Module In Readings In Philippine History.docx

SS 110 READINGS IN PHILIPPINE HISTORY

JOHN GILBERT C. AMOR Compiler ROSEMARIE B. LEO Compiler

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PREFACE This instructional material is a compilation of other reading materials mostly from the book of Grey and Biong. It was developed to fill the learning needs of the students in the general education courses. It is composed of five modules mostly focusing on the investigation or examination of documents. Module 1 consists of basic concepts and information about history, Module 2 is anchored on the content and contextual analysis of the primary sources included in this material, Module 3 provides readings on the controversies and conflicting views in Philippine history, Module 4 consists of the social, political, economic, and cultural issues with focus on the historical development of the Philippine Constitution, Agrarian Reform and Taxation. Module 5 talks about the critical evaluation and promotion of local and oral history, cultural performances, historical shrines, museums, indigenous practices, religious rites and rituals, and the like. Each week has lessons for you to tackle. There is one pretest and one posttest per week for you to answer. There is also an activity for you to accomplish in every module. Everything inside is student friendly so don’t get apprehensive. At the end of the semester, you compile your quizzes in one folder and all the outputs in your activities in another folder.

JGA

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TABLE OF CONTENTS

Week Module 1 1 Basic Concepts and Information------------------------------------------------Meaning and Relevance of History-----------------------------------Sources of history--------------------------------------------------------Types of Sources----------------------------------------------------------External and Internal Criticism----------------------------------------Repositories of Primary Sources--------------------------------------Kinds of Primary Sources-----------------------------------------------2 Readings for Primary Vs. Secondary Sources On Tejeros Convention--------------------------------------3 2 Content and Contextual Analysis of Selected Primary Sources-------First Voyage Around the World--------------------------------------Customs of the Tagalogs-----------------------------------------------4 Kartilla of the Katipunan-----------------------------------------------Act of the Declaration of Philippine Independence-------------5 Political Caricatures of the American Era--------------------------6 Filipino Grievances Against Governor Wood----------------------President Corazon Aquino’s Speech Before the U.S. Congress7 Works of Luna and Amorsolo [Paintings]---------------------------8 Mga Gunita ng Himagsikan--------------------------------------------9 3 One Past but Many Histories: Controversies and Conflicting Views in Philippine History------------------------------------------------------Site of the First Mass: Is it in Limasawa or is it in Masao?-----10 Cavite Mutiny: Which Is True the Spanish Version or Filipino Version?-----------------------------------------------11 Retraction of Rizal: Did Rizal Retract or Did He Not?------------12 First Cry of Philippine Revolution: Is it in Pugadlawin or is it in Balintawak?----------------13 4 Social, Political, Economic and Cultural Issues in Philippine History-Evolution of the Philippine Constitution---------------------------14 Agrarian Reform and Legislation in the Philippines-------------15 Taxation in the Philippines: Its Historical Development-------16 5 Critical Evaluation and Promotion of Local and Oral History, Museums, Historical Shrines, Cultural Performances, Indigenous Practices, Religious Rites and Rituals, and the like-----------------------Some Suggested Historical Places-----------------------------------Region 6 Western Visayas--------------------------------------------Region 9 Zamboanga Peninsula-------------------------------------REFERENCES-----------------------------------------------------------------------------------------------

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Week 1 Before we start with our discussion, please answer the following quiz. I.

Identify the following.

__________ 1. It refers to a study of man and his achievements from the beginning of written records to the present time. __________ 2. In our country, it is the spring of historical information. __________ 3. The sources that are considered as the lifeblood of history. __________ 4. They are documents or works made by individuals who are not directly involved to the events. __________ 5. Its purpose is to ensure that the documents are not mere forgeries or inventions. __________ 6. Its purpose is to evaluate the accuracy and the worth of data. __________ 7. They are subjected to rigorous scientific analysis through external and internal criticism. __________ 8. Considered as the third classification of sources, it merely points the reader to the primary or secondary source. __________ 9. As a record of events, it shows the evolution of man and his society and from the age of barbarism to what he is today. __________ 10. He states that the primary source directly talks about the subject matter.

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Module 1 Basic Concepts and Information Learning Outcome Identify credible and authentic primary sources and know how to evaluate their provenance. Meaning and Relevance of History History can be defined in several ways. It could be defined as a documented record of man and his society. As a field of study, it is a study of man and his achievements from the beginning of written records to the present time (Gray, 1956 in De Viana, 2015). History can be defined as everything that has happened or occurred from the beginning of the time to the last instance. As a record, it is a documented history of man and his society. As literature, history is an effective presentation of the unfolding of events. According to Abbot in De Viana (2015), the historian has the ability to depict the unravelling fateful events and to portray the rise and deterioration of character of events, ranking it with novels and epic poetry (Grey & Biong, 2017). Accoring to De Viana (2015), history as a record of events shows the evolution of man and his society and from the age of barbarism to what is today. For students of history, it is a record of the past showing his development and improvement throughout the ages and how he met his various challenges through time. History is not merely a chronology, i.e., a list of events as they happen, but this should show a pattern on how man and his society has evolved from the primitive form to the present; showing his ability to cope with obstacles and challenges that he himself or nature has placed throughout his existence. (Grey & Biong, 2017) Sources of History Sources are very important, in the study of history. They are the originators of information and data. Abott places sources with documents, written materials that says something about historical events. Documents can be letters, receipts, copies of speech, eyewitness accounts, narrations, or books. These are some of the sources and are NOT the only sources of history (Grey & Biong, 2017). There are also some sources which are not written such as relics, fossils, remains, and memorabilia. Some sources are alive such as living eyewitnesses. When the researcher uses them in his research, they are always known as respondents or informants. In the study of Philippine history, sources are called batis which also means stream of spring. A batis therefore is the spring of historical information. The usual batis are documents especially archival documents (Grey & Biong, 2017). Types of Sources There are basically two types of sources in history: the primary sources and secondary sources. Primary sources are considered as the lifeblood of history. De Viana (2015) states that the primary source directly talks about the subject matter. Accounts of people who are direct participants or eyewitness to an event are also primary sources. Examples of primary sources are minutes of meeting, diaries and journals, autobiographies, speeches, receipts, essays written by a person expressing his views, laws, letters of instruction, decrees, letters, eyewitnesses accounts, 5

official reports, newsletter articles reporting directly about the event, editorials or books containing direct quotation of events (Grey & Biong, 2017). Secondary sources are documents or works made by individuals who are not directly involved to the events or made by people who obtained the information from somebody else or from primary sources. Examples of secondary sources are textbooks, encyclopedia entries, newspaper accounts of a meeting, magazine articles about a subject or teachers’ reports on student behavior as reported by school counselors. There is also a third classification of sources called general references. A general reference merely points the reader to the primary or secondary source. Examples are contents of a card catalogue. Even incomplete information in the internet called stubs considered as abstracts or summaries of book is also a general reference (Grey & Biong, 2017). External and Internal Criticism Historical sources exist independent of the research study since they were not written or developed for use of research. Thus, while they serve their purpose well for which they are created, they may not solely serve the researcher’s purpose. All sources of historical data must be subjected to rigorous scientific analysis to determine both their authenticity and their accuracy. Furthermore, historical data are subjected to rigorous scientific analysis through external and internal criticism (Gottchalk, 1969). External criticism is the establishment of authenticity. Its purpose is to ensure that the documents are not mere forgeries or inventions. If the researcher is dealing with a problem for which source are relatively old, and for which authenticity is not necessarily given, there are a number of scientific techniques available such as the physical and chemical tests. Internal criticism, on the other hand, is the establishment of accuracy. Its purpose is to evaluate the accuracy and the worth of data. In determining the accuracy of the data, four factors are to be considered, namely: (a) author’s knowledge and competence, (b) time delay, (c) motives and biases of the author, (d) consistency of the data. The verified facts were the presented as objectively as possible, into a narrative form following the stated framework for interpretation and analysis. The analysis involved in historical research data was logical analysis rather than statistical analysis (Grey & Biong, 2017). Some Repositories of Primary Sources according to Grey and Biong (2017): 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

National Archives of the Philippines National Library of the Philippines National Historical Commission of the Philippines National Museum of the Philippines U.P. Main Library ADMU Rizal Library DLSU Library UST Library Library of Congress National Archives and Records Administration Archivo General de Indias Archivo General de la Nacion American Historical Collection Lopez Memorial Museum Ayala Museum 6

Kinds of Primary Sources (Grey & Biong, 2017) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19.

Human fossil Artifacts Royal Decrees & Laws Official Reports Chronicles Friar Accounts Maps Memoirs Personal Account Newspaper Magazines Legislative Journals Court Records Speeches Personal Letters On line databases Blogs Documentary Films Recorded Interviews

Before we proceed to the next lesson, please try to answer the following quiz. I.

Enumerate the following. 1-5 - Give at least five examples of primary sources in history.

6-10 - Give at least five examples of secondary sources in history.

