of the court's intervention is fatal to a
33
cause of action. Further, the Market Data Approach used by the SAC in determining just
34
compensation for the subject property is not in accord with Section 17 of R.A. No. 6657
and the formula fixed by law in arriving at such valuations. 35
The LBP, on the other hand, quoting Hongkong & Shanghai Banking Corporation, Ltd. v.
G.G. Sportswear Manufacturing Corporation, stresses that the doctrine of exhaustion of
36
administrative remedies is a cornerstone of our judicial system; hence, it cannot be

disregarded. The LBP also assailed the valuation of just compensation made by the SAC,
37
which erroneously considered factors not provided for in Section 17 of R.A. No. 6657, such
as the subject property's potential use and comparative sales of adjacent non-agricultural
lots. The LBP adds that in determining just compensation, the SAC instead fatally
38
overlooked the mandatory formula prescribed in DAR Administrative Order (AO) No. 6,
series of 1992. 39
Ruling of the Court
The instant petition is partially meritorious.
On jurisdiction and the doctrine of

exhaustion of administrative
remedies

Section 50 of R.A. No. 6657, in part, provides that the DAR is vested with ''primary
jurisdiction to determine and adjudicate agrarian reform matters" and "exclusive original
jurisdiction over all matters involving the implementation of agrarian reform" except those
falling under the jurisdiction of the Department of Agriculture (DA) and the Department of
Environment and Natural Resources.
Section 57, on the other hand, confers "special" and "original and exclusive" jurisdiction to
the SAC over all petitions of landowners for the determination of just compensation.
In Wycoco, the Court outlined the procedure involved in determining just compensation
40
for agricultural landowners, viz.:
Under Section 1 of Executive Order No. 405, Series of 1990, the [LBP] is charged with the
initial responsibility of determining the value of lands placed under land reform and the just
compensation to be paid for their taking. Through a notice of voluntary offer to sell (VOS)
submitted by the landowner, accompanied by the required documents, the DAR evaluates
the application and determines the land's suitability for agriculture. The LBP likewise
reviews the application and the supporting documents and determines the valuation of the
land. Thereafter, the DAR issues the Notice of Land Valuation to the landowner. In both
voluntary and compulsory acquisition, where the landowner rejects the offer, the DAR
opens an account in the name of the landowner and conducts a summary administrative
proceeding. If the landowner disagrees with the valuation, the matter may be brought to
the [RTC] acting as a [SAC]. This in essence is the procedure for the determination of just
compensation. (Citations omitted)
41
Anent the application of Sections 50 and 57 of R.A. No. 6657, in relation to the proper
procedure which must be followed in cases involving determination of just compensation
for landowners, Ramon Alfonso v. LBP and DAR is emphatic that:
42
In San Miguel Properties, Inc. v. Perez, we explained the reasons why Congress, in its
judgment, may choose to grant primary jurisdiction over matters within the erstwhile
jurisdiction of the courts, to an agency:
The doctrine of primary jurisdiction bas been increasingly called into play on matters
demanding the special competence of administrative agencies even if such matters are at
the same time within the jurisdiction of the courts. A case that requires for its determination
the expertise, specialized skills, and knowledge of some administrative board or
commission because it involves technical matters or intricate questions of fact, relief must
first be obtained in an appropriate administrative proceeding before a remedy will be
supplied by the courts although the matter comes within the jurisdiction of the courts. The
application of the doctrine does not call for the dismissal of the case in the court but only
for its suspension until after the matters within the competence of the administrative body
are threshed out and determined.
xxxx
Rule 43 of the Revised Rules of Court, which provides for a uniform procedure for appeals
from a long list of quasi-judicial agencies to the [CA], is a loud testament to the power of
Congress to vest myriad agencies with the preliminary jurisdiction to resolve controversies
within their particular areas of expertise and experience.
In fact, our landmark ruling in Association has already validated the grant by Congress to
the DAR of the primary jurisdiction to determine just compensation. There, it was held that
RA 6657 does not suffer from the vice of the decree voided in EPZA, where the valuation

scheme was voided by the Court for being an "impermissible encroachment on judicial
prerogatives." x x x[.]
xxxx
Unlike EPZA, and in answer to the question raised in one of the dissents, the scheme
provided by Congress under RA 6657 does not take discretion away from the courts in
determining just compensation in agrarian cases. Far from it. In fact, the DAR valuation
formula is set up in such away that its application is dependent on the existence of a
ce1iain set of facts, the ascertainment of which falls within the discretion of the court.
xxxx
x x x Congress thus clearly conceded that courts have the power to look into the "justness"
of the use of a formula to determine just compensation, and the "justness" of the factors
and their weights chosen to flow into it.
In fact, the regulatory scheme provided by Congress in fact sets the stage for
a heightened judicial review of the DAR's preliminary determination of just compensation
pursuant to Section 17 of RA 6657. In case of a proper challenge, SACs are actually
empowered to conduct a de novo review of the DAR's decision. Under RA 6657, a full trial
is held where SA Cs are authorized to (1) appoint one or more commissioners, (2) receive,
hear, and retake the testimony and evidence of the parties, and (3) make findings of fact
anew. In other words, in exercising its exclusive and original jurisdiction to determine just
compensation under RA 6657, the SAC is possessed with exactly the same powers and
prerogatives of [the RTC] under Rule 67 of the Revised Rules of Court.
In such manner, the SAC thus conducts a more exacting type of review, compared to the
procedure provided either under Rule 43 of the Revised Rules of. Court, which governs
appeals from decisions of administrative agencies to the [CA], or under Book VII, Chapter
4, Section 25 of the Administrative Code of 1987, which provides for a default
administrative review process. In both cases, the reviewing court decides based on the
record, and the agency's findings of fact are held to be binding when supported by
substantial evidence. The SAC, in contrast, retries the whole case, receives new evidence,
and holds a full evidentiary hearing.
xxxx
Justice Velasco correctly pointed out this Court's statement in Belista excepting petitions
for determination of just compensation from the list of cases falling within the DAR's
original and exclusive jurisdiction. Justice Velasco is also correct when he stated that the
Court, in Heirs of Vidad, summarized and affirmed rulings which "invariably upheld the
[SAC's] original and exclusive jurisdiction x x x notwithstanding the seeming failure to
exhaust administrative remedies before the DAR." Later on, he would point out, again
correctly, the seemingly conflicting rulings issued by this Court regarding the imposition
upon the courts of a formula to determine just compensation.
xxxx
Justice Velasco reads both Belista and Heirs of Vidad as bases to show that SACs
possess original and exclusive jurisdiction to determine just compensation, regardless of
prior exercise by the DAR of its primary jurisdiction.

We do not disagree with the rulings in Belista and Heirs of Vidad, both of which
acknowledge the grant of primary jurisdiction to the DAR, subject to judicial review. We
are, however, of the view that the better rule would be to read these seemingly conflicting
cases without having to disturb established doctrine.
Belista, for example, should be read in conjunction with Association, the landmark case
directly resolving the constitutionality of RA 6657. In Association, this Court unanimously
upheld the grant of jurisdiction accorded to the DAR under Section 16 to preliminarily 43
determine just compensation. This grant of primary jurisdiction is specific, compared to the
general grant of quasi-judicial power to the DAR under Section 50. Belista, which speaks
of exceptions to the general grant of quasi-judicial power under Section 50, cannot be
read to extend to the specific grant of primary jurisdiction under Section 16.
xxxx
Considering the validity of the grant of primary jurisdiction, our ruling in Heirs of
Vidad should also be reconciled with the rationale behind the doctrine of primary
jurisdiction. In this sense, neither landowner nor agency can disregard the administrative
process provided under the law without offending the already established doctrine of
primary jurisdiction:
xxxx
Section 18, on the other hand, merely recognizes the possibility that the landowner will
disagree with the DAR/LBP's offer. In such case, and where the landowner elevates the
issue to the court, the court needs to rule on the offer of the DAR and the LBP. Since the
government's offer is required by law to be founded on Section 1 7, the court, in exercising
judicial review, will necessarily rule on the DAR determination based on the factors
enumerated in Section 17.
Now, whether the court accepts the determination of the DAR will depend on its exercise
of discretion. This is the essence of judicial review. That the court can reverse, affirm or
modify the DAR/LBP's determination cannot, however, be used to argue that Section 18
excuses observance from Section 17 in cases of disagreement. (Citations omitted, 44
emphasis ours and italics in the original)
Alfonso is unequivocal that administrative remedies cannot be dispensed with and direct
45
resort to the SAC is proscribed. However, the foregoing rule cannot be applied in the case
at bar for reasons discussed below.
While the Court recognizes the primacy of the doctrine of exhaustion of administrative
remedies in our judicial system, it bears emphasizing that the principle admits of
exceptions, among which is when there is unreasonable delay or official inaction that
irretrievably prejudices a complainant. This exception is attendant herein where the LBP
46
and the DAR entered the property of the Mateos sometime in 1994, but deposited cash47
and Agrarian Reform Bonds as payment therefor only on December 13, 1996 and February
11, 1997. The LBP and the DAR were indisputably aware that the Mateos rejected the
48
price offered as just compensation for the subject property. Still, at the time the Mateos
filed their suit before the SAC, no summary administrative proceeding was yet initiated by
the DAR to make further valuation. The SAC even had to issue no less than
three orders dated November 12, 1997, January 7, 1998 and March 18, 1998 for the DAR
to conduct the necessary proceedings. DAR's delay and inaction had unjustly prejudiced
49
the Mateos and precluding them from filing a complaint before the SAC shall result in an
injustice, which the law never intends.

