ARELLANO UNIVERSITY

EXPANDED TERTIARY EDUCATION EQUIVALENCY AND ACCREDITATION

PROGRAM ( E T E E A P )
2600 Legarda St., Manila, Philippines
www.arellano.edu.ph

GENERAL EDUCATION

Vision: A leading teacher education that is sensitive and responsive to the needs of global and local

communities.

Mission: Prepare future educators with ethical leadership, work values, and professional competence through a

relevant curriculum via integrative and experiential learning

Values: Competence
Commitment
Critical and creative thinking
Cultural Sensitivity
Collaboration

Objectives: Produce highly committed mentors and educational leaders equipped with desirable values, knowledge, skills for
national development.

To train students to become efficient and effective teachers by:

1) participating in community extension.
2) engaging in research activities.
3) enhancing ICT skills.
 4) providing quality instruction and curriculum.
5) establishing linkages and partnerships.
6) developing proficiency in communication skills.
7) developing a sense of pride in one’s cultural heritage and national identity; and
8) nourishing emotional competence.

Course Title Readings in Philippine History

The course analyzes Philippine history from multiple perspectives through the lens of selected primary sources coming from various
Course Description disciplines and different genres. Students are given opportunities to analyze the authors’ background and main arguments, compare
different points of view, identify biases, and examine the evidence presented in the document. The discussions will tackle traditional
topics in history and other interdisciplinary themes that will deepen and broaden their understanding of Philippine political, economic,
cultural, social, scientific, and religious history. Priority is given to primary materials that could help students develop their analytical
and communicative skills. The end goal is to develop the historical and critical consciousness of the students so that they will become
versatile, articulate, broad-minded, morally upright, and responsible citizens.
This course includes mandatory topics on the Philippine Constitution, agrarian reform, and taxation.

1. Evaluate primary sources for their credibility, authenticity, and provenance, in order to come up with valid and reliable historical research
Course Outcomes outputs.
2. Analyze the context, content, and perspective of different kinds of primary sources.
3. Determine the contribution of different kinds of primary sources in order to develop understanding
of the complexities of Philippine history and realizing its context
4. Develop critical and analytical skills with exposure to primary sources.
5. Demonstrate the ability to use primary sources to argue in favor or against a particular issue.
6. Effectively communicate, using various techniques and genres, their historical analysis of a particular event or issue that could help others
understand the chosen topic.
7. Propose recommendations/solutions to present-day problems based on their understanding of the root causes and their anticipation of
future scenarios.
8. Display the ability to work in a team and contribute to a group project.
9. Manifest interest in local history and concern in promoting and preserving our country’s national
patrimony and cultural heritage.
10. Integrate technology in various historical research and activities ..
11. Reflect on personal values acquired or learned from lessons of the past .
This course looks into Philippine History using multiple perspectives through the lens of selected primary and secondary sources. It is hoped
Course Overview that the students will be able to analyze and interpret various historical writings and documents.
 Meaning and Relevance of History: Historiography and Historical Methodology
Topic 1.

1. Distinguish samples of primary and secondary sources.

2. Critique sources using external and internal criticisms
Learning Outcomes 3. Analyze the contents of primary and secondary sources.

Understanding and learning history are important skills that 21st-century learners need to possess in the present time. History is the branch
of knowledge that deals with the past. It is a systematic and continuous narrative of past events relating to a particular people, country, period,
Content person etc. usually written in chronological account or also known as a chronicle. In writing a historical account, a historian follows a
principle in doing it. This principle is known as historiography. Historiography is historical writing based on the use of primary and
secondary sources. This is also known as a method of historical research and writing. It requires a critical examination of sources and the
synthesis of a narrative that stands the test of critical examination.

What are the steps in historical methodology?

1. Defining the problem. This step needs to accurately describe some aspects of the past. In doing this, historical researchers want to go
beyond description to clarify, explain, and sometimes correct some historical inconsistencies.
2. Locating relevant sources- Once a researcher decides on the problem or questions he or she wishes to investigate, the search for
sources begins. Historical sources can be categorized into four basic categories:

a. Documents- These include written or printed materials that have been produced in some form or other reports, artwork, bills,
books, cartoons, circulars, court records, diaries, diplomas, legal records, newspapers, magazines, notebooks, yearbooks, test,
memos. These documents may be handwritten, printed, typewritten, drawn or sketched.
b. Numerical records- These are in printed form such as budgets and census reports.
c. Oral statements - These are stories, myths, tales, legends, chants, songs, and other forms of oral expression that have been
used by people through the ages to leave a record for future generations.
d. Oral interviews- These are called a special form of historical research also known as oral history.
e. Relics- These are any objects whose physical or visual characteristics can provide some information about the past. Some of
the examples of relics are furniture, artworks, clothes, monuments, and equipment.

These sources may be further categorized as primary and secondary sources:

Primary Source- It is one prepared by an individual who was a participant in or a direct witness to the event being described.

Secondary Source- This is prepared by an individual who was not a direct witness to an event but who obtained his or her description
of an event from someone else. Some examples of secondary sources are newspaper editorials, encyclopedia entries, magazine articles, and
newspaper accounts. Although secondary sources can be possible sources of historical research, the challenge with these sources is that they
may be less detailed and less accurate. Hence, these sources require further verification on the part of the historical researcher.