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Week 2 Before we discuss the topics, please answer the following quiz. I. Fill in each blank with the correct answer. 1. __________ faction stands firm in the changing of the Katipunan since it was already discovered by the Spaniards. 2. __________ group stands firm that the Katipunan should remain despite the Spaniard had discovered organization’s secret. 3. __________ is the event in the history whose purpose is to unite the two conflicting factions of the Katipunan. 4. __________ was the Secretary of War of the Magdiwang Council. 5. __________ declared that all the matters tackled in the Tejeros convention were null and void and left quickly. 6. __________, and __________ 7. Were the two brothers of Andres Bonifacio who were also active Katipuneros. 8.__________ was the Supreme head of the Katipunan who deserved to be obeyed by all his members. 9. __________ made the proposal in the assembly to establish a revolutionary government to be agreed by the two factions. 10. __________ stood up and suggested that in as much as Bonifacio had received the second highest number of votes next to Aguinaldo during the Tejeros convention election, he should take the vice presidency. Readings on Tejeros Convention Narratives: The discovery of the Katipunan led to the oppressing stand of warring factions of the society; namely: the Magdalo and the Magdiwang. The Magdalo was firm to change the Katipunan since it was already discovered by the Spaniards. The Magdiwang group however, stands firm that the Katipunan should remain despite the Spaniards had discovered it. To unite the conflicting factions of the Katipunan and to solve them, their leaders, Andres Bonifacio and Emilio Aguinaldo agreed to hold the Tejeros convention. Tejeros Convention is the event in history whose purpose is to unite the two conflicting factions of the Katipunan, namely; the Magdiwang and the Magdalo (Grey & Biong, 2017). Activity: To compare the primary sources and the secondary sources, there are readings about the tejeros convention. One is by Santiago Alvarez which can be found in “The Katipunan and the Revolution: Memoirs of a General” as primary source and the other one is by Teodoro A. Agoncillo in “The Revolt of the Masses” in the secondary source. Try to search these works of the two authors in the internet. You can also look for the book of Grey and Biong entitled: Readings in Philippine History, 2017 edition. Read and compare the accounts from both primary and secondary sources based on the worksheet given below.

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Worksheet: Primary vs Secondary Sources Tejeros Convention (1897) Primary Source: Santiago Secondary Source: Teodoro Alvarez “Memoirs of A Agoncillo’s “Revolt of the General” Masses” Author’s background When was the account written? Mention of Date (s) Mention of Place Key personal ties Sequencing of events Differences between 2 accounts Rubrics:

Indicators

Beginning (74% - below)

Primary vs Secondary Sources Tejeros Convention (1897) Developing Approximately (75% - 79%) Proficient (80% - 84%)

1.The comparison covers extensively the given point of basis. 2.Grammar, indentions, and paragraph construction are observed. 3.The development of the topic was from particular to general or from general to specific. 4.The comparison in a way instills consistency. 9

Proficient (85% - 89%)

Advanced (90% - above)

5.The comparison gives the reader an interest of investigating further documents anchored on the Convetion.

Before we proceed to the next topics, please answer the following quiz. I.

Enumeration

1-10. Aside from the given examples of primary sources, give at least 10 more examples.

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Week 3 Before we start with our discussion, please answer the following Quiz I.

Identify the following.

__________ 1. The date when Antonio Pigafetta wrote in his accounts when they first saw the island of Zamal. __________ 2. It was March 18, 1521 when the Spaniards saw a boat towards them with how many men according to Pigafetta? __________ 3. It was noted in the voyage of Magellan that the Filipinos got everything from this palm like wine, oil, etc. __________ 4. It was how the group of Magellan called this island known today as Homonhon. __________ 5. How did the Filipinos call the boat (baroto) according to Pigafetta? __________ 6. The tribal gathering in the Philippines headed by the Datu in Tagalog term. __________ 7. They were the nobles of the barangay who were the “free-born” Filipinos and were not obliged to pay tax. __________ 8. They were the gifts given by the man to the parents of the woman whom he wanted to be his wife. __________9. The ancient Filipinos worshipped him whom they believed his duty was to emit fire from himself at night once or often each month. __________ 10. They dug a deep, perpendicular hole, and placed the deceased within it, leaving him upright with head or crown unburied.

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Module 2 Content and Contextual Analysis of selected Primary Sources Learning Outcomes: 1. Identify credible and authentic primary sources that could be used in reconstructing and analyzing the history of the Filipino people from pre-colonial times to the present; 2. Analyze the context, content, and perspective of different kinds of primary sources and determine how they affected history of the Filipino people; and 3. Develop critical and analytical skills as they are exposed primary sources. First Voyage Around the World Ferdinand Magellan is a Portuguese navigator who transferred his allegiance to Spain through King Charles V, and eventually gaining trust from the latter. He was sent to lead an expedition of five ships with 237 men. On August 10, 1519, the ships departed from Port Seville for what become the first circumnavigation of the globe. After a long journey, on March 16, 1521, Magellan sighted the island of Samar and he named it as the Archipelago of St. Lazarus for it was discovered on the feast day of the said saint. Later applied to the entire archipelago. Upon the arrival in Cebu, he befriended the chieftain and erected a cross for the natives to adore everyday. Then, he proceeded to the island of Mactan where he met his death from Lapulapu and his men. With heavy hearts, the crew of the two remaining ships, Trinidad and Victoria, left the archipelago and returned to Spain. Passing by Portugal, the ship Trinidad was confiscated by the Portuguese. Only the ship Victoria successfully reached their origin and completed the circumnavigation of the world. One of the crew members who returned to Spain, Antonio Pigafetta, who wrote “Chronicles of Magellan’s Expedition” a narrative and cartographic record of the journey, including 23 handdrawn watercolor charts from Patagonia to Indonesia, from the Philippines to the Cape of Good Hope, Pigafetta’s The First Voyage around the World is a classic of discovery and exploration literature. The readings regarding the first voyage around the world was from Antonio Pigafetta, (1969) (Grey & Biong, 2017). First Voyage Around the World, Manila: Filipiniana Book Guild is the source. This can also be found in the book of Grey and Biong 2017 edition. Please try to read this article with contextualization. This might also be found in the internet. Customs of the Tagalogs Every society has their own bundles of customs and traditions which are handed down from one generation to another. The Philippine society is not an exception to this. Filipinos too, have these customs and traditions even before the coming of the colonizers. The bayanihan spirit pervades among the people of the Philippines, specifically the Tagalogs. This spirit is best known during their wake for the dead and in some occasions in their daily lives. Right after the death of a person, his friends and relatives would make a shed made of bamboo in his yard or on the street fronting his home, and put long benches for all condolers. In the entire duration of the wake, Those who stay with the family of the deceased are served with food. The immediate family members of the deceased do not do anything during this time. Everything is done for them by their relatives, neighbors and friends, including providing financial support to help the family. The community oftenly functions through Bayanihan, such as building a nipa hut, house repairing, moving a small nipa house from one barrio to another, planting rice and harvesting palay, and preparing food for feast. The friends and relatives would offer their services and are not paid 12

but are given free lunch and snacks. Free service is extended and reciprocity is expected (Grey & Biong, 2017). Juan de Plasencia was able to write down his observations about the customs of the Tagalogs. You can read the article from the book of Garcia Mauro (1979), Readings in Philippines Prehistory, Manila: Filipiniana Book Guild. You can also open the book of Grey and Biong (2017), Readings in Philippine history. Likewise, do not forget the written documents about “The Worship of the Tagalogs.” Please contextualize after reading the suggested documents.

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Before we proceed to the next topic to discuss, please answer the following quiz. Write TRUE if the statement is correct and FALSE if it is wrong.

__________ 1. Bayanihan spirit is deeply practiced by the Filipinos during the wake, or during the harvest season. __________ 2. Filipinos who helped their neighbors did not expect for any payment but expect for reciprocity. __________ 3. Father Juan de Plasencia is a Spanish missionary who recorded hid observation on the Filipino culture in Mindanao. __________ 4. The Maharlicas could not after marriage, move from one village to another or from one barangay to another. __________ 5. The “aliping saguiguillir” are those slaves who can sleep in their own house everytime they finished serving the maharlicas. __________ 6. Ferdinand Magellan is a Portuguese navigator who transferred his allegiance to Spain because of his conflict against the queen of Portugal. __________ 7. March 16, 1521 when Magellan and his men was able to see the island of the Philippines known as Panay. __________ 8. The only ship that was able to return to Spain after it has completed its circumnavigation in the voyage of Magellan was Santiago. __________ 9. Pigafetta was the chronicler of Magellan’s expedition who wrote his observations while on journey. __________ 10. It was in Mactan where Magellan ended his life when he and his men fought against Lapu-lapu and his tribe.