It bears stressing as well that on December 21, 2000 and March 22, 2001, while trial before
the SAC was underway, the DARAB rendered decisions in the summary administrative
proceedings upholding the valuations previously made by the LBP and rejected by the
Mateos. At that point, referring the case back :to the DAR would have been completely
50
moot as any challenge raised against the valuation shall be cognizable by the SAC.
Clearly, there were no more administrative remedies to exhaust.
Prescinding from the above, the CA erred in ordering the dismissal of the Mateos'
complaint before the SAC. The doctrine of exhaustion of administrative remedies finds no
application in the instant case where the DAR took no initiative and inordinately delayed
the conduct of summary administrative proceedings, and where during the pendency of
the case before the SAC, the DARAB rendered decisions affirming the LBP's prior
valuations of the subject property.
On non-compliance with Section 17

of R.A. No. 6657 and DAR AOs,
and the consequent remand of the
case to the SAC
In Alfonso, the Court summed up the guidelines in just compensation cases, viz. :
51
First, in determining just compensation, courts are obligated to apply both the
compensation valuation factors enumerated by the Congress under Section 17 of RA 6657
and the basic formula laid down by the DAR.x x x[.]
xxxx
Second, the formula, being an administrative regulation issued by the DAR pursuant to its
rule-making and subordinate legislation power under RA 6657, has the force and effect of
law. Unless declared invalid in a case where its validity is directly put in issue, courts must
consider their use and application.x x x[.]
xxxx
Third, courts, in the exercise of their judicial discretion, may relax the application of the
formula to fit the peculiar circumstances of a case. They must, however, clearly explain
1avvphi1
the reason for any deviation; otherwise, they will be considered in grave abuse of
discretion.x x x[.]
xxxx
When acting within the parameters set by the law itself, the RTC-SACs, however, are not
strictly bound to apply the DAR formula to its minute detail, particularly when faced with
situations that do not warrant the formula's strict application; they may, in the exercise of
their discretion, relax the formula's application to fit the factual situations before them.
They must, however, clearly explain the reason for any deviation from the factors and
formula that the law and the rules have provided.
The situation where a deviation is made in the exercise of judicial discretion should at all
times be distinguished from a situation where there is utter and blatant disregard of the
factors spelled out by law and by the implementing rules. For in [the latter case], the RTC-
SAC's action already amounts to grave abuse of discretion for having been taken outside
of the contemplation of the law. (Citations and emphasis omitted)
52

In the case at bench, the SAC's deviation from the prescribed procedures in determining
just compensation due to the Mateos is evident as discussed hereunder.
The SAC made no exact finding as to when the subject property was taken by the
government. Without anything more, the SAC merely mentioned Vivencio's testimony that
in the early part of June of 1994, the DAR entered the subject property. However, the SAC
53
did not discuss when the subject property was actually transferred through the issuance of
emancipation patents, certificates of land ownership awards or any other titles to the
farmer beneficiaries. The dates are significant as they are to be considered as the time of
taking, and just compensation must be valued in relation thereto. 54
Reference to any DAR AOs or formulas is conspicuously absent as well. Note that on
October 30, 1992, the DAR issued AO No. 6, which was later amended by AO No. 11,
series of 1994. The applicability of AO No. 11 in the case at bar is, however, still uncertain
55
pending the SAC 's determination of when: the subject property was actually transferred
to the farmer beneficiaries. Further, prior to the conclusion of the Mateos' just
compensation complaint before the SAC, the DAR issued AO No. 5, series of 1998 on
April 15, 1998. Item II(I) thereof, however, provides that "all claims whose [MoV] have not
56
yet been forwarded to DAR shall be valued in accordance with this [AO]." Considering that
in the case of the Mateos, the MoV was forwarded by the LBP to the DAR on September
30, 1996, AO No. 6 and not AO No. 5, shall apply.
57
Item II(A) of AO No. 6 provides:
A. There shall be one basic formula for the valuation of lands covered by [Voluntary Offer
to Sell] or [Compulsory Acquisition] regardless of the date of offer or coverage of the
claim:
LV = (CNI x 0.6) + (CS x 0.3) + (MV x 0.1)
Where: LV = Land Value
CNI = Capitalized Net Income
CS = Comparable Sales
MV = Market Value per Tax Declaration
The above formula shall be used if all the three factors are present, relevant, and
applicable.
A.1 When the CS factor is not present and CNI and MV are applicable, the formula shall
be:
LV = (CNI x 0.9) + (MV x 0.1)
A.2 When the CNI factor is not present, and CS and MV are applicable, the formula shall
be:
LV =(CS x 0.9) + (MV x 0.1)
A.3 When both the CS and CNI are not present and only MV is applicable, the formula
shall be:

LV=MVx2
A. 4 In all the above, the computed value using the applicable formula or the Declared
Value by Landowner (DV), whichever is lower, shall be adopted as the Land Value.
DV shall refer to the amount indicated in the Landowner's offer or the Listasaka
declaration, whichever is lower, in case of VOS. In case of CA, this shall refer to the
amount indicated in the Listasaka. Both LO's offer and Listasaka shall be grossed-up using
the immediately preceding semestral Regional Consumer Price Index (RCPI), from the date
of the offer or the date of Listasaka up to the date of receipt of claim folders by LBP from
DAR for processing.
Items B, C and D of AO No. 6 also indicate very detailed guidelines on how Capitalized
Net Income (CNI), Comparable Sales (CS) and Market Value per Tax Declaration (MV)
shall be computed.
However, in the valuation of the subject property owned by the Mateos, the SAC did not
even minutely refer to any formula mandated to be applied by pertinent DAR regulations.
There was also no explanation at all as to why the case should be excepted from the
application of AO No. 6.
Further, the SAC did not specifically lay down its basis in concluding that the FMV of the
subject property is ₱500,000.00 per ha. The SAC referred to Sanggunian
Panlalawigan Resolution No. 03-99, which provided for an updated schedule of FMV s of
real properties in the Province of Sorsogon. However, it is settled that the valuation of the
58
property should be pegged at the time of taking, not of filing of the complaint, pendency
of the proceedings or rendition of judgment. 59
As to the CS transactions which were considered as evidence, the SAC did not elaborate
if they had indeed satisfied the guidelines set forth by AO No. 6 as regards their sizes and
locations. 60
Anent the productivity of the subject property, the SAC made estimates, the bases of
which are likewise unclear. The estimated earnings were also unwarrantedly cumulated
covering the period of 1994 to 2002. Note that in Item II(B) of AO No. 6, in computing
61
CNI, only "one years average gross production immediately preceding the date of offer in
case of Voluntary Offer to Sell or date of notice of coverage in case of CA" is included as
among the factors.
Inevitably then, the Court is constrained to remand the case to the SAC to determine the
just compensation due to the Mateos. As bases therefor, Section 17 of R.A. No. 6657, AO
No. 6 and pertinent DAR AOs explicitly providing for their application over pending cases
involving just compensation for lands taken before the effectivity of the AOs, shall be
applied.
It is significant to note that R.A. No. 6657 was first amended by R.A. No. 8532, which 62
augmented the funds in the implementation of the CARP. Thereafter, Section 7 of R.A. No.
9700 amended Section 17 of R.A. No. 6657, which now reads as follows:
63
Sec. 17. Determination of Just Compensation. -In determining just compensation, the cost
of acquisition of the land, the value of the standing crop, the current value of like
properties, its nature, actual use and income, the sworn valuation by the owner, the tax
declarations, the assessment made by government assessors, and seventy percent (70%)
of the zonal valuation of the Bureau of Internal Revenue (BIR), translated into a basic