3. Summarizing historical information obtained from historical sources- Here, the historical researcher needs to determine the relevance of
the particular material to the question or problem being investigated. It is important that he or she records the full biographic data or sources.
The researcher needs to record the full biographical data he or she collects under categories related to the problem being studied. The
researcher also needs to summarize the pertinent information for easy understanding of the future readers of the historical writing.

4. Evaluating historical sources- In this stage, the researcher needs to provide answers to the following key questions: Is this document
really written by the supposed author? (Is it genuine?) and Is the information contained in this document true? (Is it accurate?). In evaluating
historical sources, the researcher may consider external criticism and internal criticism.

External Criticism

This refers to the genuineness of any and all documents the researcher uses. In external criticism, the researchers want to know
whether or not the documents they find were really prepared by the author(s) of the document.

Some questions come to mind in evaluating the genuineness of historical sources:

Who wrote this document? Was the author living at that time?
For what purpose was the document written? For whom was it intended? And why?
When was the document written? Is the date on the document accurate? Could the details described have actually happened during
this time?
Where was the document written? Could the details described have occurred in this location?
Under what conditions was the document written? Is there any possibility that what was written might have been directly or subtly
coerced?
Do different forms or versions of the document exist?
Internal Criticism
Internal criticism is when the researcher determines if the contents of the document are accurate, once he or she is satisfied
that the source of the document is genuine. Both the accuracy of the information contained in a document and the truthfulness of the
author need to be evaluated.
As with external criticisms, several questions need to be asked in attempting to evaluate the accuracy of a document and the
truthfulness of its author:
With regard to the author of the document:
 *Was the author present at the event he or she is describing?
*Was the author a participant in or an observer of the event?
*Was the author competent to describe the event?
*Was the author emotionally involved in the event?
*Did the author have any vested interest in the outcomes of the event?

With regard to the contents of the documents:

*Do the contents make sense?
*Could the event described have occurred at that time?
*Would people have behaved as described?
*Does the language of the document suggest a bias of any sort? Is it emotionally charged, temperate, or otherwise slanted in a
particular way?
*Do other versions of the event exist? Do they present a different description or interpretation of what happened?

A. Create a comparative matrix of primary and secondary sources. Provide five examples for each source. Use the template
Learning Activities provided below:

Primary Sources Provide a brief explanation of Secondary Source Provide a brief explanation of
the significance of this source. the significance of this source.

B. Read an editorial from a popular circulated newspaper and analyze its content following the process or guide questions in external or
 internal criticisms. Attach your output to the Google Classroom to be provided by the professor for this learning activity. Your output
will be evaluated based on the rubric provided below.

Rubric for the analysis of an editorial from a newspaper article:

Assessment Method
Organization of idea- 10 pts, Proper use of the guide questions from external and internal criticisms 10 pts, and Meaningful conclusion
about the article analysis is evident- 10 pts- 30 points.

Evidence of Learning The student is able to write a well-written analysis of an editorial from a newspaper as an example of a historical source using external and
internal criticisms.
Content and Contextual Analysis of Selected Primary Sources: Antonio Pigafetta’s First Voyage of the World and Juan Plasencia’s Customs
Topic 2 of the Tagalog

1. Analyze the context of some sources and their contribution to understanding Philippine History as a whole
Learning Outcomes 2. Develop an understanding of the great contribution of the accounts of Antonio Pigafetta and Juan de Plasencia in the grand
narrative of Philippine History.
One of the important historical writings known about the first voyage of the world was written by Antonio Pigafetta, a well-known
chronicler of Ferdinand Magellan’s voyage which led to the rediscovery of the Philippines during the 16th century.
Content/Required Reading
Here are some of the important information about Antonio Pigafetta as a chronicler.

-He was in Vicenza Italy around 1490 and died in the same place in 1534.
-He was known as Antonio Lombardo or Francisco Antonio Pigafetta.
-He became a friend of Ferdinand Magellan, who accompanied him together with Juan Sebastian Elcano in the famous expedition to
Moluccas began in August of 1519 and finished in September 1522.

Below is an excerpt from his book that depicts the conditions and struggles encountered by the explorers during Magellan’s exploration

Excerpt from his book:

“We ate only old biscuits reduced to powder, and full of grubs, and stinking from the dirt which the rats had made on it while eating good
biscuits, and we drank water that was yellow and stinking. We ate …. The sawdust of the wood and rats…..”

You can access this YouTube link to get a thorough understanding of some information relevant to Antonio Pigafetta :
https://www.youtube.com/watch?v=iFn6JeZGLK4