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Week 4 Before we start with our discussion, please answer the following quiz. I. Identify the following. __________ 1. He wrote the Kartilla containing the teachings of the Katipunan. __________ 2. The Kartilla consists of how many teachings to be followed by members of the society? __________ 3. To Him whom we believe with a fervent heart. __________ 4. Something we must strive to perform to set a good example for others to follow. __________ 5. To whom shall we share whatever we can? __________ 6. He recommended to Aguinaldo the establishment of the dictatorial government whom the latter declared himself as the Dictator. __________ 7. He prepared and wrote the Act of the Declaration of Philippine Independence in Spanish. __________ 8. He was the one who designed the Philippine National Flag which was unfurled during the Declaration of the Philippine Independence. __________ 9. He composed the Marcha Filipina Magdalo which was played by the San Francisco de Malabon band. __________ 10. He translated the readings on the Act of the Declaration of Philippine Independence in English. Kartilla of the Katipunan The teachings of the Katipunan is contained in the Kartilla written by Emilio Jacinto after realizing the importance of a primer to indoctrinate the members of the society in its ideals. Kartilla is a word adopted from the Spanish cartilla, which at the time meant a primer for grade school students. The Kartilla consisted of thirteen teachings which the members of the society were expected to follow (Grey & Biong, 1017). Try to read the Kartilla ng Katipunan from Emilio Jacinto, “Kartilla ng Katipunan by Richardson (2013. You may try to look for this article in the internet. You may also read this document which ca be found in the book of Grey and Biong (2017). Read and contextualize. Act of the Declaration of Philippine Independence Through the recommendation of Consul Wildman, Emilio Aguinaldo established a Dictatorial Government and installed himself as the dictator. While leading the dictatorial government, he declared the Philippine Independence on June 12, 1898 in Kawit, Cavite. The Filipino Revolutionary Forces under him witnessed and proclaimed the sovereignty and independence of the Philippines from the Spanish colonial rule after they were defeated in the Battle of Manila Bay on May 1, 1898 during the Spanish-American War. This historic event was declared as a national holiday and was witnessed by thousands of people who gathered in Kawit to witness the declaration. The declaration however was not recognized by the Family of Nations more so the United States and Spain. Instead, the Spanish government ceded the Philippines to the United States in 1898 after the payment of 20 million dollars by the latter to the former by virtue of the Treaty of Paris signed on December 10, 1898. The $20 million served as the payment for the damages of war as well as for the improvements done by the Spaniards during the time they occupied the Philippines. The Act of the Declaration of Independence was prepared and written by Ambrosio Rianzares Bautista in Spanish, who also read the said declaration. This declaration was signed by ninety-eight persons and tis signified that the Filipinos “are and have the right to be free and independent.” The Philippine National Flag designed by Emilio Aguinaldo and made by Marcela 14

Agoncillo, assisted by Marcela Agoncillo and Delfina Herbosa was unfurled for the first time. The Marcha Filipina Magdalo (now Lupang Hinirang) a composition made by Julian Felipe, was played by the San Francisco de Malabon band (Grey & Bion, 2017). The readings on the Act of the Declaration of Philippine Independence translated in English by Sulpicio Guevara can be found in the Centennial Publication of the National Historical Institute. You may try to open an internet. This can also be found in the book of Grey and Biong (2017). Please read and contextualize. Before we proceed to the next topic, please answer the following quiz. I.

Write TRUE if the statement is correct and FALSE if it is wrong.

__________ 1. The Act of the Declaration of Philippine Independence was signed by 98 persons. __________ 2. The amount involved when the Spanish government ceded the Philippines to the United States in 1898 was $20 million. __________ 3. Marcela Agoncillo with her two daughters designed and sewed the first Philippine National Flag unfurled during the declaration of independence. __________ 4. The Declaration of Independence was not recognized by the Family of Nations except the United States and Spain. __________ 5. America was defeated in the Battle of Manila Bay on May 1, 1898. __________ 6. The teachings to be followed by the members of the Katipunan is contained in the so called Kartilla. __________ 7. One of the objectives of the Kartilla was to indoctrinate the members of the society in its ideals. __________ 8. Cartilla says “defend the oppressed and fight the oppressor.” __________ 9. Emilio Jacinto was the one who wrote the Kartilla ng Katipunan. __________ 10. The Philippine National Flag was made by the three women in Hawaii.

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Week 5 Before we proceed to the next topic, please answer the quiz below. I.

Enumeration.

1-10 - Give at least 10 examples of political caricatures during the American era. Political Caricatures of the American Era Philippine political cartoons gained full expression during the American era. Filipino artists recorded national attitudes toward the coming of the Americans as well as the changing times. While the cartoons compiled in this book speak for themselves, historian Alfred McCoy’s extensive research in Philippine and American archives provides a comprehensive background not only to the cartoons but to the turbulent period as well. Artist-writer Alfredo Roces, who designed the book, contributes an essay on Philippine graphic satire of the period (Grey & Biong, 2017). The following are titles of some caricatures researched by Alfred McCoy. Try to open the internet and look for their descriptions. Do not forget to understand the meaning of each caricature, contextualize and relate them to the situations during the American period with focus on its historical background. You can also look for some Philippine History books where the political caricatures are included. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

Esta la Policia Sobornada? (Is the Police Force Bribed?) Nuevo Ave de Rapina (New Bird of Prey) Mientras el Cura esta solo en un Gran Edificio (While the Priest Lives Alone in a Big Building) Donde el Mosquito es Rey (Where the Mosquito is King) Libertad, Igualdad, Fraternidad (Liberty, Equality, Fraternity) Coches MOrtales (Death Cars) Que ha de Hacerse de Ello? (What’s Going to be Done About it?) El Estudiante Vuelve (The Returning Student) Hermanos en el Fondo (Brothers under the Skin) Igual Trabajo, Desigual Salario, Por Que? (Equal work, Unequal Salary, why?) Las Elecciones: Antes y Despues (The Elections: Before and After) The Results of Co-Education Lo Ultimo (The Latest) Nuestros Romeos y Julietas (Our Romeos and Juliets) What to do with Philippines? Mas Calma (Take it Easy)

Please answer the quiz given below. I.

Fill-in each blank with the correct answer.

1. The caption __________ is an illusion to the most famous libel case in the history of the Philippine journalism. 2. __________ sued for libel but won a judgment of P60,000 against El Renacimiento.

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3. __________ was the publisher of The Independent and kept on attacking the Catholic church. 4. The __________ epidemic of 1902-1904 had killed 4,386 people in Manila alone. 5. __________ refers to the private cars which the owners used them for leasing instead of preferring to a licensed and legal taxicab. 6. Due to the American sugar market, the Negros __________ industry grew rapidly during World War I. 7. __________ made an extensive research in Philippine American archives on the Philippine political cartoons. 8. __________ was a mysterious informant who wrote in the Philippine Free Press alleging policemen who accepted bribe money from Chinese gambling houses. 9. As Manila’s population began to shoot upward during World War I, housing became scarce and __________ escalated. 10. In 1906, the Philippine Supreme Court had ruled that the __________ church was the legal owner of all disputed properties.

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Week 6 Before the start of the topic, please answer the following quiz. I.

Identify the following.

__________ 1. He served as the U.S. Chief of Staff, a Military Governor of Cuba and as a Governor General of the Philippines. __________ 2. The law issued by Governor General Leonard Wood by attempting to nullify laws creating the Board of Control. __________ 3. The bank which was attempted by Governor General for its closure which was in opposition of the Filipinos believing as necessary to the country’s economic development. __________ 4. The Governor General who appointed the Americans to render services in the Philippine government thereby defeating Filipinization policy. __________ 5. The year when Governor General Leonard Wood became a candidate for the presidential nomination. __________ 6. The date when President Corazon Aquino delivered her speech at the United States capitol. __________ 7. The opponent of President Corazon Aquino in the presidential snap election. __________ 8. The number of days when Mrs. Corazon Aquino remained to be in the dark of what had happened to her husband after his lost. __________ 9. He asserted that democracy must be defended by arms when it is attacked by arms and truth when it is attacked by lies. __________ 10. The 16th President of the United States of America. Filipino Grievances Against Governor Wood Leonard Wood (October 9, 1860-August 7, 1927) was a United States Army officer. He served as the Chief of Staff of the United States Army, Military governor of Cuba, and governor General of the Philippines. He began his military career as an army doctor on the frontier, where he received the Medal of Honor. He was bypassed for a major command in World War I, but then became a prominent Republican Party leader and a candidate for the 1920 presidential nomination. He served as civilian Governor General in the Philippines in the 1920s, where he quarreled with Filipinos who wanted home rule (Grey & Biong, 2017). Please look for the document expressing the Filipinos’ Grievances against governor wood which was approved by the Commission on Independence on November 17, 1926. It can be in the internet or can be found in some of the Philippine History books. The Readings in the Philippine History authored by Grey and Biong (2017) has this written document. Study and make your contextualization. President Corazon Aquino’s Speech before the U.S. Congress, September 18, 1986.

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The speech of President Corazon C. Aquino was delivered before the joint session of the United States Congress (1986) on September 18 at the United States Capitol, Washington D.C., United States of America. Please listen and internalize her speech in the internet youtube: https://www.youtube.com/watch?v=9bavnuT4RlU . You can also try to read the document in the Philippine History books. Quiz after the discussion. I.

Completion. Please complete the paragraph provided below, an excerpt from the speech of Former President Corazon C. Aquino.

As president of all my 1.__________ , I will not betray the cause of 2.__________ by which I came to power. Yet 3.__________ and again no 4.__________ of Filipino 5.__________ will challenge this, I will not 6. __________ by and allow an insurgent 7. __________ to spurn our offer of 8.__________ and kill our young 9.__________ , and threaten our new 10. __________ .