formula by the DAR, shall be considered, subject to the final decision of the proper
court. The social and economic benefits contributed by the farmers and the farmworkers
and by the Government to the property as well as the non-payment of taxes or loans
secured from any government financing institution on the said land shall be considered as
additional factors to determine its valuation. (Underscoring ours)
On the other hand, the transitory provision of DAR AO No. 2, series of 2009, in part, 64
provides that "with respect to land valuation, all Claim Folders received by LBP prior to July
1, 2009 shall be valued in accordance with Section 17 of R.A. No. 6657 prior to its
amendment by R.A. No. 9700." Accordingly then, in LBP v. Heirs of Jesus Alsua, the 65
Court "excepted from the application of the amended Section 17 all claim folders received
by LBP prior to July 1, 2009, which shall be valued in accordance with Section 17 of [R.A.
No.] 6657, as amended, prior to its further amendment by [R.A.] No. 9700." 66
In the case of the Mateos, the Claim Folder was received by LBP earlier than July 1, 2009;
hence, the amendments in Section 17, as introduced by R.A. No. 9700, shall not be
applicable. Just compensation shall be determined in accordance with Section 17 of R.A.
No. 6657 prior to its amendment by R.A. No. 9700.
Note too that the LBP valued the subject property at more or less ₱52,000.00 per ha
without considering factors relating to productivity and the prices of comparable parcels
of land. Engr. Dino, on his part, determined that the entire subject property is
67
₱6,016,303.00, sans ample substantiation of the amounts used. The SAC valued the
68
subject prope1iy at ₱71,143,623.00, without using any formulas mandated by any DAR AO
or explaining why it dispensed with the application thereof.
Repetitive as it may be, the SAC is reminded that the valuation shall be based at the time
of taking of the subject property, not the date of the filing of or period of pendency of the
suit, or the rendition of judgment. While the valuation may prove outdated, it should be
stressed that the purpose of payment is not to reward the owners for the property taken
but to compensate them for the loss thereof. 69
In applying the basic formula prescribed by the DAR in determining just compensation, it is
important that the values to be used are documented, verified and accurate. In considering
CNI as a factor, information obtained from government agencies such as the DA and the
Philippine Coconut Authority, tasked to regulate or monitor agricultural production, shall
be useful. Anent the determination of MV and CS, the parties' mere allegations, without
substantiation, do not suffice.
Moreover, since the Mateos were deprived of the subject property without prompt
payment of just compensation, if indeed as alleged the transfers to the farmer beneficiaries
were made in 1994, the DAR, as the institution tasked to initiate the summary administrative
valuation proceedings, violated proprietary rights. Hence, the Mateos should be entitled to
actual or compensatory damages, which in this case should be the legal interest on the
value of the subject property at the time of taking up to full payment. 70
The following facts need to be emphasized: (a) the Mateos claimed that DAR's entry into
the subject property occurred in June 1994; (b) the complaint for just compensation was
filed before the SAC on April 30, 1997; and (c) deposits by LBP of cash and Agrarian
Reform Bonds in favor of the Mateos were made on December 13, 1996 and February 11,
1997.
The Court has allowed the grant of legal interest in expropriation cases where there is
delay in the payment since the just compensation due to the landowners was deemed to
be an effective forbearance on the part of the State. Legal interest shall be pegged at the
rate of 12% interest per annum from the time of taking until June 30, 2013 only. Thereafter,
or beginning July 1, 2013, until fully paid, interest shall be at six percent (6%) per annum in
line with the amendment introduced by Bangko Sentral ng Pilipinas-Monetary Board
Circular No. 799, series of 2013.
71 72
IN VIEW OF THE FOREGOING, the petition is PARTIALLY GRANTED. The Decision and
Resolution dated August 4, 2008 and January 28, 2009, respectively, of the Court of
Appeals in CA-G.R. CV No. 79581 are hereby REVERSED only insofar as they dismissed
the complaint for just compensation filed by Vivencio Mateo, Eugenio Mateo, Joji Mateo
Morales and Myrna Mateo Santos. However, the petition is DENIED insofar as it seeks to
sustain the valuation of the subject property in Civil Case No. 97-6331 made by the
Regional Trial Court of Sorsogon City, Sorsogon, Branch 52, sitting as Special Agrarian
Court.
The case is hereby REMANDED to the trial court to determine with utmost dispatch the just
compensation due to Vivencio Mateo, Eugenio Mateo, Joji Mateo Morales and Myrna
Mateo Santos strictly in accordance with Section 17 of Republic Act No. 6657 prior to its
amendment by Republic Act No. 9700, pertinent Administrative Orders issued by the
Department of Agrarian Reform, and the guidelines set forth in this Decision. To be
deducted from the final valuation is the total amount withdrawn by Vivencio Mateo,
Eugenio Mateo, Joji Mateo Morales and Myrna Mateo Santos from the cash and Agrarian
Reform Bonds deposited in their names by the Land Bank of the Philippines. The remaining
balance shall be subject to annual legal interest at the rate of twelve percent (12%) from
the time of taking until June 30, 2013, and six percent (6%) from July 1, 2013 until full
payment. The trial court is directed to SUBMIT a report on its findings and
recommendations within SIX (6) MONTHS from notice hereof.
SO ORDERED.
BIENVENIDO L. REYES
Associate Justice
WE CONCUR:
PRESBITERO J. VELASCO, JR.
Associate Justice
Chairperson
LUCAS P. BERSAMIN FRANCIS H. JARDELEZA
Associate Justice Associate Justice
ALFREDO BENJAMIN S. CAGUIOA *
Associate Justice
ATTESTATION
I attest that the conclusions in the above Decision had been reached in consultation
before the case was assigned to the writer of the opinion of the Court’s Division.
PRESBITERO J. VELASCO, JR.
Associate Justice
Chairperson
CERTIFICATION
Pursuant to the Section 13, Article VIII of the Constitution and the Division Chairperson’s
Attestation, I certify that the conclusions in the above Decision had been reached in
consultation before the case was assigned to the writer of the opinion of the Court’s
Division.
MARIA LOURDES P.A. SERENO
Chief Justice

Position Paper
Thesis (20%)
Clear Clear Thesis/position is No thesis or
Clear thesis/position thesis/position vague and could position is stated in
thesis/position stated in the stated but not in be clearer. the paper.
stated in the introduction. the introduction.
paper.
Style &
No or minimal Few errors in Grammar, Fails to use proper
Mechanics errors in grammar, punctuation & grammar,
(10%) grammar, punctuation & spelling errors punctuation and
punctuation, & spelling with occur frequently spelling in paper.
spelling. minimal and distract from
Grammar, distraction of the flow and
Punctuation, and paper's flow & understanding of
Spelling main content. the paper's
content.
Organization
Few errors in Paragraph Fail to use proper
& Structure No or minimal
sentence & structure lacks sentence &
errors in sentence
(10%) & paragraph paragraph single supporting paragraph structure
structure, structure point, to organize paper.
Sentence Structure aids Sentences are
Proper use of the paper's convoluted &
structure is
sentence & organization wordy without
strong, varied, &
paragraph Sentence & conveying
mature
structure paragraph succinct thought,
Transitions are
smooth, structure aid flow Few well-
Sent. & parag. of ideas & structured
flow, advance arguments, ideas transitions
development of are logically
thought. organized.
Content &
No or minimal Few lapses in Frequent lapses Fails to clearly state
Development errors in topic topic in the paper's purpose,
(30%) development, development, development of No clear voice/tone.
paper is coherent majority of paper topic and Paper's main point
& arguments are is coherent & supporting is unclear &
Purpose, persuasive, every comprehensible, material unfocused.
topic/argument statement Arguments are Paper is
development, connects to the persuasive, most incoherent,
level of thesis, expands statements Lack of strong
vocabulary main point. expands main accurate,
appropriate to point believable
topic. examples,
Opinions are
unsupported,
Solution
A clear practical A practical A solution is No solution or plan
(30%) solution is solution is provided but it is of action is
provided which provided but no not practical and provided.
demonstrates a plan of action. no plan of action
Solution is
clear plan of is evident.
provided.
action.

Case Study Paper

Clear Shows superior Shows adequate Shows some Shows little
explanation knowledge of the knowledge of the understanding of the understanding of
of key issues issues and key issues and key issues and key ideas. issues and key
(25%) ideas. ideas. ideas.
Effective Executive Executive summary Executive
Executive summary adequate inadequate summary missing
Summary or poorly
constructed
Valid Critical issues and Critical issues and Critical issues and Critical issues and
arguments; key problems that key problems that key problems that key problems that
analysis with supported the Case supported the Case supported the Case supported the Case
relevant Analysis were Analysis were Analysis were not Analysis were
supportive clearly identified, partially identified, clearly identified, poorly identified,
detail (20%) analysed, and analysed, and analysed, and analysed, and
supported. supported. supported. supported.
Appropriate Analysis of key Analysis of key Analysis of key Analysis of key
analysis, change drivers and change drivers and change drivers and change drivers and
evaluation, the underlying the the underlying the the underlying the the underlying the
synthesis if issues were clearly issues were issues were not issues inadequate.
the case identified partially identified identified.
(20%)
Conclusions Effective Effective Effective Effective
and recommendations, recommendations recommendations recommendations
recommenda solutions, and/or and/or plans of and/or plans of and/or plans of
tions are plans of action action were action inadequate. action not provided.
congruent were provided. partially provided. Specific data or facts Specific data or
with Specific data or Specific data or were not referred facts necessary to
strategic facts were referred facts were when necessary to support the analysis
analysis when necessary to occasionally support the analysis and conclusions
(20%) support the referred when and conclusions. was not provided.
analysis and necessary to
conclusions. support the
analysis and
conclusions.
Proper Key points were Key points were Key points were not Key points were
organization, clearly identified partially identified identified and poorly identified
professional and supported with and supported with supported with a well and supported with
writing, and a well thought out a well thought out thought out rationale a well thought out
logical flow rationale based on rationale based on based on applying rationale based on
of analysis. applying specific applying specific specific concepts or applying specific
(15%) concepts or concepts or analytical concepts or
analytical analytical frameworks to the analytical
frameworks to the frameworks to the data provided in the frameworks to the
data provided in data provided in case. data provided in the
the case. the case. Grammar, spelling, case.
Excellent Adequate punctuation, Grammar, spelling,
grammar, spelling, grammar, spelling, professional writing, punctuation,
punctuation, punctuation, and syntax needs professional writing,
professional professional improvement and syntax needs
writing, and syntax writing, and syntax significant
improvement


1. B 6. C 11. C
2. A 7. B 12. C
3. D 8. D 13. B
4. C 9. C 14. A
5. C 10. A 15. D

LEARNING MODULE IN ENG 101 (History of the English Language)
LESSON 5
FACETS OF FILIPINO HERITAGE
READY
LESSON OBJECTIVES
A. Explain the importance of Filipino cultural heritage from our ancestors in shaping
the Filipino values today.
B. Assess the impact of Fil-Am relations from Common Wealth government until the
Duterte administration.
C. Identify the circumstances surrounding the colonization of the archipelago and
the influence brought by foreign interactions.
D. Analyze the factors that gave birth to Filipino Nationalism which leads to Peas
Talks today.
E. Differentiate the concepts of Nationalism and Patriotism.
F. Explain the struggle and importance of peace talks for the Bangsa-Moro Organic
Law (BOL).
G. Identify national and local institutions in the country.
TARGET SKILLS
LEARNERS
G. E. 2 students
TIME FRAME
REFERENCE
Blount, James. (1968). The American Occupation of the Philippines, 1898-1912. Quezon
City:Malaya Books Inc.
John Lee P. Candelaria, Veronica C. Alporha OBE GEC Series
https://www.slideshare.net/patson/1culturalheritage
https://www.state.gov/u-s-relations-with-the-
philippines/#:~:text=The%20United%20States%20established%20diplomatic,to%20democrac
y%20and%20human%20rights.&text=An%20estimated%20650%2C000%20U.S.%20citizens
%20visit%20the%20Philippines%20each%20year.
https://www.dw.com/en/philippines-signs-historic-peace-agreement-with-muslim-group/a-
17523091