Juan de Plasencia
-Born in 16th century in the illustrious family of Portocarreros in Plasencia in the region of Extremadura, Spain
-real name Joan de Puerto Carrero
-he a Spanish Friar of the Franciscan Order
He took the leading role in the spread of primary education
-converted natives, taught catechism, organized towns, and barangays in the Philippines.
-promoted the understanding of the Spanish language among the natives and local languages among the missionaries to facilitate the task
of spreading Christianity.
-initiated the reduccion policy
-Some of his works aimed to put an end to some injustices committed against the natives by certain government officials
-he came to the Philippines with the first batch of the Franciscan in 1577
-He started preaching in Laguna de Bay and Quezon
-He also preached in Bulacan and Rizal
-He elected as custos of the friar on May 23, 1584 and held it until 1588
-He passed away in Liliw, Laguna in 1590
Literary works:
1. Arte de la Lengua (Art of Language)
2. Vocabulario
3. Coleccion de frases tagala (Collection of Tagalog Phrases)
4. Catecismo de la Cristiana (1581)
-translated the Christian Doctrine in Tagalog
5. La Santina (1585)-Opus on Prayer and Meditation
-Relacion de las Costumbres de los Tagalos (1589)- First Civil Code of the Philippines
-Customs of the Tagalog
Customs of the Tagalog is part of longer monographs written by the chroniclers of Spanish expeditions to the Philippines during the early
16th and 17th centuries. They appeared initially in Blair and Robertson’s 55 volumes, The Philippine Islands (1903) and in the Philippine
Journal of Sciences (1958)
-Content
 -It elucidated the form of government prevailed in the Philippine Island before the arrival of the Spaniards
*Datos
*Barangay- a family of parents and children , relations and slaves
*the classes of people:
*nobles
*commoners
*slaves

Relevance of the Customs of the Tagalog in the Contemporary Times

1.Many of the 16th century beliefs and practices are still present today.
2. It affirms that during the pre-Hispanic period , Filipinos have already a government as well set of beliefs and practices.
3. Some of our perceptions on Filipino beliefs and practices are somehow no different from Juan de Plasencia’s point of view

Directions: Explain briefly your answers: Rubric Organization of Idea- 5 pts. and Correctness and appropriateness of the answers to
Learning Activities the given questions- 5 pts.

What do you think is the significance of Antonio Pigafetta’s “First Voyage Around the World? (10 pts)

What did you realize after learning about the work of Juan de Plasencia about “Customs of the Tagalog”? (10 pts)
 How can we describe the life of the Filipinos before the arrival of the Spanish in the Philippines? What are the proofs of your claim? (10
pts)

Assessment Rubric for the essay: organization of idea 5 pts and appropriateness of the answers to the given questions- 5 pts.

Evidence of Learning The students can explain the context and contributions in Philippine History the writings of Antonio Pigafetta and Juan de Plasencia.

Kartilla ng Katipunan by Emilio Jacinto and Gunita ng Himagsikan by Emilio

Topic 3 Aguinaldo

1. Relate the application of Kartilya ng Katipunan to present time.

Learning Outcomes 2. 2. Analyze the works and writings of the authors as primary source
of the
events.
3. 3. Evaluate arguments of Emilio Aguinaldo’s Gunita ng Himagsikan. as a primary source.

Background of Emilio Jacinto

Required Reading/Content *Date of birth: December 15, 1875
*Tondo, Manila
*Died on April 16, 1899 at the age of 23 in Sta. Cruz, Laguna
*Other name or pen names: Pingkian, Dimasilaw or Ka Ilyong
*He was considered as the “brain of the Katipunan”
*He attended San Juan de Letran College and later to University of Santo Tomas to study law
*Married to Catalina de Jesus with son Emilio y De Jesus Jr.
*His grave can be found in Sta.Maria Magdalena Parish Church at Magdalena Laguna

Kartilya ng Katipunan
1. Ang buhay na hindi ginugugol sa isang malaki at banal na kadahilanan ay kahoy na walang lilim kundi damong makamandag.
2. Ang gawang magaling na buhat sa paghahambog o pagpipita sa sarili, at hindi talagang nasang gumawa ng kagalingang ay di kabaitan
3. Ang tunay na kabanalan ay ang pagkakawang-gawa , ang pag-ibig sa kapwa at ang isukat ang bawat kilos , gawa’t pangungusap sa
talagang katuwiran.
4. Maitim man o maputi ang kulay ng balat , lahat ng tao’y magkakapantay-pantay; mangyaring ang isa’y hihigitan sa dunong , sa yaman,
sa ganda ngunit hindi mahihigtan sa pagkatao.
5. Ang may mataas na kalooban , inuuna ang puri kaysa pagpipita sa sarili; ang may hamak na kalooban , inuuna ang pagpipita sa sarili
kaysa sa puri.
6. Sa taong may hiya, salita’y panunumpa.
7. Huwag mong sayanging ang panahon; ang yamang nawala’y mangyayaring magbalik; ngunit panahong nagdaan ay di na muli pang
magdadaan.
8. Ipagtanggol mo ang naaapi, kabakahin mo ang umaapi.
9. Ang taong matalino’y ang may pag-iingat sa bawat sasabihin ; matutong ipaglihim ang dapat ipaglihim.
10. Sa daang matinik ang buhay, lalaki ang siyang patnugot ng asawa at mga anak, kung ang umaakay tungo sa sama , ang patutunguhan
ng inakay ay kasamaan din
11. Ang babae ay huwag mong tingnang isang bagay na libangan lamang , kundi isang katuwang at karamay sa mga kahirapan nitong
buhay ; gamitin mo nang buong pagpipitagan ang kanyang kahinaan, at alalahanin ang inang pinagbuharan at nag-iwi sa iyong
kasanggulan.
12. Ang di mo ibig gawin sa asawa mo , anak at kapatid ay huwag mo gagawin sa asawa, anak at kapatid ng iba.