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Week 7 Before we start with our discussion, please answer the following quiz. I. Enumeration. 1-5 - List down at least five examples of paintings of Fernando Amorsolo.

1-5 - List down at least five examples of paintings of Juan Luna.

Works of Fernando Amorsolo and Juan Luna Fernando Amorsolo Fernando Amorsolo was the son of Pedro Amorsolo and Bonifacia Cueto. His parents gave him life and saw the world on May 30, 1892 at Paco, Manila. He spent most of his childhood in the small town of Daet, Camarines Norte where his love for rural life became the foundation of his artistic outlook. He is one of the significant figures in the world of painting in the Philippines. His favorite themes as a painter are the rural sceneries and the Philippine rural landscapes (Grey & Biong, 2017). Here are the works of Fernando Amorsolo. You may look for the descriptions through the internet and relate them to the history of the Philippines. You have some books, try to read all about his works. They are: 1. Planting Rice with Mayon Volcano 2. Along the Mountain Trail 3. Rice Harvesting 4. The Making of the Philippine Flag 5. El Ciego (The Blind Man) 6. Afternoon Meal of the Rice Workers 7. A Basket of Mangoes 8. The Palay Maiden 9. Washing Scene 10. Princess Urduja 11. Baguio 12. Landscape 13. Lavandera 14. Man with Cockerel 15. Market Scene 16. Old Spanish Church 17. Portrait of an Old Lady 18. Under the Arbor 19. Washing the Carabao 20. Water Carrier

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Juan Luna A native of Badoc, Ilocos Norte, was born on October 23, 1857 to Don Joaquin Luna de San Pedro y Paredes and Doña Laurena Novicio. His interest in art was due to the influence of his brother, Manuel, who was also a painter. He took lessons under the famous painting teacher Lorenzo Guerero and also enrolled at Academia de Dibiyo y Pintura under the Spaniard artist Agustin Saez. Juan Luna is considered as one of the greatest Filipino artists in history with masterpieces such as the Spoliarium, The Death of Cleopatra, and Blood Compact. He was mostly known for his works as being dramatic and dynamic, focusing on romanticism and realism styles of art (Grey & Biong, 2017). Here is the list of Luna’s works. You can try to look for their descriptions with deep understanding on the message of his every work. If you have some history books, you can study about his works. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19.

Spoliarium The Parisian Life La Bulaquena Governor Ramon Blanco Souvenir de 1899 Odalisque Ensueños de Amor El Pacto de Sangre Damas Romanas The Battle of Lepanto Portrait of Rizal Esopo Mi Hermana Tampuhan Espana y Filipinas La Muerte de Cleopatra En el Balcon Puesta Del Sol La Marquesa de Monte Olivar

Let’s now have a quiz after this discussion. I. Identify the following. __________ 1. A famous painter and a son of Pedro Amorsolo and Bonifacia Cueto. __________ 2. The town in Camarines Norte where Fernando Amorsolo was born. __________ 3. Give the complete birthdate of Juan Luna. __________ 4. Juan Luna took his painting lessons under this famous painter. __________ 5. A painting that depicts a Roman Circus where the dying gladiators are stripped of weapons and garments. __________ 6. It is also known as interior d’lum Café’ which means the coffee shop. __________ 7. One of Luna’s painting depicting a woman who was rumored as the one he courted after his wife’s death. __________ 8. The portrait of the Spanish Governor General of the Philippines 1893-1896. __________ 9. The usual scenery in Amorsolo’s paintings including The Philippine rural landscapes. __________ 10. The painting which was completed by Luna on May 21, 1899 in Leitmeritz.

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Week 8 Before you proceed, please answer the quiz below. I. Write TRUE if the statement is correct and FALSE if it is wrong. __________ 1. Aguinaldo is the first president of the Republic of the Philippines. __________ 2. Aguinaldo’s forces was weaker when compared to the group of Bonifacio. __________ 3. Bonifacio went into exile in the last quarter of 1897 when he surrendered to the American forces. __________ 4. The river when Aguinaldo described its water as reddened with blood was Zapote River. __________ 5. The Sangguniang Magdiwang in Noveleta was under the leadership of General Mariano Alvarez. __________ 6. The Sangguniang Magdalo in Cavite el Viejo was under the leadership of General Baldomero Aguinaldo. __________ 7. The Sangguniang Magdiwang under Bonifacio according to Aguinaldo was Monarchic. __________ 8. The exact death anniversary of Jose Rizal is December 29. __________ 9. Mga Gunita ng Himagsikan is the document of the Declaration of Philippine Independence. __________ 10. The Filipino-American War broke out in the year 1942. Mga Gunita ng Himagsikan Mga Gunita ng Himagsikan is a memoir of Emilio Aguinaldo who joined Andres Bonifacio’s Katipunan movement in 1894 and became general of the Cavite area when open war broke out in 1896. He had better military success than Bonifacio and looked down upon the self-appointed president for his lack of education. This trnsion came to a scene when Aguinaldo rigged elections and declared himself president in place of Bonifacio. By the end of that same year, Aguinaldo would have Bonifacio executed after a sham trial. Aguinaldo went into exile in late 1897, after surrendering to the Spanish, but was brought back to the Philippines by American forces in 1898 to join in the fight that ousted Spain after almost four centuries. Aguinaldo was recognized as the first president of the independent Republic of the Philippines but was forced back into the mountains as a rebel leader once more when the FilipinoAmerican War broke out in 1901 (Grey & Biong, 2017). The Memoir of Mga Gunita ng Himagsikan was written by General Emilio Aguinaldo. You look for it in the internet and peruse. If you have books in Readings in Philippine History, there is a document in it. After the perusal of the different readings such as First Voyage Around the World, Customs of the Tagalogs, Kartilla of the Katipunan, Act of the Declaration of the Philippine Independence, Political Caricatures of the American Era, Filipino Grievances Against Governor Wood, Works of Amorsolo and Luna, and Mga Gunita ng Himagsikan, or watching video on President Corazon Aquino’s Speech Before the U.S. Congress let us try to have an activity. Please select one reading/video and do the following. a. Research on the background of the author. b. Discuss the historical background of the document. c. Do the analysis of the important historical information found in the document.

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d. Cite the contribution and relevance of the document in understanding the grand narrative of Philippine history. e. Describe your learning experiences while doing on your readings. RUBRICS Indicators

Beginning (74% & below)

Developing (75% - 79%)

Approximately Proficient (80% - 84%)

Proficient (85% - 89%)

Advance (90% & above)

1.The discussion covers extensively the given topic. 2.Grammar, indentions, and paragraph constructed are observed. 3.The development of the topic was from particular to general or from general to specific. 2. The discussion entails deep analysis in the topic. Total/4===============================

After performing the activity, let us have another quiz. Try to answer. I. Enumeration. 1-10 - Give at least 10 towns in the Province of Kabite that were recovered by the Sangguniang Magdiwang from the Spanish rule.

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Week 9 Before we start our next topic, please answer the following quiz. I.

Fill in each blank with the correct answer.

1. __________ decided to have a mass in the Easter Sunday in the Philippines which was officiated by Father Pedro Valderrama. 2. __________ was the date when the Spaniards first discovered the island of the Philippines in the east known before as Zamal. 3. __________ had its fruit admired by the Spaniards as resembling the fruit of an almond. 4. The first Holy Mass in the Philippines marked the birth of __________. 5. The group of Magellan had named the archipelago as Islands of ___________ because it was discovered in his feast day. 6. __________ is also called “Islands of Thieves” in English version.

7. __________ 8. __________ were the two debatable places where the first holy mass in the Philippines was held. 9. __________ was the Andalusian chaplain of the Spanish fleet during their expedition. 10. __________ was the place where they found two springs, where there was a sign of gold.

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Module 3 “One Past but Many Histories” Controversies and Conflicting Views in Philippine History Learning Outcomes: 1. Demonstrate the ability to formulate the arguments in favor or against a particular issue using primary sources; 2. Develop critical and analytical skills as they are exposed to primary sources; and 3. Display the ability to work in a multi-disciplinary team and can contribute to a group endeavor. There are again several readings for you to examine and contextualize. After reading all those documents, you may proceed to the activity. This is for you to side on what you are going to support. You will peruse Site of the First Mass, Cavite Mutiny, Retraction of Rizal, and First Cry of Philippine Revolution. Site of the First Holy Mass: Is it in Limasawa or is it in Masao? On March 31, 1521, an Easter Sunday, Magellan ordered a mass to be celebrated which was officiated by Father Pedro Valderrama, the Andalusian 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. Two places lay claim to being the site of the first holy mass in the Philippines: Masao, Butuan and Limasawa in Southern Leyte (Grey & Biong, 2017). You may retrieve the documents on “First Voyage Around the World”, and other supporting documents from the internet. You may also try to some other books if you have Readings in Philippine History. Make your stand on where was the first mass officiated. But wait, just keep all your documents intact for the next activity.

I.

After retrieving and reading the documents, prepare yourself for the quiz. Enumeration. Enumerate the following.

1-6 - The six presents offered by Magellan to the first Filipino natives they met las March 18, 1521.

7-10 - The four presents given by the natives to the Spaniards in return.