START
The following pictures are related to the Phrase below. Arrange the letters on the box provided
and try to guess what it’s all about.
L A G R
DISCOVER
ACTIVITY 2: KNOWLEDGE OF THE PAST
Read and answer the following questions based on your prior knowledge about the past and
current national issues.
1. Why Philippines and America has a strong economic and political bond?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2. Can the Bangsa-moro Organic law eliminate or at least reduce the Mindanao
commotion?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. How important in the present are the first established institutions in the Philippines?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
LEARN
Filipino Cultural Heritage
We live in Philippines, our native

land. It is one of more than 180 countries in
the world. The people who live and belong
to this country are called “Filipinos”. If your
parents were born in this country, and you
were also born here, then very likely you are
Filipino. As Filipinos we should love and
know our country well. Now, in order to
know a country well, we study its history
because history is the story of country and
its people. There are three important parts
about knowing a country’s history. These
are: (1) God,(2) people, (3)land. The
Philippines is blessed in all three ways.
GOD - God loves the Filipinos and put them in rich and beautiful land. God also gave the
Filipinos the “gift of faith” to know him to serve him. God has a special plan for our land and
our people. God has helped the Filipinos in many times of natural calamities and social
troubles. The bible has promised that “blessed in the nation whose God is the Lord” (psalm
33:12).
PEOPLE- Men ,women ,and children who make up the Filipinos have the most knowledge of
god’s word and his son Jesus as compared the other Asian ,African ,or middle eastern nations .
Only Filipinos have a rich and unique cultural heritage of Asian, Latin, European and American
influences. No other nation in the world has this rich cultural heritage. We are the bridge
between east and west. We are the only Christian nation in Asia, so we will take the gospel to
the other non- Christian nations.
LAND – we have one of the most beautiful and richest lands in the world. The Philippines is rich
in natural resources like oil, gas, minerals, farmlands, and forests. Visitors from all over the
world come to see the wonderful scenic spots in our country. If we take care of these natural
resources, we will become a very prosperous land.

The Name “PHILIPPINES”
Next, we shall study about the name of our country. What is the name of our county,
and why did we get this name? Long ago, when the Filipinos were not yet united as a nation,
we were separated into clans and tribes. These groups of people lived in areas, each with their
own names. So, when outsiders came to visit they heard many different names about our
country. Early Chinese traders who visited Mindoro called our nation “ma-yi”. These means
lands of gold, because they bought gold in Mindoro. (90-168 A.D.) A Greek map maker named
Claudius Ptolemy called our islands “Maniolas” in his ancient map. When Magellan came in
1521, he called the Philippines “Archipelago of St. Lazarus”. But that name did not become
popular.
Actually, a foreigner named our country, but that was the name god wanted for this
nation. In 1543, Spanish explorer named Ruy Lopez de Villalobos gave the name “Felipinas” to
the Philippines in honor of Crown Prince Felipe (Philip) who later became king Philip the II of
Spain. The “Felipinas“ later became “Filipinas” during the Spanish colonial era. Then it became
“The Philippine Islands“ during American colonial era. Then “The Republic of the Philippines“
after our independence in 1946.
Sometimes, there are nicknames to a country, just as people can have names and
nicknames. The most popular nickname for the Philippines is “Pearl of the Orient Seas”. This
was the romantic name given to our country by two famous writers. One of them was Spanish
missionary – historian named Fr. Juan J. Delgado in 1751. But the Filipino who popularizes this
name was Dr. Jose Rizal, our national hero, who wrote it in an article in 1892 and in his farewell
poem before his death in 1896.
Location
The Philippines lies in the South-east Asia, a little above Equator, between latitudes
4⁰ 23’N and 21⁰ 25”N and longitude 116⁰ E and 127⁰ E. it is bounded in the east by Pacific
Ocean, in the west by West Philippine Sea, in the north by Bashi Channel, and in the south by
Zulu and Celebes Seas. The northernmost islands are Y’Ami, only 240 km. from Taiwan, which
can be seen on a clear day. The southernmost island in Saluag Isle, about 24.km from Sabah
(North Borneo).
The Location of the Philippines is important, and this why god placed our people in this part of
the world. The Philippines location is important because:
 It is the only Christian nation in the non- Christian Asian world.
 It is a melting pot of races and culture, with a unique heritage from Asia, Europe, Latin
America, and North America.
 It is the bridge that links the oriental and accidental words.
 It is at crossroads of Asia’s air and sea routes.
 It is the bastion of democracy in Asia where most countries are kingdoms, military
dictatorships, or one-party governments.
The only Christian nation in Asia
The Philippines is the only Christian nation in Asia. About 93% of the people are
Christian – 83% are Catholics, 7.6% are Aglipayans, 2.3% are Protestants and other is sects.
Catholicism was Spain’s greatest legacy to the Philippines. The Americans introduced western
protestant sects (Episcopalian, Baptist, Methodist, seventh day Adventist). The Aglipay church
or Philippine independent church unique Filipino protestant sect, founded by Isabelo de los
Reyes in 1902 , with Gregorio L. Agalipay as its first bishop .it resulted from the 19th century
desire for reform and freedom . Today it has some 1.43 million adherents.

A spiritual revival in the country has been propagated by the translation and wide use of
the bible in native languages. Bible study groups, charismatic evangelical groups and prayer
meeting have become a popular feature of many communities. The Iglesia ni Kristo , founded
by Felix Y. Manalo in 1914 , is a Philippine sect with members both in the country and abroad .it
has 475,000 members. Islam, with 1.6 million followers, is the country’s second largest religion.
Pagan religions followed by tribal minorities (such as ancestor and nature worship), account for
a very small minority of the religions (0.03%). Buddhism (0.002%) and Shintoism (0.008%) are
followed by Chinese and Japanese communities. there are also local communities that have
special cults (e.g. the Iglesia Wwatawat ng Lahi which worships Jose Rizal or practice faith
healing rituals . Freedom of religion is enshrined in the constitution (article III, section 5).
A Nation of Many Languages
The Philippines is a nation of many languages and dialects. A survey by Richard Pitman,
an American linguist, showed that there are 55 native languages and 142 dialects in the
country, apart from English and Spanish. All the native languages and dialect belong to the
malayo –polynesian family of languages. Of the eight principal native languages, Cebuano
ranks first. It is the mother tongue of one –fourth (24.39%) of the people. Tagalog, which used
to be first , now rank a close second (23.82%);followed by Ilocano (11.14%) ;Hiligaynon or
Ilonggo ( 9.99%) ; Bicolano (6.96%) ; Waray- Waray (4.62%) ; Kapampangan ( 3.43%) and
Pangasinan (2.26%). English is the most widely-used language in the country, especially for
education, commerce and the professions. In fact, the Philippines is the third largest English –
speaking country in the word. Spanish has declined in use and popularity. Fukien and
Cantonese Chinese are spoken and used by the large Chinese communities in the urban areas.
Asia’s Citadel of Democracy
In defence of democracy, Filipino patriots since Spanish times have sacrificed their
fortunes and their lives. During World War II, for instance, thousands of Filipinos fought and
died in Bataan, Corregidor, Mau ban, and other battlefields in defence of freedom and
democracy against the Japanese invaders. As early as the Philippine revolution (1896-1902),
democracy was already the peoples cherished ideal. in his true Decalogue , Apolinario Maibini
,the “Brains of the Philippine Revolution,” advised the people :
“Thou shalt strive for a republic and never for a monarchy in the country; for the latter
exalts one of several families and founds a dynasty; the former makes a people noble
and worthy through reason, great through liberty, and prosperous and brilliant through
labor”.
The first Filipinos
Who were the first people to live in the Philippines? Where did they come from? What
happen to them? These questions in the past cannot fully be answered, even by the scientist s
who studies about our early ancestors. The best explanations we have about our distant past
came from three main sources: (1) the story of god’s creation in the bible; (2) the story of
evolution made by human scientists; and (3) legends and fairy tales made up by imaginative
people.

Waves of Migration
The Negritos- the first people to come in the Philippine were the
Negritos. They were also called Atis or Aetas. They came across land
bridges from mainland Asia about 25,000 years ago. At that time, our
country was connected to Asia by land bridges which later sank below the
sea level. The Negritos were very small people. They were less than 5 feet
tall. They were called “Negritos” because they had black skin, short kinky
hair, thick lips and black nose. They wore little clothing. They had no
government, no writing and no permanent homes. They wonder in the
forest and live by hunting, fishing, and gathering wild plants and fruits.
They use the bow and arrow for hunting. Today, there are still Negritos in
the hills of Zambales,
The Indonesians- According to migration theory,

Indonesians were the first immigrants to come by sea to the
Philippines. They came about 5,000 years ago. They sailed in
boats from south Asia they drove the Negritos into the
mountains and lived in lowlands. There are two types of
Indonesians. The firs type was tall, with light skin, large
forehead, high nose and thin lips. The second type came
later. They were shorter and darker, with large nose, thick lips
and heavy jaw. The Indonesians were more advance than the Negritos. They live in permanent
homes. They use fire to cook their foods. They lived by hunting, fishing and small farming. They
painted their bodies with colorful figures. Today, the Indonesian minority tribes are found in the
interior parts of our country. They are the Apayaos, Gaddangs, Ibanags, and Kalingas of
Nothern Luzon, the Tagbanuas of Palawan, and the Bagobos, Manobos, Mandayas, Bukidnons,
Tirurays, and Sabanuns of Mindanao.
The Malays came after the Indonesians about 2,000 years ago.
They also arrived in boats from Southeast Asia. They were medium in
height, brown skinned, with dark eyes, flat noses and straight black hair.
They drove the Indonesians into the forests and lived in the lowlands. The
Malays were more civilized than the Indonesians. They live in larger
villages. They had government, writing, music, arts, and sciences. They
live by agriculture, fishing, mining and trading. Some legends describe the
coming of the Malays. In Panay, this story is called “Maragatas”. It tells
how the firs ten Malay datu left Borneo and came to Panay. They bought
the land from the Negritos and settled the other islands. Datu Piti led the
Malay datus and Marikudo led the Atis. The legend is now celebrated in
the famous “ati-atihan” fiesta and dance.
Legends and Fairy Tales

There are also various legends and fairy tales about the origin of the Filipino. There are
two famous legends about the early Filipinos. The first is the story of Malaks and Magnada and
the second was the story of brown people.
The early Filipinos had culture of their own. They built the magnificent rice terraces in
Northern Luzon. They charted the seas and sailed thousands of miles to other island in the
Pacific. They had a society of law and order. They appreciated beautiful things like jewellery
and poetry. They buried the dead with respect. Thus the early Filipinos had their own inventions
and spread cultures to other places. They did not just borrow or receive the culture of other
people. That is why we must respect our tribal minorities in the Philippines because they are
part of our ancestry. There are about 100 tribal groups in the Philippines. Each has its own
customs, beliefs, arts and crafts. They are very much part of our colourful past.