About the Kartilla:

-also known in English as Primer of the Katipunan
-served as the guidebook for the new members of the organization, which laid out group’s rules and principles

HENERAL EMILIO AGUINALDO: MGA GUNITA NG HIMAGSIKAN

DAKILANG PARANGAL SA PAGDATING NG SUPREMO

"Nang matapos ang masayang pagpapaalaman, ang Supremo at mga kasamahan, ay sumama na sa Pamunuan ng Magdiwang. Gayon na
lamang ang karingalan at kasayahang naghari sa pagsalubong na ginawa ng mga bayang kanilang pinagdaanan. Sa hanay na may siyam
na kilometro ang haba, mula sa Noveleta, hanggang sa San Francisco Malabon, ang lahat halos ng mga bahay ay may mga palamuting
balantok na kawayang kinaskas at pinalamutihan ng sari-saring watawat, tanda ng maringal na pagsalubong at maligayang bati sa
dakilang panauhin.
Isang kilometro pa lamang ang agwat bago dumating sa kabayanan ng San Francisco de Malabon, ang Supremo Andres Bonifacio,
sinalubong agad ng isang banda ng musika at nang nasa pintuan na ng simbahan at nirupiki ng gayon na lamang ang kampana.

Ang malalaking aranya at dambana sa loob ng simbahan ay pawang may sindi ng ilaw. At ang kurang Tagalog na si Padre Manuel Trias,
saka ang "Pallo," ay naghihintay naman sa mga panauhin sa pintuan ng simbahan, at pagkatapos ay kumanta ng Te Deum, hanggang sa
dambana na kaakbay ang mga panauhin. Pagkatapos ng ganyang parangal sila'y itinuloy sa bahay ni Binibining Estefania Potente.

Kinabukasan naman, ang Gabinete ng Pamahalaang Magdiwang, ang gumanap ng kanilang malaon nang inihandang pagpaparangal sa
pamamagitan ng isang kapasiyahan na pagkalooban ang dakilang panauhin, Supremo Andres Bonifacio, ng pinakamataas na tungkulin sa
taguring HARING BAYAN. Sa ganito'y lubusan nang mabubuo ang pamunuan ng nasabing Sanggunian na dati-rati'y wala ng
tungkuling ito at pansamantala lamang nanunungkulan sa pagka Vi Rey, si Heneral Mariano Alvarez.
Ang buong Pamunuan ng kanilang Sanggunian, ay magagarang kasuotan kung nangagpupulong. Simula sa HARING BAYAN,
hanggang sa kahuli-hulihang Ministro at Capitan General, ay may mga bandang pulang ginintuan nakasakbat sa kani-kanilang balikat.
Kung minsan sa kanilang paglalakad, ay nakasuot pa rin ang nasabing banda upang makilala ang kanilang katayuan marahil.
Lubhang masaya sila parati, palibhasa'y ang labing-dalawang bayan na kanilang nasasakupan ay di naliligalig sa anumang laban. Sila'y
naliliskub halos ay nanga sa likuran ng mga bayang maliligalig tuwina ng Pamahalaang Magdalo.

Nang matapos ang ilang araw na parangal sa Supremo at mga kasama, dinalaw nilang lahat ang labing-dalawang bayang nasasakupan
nila bilang paghahanda sa gagawing pagpipisan ng dalawang Sangguniang Magdiwang at Magdalo. Nangagtalumpati sila at nangaral ng
pagka-makabayan at iba pang makagising-damdaming pangungusap ukol sa kalayaan. Sabihin pa, ang galak ng mga taong bayan, kaya't
gayon na lamang karingal ang pagtanggap sa kanila at para bang isang HARING BAYAN nga ang dumating. Ang mga daan ay pawang
binalantukan, may banda ng musika at panay ang hiyawan ng "Viva Tagalog," magkabi-kabila. Ang mga kampana'y halos mabasag sa
pagrurupiki sa mga simbahan niyang pinatutunguhan, may mga dapit pa ng cereales at awit ng Te Deum.
Sa kabilang dako naman, sa gitna ng gayong di magkamayaw na kasayahan at pagdiriwang, ang walong bayang nasa Pamahalaan ng
Magdalo. ay laging nagigimbal araw at gabi ng paghanap sa kalaban sa mga hanay ng Zapote, Almanza, San Nicolas, Bakood,
 Arumahan, Pintong Bato, at Molino sa bayan ng Bakoor, at kasakit-sakit sabihin na sa masamang pagkakataon, ang mga kalaban ay
nakalusot tuloy nang di napapansin sa kabilang ilog ng Zapote, dahil sa puyat at pagod ng ating mga kawal.
Gayon man ang matatapang nating sandatahan sa ilalim ng mando ni Heneral Mariano Noriel at Heneral Pio del Pilar, ay agad-agad
dinaluhong ang mga kalaban, kaya't putukan at tagaang katakut-takot ang naghari pagkatapos. Sa wakas, muli na namang nagtagumpay
ang ating mga kawal, at ang Ilog Zapote ay muling namula sa dugo ng mga kalaban. Ganyan nang ganyan ang nangyayari parati sa
buong hanay ng aming labanan."

Directions: Explain your answers based on the given questions:

Learning Activities
Which among the teachings from the Kartilla can you can relate with or very important for you?

How do you think the millenials in the present time can practice this teaching that you choose? Cite specific doable action.

What are the two factions of the revolution or the Katipunan presented here?
 What is depicted in the narration?

Assessment Rubric: Organization of idea 5 pts and relevance and appropriateness of the answers 5 pts.

The students will be able to evaluate two important historical documents.