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Week 10 Take first the quiz before we proceed to the next lesson. I. Write TRUE if the statement is correct and FALSE if it is wrong. __________ 1. The Filipino priests Gomburza were executed due to the charges in relation to the Cavite mutiny. __________ 2. Governor General Rafael Izquierdo blamed the Cavite mutiny on the existence of the Chinese Mestizos. __________ 3. Jose Rizal dedicated his novel Noli Me Tangere to the three Filipino priests who were executed after the Cavite mutiny. __________ 4. The three priests were sentenced to die by strangulation. __________ 5. The Cavite mutiny happened in the year 1872. __________ 6. The mutiny was initiated by the three priests according to Dr. Pardo de Tavera. __________ 7. The former Bagumbayan is now known as the Rizal Park. __________ 8. The three priests Father Gomez, Father Burgos and Father Zamora were executed on February 17, 1872. __________ 9. Governor General Izquierdo called the Cavite mutiny an “insurrection”, “uprising”, and a “revolution”. __________ 10. During the Cavite mutiny of 1872, Montero Y Vidal was an official of the government who was residing in Manila. Cavite Mutiny: Which is True, the Spanish Version or the Filipino Version? The Cavite mutiny of 1972 was an uprising of military personnel at Fort San Felipe, the Spanish arsenal in Cavite, Philippines, on January 20, 1872. Around 200 soldiers and laborers rose up in the belief that it would escalate to a national uprising. The mutiny was unsuccessful, and government soldiers executed many of the participants and began to crackdown on a burgeoning nationalist movement. Many scholars believe that the Cavite mutiny of 1872 was the beginning of Filipino nationalism that would eventually lead to the Philippine Revolution of 1896. This event was meaningful to the following Filipino priests, the GOMBURZA. They were executed on February 17, 1872 at Bagumbayan in Manila, Philippines, by Spanish colonial authorities on charges of subversion arising from the 1872 Cavite mutiny. In fact, Jose Rizal, dedicated his novel El Filibusterismo to the martyr priests (Grey & Biong, 2017). Look for the documents about the Cavite mutiny and compare the Spanish version and the Filipino version. Open the internet or the Philippine History books. Gather all the evidences thus you may be able to conclude what version tells the truth. Keep all the retrieved documents for the activity. Let us have the quiz again. I. Enumerate the following. 1-10 – Give at least 10 among those who were arrested and charged as instigators of the Cavite mutiny based on the Spanish version.

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Week 11 Here is the pre-discussion quiz for you to answer. Matching Type. Match column A with Column by writing a letter of the corresponding correct answer found in column B. A B _____ 1. Jose Rizal a. The last Woman of Rizal _____ 2. Josephine Bracken b. Our National Hero _____ 3. To my Countrymen c. defender of Rizal _____ 4. Don Luis Taviel de Andrade d. A Farewell poem _____ 5. Ultimo Adios e. written at Fort Santiago _____ 6. December 26, 1896 f. Rizal’s execution _____ 7. December 30, 1896 g. Rizal was accused and tried _____ 8. Dapitan h. Gov. General affirmed Rizal’s death sentence _____ 9. Calamba i. The place Rizal was exiled _____ 10. December 28, 1896 j. Rizal’s Birthplace I.

Retraction of Rizal: Does Retract or Did he not? Several historians report that Rizal retracted his anti-Catholic ideas through ha document which states: “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.” However, there are doubts of its authenticity given that there is no certificate of Rizal’s Catholic marriage to Josephine Bracken. Also, there is an allegation that the retraction document was a forgery (Grey & Biong). Look for more evidences to find out whether Rizal retracted or not. Documents may include analysis of the handwriting, internal evidence, eyewitnesses, etc. Make your stand whether there is retraction or Rizal remained to be anti-Catholic.

I.

Quiz after the lesson. Identify the following eyewitnesses on Rizal’s retraction.

__________ 1. The priest who became God’s instrument in the conversion and retraction of Rizal. __________ 2. Colonel of the Manila Garrison and judge advocate in Rizal’s trial. __________ 3. A military who was on duty at Fort Santiago, on December 29 and 30, 1896. __________ 4. The priest who brought to Rizal the statuette of the Sacred Heart of Jesus. __________ 5. The brother of Dr. Jose Rizal. __________ 6. Rizal’s wife of Irish blood. __________ 7. Civil Governor of Manila at this time of Rizal’s death. __________ 8. A professor of the Ateneo de Manila at the time of Rizal’s death who testified on Rizal’s retraction. __________ 9. A student of the Ateneo de Manila at the time of Rizal’s death who testified on retraction. __________ 10. A political prisoner in Manila at the time of Rizal’s execution; at that time an antifriar, and a co-founder of Aglipayanism.

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Week 12 Let us begin this lesson with a pretest. I. Write TRUE if the statement is correct and FALSE if it is wrong. __________ 1. “Mabuhay ang Pilipinas” was shouted by the Katipuneros as the First Cry of the Revolution. __________ 2. Rizal joined the Cry and requested the members to tear their residence certificates. __________ 3. Teodoro Plata was in not certain if the revolution becomes successful because for him it was not in the exact time. __________ 4. Ramon Valenzuela was imprisoned after he surrendered to Governor General Ramon Blanco. __________ 5. August 23, 1896 was the date of the discussion of the revolutionary members on when is the exact time to wage war against the Americans. __________ 6. Gregoria de Jesus, the wife of Emilio Aguinaldo joined the Katipunan. __________ 7. Melchora Aquino was known as the Lakambini of the Katipunan. __________ 8. General Guillermo Masangkay, the childhood friend of Bonifacio also supported and joine the revolution. __________ 9. Santiago Alvarez was known as a prominent Katipunan warlord of Cacite. __________ 10. Tandang Sora’s dedication and unconditional support to the Philippine Revolution had brought her to be honored and named Mother of the Katipunan. First Cry of Philippine Revolution: Is it in Pugadlawin or is it in Balintawak? News about the discovery of the Katipunan spread to Manila and the nearby suburbs, and Andres Bonifacio immediately called for a general meeting. In Balintawak, Bonifacio hurriedly changed the Code of the Katipunan, hoping that he could save the society. Various wings of the Katipunan gathered at the house of Juan Ramos in Pugadlawin on August 23, 1896. Ramos was the son of Melchora Aquino, known as “Tandang Sora” who was later acknowledged as the Mother of the Katipunan. In there, Bonifacio asked his men whether they were willing to fight to the bitter end. Everyone shouted approval, except Teodoro Plata, who thought that it was too soon for a revolution. Heartened by his men’s response, Bonifacio then asked them to tear their “cedulas” (residence certificates) to pieces, as assign of defiance and determination to rise against the Spaniards. The men immediately tore up their cedulas, shouting, “Mabuhay ang Pilipinas” (Long Live the Philippines): This is known as the First Cry of the revolution (Grey and Biong, 2017). To deepen your understanding about the disputed place on where the First Cry was held, please look for some documents in the internet or in the History Books. You can read Pio Valenzuela’s “Cry of Pugad Lawin”, The “Cry of Bahay-Toro”, Gregoria de Jesus’ Version of the “First Cry”, The Guardia Civil’s Report of the “Cry of Balintawak”, or any other documents that can give you an idea. Now, let us have an activity to perform. After the perusal and examination of the documents of Site of the First Mass, Cavite Mutiny, Retraction of Rizal, and the First Cry of the Revolution, please follow some instructions given below: 1. Select one topic you consider to be most debatable. 2. Look for its primary and secondary sources that can give you enough data and arguments.

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3. Make your side of which you prefer as true. Example, if you have selected the First Mass, make your stand if you prefer that it was held in Limasawa and not in Masao. 4. Discuss thoroughly and clearly your arguments in a sheet of yellow pad paper. Rubrics: Indicators

Beginning (74% & below)

Developing (75% - 79%)

Approximately Proficient (80% - 84%)

Proficient (85% - 89%)

Advanced (90% & Above)

1.The topic is well presented by extensive arguments. 2.Grammars, indentions, and paragraph construction are observed. 3.The arguments have ample documents that could support the stand. 4.The total views of arguments are constant. 5.All statements are persuasive to the reader. Congratulations for another job well done. Let us now have another quiz. I. Identify the following. __________ 1. She was also known as “Tandang Sora” and the “Mother of the Katipunan”. __________ 2. Katipuneros tore up these pieces of papers as a sign of their defiance against the Spaniards. __________ 3. He was Bonifacio’s brother-in-law who did not agree to start the revolution earlier. __________ 4. The governor General of the Philippines during the First Cry of the Revolution. __________ 5. The father of Santiago Alvarez and a relative of Gregoria de Jesus. __________ 6. A Spanish commander of the Guardia Civil who reported that the First Cry occurred at Balintawak on August 25, 1896. __________ 7. She was the custodian of the secret documents, seal, and some weapons of the Katipunan. __________ 8. The shout of the Katipuneros together with the tearing up of the cedulas. __________ 9. The son of Melchora Aquino who hosted the gathering of the Katipuneros in Pugadlawin. __________ 10. The governor general who proclaimed an amnesty to the revolutionists.

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Week 13 Before we start our next topic, please answer the following quiz. I.

Matching type. Match every date found in column A to the event located in column B by writing the letter of the corresponding correct answer.