U.S.-PHILIPPINES RELATIONS
The United States established diplomatic relations

with the Philippines in 1946.
U.S.-Philippine relations are based on strong

historical and cultural linkages and a shared
commitment to democracy and human rights. The
1951 U.S.-Philippines Mutual Defence Treaty
provides a strong foundation for our robust
security partnership, which began during World
War II. Strong people-to-people ties and economic
cooperation provide additional avenues to engage
on a range of bilateral, regional, and global issues. The U.S.-Philippine Bilateral Strategic
Dialogue is the annual forum for forward planning across the spectrum of our relationship.
There more than four million U.S. citizens of Philippine ancestry in the United States,
and more than 350,000 U.S. citizens in the Philippines, including a large number of United
States veterans. An estimated 650,000 U.S. citizens visit the Philippines each year. Many
people-to-people programs exist between the United States and the Philippines, including the
longest continuously running Fulbright program in the world, International Visitor Leadership
Program, and Kenney-Lugar Youth Exchange and Study program.
Manila is home to the only Veterans Administration regional office outside the United
States, and the American Cemetery in Manila is the largest American military cemetery outside
the United States.
U.S. Assistance to Philippines
The U.S. government’s goals in the Philippines are to strengthen democratic

governance and support Philippine government efforts to promote inclusive development and
contribute to security and development cooperation in the Indo-Pacific. U.S. assistance to the
Philippines fosters broad-based economic growth; improves the health and education of
Filipinos; promotes peace and security; advances democratic values, good governance, and
human rights; and strengthens regional and global partnerships Department of State,
Department of Defense, and the U.S. Agency for International Development (USAID) programs
in conflict-affected areas of Mindanao aim to create a sustainable foundation for peace and
stability in areas at risk from terrorism and violent extremism. U.S. assistance seeks to intensify
cooperation through a whole-of-government approach that supports a free and open Indo-
Pacific. The United States has had a Peace Corps program in the Philippines for over 50 years.
Over the last decade, disaster relief and recovery has also become an increasingly
important area of assistance to the Philippines. The United States has provided over $143
million in assistance to date to the people of the Philippines in relief and recovery efforts after
Typhoon Haiyan/Yolanda devastated the country in 2013. The United States continues to
support long-term reconstruction and rebuilding efforts, and has allocated over $60 million to
support ongoing humanitarian assistance and stabilization funding in response to the Marawi
seige.
Bilateral Economic Relations
The United States and the Philippines have a strong trade and investment relationship,
with over $27 billion in goods and services traded (2086). The United States is one of the
largest foreign investors in the Philippines, and is the Philippines’ third-largest trading partner.

Key imports from the Philippines are semiconductor devices and computer peripherals,
automobile parts, electric machinery, textiles and garments, wheat and animal feeds, coconut
oil, and information technology/business process outsourcing services. Key U.S. exports to the
Philippines are agriculture goods, machinery, cereals, raw and semi-processed materials for the
manufacture of semiconductors, electronics, and transport equipment. The two countries have
a bilateral Trade and Investment Framework Agreement, signed in 1989, and a tax treaty. There
are over 600 members in the Philippines chapter of the American Chamber of Commerce,
which has national reach.
Philippines’s Membership in International Organizations
The Philippines and the United States belong to a many of the same international
organizations, including the United Nations, ASEAN Regional Forum, Asia-Pacific Economic
Cooperation (APEC) forum, International Monetary Fund, World Bank, and World Trade
Organization. The Philippines is also an observer to the Organization of American States. The
Philippines served as chair and host of ASEAN for 2017
The Bangsamoro Organic Law
War and conflict in Mindanao is

one of the country’s biggest issues that
roots back with their disputes over
ancestral land and religion. The
Bangsamoro Autonomous Region in
Muslim Mindanao is the home of the
Muslims who fight for their self-
determination and aspirations for a
peaceful and progressive region.
Peace in Mindanao remains

elusive. Past administrations have
conducted peace negotiations with rebel groups such as the Moro Islamic Liberation Front
(MILF) and the Moro National Liberation Front (MNLF) who turns to violence and demanded
for a separate state, but none have succeeded.
The ratification of the Bangsamoro Organic Law (BOL) last January 25, 2019 will be the
latest procurement of the administration to attain peace in Mindanao and end their long-time
struggle for independence. The term Bangsamoro was derived from the Malay word “nation”
or “bansa” which means “nation of the Moro”. These natives and original inhabitants of
Mindanao belong to multiple ethno linguistic groups made up of Muslims who mostly live in
Mindanao, Sulu, and Basilan. They are that who have retained some or all of their own social,
economic, cultural, and political beliefs and has the right to identify themselves by ascription or
self-ascription. Bangsamoro people will also have the right of self-determination, which is
basically their collective right to achieve their own political, cultural and economic privilege.
The BOL, now called the Organic Law for the Bangsamoro Autonomous Region in
Muslim Mindanao (OLBARMM), is made to establish a new autonomous political entity in the
Bangsamoro Autonomous Region (BAR). It aims to bring peace by addressing the grievances,
sentiments, and demands of Muslims in the region.
The BAR is a parliamentary-democratic government consists of an executive and a

legislative branch. It will be headed by the regional leader called the Chief Minister, who will be
chosen among members of the Bangsamoro government while its members will be elected by
the people. The OLBARMM will provide annual block grants and special development funds to

be allotted for the rehabilitation of damaged communities in the Bangsamoro region. The
amount of the block grant is P60 to 70 billion – equivalent to five percent of the net national
internal revenue collection of the Bureau of Internal Revenue and of the Bureau of Custom.
Under former President Benigno Aquino III, several versions of the proposed BBL were
submitted to Congress, the House Committee and the Senate, but its efforts to pass the BBL
eventually failed. On the other hand, the latest versions of the BBL passed during the Duterte
administration – the OLBARMM – were acceptable to both the government and the rebel
groups.
The recently abolished Autonomous Region on Muslim Mindanao (ARMM) was

replaced by the Bangsamoro Autonomous Region on Muslim Mindanao because some officials
consider it as “failure due to corruption and mismanagement”. Both ARMM and BARMM
include the provinces of Basilan, Lanao del Sur, Maguindanao, Sulu, and Tawi-Tawi. In the
recent plebiscites, which decides the scope of the autonomous region, a majority of ARMM
voters approved the BOL while Lanao del Norte voted against the inclusion of its six
municipalities that wanted to join the BARMM.
In the ARMM, the Bangsamoro government was under the general supervision of the
President of the Philippines. However, the Bangsamoro government will have an asymmetrical
relationship with the national government, as BARMM will have more autonomy than other
regions in the country. The autonomous region will have an “Intergovernmental Relations Body”
composed of representatives from both the Bangsamoro government and central government
that will settle the problems on intergovernmental relations. The representatives that would be
authorized to the region are nine reserved powers for the central government, 57 exclusive
powers for the Bangsamoro, and 14 concurrent powers for both.
Some matters including budgeting, administration of justice, agriculture, disaster risk

reduction and management, ancestral domains, human rights, local government units, public
works, social services, tourism, and trade and industry are the exclusive powers the
Bangsamoro government will have. While the nine reserved powers of the central government
will retain powers over constitutional and national matters such as foreign affairs and defense.
(PIA InfoComm)
INSTITUTIONAL HISTORY
EDUCATION
The Philippines is a country that has a rich history brought about by centuries of
Spanish, American, and Japanese occupations, and when combined with our own colorful
traditions, make for an interesting culture altogether. It is not surprising to see traces of foreign
influence in our language, food, clothing, and even in architecture. This includes our education
system and schools that are built during these times of foreign occupation.
University of San Carlos
University of San Carlos is one of the biggest

universities in Cebu City. USC was first known as the Colegio-
Seminario de San Carlos founded by Bishop Mateo Joaquin de
Arevalo and began to function as a university in 1867 though
some sources claim that its origin can be traced back as early
as 1559 with the foundation of the Jesuit school, Colegio de
San Ildefonso. At present, University of San Carlos remains as
one of the top performing higher learning institutions in the
country, having 8 Centers of Excellence and 12 Centers of
Development determined by the Commission on Higher
Education.