Evidence

Content and contextual analysis of selected primary sources; identification of the historical importance of the text; and examination of the
Topic 4 author’s main argument and point of view.

A. Politcal Caricatures of the American Era (Editorial cartoons)

B., Filipino Grievances Against Governor Wood

C. President Corazon Aguino’s Speech before the U.S.

Congress
1.Critique the caricatures and analyze the message behind during the American occupation.
Learning Outcomes
2. Obtain critical understanding of history through speech and film created depicting the culture of sulu raiders.
Alfred Mc Coy, Political Caricatures of the American Era
Content/Required Reading
*Political cartoons and caricature are a rather recent art form, which veered away from the classical art by exaggerating human features
and poking fun at its subject
*Such art genre and techniques became a part of the print media as a form of societal and political community, which usually targets
persons of power and authority.
*Cartoons became an effective tool of publicizing opinions through survey heavy use of symbolism.
*It represents opinions and captures the audience’s imagination is reason enough for historians to examine these political cartoons.
*Commentaries in mass media inevitably shape public opinion and such a kind of opinion is worthy of historical explanation.
Philippine Cartoons: Political Caricature of the American Era (1900-1941), Alfred Mc Coy with Alfred Roces
-compilation of cartoons published in newspaper dailies and periodicals in the American Period

*A picture Published in The Independent

-May 20, 1916
-It shows a politician from Tondo, named Dr. Santos, passing his crown to his brother-in-law, Dr. Barcelona.

*A Filipino guy (as depicted wearing salakot and barong tagalog) was trying to stop Santos, telling the latter to stop giving Barcelona the
crown because it is not his to begin with.
*Another is a cartoon published by The Independent on June 16, 1917
-drawn by Amorsolo
-A Filipino child stole a skinny chicken because he had nothing to eat.

-A man wearing a salakot, labeled Juan de la Cruz was grabbing the officer, telling him to leave the small-time pickpockets and thieves
and to turn at the great thieves instead. He was pointing to huge warehouse containing bulks of rice, milk, and grocery products.
*A cartoon published by The Independent on November 27, 1915
-the caricature of Uncle Sam riding a chariot pulled by Filipinos wearing school uniforms.
-The boys were carrying American objects like baseball bats, whiskey and boxing gloves.
-This was based on an event in 1907 when William Howard Taft was brought to the Manila pier riding a chariot pulled by students of
Liceo de Manila.
-Such was condemned by the Nacionalists at that time.

*A cartoon published by Lipang Kalabaw on August 24 1907

-It depicts Uncle Sam rationing porridge to the politicians and members of the Progresista Party (Federalista) while members of the
Nacionalista Party look on and wait for their turn.
-It depicts the patronage of the United States being coveted by politician from either of the party.
Analysis of Political Caricatures during the American Period
*American occupation demonstrated different strands of changes and shifts in culture, society, and politics.
*Americans introduced democracy
*Filipinos were introduced to different manifestations of modernity
*The principalia class experienced prosperity but the majority of the Filipinos remained poor, desperate, and victims of state repression.

*The Filipino politicians did not understand well enough the essence of democracy and the accompanying democratic institutions and
processes.
*This can be seen in the rise of the political dynasty in Tondo
*Patronage became influential and powerful
*The essence of competing political parties to enforce choices among the voters was cancelled out.
*In the present time, the problem still continues where politicians transfer from one party to another depending on which party was
powerful in specific periods.
*Alfred Mc Coy also used the term “sexual revolution” that occurred in the 1930s.
*Young people disturbed the conservative Filipino mindset by engaging in daring sexual activities in public spaces like cinemas.
-We can see here the meeting point between the conservative past and liberated future of the Philippines
*Other cartoons also depict how Americans controlled Filipinos through seemingly harmless American objects.
-By controlling their consciousness and mentality, Americans got to control and subjugate Filipinos.

Wood’s Administration
*October 5, 1921-General Leonard Wood returned to Manila as the governor-general
-He was a man of stern discipline, high-minded, efficient and honest but he lacked the genial personality of Taft and understanding heart
of Harrison
-He proved to be an efficient administrator. He checked corruption and graft in the government, stabilized the finances and improved
public sanitation.

General Leonard Wood

-But General Wood, brusque and tactless, antagonized the Philippine Legislature and Filipino Leaders.
*In his first year of administration he vetoed 16 bills passed by the Legislature.
*Wood interpreted the Jones Law to its very letter and abrogated many privileges which Harrison had given to the Filipino leaders.
*The growing tensions between Governor Wood and the Filipino leaders flared up dramatically on July 23, 1923, when Senate President
Quezon, Speaker Osmena and the Filipino Department Secretaries resigned from the Council of State
*This incident was known as “Cabinet Crisis of 1923”.
*Governor Wood abolished the Council of State and governed the country without the cooperation of the legislature.
*In 1926 he delivered another blow to the Filipino leaders by abolishing the Board of Control.
*His action was sustained by the Philippine Supreme Court and confirmed by the United States
*the Board of Control composed of the Governor General, the President of the Senate and the Speaker of the House, was created by law
to vote the stocks in the government corporations.
*After its abolition, Governor Wood alone voted the government stocks.
*The fight between Wood and the Filipino leaders stirred the nationalistic spirit of people.
*The two traditionally opposing political parties, the Nacionalista and Democrata, joined forces in a common cause against militaristic
governor general and to work for independence
*In 1926, a coalition called National Supreme Council, was formed.
*While vacationing in the United States, Governor Wood died on August 7, 1927.
*General Wood was succeeded by the Republican governor-general who successively governed for short terms. They were Henry
Stimson (1928-1929), Dwight F. Davis (1929-32) and Theodore Roosevelt, Jr. (1932-33).
*In their administration, they pursued a policy “between the liberalism of Harrison and the conservatism of Wood and restored the era of
good feeling between Malacanang and the Philippine Legislature.