A _____ 1. November 1, 1897

B a. Aguinaldo appointed fifty delegates to the congress

_____ 2. September 4, 1898

b. Proclamation of the Philippine Independence

_____ 3. September 29, 1898

c. Marcos declared his signed constitution ratified

_____ 4. June 12, 1898

d. 1st election of the bicameral legislative body under Corazon Aquino

_____ 5. November 29, 1972

e. Jose Laurel elected as President of the Philippines

_____ 6. January 17, 1973

f. adoption of Biac-na-Bato Constitution

_____ 7. February 2, 1987

g. The final draft of the 1973 constitution was completed

_____ 8. May 27, 1987

h. 1987 constitution was ratified in a Plebiscite

_____ 9. September 25, 1943

i. Calderon presented the draft of the constitution

_____ 10. October 8, 1898

J. Congress ratified the independence of the Philippines

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Module 4 Social, Political, Economic and Cultural Issues in Philippine history Learning Outcomes 1. Know how to identify and use primary sources; 2. Effectively communicate, using various techniques and genres, their historical analysis of a particular event or issue that could help other people understand the chosen topic; and 3. Propose recommendations/solutions to present day problems based on their own understanding of their root causes, and their anticipation of future scenarios. There are several topics for you to read and contextualize by researching documents related to the articles in this module. The purpose is to let you understand more and deepen the analysis in relation to the big picture of the Philippine History. The topics are Evolution of the Philippine Constitution, Agrarian Reform and Legislations in the Philippines, and Taxation in the Philippines. Students let us start now digging up the assigned topics. Evolution of the Philippine Constitution As part of the evolution of the Philippine government, several constitutions were enacted either as mandated by the changing needs of the times, or as needed to satisfy the desires, whims, and caprices of the one holding the reins of political life (Grey & Biong, 2017). Here is the brief discussion on the evolution of the Philippine Constitutions. On the other hand, you are required to research and study the documents or readings to add more knowledge about the development of the fundamental laws of the land with focus on how they evolved. Likewise, some items of the quiz need additional readings for you to answer correctly. 1. The 1987 Biac-Na-Bato Constitution On November 1, 1897, the Representatives of the people of the Philippine islands, assembled for the purpose of modifying the Constitution of this republic of the Philippines, drawn up and proclaimed in the town of Naic, Province of Cavite, on the 22 nd of March of the same year, in accordance with the provisions of Decree No. 29. After a long discussion, they have unanimously agreed upon the separation of the Philippines from the Spanish monarchy and their information into an independent state with its own government (Grey & Biong, 2017). 2. The 1899 Malolos Constitution Based on the decrees of june 18 and June 23, 1898, Aguinaldo convened the Revolutionary Congress at the Barasoain Church in Malolos, Bulacan. The delegates were elected by the people but in areas which were still under the Spanish control, Aguinaldo appointed their delegates to the Congress, appointing fifty of them on September 4, 1898. The number of members who attended the sessions vary from time to time due to some reasons. It was clear from the composition of the congress that it was dominated by the elite or the ilustrados. On September 15, 1898, Aguinaldo opened the sessions of the congress at Barasoain Church (Grey & Biong, 2017). 3. The 1935 Constitution The draft of the constitution was approved with amendments on January 31, 1935. It was written in English and in Spanish. On February 8, 1935, the Constitutional Convention approved the

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constitution by a vote of 177 in favor and one against. The lone delegate who voted against the approval of the constitution was Tomas Cabili of Lanao (Grey & Biong, 2017). 4. The 1943 Constitution This constitution was short lived due to the fact that it was only made effective following the dictates of the Japanese invaders. Thus, after the liberation of the Philippines and the restoration of the Commonwealth government, the 1943 constitution became a mere scrap of paper in the eyes of the Filipinos (Grey & Biong, 2017). 5. The 1973 Constitution After the declaration of martial law in 1972, Ferdinand E. Marcos reconvened the 1971 Constitutional Convention to continue their task of framing a new charter. On November 29, 1972, the final draft was finished and was presented to Marcos on December 1, 1972. Marcos then scheduled a plebiscite to ratify the constitution on January 15, to January 17, 1973 (Grey & Biong, 2017). 6. The 1986 Provisional Constitution PROCLAMATION NO. 3 DECLARING A NATIONAL POLICY TO IMPLEMENT THE REFORMS MANDATED BY THE PEOPLE, PROTECTING THEIR BASIC RIGHTS, ADOPTING A PROVISIONAL CONSTITUTION, AND PROVIDING FOR AN ORDERLY TRANSITION TO A GOVERNMENT UNDER A NEW CONSTITUTION WHEREAS, the new government was installed through a direct exercise of the power of the Filipino people assisted by units of the New Armed Forces of the Philippines; WHEREAS, the heroic action of the people was done in defiance of the provisions of the 1973 constitution, as amended; WHEREAS, the direct mandate of the people as manifested by their extraordinary action demands the complete reorganization of the government, restoration of democracy, protection of basic rights, rebuilding of confidence in the entire governmental system, eradication of graft and corruption, restoration of peace and order, maintenance of the supremacy of civilian authority over the military, and the transition to a government under a New Constitution in the shortest time possible; WHEREAS, during the period of transition to a new constitution, it must be guaranteed that the government will respect basic human rights and fundamental freedoms; WHEREFORE, I, CORAZON C. AQUINO, President of the Philippines, by virtue of the powers vested in me by the sovereign mandate of the people, do hereby promulgate the following Provisional Constitution. (Copied from the Book of Grey & Biong, 2017). 7. The 1987 Constitution The 1987 Constitution was ratified in a Plebiscite on February 2, 1987. By that date, therefore, the Provisional Constitution must be deemed to have been superseded (Grey & Biong, 2017). Now you have finished internalizing the evolution of the Philippine Constitutions, please answer the following quiz. I. Enumerate the following. 1-7 - The 7 constitutions of the Philippines in chronological order.

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8-10 - The 3 branches of the government under the 1987 constitution Week 14 Let us have the test before our next topic to discuss. I. Identify the following. __________ 1. He was given the right to collect taxes or tributes under his jurisdiction in the assigned land area. __________ 2. Estimated number of landless peasants during the American occupation. __________ 3. This movement was initiated in 1930 by Benigno Ramos. __________ 4. They stayed as the servants of the Datu and nobles who owned them. __________ 5. He introduced encomiendas in the Philippines after the lands in Cebu were distributed to the loyal Spanish inhabitants. __________ 6. It refers to the tax paid by the tenants living in the church lands. __________ 7. He confiscated the church estates and allowed the landless peasants to settle on church lands. __________ 8. The principal purpose of this law was the regulation of tenancy share contracts by establishing minimum standards. __________ 9. He proclaimed the Rice Share Tenancy Act of 1933 effective throughout the country. __________ 10. They were able to establish a “Shadow” or “visible” government in the Central Luzon after WW II. Agrarian Reform and Legislations in the Philippines I will discuss brief description and other inputs on the legislations and agrarian reform in the Philippines but I will give you responsibility to research more. That is in the preparation of an activity and the quiz as well. You can search documents whether primary or secondary in order to strengthen your knowledge about the history on land reforms and laws in the Philippines to start from the Pre-Spanish period. 1) The pre-Spanish Land Situation – While pre-Spanish historical records are virtually nonexistent, it appears that there were various types of land patterns practiced in the Philippines. (a) Land Patterns: 1. The tribal hunters and gatherers existed in their resource ranges then, much as they do now, with no system of land ownership. 2. Shifting cultivators regarded all the land as their public domain although they did not choose to cultivate all of the available land. 3. The third category was those who practiced a type of sedentary culture. A rudimentary form of private ownership was practiced but there were no formalized procedures for recognizing private ownership, such as deeds, titles, or tax documents. 4. There was the Muslim system of land distribution in southern Philippines which is unique from the pagan system (Grey & Biong, 2017). (b) Social classes – The people of each “barangay” were subdivided into three main class such ruled by the Datu. They were maharlika, timawa, and alipin.

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2) Development of tenancy under Spain – The initial Spanish policy was to recognize all lands in the Philippines as part of the public domain regardless of local customs. As such, the crown was at liberty to parcel out huge tracts of Philippine land, including the resources and the inhabitants thereof, to loyal civilians and military servants as rewards (Grey & Biong, 2017). Please include to search and read the following under Spanish period: a. Encomienda system b. Rise of the cacique class c. Early rebellions d. Conflicts over land ownership e. Friar lands f. The Philippine revolution 3) The Land Tenure Situation under the American Rule, 1898 – 1935 – At the beginning of the period, the Spanish land records that had existed were either destroyed or lost, leaving the legal situation with regard to holdings very complicated. It was a period when the unscrupulous were able to wrest control of land away from the small holders. Many caciques who had maintained their position during the Spanish period were able to keep and even strengthen their positions under the Americans (Grey & Biong, 2017). Please include to study the following as more inputs under the American rule: a. b. c. d. e. f.