University of Santo Tomas
University of Santo Tomas is a Catholic university founded in

1611 as the Colegio de Nuestra Señora del Santisimo Rosario with
its original campus built in Intramuros. In 1865, the institution
served as the Department of Education when it was authorized by
Queen Isabella II of the Spanish monarchy to direct and supervise
all the schools in the Philippines. UST also served as a second
home to prominent personalities in the country including our
national hero, Dr. Jose Rizal. In its quadricentennial year in 2011,
the university made a world record for forming the largest human
cross, patterned after the Dominican black and white cross.
Colegio de San Juan de Letran
Colegio de San Juan de Letran traces its history from two

schools: Colegio de Niños Huerfanos de San Juan de Letran
founded by Don Geronimo Guerrero in 1620 and Colegio de
Huerfanos de San Pedro y San Pablo established by Brother Diego
de Santa Maria. Serving the same purpose and vision, the two
schools were merged in 1630. Throughout its history, Colegio de
San Juan de Letran has produced graduates that have made
notable contributions in the society including Philippine presidents,
heroes, media personalities, and other prominent names in the field of
education, literature, and sports.
Santa Isabel College of Manila
Santa Isabel College of Manila is one of the oldest existing

colleges in the country starting in 1632 as the all-girls school Real
Colegio de Santa Isabel. The school started to accept boys in
1970 in its Music Department, 1995 in Lower Basic Education, and
2003 in Upper Basic Education. Santa Isabel College opened its
music department in 1930, being one of the pioneer schools in the
country to offer the degree.
Sta. Catalina College
Sta. Catalina College was founded in 1706 as Colegio de

Santa Catalina yet the school’s origin can be dated as early as 1969
with the establishment of Beaterio de Santa Catalina, a convent for
Spanish women. Like most of the other institutions built during the
Spanish era, Sta. Catalina College wasn’t able to escape the
destruction of the World War II. From its old Intramuros site, the
college transferred in Legarda St., Manila.

BANKING
The Philippine banking system is composed of

universal and commercial banks, thrift banks, rural and
cooperative banks.
Universal and commercial banks represent the

largest single group, resource-wise, of financial
institutions in the country. They offer the widest variety
of banking services among financial institutions. In
addition to the function of an ordinary commercial bank,
universal banks are also authorized to engage in underwriting and other functions of investment
houses, and to invest in equities of non-allied undertakings.
The thrift banking system is composed of savings and mortgage banks, private
development banks, stock savings and loan associations and microfinance thrift banks. Thrift
banks are engaged in accumulating savings of depositors and investing them. They also
provide short-term working capital and medium- and long-term financing to businesses
engaged in agriculture, services, industry and housing, and diversified financial and allied
services, and to their chosen markets and constituencies, especially small- and medium-
enterprises and individuals.
Rural and cooperative banks are the more popular type of banks in the rural
communities. Their role is to promote and expand the rural economy in an orderly and effective
manner by providing the people in the rural communities with basic financial services. Rural and
cooperative banks help farmers through the stages of production, from buying seedlings to
marketing of their produce. Rural banks and cooperative banks are differentiated from each
other by ownership. While rural banks are privately owned and managed, cooperative banks are
organized/owned by cooperatives or federation of cooperatives.
Obra Pias (Pious works)– banking in the Philippines began in the 16thCentury by
establishment of this organization composing of layman associated with religious order.
Rodriquez Bank was among the first bank that emerged in the early 19thcentury which was
more of a loan association than a regular bank. Banco Espanol-Filipino de Isabel II was the first
state bank in the Philippines that was established on August 1, 1851 by the Board of Authorities
(Junta de Autoridades) in Manila because of the need for more extensive bank services and
facilities. In January 1, 1912 the name was changed to Bank of the Philippine Islands. In 1906
Postal Savings Bankwas put up and it was the first agricultural bank. Later on its assets and
liabilities was transferred in 1916 to the Philippine National Bank.
Three years after the American Regime ended, the Central Bank of the Philippines was
created, establishing a managed monetary system in the Philippines. It was given the sole
authority to issue the republic’s new paper money and regulate and supervise the country’s
banking system. In 1873, British-Oriented banks opened branches in the country as a result of
the expanded Philippine=European trade following the opening of the Suez Canal in 1869.
In 1872, the chartered bank of India, Australia and China opened branches in Manila
and la8terin Iloilo and Cebu. In 1875 the Hong Kong and Shanghai Banking Corporation
establish a branch in Manila. Monte de Piedad y Caja de Ahorrosis the first mutual savings in
the country. A unique combination of savings banks and pawnshop opened in 1982 was
provided initial capital by the Obras Pias. The bank was then renamed Monte de Piedad and
Savings bank

Creating a Central Bank for the Philippines
A group of Filipinos had conceptualized a central

bank for the Philippines as early as 1933. It came up with the
rudiments of a bill for the establishment of a central bank for
the country after a careful study of the economic provisions
of the Hare-Hawes Cutting bill, the Philippine independence
bill approved by the US Congress.
During the Commonwealth period (1935-1941), the

discussion about a Philippine central bank that would
promote price stability and economic growth continued. The
country’s monetary system then was administered by the
Department of Finance and the National Treasury. The
Philippines was on the exchange standard using the US dollar—which was backed by 100
percent gold reserve—as the standard currency.
In 1939, as required by the Tydings-McDuffie Act, the Philippine legislature passed a

law establishing a central bank. As it was a monetary law, it required the approval of the United
States president. However, President Franklin D. Roosevelt disapproved it due to strong
opposition from vested interests. A second law was passed in 1944 during the Japanese
occupation, but the arrival of the American liberalization forces aborted its implementation.
Shortly after President Manuel Roxas assumed office in 1946, he instructed then
Finance Secretary Miguel Cuaderno, Sr. to draw up a charter for a central bank. The
establishment of a monetary authority became imperative a year later as a result of the findings
of the Joint Philippine-American Finance Commission chaired by Mr. Cuaderno. The
Commission, which studied Philippine financial, monetary and fiscal problems in 1947,
recommended a shift from the dollar exchange standard to a managed currency system. A
central bank was necessary to implement the proposed shift to the new system.
Immediately, the Central Bank Council, which was created by President Manuel Roxas
to prepare the charter of a proposed monetary authority, produced a draft. It was submitted to
Congress in February1948. By June of the same year, the newly-proclaimed President Elpidio
Quirino, who succeeded President Roxas, affixed his signature on Republic Act No. 265, the
Central Bank Act of 1948. The establishment of the Central Bank of the Philippines was a
definite step toward national sovereignty. Over the years, changes were introduced to make
the charter more responsive to the needs of the economy. On 29 November 1972, Presidential
Decree No. 72 adopted the recommendations of the Joint IMF-CB Banking Survey Commission
which made a study of the Philippine banking system. The Commission proposed a program
designed to ensure the system’s soundness and healthy growth. It’s most important
recommendations were related to the objectives of the Central Bank, its policy-making
structures, scope of its authority and procedures for dealing with problem financial institutions.
Subsequent changes sought to enhance the capability of the Central Bank, in the light
of a developing economy, to enforce banking laws and regulations and to respond to emerging
central banking issues. Thus, in the 1973 Constitution, the National Assembly was mandated to
establish an independent central monetary authority. Later, PD 1801 designated the Central
Bank of the Philippines as the central monetary authority (CMA). Years later, the 1987
Constitution adopted the provisions on the CMA from the 1973 Constitution that were aimed
essentially at establishing an independent monetary authority through increased capitalization
and greater private sector representation in the Monetary Board.
The administration that followed the transition government of President Corazon C.

Aquino saw the turning of another chapter in Philippine central banking. In accordance with a
provision in the 1987 Constitution, President Fidel V. Ramos signed into law Republic Act No.

7653, the New Central Bank Act, on 14 June 1993. The law provides for the establishment of an
independent monetary authority to be known as the Bangko Sentral ng Pilipinas, with the
maintenance of price stability explicitly stated as its primary objective. This objective was only
implied in the old Central Bank charter. The law also gives the Bangko Sentral fiscal and
administrative autonomy which the old Central Bank did not have. On 3 July 1993, the New
Central Bank Act took effect.
First Bank in the Philippines
Bank of the Philippine Islands (BPI) is that country's second-largest

bank, trailing only Metropolitan Bank & Trust. It is
also the Philippines' oldest bank and one of the
oldest of all Asian banks. BPI offers a full range of
commercial and retail financial services, including
corporate finance services, asset management,
and brokerage and other financial consulting
services. BPI's retail network includes more than 700 branches throughout
the Philippines, as well as branches in New York, Hong Kong, and Tokyo. The bank also
operates a network of more than 1,200 automated teller machines and more than 8,500 retailer-
based point-of-sale machines. In 1999, BPI pioneered online banking in the Philippines with the
launch of online bank BPI Direct in 1999. In addition to its banking products and services, BPI
has also developed a strong non-life insurance operation, chiefly under subsidiary BPI/MS
Insurance Corporation. Listed on the Philippines Stock Exchange, BPI has long been majority
controlled by Philippines conglomerate Ayala Corporation.
Founding Asian Banking History in the 19th Century
The increasing trade between Spain and the Philippine Islands created a need for a
banking facility in the Spanish colony. A first attempt to establish a colonial bank came in 1828,
when King Ferdinand VII called for the creation of a public bank in the Philippines. Yet the actual
formation of the bank did not occur until the middle of the century, under the auspices of then
colonial governor Antonio de Urbiztondo y Eguia, who took up his post in 1850.
Urbiztondo established the bank the following year in the Royal Custom House in the
fortress town of Intramuros. The bank was named El Banco Español Filipino de Isabel 2 in honor
of the reigning queen of Spain. Joining the bank's policy board was Antonio de Ayala. The
Ayala family and the later Ayala Corporation were to remain intimately related with the bank and
with the Philippines' industrial development.
As the first and only public bank in the Philippines--and perhaps the first public bank in
all of Southeast Asia--El Banco Español Filipino de Isabel 2 was granted the authority to issue
the first paper money in the Philippines. That operation started in 1852, when the bank issued
its first pesos fuertes, or 'strong pesos.'
Expansion and Diversification in the 1980s
In 1982, BPI began preparing for the deregulation of the Philippines' banking industry,
which enabled it to transform itself into an expanded commercial bank. As part of that effort,
BPI acquired Commercial Bank and Trust Company, which specialized in the middle market, in
1981. The growing bank then moved to enter the investment banking field with the purchase of
Ayala Investment and Development Corporation in 1982. BPI's relationship with Ayala also
enabled it to add an international component that year when it took over Ayala International
Finance, based in Hong Kong. BPI made two more significant purchases in 1982 when it
acquired Philsec, boosting its new investment banking wing, and Makati Leasing and Financing.
The latter purchase helped strengthen its own leasing arm, which was launched in 1980 and
made BPI the first Philippine bank to offer leasing facilities.