Revisiting President Corazon Aquino’s Speech Before the US Congress

*Corazon Cojuangco Aquino functioned as the symbol of the restoration of democracy and the overthrow of the Marcos dictatorship in
1986
*On September 18, 1986, seven months since Cory became president, she went to the United States and spoke before the joint session of
the US Congress. She addressed the US about her presidency and the challenges faced by the new republic
Excerpts from her speech
On Ninoy’s character
“the government sought to break him by indignities and terror. They locked him up in tiny, nearly airless cell in a military camp in the
north. They stripped him naked and held a threat sudden midnight execution over his head. Ninoy held up manfully under all of it. I
barely did as well. For forty-three days, the authorities would not tell me what had happened to him. This was the first time my children
and I felt we had lost him”.
n her peace agenda
“My predecessor set aside democracy to save it from a communist insurgency that numbered less than five hundred. Unhampered by
respect for human rights he went at it with hammer and tongs. By the time he fled, that insurgency had grown to more than sixteen
thousand. I think there is a lesson here to be learned about trying to stifle a thing with a means by which it grows.”

On the poor and unemployed Filipino willing to offer their lives for democracy
“Wherever I went in the campaign, slum are or impoverished village. They came to me with cry, democracy... They did not expect me to
work a miracle that would instantly put food into their mouths, clothes on their back, education in their children and give them work that
will put dignity in their lives. But, I feel the pressing obligation to respond quickly as the leader of the people so deserving of all these
things”.
Cory asked a compelling questions to the US Congress:
 “Has there been a greater test of national commitment to the ideals you hold dear than that my people have gone through? You have spent
many lives and much treasure to bring freedom to many lands that were reluctant to receive it. And here, you have a people who want it
by themselves and need only the help to preserve it.”
Analysis of Cory Aquino’s Speech
*it talks her family background
*she talked about the new government
*Ninoy’s legacy
*She was able to draw a sharp contrast between her government and the government of her predecessor by expressing commitment to the
democratic constitution drafted by independent commission
*Her speech signifies the continued alliance between the US and the Philippines.

Directions: Explain your answers:

Learning Activities
1. How important are the cartoon caricatures created during the American Period in the Philippines? How did these shape the political views
of the Filipinos? (10 pts).

2. Describe the leadership of Governor Leonard Wood in the Philippines during his administration. How was Filipino nationalism triggered by
his style of leadership? What happened in the Cabinet Crisis of 1923?

3. What are the salient or significant ideas in the speech of former President Corazon Aquino before the US Congress? What did she
emphasize in this speech? What are the conditions of the Philippines society after the EDSA Revolution was depicted in her speech? (10 pts)
 Rubric: Organization of idea -5 pts and relevance of the answer to the given question -5 pts.
Assessment method

Assessment Evidence
The students will be able to explain and interpret the significance of historical texts and documents.
Topic 5 Social, political, economic and cultural issues in Philippine history:
A. Agrarian Reform Policie
B. The 1987 Philippine Constitution

Learning Outcomes: Develop a research output on the development, controversies and issues on Agrarian Reform of the Philippines.

Assess the film and propose solutions to the problems discussed or

covered.

Differentiate the framing of the different Constitutions of the Philippines and its provisions

Contents and Required Reading Development of Agrarian Reform

Pre-Spanish time
-We had a feudal society. Serfs tilled the lands of their masters.
-Slaves also performed the dual task of farms and house works.
-Both serfs and slave got their crop shares from their masters or lords. These were the datus or tribal chiefs.

Spanish Period

-Feudal system became more extensive

-Large tracts of land, called encomiendas, were granted to Spanish soldiers and officials who had done outstanding services to the Crown.
-The landlords were supposed to protect the general welfare of the people in their encomiendas.
-But they exploited them instead.
-Nonetheless free land titles were issued to the poor farmers. But the procedures for and the land title application were written in Spanish and
were too complicated.
American Regime
-some measures were undertaken to improve land tenure such as the purchase of friar land for distribution, institution of homestead (24
hectares for every family), establishment of agricultural colony, and the establishment of torrens systems of land registration.
-However, these have had very little impact on the socio-economic conditions of the tenants.
In later years, Presidents Quezon, Roxas, Magsaysay introduced their respective programs to uplift the miserable conditions of the tenants.
Likewise, their approaches to the solution of the agrarian problems were directed towards the symptoms and not the causes.

However, in 1963 President Diosdado Macapagal-son of sharecroppers-introduced the first land reform program. Share tenancy was
abolished, among other things.

Unfortunately, due to lack of funds for the purchase of large tracts of land owned by hacienderos, and the powerful top politicians, the proper
implementation of the land reform program became very slow.

A more progressive agrarian reform has been implemented in 1972 under the Marcos administration. Tenancy in all rice and corn lands
throughout the country has been abolished.