Actual increase in tenancy rate Purchase of Friar lands Homesteading Present Rebellions and oppositions Rice Share Tenancy Act (Act No. 4050) Sugar Cane Tenancy Contracts Act (Act No. 4113)

4) During the Commonwealth Period – Indeed, the agrarian problem festered for so long a time that the 1935 constitution incorporated the cardinal principle on social justice: “The promotion of the social justice to ensure the well-being and economic security of all the people shouldbe the concern of the state.” To give substance and meaning to this principle, several laws were enacted to protect the working class both in industry and agriculture (Grey & Biong, 2017). The laws included under the Commonwealth period were: 1. Commonwealth Act No. 103 2. Commonwealth Act No. 213 3. Commonwealth Act no 178, 461 and 608 You may search for the content of these laws. 5) Effects of the Japanese Occupation – The Japanese occupation of the Philippines from late 1941 to around 1945 had a tremendous impact to the agrarian issue. From the ranks of the peasant and labor organizations and from the merger of the Communist Party of the Philippines and the Socialist Party were born the Hukbong Magpapalaya sa Bayan (HUKBALAHAP) in 1942 led by a charismatic peasant leader, Luis Taruc. The Huks, in addition to fighting the Japanese also took up the cause of the peasants against the 34

landlords who often collaborated with the Japanese to maintain their dominant position (Grey & Biong, 2017). 6) Rise of the HUKBALAHAP – after the war, the HUKS were able to take advantage of the social unrest plaguing the country, the complete demoralization of the people after the war, and the surge of the lawlessness that swept the country and the continuing peasant struggle for agrarian reform which the HUKS had become identified with during the war. The Huks were able to establish a “shadow” or “visible” government in Central Luzon, carried on elections, expropriated lands of collaborators, and took crops from the division among peasants. The chaotic economic situation at the time and the use of the military by the landlords further discredited the government in the eyes of the people. It was this kind of situation that made the Huks stronger and closer to the people (Grey & Biong, 2017). 7) Post-War Attempts at Agrarian Reform – In 1946, President Manuel Roxas proclaimed the Rice Share Tenancy Act of 1933 effective throughout the country, but problems of land tenure persisted and in certain areas they become worse. Among the remedial measures enacted was R. A. No. 34 of 1946 providing for a 70-30 crop sharing arrangement and regulating share tenancy contracts and R. A. No. 1160 of 1954 establishing the National Resettlement and Rehabilitation administration to settle landless dissidents and other landless farmers (Grey & Biong, 2017). Please study further the following: a. The Agricultural Tenancy Act of 1954 (R. A. No. 1199) b. Land Reform Act of 1995 (R. A. No. 1400) c. Land Resettlement as a Solution d. The Agricultural Land Reform Code of 1963 (R. A. No. 3844) e. Amendments to the Agricultural Land Reform Code (R. A. No. 6389) f. Agrarian Reform Special Fund Act (R. A. No. 6369) 8) Under Martial Law and the 1973 Constitution – On September 21, 1972, President Ferdinand Marcos proclaimed Martial Law all over the Philippines. The laws under his administration on Agrarian reforms were Presidential Decree No. 2, Presidential Decree No. 27, and other decrees or laws under the Amendments No. 6 to the 1973 constitution. Please refer to other sources of readings those stated laws. 9) Under the 1987 Constitution – The present constitution took effect immediately upon its ratification by the people on February 2, 1987. It repealed the provisional constitution promulgated under Proclamation No. 3 of President Corazon Aquino following the installation of the revolutionary government (Grey & Biong, 2017). Please take your time to open topics on Agrarian Laws under the President Corazon Aquino including the Comprehensive Agrarian Program (CARP) and the Comprehensive Agrarian Reform Law (CARL). After you have learned the evolution of Agrarian Reforms and legislations, please pause for a while and take this quiz. I. Enumeration. 1-3 - The three social classes of the Pre-Spanish barangay.

4-6 - The three religious orders during the Spanish period who shared in large tracts of land.

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7-10 - Four provinces near Manila where most extensive friar holdings were located. Week 15 Please answer the following quiz before the discussion of the lesson. I. Fill-in each blank with the correct answer. 1. __________ are the enforced proportional contributions from persons and property levied by the State by virtue of its sovereignty. 2. __________ or Chinese traders, were the constant subjects of restrictive legislation and discriminating taxation. 3. __________ trade was considered the only means to ensure European presence in Southeast Asia. 4. __________ refers to the cash items distributed by the Real Hacienda among the native communities for the acquisition of certain goods at customs price. 5. __________ were the Filipinos rendering forced labor during the Spanish period. 6. The year __________ was the first civil government established under William Howard Taft. 7. __________ was reestablished separately when the Philippines gained independence from the United States. 8. __________ was the last Collector and the first Commissioner of the Bureau of Internal Revenue. 9. __________ was the Commissioner of the Bureau of Internal Revenue was reorganized on August 1, 1980. 10. __________ taxes are imposed upon the cigarettes and alcohol products. Taxation in the Philippines: Its Historical Development What are taxes? Taxes are the enforced proportional contributions from persons and property leveled by the state by virtue of its sovereignty, for the support of the government and for all public needs and purposes. A tax is a charge by the government on the income of an individual, corporations, or trust, as well as the value of an estate or a gift. The objective in assessing the tax is to generate revenue to be used for the needs of the public. The essential characteristics of a tax are that it is not a voluntary payment or donation, but an enforced contribution exacted pursuant to legislative authority. The Important Characteristics of Taxes The following are the important characteristics of Taxes: 1. A tax is an enforced proportional contribution because its imposition is not based upon the will of the person taxed. 2. A tax is generally payable in the form of money, although the law may provide payment in kind. 3. A tax is laid by some rule of apportionment which is usually based on the ability to pay. 4. A tax is levied on persons of property and also on acts, transactions, rights, or privileges. In each case, however, it is the person who pays the taxes. 5. A tax is levied by the state, which has jurisdiction over the persons or property. 6. A tax is levied by the law-making body of the state because the power to tax is an exclusive functions of the legislature, which in this case, the congress. 7. A tax is levied for public purpose. 36

The Theory of Taxation The power of taxation proceeds from the theory that without funds, the government cannot meet the various essential expenses it has to incur to enable the government to exist and function effectively. The existence, therefore, of the government is anchored on necessity, that is, the government cannot continue to function without the means to pay its expenses. Along this line, therefore, the government has to call upon its citizens and residents to assume monetary burdens and pay taxes so that it can perform its functions and perform services to its people. The Power of taxation It is the power of the state to impose and collect revenues for the operation of the government. The money generated from the people in the form of different taxes shall be used in the operations of government, for infrastructure programs, and other expenditures of the state. Generally, the revenues collected shall go back to the people in the form of services. The Purpose and Importance of Taxation The purpose of taxation is undoubtedly to raise revenues of funds to support the government and its services. Taxation is also utilized as a tool to carry out the national objective or social and economic development. The importance of taxation derives from the unavoidable and inevitable obligation of the government to protect the people and extend the benefits in the form of public projects and services. In return, the people are subjected to the reciprocal duty of sharing the expenses in the form of taxes. The Nature of Taxation Taxation partakes of the following nature, namely: 1. The power of taxation is an inherent power, being indispensable in the existence and function of the government. It is inherent because it exists without the necessity of any specific grant of the power of eminent domain, the power of taxation exists independently of the constitution. 2. The taxing power is essentially a legislative function. Even in the absence of an expressed Constitutional grant, the power of taxation falls on the legislative branch of government as part of the more general power of lawmaking. The Constitutional Limitations of Taxation The power of taxation is subject to constitutional and inherent limitations. The limitations of the power of taxation that are embodied and categorically stated in the Constitution itself are the following: 1. Observance of due process of law Section 1, Article III, Bill of Rights: “No person shall be deprived of life, liberty, or property without due process of law, nor shall any person be denied the equal protection of the laws.” 2. Observance of equal protection of the laws

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Section 1, Article III, Bill of Rights: “No person shall be deprived of life, liberty, or property without due process of law, nor shall any person be denied the equal protection of the laws.” 3. Prohibition against imprisonment for non-payment of poll tax Section 20, Article III, Bill of rights: “No person shall be imprisoned for debt or non-payment of a poll tax.” 4. Prohibition against impairment of obligation of contracts Section 1, Article III, Bill of Rights: “No person shall be deprived of life, liberty, or property without due process of law, nor shall any person be denied the equal protection of the laws.” Section 10, Article III, Bill of Rights: “No law impairing the obligation of contracts shall be passed.” 5. Requirement of uniformity and equity in taxation Section 28, Article VI, Legislative Department: 1. “The rule of taxation shall be uniform and equitable. The congress shall evolve a progressive system of taxation. 2. The congress may, by law, authorize the President to fix within specified limits, and subject to such limitations and restrictions as it may impose, tariff rates, import and export quotas, tonnage and wharfage dues, and other duties or imposts within the framework of the national development program of the government. 3. Charitable institutions, churches, and parsonages and 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 exempt from taxation. 4. No law granting any tax exemption shall be passed without the concurrence of a majority of all the members of the congress.” 6.Prohibition against taxation appropriations for religious purposes Section 29, Paragraph 2, Article VI, Legislative Department: 2.”No public money or property shall be appropriated, applied, paid, or employed, directly or indirectly, for the use, benefit, or support of any sect, church denomination, sectarian institution, or system of religion, or of any priest, preacher, minister, other religious teacher, or dignitary as such, except when such priest, preacher, minister, or dignitary is assigned to the armed forces, or to any penal institution, or government orphanage or leprosarium.” 7.Prohibition against taxation of religious, charitable and educational entities, I.E., religious and charitable institutions are exempt from property taxes Section 28, Article VI, Legislative Department “Charitable institutions, churches, and parsonages 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 exempt from taxation.” 8.Prohibition against taxation of non-stock, non-profit educational institutions, and proprietary educational institutions, i.e., non-stock, non-profit educational institutions, and proprietary educational institutions are exempt from property and income taxes as well as customs duties except income derived from business activity not related to its educational purpose Section 28, Article VI, Legislative Department 38