BPI by then had expanded its operations into the Philippines rural areas after acquiring
People's Development Bank, which also held a strong, agribusiness-based loan portfolio, in
1984. That purchase enabled BPI to meet new government requirements stipulating that
agribusiness loans make up at least 20 percent of a bank's loan portfolio. The People's
Development Bank acquisition formed the basis of BPI's new subsidiary, BPI Agricultural Bank.
BPI continued its acquisition burst into the mid-1980s. In 1985, the company added
Family Bank, at the time a major mortgage and savings bank in the Philippines. Renamed BPI
Family Bank, the new subsidiary grew into one of the country's leading consumer lending
banks. Also in 1985, BPI stepped up its international component with the purchase of Asian
International Bank, based in New York. That office was later converted into a full BPI branch.
"Banc assurance" Leader in the New Century
Alongside its acquisition campaign, BPI displayed its penchant for playing the pioneer
in various banking areas during the 1980s and early 1990s. In 1981, the bank became the first in
the country to offer access via Automated Teller Machines (ATM). Two years later, BPI
extended its ATM network to include its Express Teller system, the first in the country to provide
24-hour access to banking services. Then, in 1987, the bank introduced the Philippines first
debit-card system.
BPI's next technological innovation came in 1991 when it introduced its Express
Banking Centers. Typically located in shopping malls, BPI's Express Banking Centers operated
as mini-banks providing a more limited range of services than full-service banks. Nonetheless,
customers were able to open new accounts as well as apply for credit cards and home and car
loans.
RELIGION IN THE PHILIPPINES
Historically, the Filipinos have embraced

two of the great religions of the world - Islam and
Christianity. Islam was introduced during the 14th
century shortly after the expansion of Arab
commercial ventures in Southeast Asia. Today, it is
limited to the southern region of the country.
Christianity was introduced as early as the 16th
century with the coming of Ferdinand Magellan in
1521. Protestantism was introduced by the first
Presbyterian and Methodist missionaries who arrived with the American soldiers in 1899.
Two Filipino independent churches were organized at the turn of

the century and are prominent today. These are the Aglipay (Philippine
Independent Church) and the Iglesia Ni Kristo
(Church of Christ) founded in 1902 and 1914,
respectively. Recently the Aglipay signed a
covenant with the Anglican Church. The Iglesia ni
Kristo has expanded its membership considerably.
Its churches, with their unique towering architecture, are landmarks in
almost all important towns, provincial capitals, and major cities.
Chinese religion, Buddhism and animism have also had roles in

the development of religion in the Philippines and important to some groups of people. Dr. Jose
Florante J. Leyson wrote in the Encyclopaedia of Sexuality: “Taoism was introduced to the
Filipinos by Chinese merchants during the tenth century. Taoism has both a philosophical and a
religious tradition. As the traditional Chinese population has aged, Taoist temples are

increasingly seen only in few major cities where they serve as tourist attractions, not religious
symbols and sites. As octogenarian males are dying and their religion is fading away, modern
Chinese males are being Westernized or practice a more popular religious persuasion.
Buddhism was probably first introduced to the

Philippines during the eighteenth century from India
through the Malaysian peninsula and China. Chinese
Buddhism, based on the Mahayana (Great Vehicle,
Wide Path) school of India, was handed down from
generation to generation by both Chinese traders and
immigrants. This form of Buddhism is very similar to
Taoism. More recently, Buddhism has become more of
a social ceremonial practice rather than a religion, and
its temples have become a tourist curiosity. The “fat-
bellied” Buddha statue is a symbol of the family’s
wealth and fertility that bedecked a Chinese house’s
foyer or living room.
Nature worship, the traditional indigenous

religion of the Philippines, has been practiced from
prehistoric times by the aboriginal Aetas, Negritos,
Ifugaos, Igorots, and the hill people. Their constant
struggle with the forces of nature for their survival has
led to a closer relationship with their ancestors and the
elements of nature. This form of religion has little if any
systematic doctrine. However, there is one basic
characteristic: the belief in the spirits of their ancestors
who influence the living in every conceivable sphere of
life and apply rewards and sanctions where appropriate. These religions also have lesser gods
and deities with different powers related to physical health and fertility. The majority of tribal
peoples believe that the first woman came from the “split” of the bamboo node, a kind of a
tropical, tall, and slender palm with sequenced “nodes” in the trunk
Islam is practiced by 5 present of the population, with the

majority residing on Mindanao at the south-western tip of the
archipelago. Islam reached the Jolo and Zulu Islands in the Philippines,
a century before the Spanish colonialists arrived, through Arab and
Persian merchants arriving from the Malayan peninsula. Despite the
fact that the Philippine government legally approves only monogamy,
local Muslims, known as “Moros,” are allowed to have several wives
provided they can afford them.
Introduction of Christianity to the Philippines
Initially, the primary goal of the Spanish in the

Philippines was to convert the Filipinos to Christianity. One
Jesuit priest wrote, “Lord Philip II...said that for one sole
monastery in the Philippines in which the Holy Name of God
was conserved, he would expend all the revenues of the
kingdoms.” The Spanish colonizers introduced Roman
Catholicism to Luzon and the Visayas, but were unsuccessful
in Mindanao, where Muslims staved off Spanish efforts.
Catholicism caught n remarkably quick and Filipinos became
passionate Catholics.

The relatively peaceful conquest of the Philippines by the Spanish in 1573 is sometimes
“credited to the surviving spirit of Las Casas." So as not to repeat the mistakes the Spanish
made in Latin America, Philip II ordered his soldiers, administrators and religious zealots not to
brutalize the local people. Bartolomé de las Casas (1474-1566), a Spaniard who born in Seville
who came to the New World as a conquistador in 1502, was most influential early supporter of
the cause of Indian rights. He acquired his first slave as a university student at Salamance,
Spain and later used slaves to run a mine and his own estate in Cuba. He continued to own
slaves after he took the holy orders in 1512 and it wasn't until 1514, when he was preparing a
sermon, that he suddenly became awakened to his wrong-doing when he read in the Bible: "he
that sacrificeth of a thing wrongfully gotten, his offering is ridiculous, and the gifts of unjust
men are not accepted." After this experience he was a changed man. He was convinced that
"everything done to the Indians thus far was unjust and tyrannical" and decided at the age of 40
to devote is life to "the justice of those Indian peoples, and to condemn the robbery, evil and
injustice committed against them."
Christianity in the Philippines Today
Professor Susan Russell wrote: “Christianity in the Philippines today, unlike during the
Spanish period, is a mixture of nationalistic efforts by local peoples to 'Filipinize' Roman
Catholicism and the efforts of a variety of Protestant missionizing successes. In the American
colonial period, 1900-1946, a lot of Protestant teachers and missionaries came to the
Philippines to 'purify' what they viewed as the incorrect or 'syncretic' characteristics of
charismatic blends of Filipino Roman Catholicism. The Aglipayans were among the first to try to
Filipinize Roman Catholicism and were popular in the early part of American colonial rule. The
Iglesia ni Kristo is another Filipino-founded sect that has found strong support among well-to-
do Filipinos.
“In remoter parts of the Philippines, where Spanish colonialism and Roman Catholicism
never penetrated until the beginning of the 20th century, a variety of Christian missionaries
compete for new converts. Seventh Day Adventists and Jehovah's Witnesses typically go door-
to-door, spreading the specific messages that their sects support. In traditional, staunchly
Roman Catholic areas, their missionizing efforts and attacks on syncretic forms of Roman
Catholicism are often unwelcome. In areas where Roman Catholicism is still fairly recent, the
missionaries carry messages that are more carefully listened to by local Filipinos. What was
once a truly Roman Catholic country in terms of the population has given way to a variety of
forms of Christianity.
In the Luzon highlands, for example, where many indigenous ethno-linguistic groups
resisted Spanish rule, Roman Catholic or Anglican priests today have a fairly comfortable
accommodation with indigenous forms of ritual and belief. Local peoples follow traditional
customs related to burial rites, but often invite Christian priests to celebrate the last rites or
formal burial rites in addition. The advantage of this kind of syncretism is that people's beliefs
and support for their traditions are not lost, but simply accommodated with beliefs and
practices associated with the newer religion. Many recent Protestant missionaries, in contrast,
fail to recognize the value of supporting indigenous customs, and simply attack local religious
practices as evil. Their meagre success in attracting converts speaks to the need for
understanding the context in which American religious practice can flourish.
The current challenge to the supremacy of the Catholic church comes from a variety of
small sects -- from the fundamentalist Christian groups, such as Jehovah's Witnesses and
Seventh Day Adventists, to the lglesia ni Kristo and Rizalists. The Roman Catholics suffer from a
lack of personnel (the priest to people ratio is exceedingly low), putting them at a disadvantage
in gaining and maintaining popular support. The Catholic church is seeking to meet this
challenge by establishing an increasingly native clergy and by engaging in programs geared to
social action and human rights among the rural and urban poor. In many cases this activity has
led to friction between the church and the Marcos government, resulting in arrests of priests,
nuns, and lay people on charges of subversion. In the "war for souls" this may be a necessary

sacrifice. At present the largest growing religious sector falls within the province of these
smaller, grass roots sects; but only time will tell where the percentages will finally rest.
Non-Catholic Christian Groups in the Philippines
The Roman Catholic Church has for centuries been the dominant religious force in the
Philippines. About 80 percent of the nation's 100 million people are Catholic, but there is a
plethora of home-grown Christian movements, the most highest-profile and strongest of which
are the INC (Iglesia ni Cristo) and the Philippine Independent Church.
About 9.5 percent of the Christian population of the Philippines is non-Catholic. These
include Protestants (5.4 percent) and the Philippine Independent Church (2.6 percent) and
Iglesia ni Cristo (2.3 percent), which some consider Protestant sects. Protestants include
Presbyterians, Methodists and evangelicals. Some regard the Philippine Independent Church,
and Philippine Church of Christ as Protestant. Protestant missionaries arrived in 1901 and
followed the Catholic example of establishing hospitals, clinics, and private schools. The
Church of the Latter Day Saints (Mormons) is currently the most active missionary group.
About two percent of the Philippines population are members of the Aglipayan church,
or Philippines Independent, Church. It was foudned in 1902 by dissenting Catholics under
Bishop Gregario Aglipay and blends elements of Anglican Christianity with Catholicism. It is
regarded as Catholic offshoot.
Followers of The Flag of the Race ( Iglesia Atawat ng Lahi) sect believe that executed
Filipino hero Jose Rizal is a direct reincarnation of Christ and he will return one day to save the
faithful from poverty and suffering. The cult is based in the Calamba area and has an estimated
250,000 followers.
The Unification church of Sun Myung Moon (“Moonies”) is active in the Philippines.
Nearly 1,000 Filipina women "married" in a mass wedding to Korean men were barred from
leaving the country because the Unification church did not present valid marriage licenses and
other documents. The church threatened to sue to Philippines government for "moral
harassment" and in response the Philippines government refused to allow the South Korean
grooms to return to the Philippines.

EXAMINE
Answer the following questions. Write your answer on the space provided. Abbreviations are
not allowed in the answers.
1. Which romantic name of the Philippines was given by Fr. Juan J. Delgado and made
popular by Dr. Jose Rizal?
_____________________________________________________________________
2. Which early name of the Philippines means Land of Gold?
_____________________________________________________________________
3. Who was the founder of Iglesia ni Kristo?
_____________________________________________________________________
4. Which language is widely-used in the Philippines, especially for education, commerce
and profession even if it’s not a locally originated language?
_____________________________________________________________________
5. According to migration theory, which emigrants were the first to come to the Philippines
by sea?
_____________________________________________________________________
6. Which U.S. department headed numerous outreach programs to the Philippines during
calamities and disasters?
_____________________________________________________________________
7. Which agreement/treaty between U.S. and Philippines strengthen the bilateral
economic relation of the two countries?
_____________________________________________________________________
8. Which Treaty between the U.S. and Philippines provides a strong foundation for our
robust security partnership?
_____________________________________________________________________
9. Which bank is the oldest bank in the Philippines?
_____________________________________________________________________
10. Which old university in the Philippines does our national hero took his education?
_____________________________________________________________________

EVALUATE
ACTIVITY 5: I KNOW YOU!
Photo Analysis: Name and describe the object, event or place projected in the picture. Then,
explain its significant role/roles to the Philippines. Write your answer on the space provided
beside every picture. Start with the phrase “I Know You…!” then follow it with your
descriptions.
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ACTIVITY 6: SHOW YOURSELF!

Concept Webbing: Recreate and summarize each given topic by the use of a CONCEPT WEB.
Then, make a short explanation of your web. You may use different shades and shapes for
emphasis.
1. The contributions of the United State of America to the Philippines.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_______________________________________________________________________

2. The benefits and disadvantages of the Bansa-moro Organic Law.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
__________________________________________________________________

3. The benefits and disadvantages of highly diverse beliefs/religions in the Philippines.
___________________________________________________________________________________________________
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___________________________________________________________________________________________________
__________________________________________________________________

4. Contributions of educational institution in shaping the Philippines today.
___________________________________________________________________________________________________
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__________________________________________________________________

5. Powers, functions and limitations of Bangko Sentral ng Pilipinas.
___________________________________________________________________________________________________
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Accomplished by: ______________________________________

Student’s name and signature

Appendix

Photo Analysis
Objective
(25%) Makes a Makes a Makes a Descriptions
complete and detailed detailed are not detailed
detailed description of description of or complete.
description of most of the some of the
the subject subject matter subject matter
matter and/or and/or elements and/or elements
elements seen seen in the seen in the
in the photograph. photograph. photograph.
Knowledge
Provides a Provides a Provides some Summary is not
(25%)
complete somewhat summary about detailed or
summary of the complete the situation complete.
situation and summary of the and time period
time period situation and shown, and the
shown, and the time period people and
people and shown, and the objects that
objects that people and appear.
appear. objects that
appear
Interpretation
(25%) Forms a Forms a Relates how the Finds it
reasonable somewhat photograph difficult to
hypothesis reasonable makes him/her interpret the
about what is hypothesis feel personally. meaning of the
viewed in the about what is photograph.
photograph and viewed in the
is able to photograph and
support this is able to
with evidence support this
from the with some
photograph. evidence from
the photograph.
Further
Finds detailed Finds detailed Finds the time Does not find
Research
information information period for the any information
(25%) about the time about the time photograph. about the
period and period and photograph.
relates it to the relates it to the
photograph. photograph.

Concept Web
Structure
Non-linear Non-linear Non-linear Inappropriate
(25%) structure that structure that structure that structure
provides a very provides a shows some
complete complete relationships
picture of your picture of your between ideas
ideas ideas
Relationships
Relative Relative Importance is No
(25%)
importance of importance of evident but not very differentiation
ideas is ideas is between
indicated and indicated and
distinctive; relations ideas; no
both simple and relationships are somewhat clear evidence of
complex are very but lacking meaningful
relationships effectively relationships
are very mapped
effectively
mapped
Exploratory
Web shows Web shows Web shows Thinking
(25%)
complex effective some thinking process is not
thinking about thinking about about clear
the meaningful the meaningful relationships
relationship relationships between ideas,
between ideas, between ideas, themes, and the
themes, and the themes, and the framework
framework framework
Communication
Information is Information is Information is Information is
(25%)
presented presented presented and not clear,
clearly and clearly and some very difficult to
allows for a allows for a understanding understand
high level of basic level of can be gained
understanding understanding

1. Pearl of the Orient Seas 6. United States Agency for

International Development
2. Ma-yi 7. Trade and Investment
Framework Agreement
3. Felix Y. Manalo 8. Mutual Defence Treaty
4. English 9. Bank of the Philippine Islands
5. Indonesians 10. University of Santo Tomas


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AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE & TECHNOLOGY

MAIN CAMPUS, BUNAWAN, AGUSAN DEL SUR

READINGS in PHILIPPINE HISTORY

The approach, though historical, will deal with interdisciplinary subjects so as to

COURSE INTENDED OUTCOMES

COLLEGE OF ARTS AND SCIENCES

ACTIVITY 1 ▪ Brain Twist

4 5 1. BS IT, BS Math, AB English, BS

ACTIVITY 2 ▪ First Impression

ACTIVITY 3 ▪ Our Beloved Institution

THE HISTORY OF ASSCAT

ASSCAT VISION, MISSION, GOALS AND QUALITY POLICY

Criterion Reference Semestral Grade

ACTIVITY 4 ▪ Extend Your Understanding

5. Which of the following is not part of ASSCAT goals?

ACTIVITY 5 ▪ Forget Me Not

▪ The student ▪ The student ▪ The student ▪ The student

ACTIVITY 5 ▪ Reflect It On!

REFLECTION PAPER RUBRIC

ACTIVITY 1 – Brain Twist

ACTIVITY – Extend Your Understanding

Intended Learning Outcomes

1. Identify the criteria in evaluating primary and secondary source materials.

Anonymous. (n.d).Historical method. Retrieved from

Saint Mary’s University of Minnesota. (2013). Primary vs secondary sources. Retrieved

COLLEGE OF ARTS AND SCIENCES

ACTIVITY 1: LET’S DIAGNOSE YOUR KNOWLEDGE

What it really Mean?

Primary – not made or coming Firsthand –coming directly from

Source – a person, publication, or

Secondary – coming from or Secondhand- not original; taken

COLLEGE OF ARTS AND SCIENCES

ACTIVITY 2: FILL IN THE MISSING

COLLEGE OF ARTS AND SCIENCES

The Meaning and Relevance of History

Primary resources are considered as contemporary accounts of an event, personally

On the other hand, secondary sources serve as interpretations or readings of primary

If the evaluation of an available source shows any indication that it is an interpretative

COLLEGE OF ARTS AND SCIENCES

COLLEGE OF ARTS AND SCIENCES

COLLEGE OF ARTS AND SCIENCES

Name: ________________________ Section: ___________________________

Explanation for the overlapping concepts:

COLLEGE OF ARTS AND SCIENCES

Name: ________________________ Section: ___________________________

COLLEGE OF ARTS AND SCIENCES

COLLEGE OF ARTS AND SCIENCES

COLLEGE OF ARTS AND SCIENCES

COLLEGE OF ARTS AND SCIENCES

ACTIVITY 6: MAKE ME BELIEVE IN YOU!

Name: ________________________ Section: ___________________________

COLLEGE OF ARTS AND SCIENCES

COLLEGE OF ARTS AND SCIENCES

ACTIVITY 7: ONE MORE TRY

COLLEGE OF ARTS AND SCIENCES

COLLEGE OF ARTS AND SCIENCES

ACTIVITY 2: ONE MORE TRY

COLLEGE OF ARTS AND SCIENCES

Solmerano, E.T. M (2018) et al. Readings in Philippine History. Philippines: Fastbooks

1. Which of the following is a category of content analysis?

COLLEGE OF ARTS AND SCIENCES

4. It is a type of content analysis which builds on conceptual analysis by examining the

5. Which of the following is true about content analysis.

Name: Section: ___

Name: Section: ___

Name: Section: ___