Philippine Agrarian Reform Program

It is a package of services extended to the farmers in the form of credit, infrastructure, farm extension, legal assistance, electrification, and the
development of rural institutions.
The program is envisioned to uplift the farmers from poverty, ignorance, and stagnation; and to make them productive, responsible and
dignified, progressive partners in nation-building. The major components of the program are:

-Land Tenure improvement

*Compact farming
*Cooperative farming
*agro-industrial estate
*land consolidation
-Institutional development
*samahang nayon (cooperative association)
*kilusang bayan (cooperatives)
*farmers associations
*financial institutions

-Physical development
*infrastructure
*land distribution
*resettlement

-Agricultural development
 *farm management services
*green revolution
*crop diversification
*home management
*youth participation
-Human resources development
* personnel development (pre-service and in-service training)
*clientele development (farm family education, landowner orientation, and continuing community education and information)

Program Objectives

1.To establish owner-cultivatorship among those who live and work on the land as tillers.

2.To create a truly viable, socialism and economic structure in agriculture conducive to greater productivity and higher farm income through a
cooperative system of production, processing, marketing, distribution, credit, and services;

3.To provide a more vigorous and systematic land settlement program and public land distribution.

4. To achieve a dignified existence for the small farmers, free from pernicious institutional restraints and practices.

5. To make small farmers more independent, self-reliant, and responsible citizen, and a source of genuine strength in our democratic society.

6. To apply all labor laws equally and without discrimination to both industrial and agricultural wage earners.

7.To give first priority to measures for adequate and timely financing of the agrarian reform program; and

8. To involve local government in the implementation of the agrarian reform program.

Land Reform vs Agrarian Reform

Land reform means the improvement of the farmer’s relationship to the land he cultivates. When a farmer is transformed from a tenant into a
landowner, then this is a great improvement.

In addition, he should be assisted by the government on how to improve his production technique and marketing channel.

Agrarian reform is concerned with the total development of the farmers-economic, social, and political transformation. If this successfully
attained, then the small farmer becomes a source of genuine strength in our democratic society.

Socio-economic Implications of the Program

 Evidently, farmers transformation into landownership has greatly changed their social status. They feel free and equal to any other members
of the community.
They have no more masters to command them. Instead they are now the managers of their farms. They make their own plans and decisions.
Such condition stimulates them to improve their productivity because the fruits of their labor all go to them.The economic prosperity of all
small farmers has linkage effects on the other sectors of the whole economy. They will buy more goods and services. This is will increase
economic activities like production and trade. Ultimately, there will be economic growth for the whole country. This exactly happened in
Japan, South Korea, and Taiwan.

P.D. No. 27-Key Information

1.Share tenancy was abolished. It covers only rice and corn farming.
2.Family-size farms were established. Tillers were given 3 hectares if irrigated or 5 hectares if unirrigated. The landowner may retain not more
than 7 hectares. If he does personally till his land, it is to be farmed by others on leasehold arrangement.
3.The farmers pays the land given to him in 15 equal yearly amortizations plus 6% interest.
4.The price of the land granted to the farmer is equivalent to 2 ½ times the average annual harvest of 3 consecutive normal years before
October 21, 1972. Then multiply the number of canvas with the prevailing government support price on October 21, 1972 which was P 35 for
rice and P 31 for corns.
5.The Land Bank of the Philippines, which is the financial arm of the agrarian reform program, pays the landowners in any of the following
manner:
a.Cash payments of 10% and the balance in 25 year Land Bank bonds at 6% interest tax-free.
B. Payment of 30% in preferred shares of stocks issued by the Land Bank, and the balance in 25 year LB bonds at 6 % interest, tax free.
c.Exchange arrangement for government stocks in government-owned or controlled corporations or private corporations where the
government has holdings.
D. Cash payments of 20% and the balance in 25 year LB bonds at 6% interest, tax-free for landowners with less than 24 hectares. However,
small landowners may get an additional 10% cash payment if they use such amount for the security of their children’s future, education and
housing.

6.No land acquired by the farmer through the agrarian reform is transferable, except by hereditary succession. If there is no heir, he can sell it
to the government for redistribution to other qualified tillers.

7. Conversion of tenanted rice and corn farms into non-agricultural use or any other crops in order to avoid the application of land reform is
illegal.

CARP- RA 6657-Key Information

1. The Comprehensive Agrarian Reform Program covers all public and private agricultural lands, including other lands of the public domain
suitable for agriculture.

2. Ownership of agricultural lands is based on a family-size farm which is not more than 3 hectares. The landowner can retain 5 hectares.
Three hectares may be awarded to each child of the landower, if he is not less than 15 years ols and if he is actually cultivating or directly
managing his farm. Landowners under PD No 27 are allowed to retain their farms.

3. Qualified beneficiaries in the following order of priority are the agricultural lessees and share tenants, regular farmworkers, seasonal
farmworkers, other farmworkers, actual tillers or occupants of public lands, collectives or cooperatives of the aforementioned beneficiaries,
and others directly working on the land.

4. The distribution of all lands covered by CARP shall be implemented within 10 years effective immediately upon signing of the law by
President Corazon Aquino on June 10, 1988. However, the application of CARP on private commercial lands, such as livestock, poultry,
piggery, aquaculture (fishponds, saltbeds, and prawn ponds), fruit farmers, orchards, vegetable, and cut-flowers farms, and cacao, coffee and
rubber plantations, has been deferred for 10 years.