“Charitable institutions, churches, and parsonages 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 exempt from taxation.” (Grey & Biong, 2017) History of Taxation in the Philippines In this portion, you may look for the documents whether primary or secondary comprising the history of taxation in our country. Use books or internet as sources which can be used in our activity later. The topics given below will serve as your guide or basis to look for readings on the evolution of taxation. A. The Pre-Spanish Era B. Taxation, Taxes, and the Revenue System in the Philippines during the Spanish Era 1. The various Taxes raised and Collected 2. The Personal Taxes (Las Contribuciones Directas) a. Tribute from Natives b. Recognition of Vassalage (Reconocimiento de Vasallaje) c. The Cedulas Personales d. The Chinese Poll Tax 3. The “URBANA” Tax 4. The Tax on Industry and Commerce 5. More coercive Taxation and Forced Labor 6. Tribute as Resource Generation 7. Taxation and the Galleon Trade 8. More Taxes and Forced Labor 9. The Income Tax as a Whole C. Taxation During the American Period D. Taxation During the Japanese Occupation E. Taxation in the Post-War Era 1. Under the Marcos Administration 2. Under the Aquino Administration 3. Under the Ramos Administration 4. Under the Estrada Administration 5. Under the Arroyo Administration 6. Under the Pnoy Aquino Administration When you have completed with your research on the documents or readings about the evolution of taxation in the Philippines, let us try to do an activity covering the whole module 4. Just select one topic among the three given readings in module 4 and follow instructions provided below: 1. Make the epitome of the evolution with important points and events included based on the selected topic. 2. Synthesize the history of its evolution with your analysis. 3. Make your recommendations which can serve as valuable to the Filipino people. RUBRICS Indicators

Beginning (74% & Below)

Developing (75% - 79%)

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Approximately Proficient (80% - 84%)

Proficient (85% - 89%)

Advanced (90% & Above)

1.Grammars, indentions, and paragraph construction are observed. 2.The discussion is arranged from general to specific or from specific to general 3.The presented epitome of the selected topic is clear and well organized. 4.The synthesis covers the totality of the epitome discussed. 5.Recommendations are valuable and viable for the Filipino people. Before we end the module, let’s find out how much you have learned. You answer the quiz provided below. I. Definition. Define the following. 1. Contribuciones directas

2. Contribuciones Indirectas

3. Rentas Estancadas

4. Padron de tasas

5. Sangleyes

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Week 16 Now you have consummated all your tasks in Module 4; but, before we proceed to the next module, you may answer first the following quiz. I.

Select the best answer by writing the letter of the corresponding correct answer.

1. (a. Nelly’s Garden b. Remedios’ Garden c.Lily’s Garden d.Celiaa’s Garden) features a beautiful expansive landscaped lawn with a massive art deco style American-colonial heritage. 2. (a.Casa Mely b.Casa Maganda c.Casa Marikit d.Casa Obra) is amuseum which is a 200 year old house where Maria Javellana lived. 3. (a.Lizares Mansion b.Javellana Mansion c.Lopez Mansion d.Magdangal Mansion) was built in 1937 by Dom Emiliano, a Jaro born sugar baron. 4. (a.Rizal Shrine b.Magdalo Shrine c.Marangal Shrine d.Balantang Shrine) was built in honor and memory of the gallant men & women of the 6 th Military District headed by General Peralta. 5. (a.Santa Barbara b. Zarraga c.Pototan d.Dingle) Centennial Museum was built in 1998 as part of the Centennial Freedom Trail Site Project of the Philippine Centennial Commission. 6. Church of (a.Sta Barbara b.Zarraga c.Pototan d.Dingle) was completed in 1878 after almost 30 years of construction, is made of adobe, corals and red bricks. 7. (a.Jaro Church b.Molo Church c. Villa Church d.Leganes Church) was built in 1831, and stands as a reminder of Iloilo’s rich history and a monument for Ilonggo artistry. 8. (a. Fort Pilar b.Fort San Pedro c.Fort Santiago d.Fort Agustin) is a 17 th century military defense fortress built by the Spanish colonial government in Zamboanga. 9. Plaza (a.Taft b. William c.Howard d.Pershing) was named after the general known as “Blackjack” who fought in the Philippine-American war. 10. (a.Maranao b.Tausug c.Datu Kalantiaw d.Taluksangay) Mosque is known as the oldest mosque in Western Mindanao.

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Module 5 Critical evaluation and promotion of local and oral history, museums, historical shrines, cultural performances, indigenous practices, religious rites and rituals, etc. Learning Outcome Manifest interest in local history and show concern in promoting and preserving the country’s historical and cultural heritage. We will have a virtual tour. You try to visit the different places as mentioned in this module through the internet and try to examine very carefully its story as part of the history of the Philippines. Include in your research the structural design like the façade, the stored historical materials like frames tools, etc. Try to look at some written documents if there are some as provided by the internet. Describe them. You may go beyond whatever you want to examine like the culture of the inhabitants while embracing the sites. Feel free because they are all valuable to us and can add to our learnings as evidences in the big picture of the Philippine history. Region 6 Western Visayas Western Visayas is designated as Region 6. It consists of the provinces of Aklan, Antique, Negros Occidental, Capiz, Guimaras and Iloilo. The center of Regional Offices is in Iloilo City. There are 16 cities in the region that make it as the region with the highest number of cities. There are also two highly urbanized cities that make this up: Bacolod City and the Iloilo City (Grey & Biong, 2017). Here are the Historical Places for you to research as a requirement. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Nelly’s Garden Casa Mariquit Lizares Mansion Balantang Shrine Santa Barbara Centennial Museum Church of Sta. Barbara Bantayan Towers Museo Iloilo Old Capitol Building Molo Church Arevalo Church Miag-ao Church Church of San Joaquin Camina Balay nga Bato Plaza Libertad

Region 9 Zamboanga Peninsula Zamboanga Peninsula is a district in the Philippines assigned as Region IX. The region consists of three provinces, namely: Zamboanga del Norte, Zamboanga del Sur, and Zamboanga 42

Sibugay, and two autonomous urban areas such as Isabela City and Zamboanga City. The area was already known as Western Mindanao before the establishment of Executive Order No. 36 on September 19, 2001. The City of Pagadian is the territorial focus. Its region comprises of the three Zamboanga regions and the City of Zamboanga, and the limit between the promontory and territory is falsely set apart by the outskirt between the areas of Zamboanga del Sur and Lanao del Norte (Grey & Biong, 2017).

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

The suggested historical places for you to research are the following: Rizal Shrine Fortaleza del Pilar Our Lady of the Most Holy Rosary Cathedral Zamboanga City Hall Metropolitan Cathedral of the Immaculate Conception Rizal Landing site Plaza Pershing St. James Parish Church Pettit Barracks San Ramon Prison Yellow Beach Taluksangay Mosque

After you have done with the thorough investigation and examination of the different historical sites, Let us try to have an activity. What you have to do is just follow the instruction written below: 1. Select one site among all that you have done with your virtual tour. 2. Make a reflection paper of 10-15 pages of yellow pad consisting of the following: a. Location map and picture of the facade b. Background that may include a builder, purpose, evolution. c. Descriptions of tis collections d. Prominent primary sources e. Pictures f. Evaluation that includes the strengths and weaknesses of the site. Make your own views freely if in what aspects it is strong and weak. RUBRICS Indicators

Beginning (74% & Below)

Developing (75% - 79%)

Approximately Proficient (80% - 84%)

1.The paper consistently followed the given instruction 2.Grammar, indentions, paragraph organization are observed. 3.The content is extensive 43

Proficient (85% - 89%)

Advanced (90% & Above)

and substantial 4.The content directly hits the needed and expected answer. 5.The work is presentable and legible. Congratulation! You have successfully completed the course “Readings in Philippine history.” Before we, end, please pause for a while and have the last quiz. I. 1. 2. 3. 4. 5.

Define and/or explain the following. Molo Church Arevalo Church Miag-ao Church San Joaquin Church St. James Parish Church ---END--REFERENCES: De Viana, Augusto, V. (2015). Stories Rarely Tod. New Day Publishers, Quezon City, Philippines. Gottshalk, Louis. (1969). Understanding History: A Primer of Historical Method. New York: Alfred Knopf. Grey, Evelyn and Ryan Biong. (2017). Readings in Philippine History. E. Lopez St., Jaro, Iloilo, Philippines: Malones Printing Press & Publishing House.

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