5. Exemptions and exclusions include lands for wildlife, forest reserves, reforestation, fish sanctuaries and breeding grounds, watersheds, and
mangroves, national defense, school sites and campuses, experimental farm stations, seeds, and seedling research and pilot production centers,
church sites and convents, mosque site and islamic centers, cemeteries, penal colonies, penal farms, and government and private research and
quarantine facilities.

6. Payments to landowners: 25% cash and 75% government bonds for above 50 hectares; 30% cash and 70% government bonds for above 24
hectares and up to 50 hectares; and 35% cash and 65% government bonds for 24 hectares and below. Payments are made in 10 years at 10%
interest per annum.

7. Beneficiaries pay Land Bank of the Philippines in 30 annual amortization at 6% interest per annum.

8. Valuation of lands is determined by PARC (President Agrarian Reform Council headed by the President of the Philippines). The value of
the land depends on the costs of their acquisition, current values, tax declarations, sworn valuation by the owners, and government assessment.

Critical Analysis of the Agrarian Reform Program

The rationale of the agrarian reform program is that when a poor farmer owns the land he is cultivating, he is naturally more interested to
improve his harvest. This is true if:

1. The owner has a sufficient area of land to till for the adequate support of himself and his family.

2. The agrarian reform provides permanent security of tenure to beneficiaries.

3. The necessary credit is made available to the new landowners on benevolent terms which do not make them slaves of the lenders; and

4. The agrarian reform program allows small farmers to make decisions as to what and how to produce, and what and how to sell their
products.
Note: As additional reading. Access this link for Republic Act 9700 also known as an Act Strengthening the Comprehensive Agrarian
Reform Program
https://www.officialgazette.gov.ph/2009/08/07/republic-act-no-9700/

Concept of Constitution

Constitution refers to that body of rules & principles in accordance with which power of sovereignty are regularly exercised. As this
defined, it covers both written & unwritten constitution.
With particular reference to the constitution of the Philippines, it may be defined as the written instrument by which the fundamental
powers of the government are established, limited & defined & by which this powers are distributed among the several department or
branches for their safe & useful exercise for the benefit of the people.

Nature and Purpose of Constitution

1.Serves as the supreme fundamental law

-A constitution is the charter creating the government. It has the status of a supreme or fundamental law as it speaks for the entire people
from whom it derives its claims to obedience.

2.Establishes basic framework & underlying principles of government

-The constitution is also referred to as the organic or basic law being or relating to the law by virtue of which the government exists as
such.
-Its purpose is to prescribe the permanent framework of the system of government to assign to the different department or branches, their
respective power & duties.

and to establish certain basic principles on which the government is founded. It is primarily designed to preserve & protect the rights of
individuals against arbitrary actions of those in authority. Its function is not to legislate in detail but to set the limits on the otherwise
unlimited power of the legislature.

Basic Principles Underlying 1987 Constitution

1.Recognition of the aid of Almighty God
2.Sovereignty of the people (Article II, Section 1)
3.Renunciation of war as an instrument of national policy (Sec. 2)
4. Supremacy of the civilian authority over the military (Sec.3)
5.Separatin of the church & state (Sec. 6)
 6.Recognition of the importance of the family as a basic social institution & of the vital role of the youth in nation building (Sec. 13, 13;
Art. XV)
7.Guarantee of Human Rights (Art. III, Secs. 1-22)
8. Government through suffrage (Art. V, Sec 1)
9. Separation of powers (Art. VI, Sec 1)
10,. Independence of the judiciary (Article VIII, Sec 1)
11. Guarantee of local autonomy (Art X, Sec.2 )
12.High sense of public service morality & accountability of public office (Art XI, Sec. 1)
13.Nationalization of natural resources & certain private enterprises affected with public interest (Art. XII, Sec. 2, 3, 17, 18)
15. Rule of majority
16. Government of laws & not of men
Learning Activities Term Paper

Directions: Research from the web sources a controversial issue related to the implementation of the agrarian reform program in the
country. Briefly explain the controversies and how this issue was settled by a specific institution. Write your term paper on a short
bond paper. Your research paper should have the following parts: Introduction, Discussion, and Conclusions. Observation of proper
citation of the sources used in this term paper. The font size is 12 and the font style to be used is times new roman. Your term paper
must not exceed 5 pages.

Assessment Rubric:

Organzaton of idea and enough number of proofs and evidence were provided -10 pts
Observance of the proper format- 10 pts.
Meaningful conclusions are provided- 10 pts
Total- 30 pts
Evidence of Learning The students can write a term paper relevant to the issue in the implementation of the agrarian reform program in the Philippines.

Learning Acitvities Tota ___l

X 70%
 Exam: Grade
X 30%
Total

Course Work
Examination
Grade
 Give the distribution of marks between coursework and examination.
GRADING: 70% - Coursework 30% - Examination
Gra g System and ivalency
din Equ Descriptive
Percent Number
99-100% 1. Superior
0
0
96-98 1. Excellent
2
5
93-95 1. Very Good
5
0
90-92 1. Good
7
5
87-89 2. High Average
0
0
84-86 2. Average
2
5
81-83 2. Fair
5
0
78-80 2. Low Average
7
5
75-77 3. Pass
0
0
Below 75 5. Fail
0
0
Name of Professor: Dr. Gregorio R. Sismondo Signature:
Date: Checked and Reviewed: