COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014

Saint Louis University Revision No. 01

School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 1 of 95

Module for
Readings in Philippine History

GHIST

Department of Political and Social Sciences

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 1
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 2 of 95

REF STELA-GHIST-2020

COURSE GUIDE

I. Course Title : Readings in Philippine History

II. Course Overview

A. Introduction
This distance course is a comprehensive study and systematic
examination of numerous relevant primary sources covering different periods in
Philippine History. It critically analyzes Philippine history from multiple perspectives
through the lens of selected primary sources and exposes the students to the
different facets of Philippine History through the lens of eyewitnesses. The
approach, though historical, will deal with interdisciplinary subjects to broaden
and deepen the students’ understanding of Philippine political, economic, social,
and cultural history and equip the learner with the competencies necessary to
analyze and evaluate different types of information: print, visual and audio-visual,
and quantitative.
This distance course equips and enables the students to do context and
content analyses in understanding and appreciating the richness of our past by
knowing where the author is coming from, the validity of his claim, and his biases.
It intends to encourage critical thinking among students as they are directed to
fully comprehend the interplay and consequences of historical forces and insights
vital to the shaping of Filipino identity and nationhood. The end goal is to develop
the historical and critical consciousness of the students so they will become
versatile, broad-minded, morally upright, and responsible citizens.

B. Course Learning Outcomes

In the context of the specific field of specialization, the students shall be able
to:
1. evaluate primary sources for their credibility, authenticity, and provenance;
2. analyze the context, content, and perspective of different kinds of primary sources;
3. determine the contribution of different kinds of primary sources in understanding
Philippine history;
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;

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 2
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 3 of 95

6. effectively communicate, using various techniques and genres, their historical

analysis of 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 root causes and their anticipation of future scenarios; and
8. manifest interest in local history and concern in promoting and preserving our
country’s national patrimony and cultural heritage.

C. Module and Unit Topics

To ensure that student will demonstrate the above cited course learning
outcomes at the end of the semester, this module is divided into the following:
MODULE 1: Analysis of Primary Sources
Unit 1: Historical Method: Typologies and Repositories of Primary and Secondary
Sources; Internal and External Criticism
Unit 2: Content and Contextual Analysis of Selected Primary Sources;
Identification of the Historical Importance of the Text; and Examination of the
Author‘s Main Argument and Point of View
Unit 2.1 Excerpt from Antonio Pigafetta’s Primo Viaggio Intorno al Mondo
Unit 2.2 Juan de Plasencia’s Customs of the Tagalogs

MODULE 2: Controversies and Conflicting Views in Philippine History

Unit 1 Site of the First Mass
 Antonio Pigafetta’s Voyage Around the World
 Francisco Albo’s Log Book entry
 Fr. Amalla’s claim for Butuan

Unit 2 Cry of Balintawak or Pugadlawin

 Pio Valenzuela’s version of the “Cry”
 Santiago Alvarez’ version of the “Cry”
 Gregoria de Jesus’ version of the “Cry
 Guillermo Masangkay’s version of the “Cry”
MODULE 3 Special topics on Socio-Economic and Political Concerns of the
Philippines
Unit 1 Agrarian Reform Policies
Unit 2 Taxation
Unit 3 Historical Development of the Philippine Constitution

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 3
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 4 of 95

III. Course Study Guide

Refer to the study schedule at the end of this section. Determine
independently the time you will set aside for studying this course. Make sure that
you do not delay the completion of a unit in its prescribed schedule as your
professor will require a summative test/ activity at the end of a unit.
Your learning packet contains the following:
a. Course Module;
b. Course Guide;
c. Assignment Guide
d. Supplemental Learning Materials
e. Exams (For those who opted for correspondence based modality)

Follow the learning schedule. A good rule of thumb is that you devote at the
most three days per unit.

Because this is a reading-based course, do not neglect to read the required

articles as they are the foundation of this subject.

The formative assessments (activities embedded in the modules) are meant to

test your understanding of the lesson. These are not graded. However,
accomplish them as part of your preparation for the summative tests which are
graded. The summative tests are the unit quizzes and the exams. The unit quizzes
are the worksheets you have to accomplish at the end of each unit marked
“evaluate”. Some lessons have two sets of quizzes. For CBL learners choose one to
answer.

6. There are no synchronous online discussions for this course unless requested by
the entire class however, video lectures will be uploaded by the course facilitator.
7. In answering tests that are text heavy, please write legibly. Observe the rigors
of academic writing such as but not limited to: grammar, word choice, and
citations. Also, where required, observe the copyright laws and laws on data
privacy.

Once accomplished, take a picture of your answer sheets and submit them to
the Google classroom. Your course facilitator may also upload digital versions of
the answer sheets via Google classroom where you can answer. For those who
opted for the correspondence based learning, send the answered worksheets
and your answered exams within a week after midterm or finals whichever

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 4
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 5 of 95

applies. Address your mail using the contact information and address of the
course facilitator.

9. Contact information of your course facilitator is located at the end of this

document.
III. Study Schedule

Presentation of the complete weekly schedule for the attainment of the topic
learning outcomes vis-a-vis the activities. This contains also the schedule of the
deadlines of the submission of the accomplished course requirements or
assignments and the examination.

Schedule Topic Learning Activities

Outcomes
MODULE 1 Analysis of Primary Sources

Unit 1 Historical Method: Typologies and Repositories of Primary and

Secondary Sources; Internal and External Criticism
Learning outcome:
Define the meaning and relevance of history and differentiate
between primary and secondary sources; written and unwritten
sources; external and internal analysis.
Week 1 Engage: Answer some reflection questions
on the meaning and relevance of history
Explore: Identification of primary and
secondary sources
Explain: Explain the meaning and
relevance of history

Elaborate: Explain the study of history

through primary sources
Evaluate: Providing examples of historical
sources

Unit 2 Content and Contextual Analysis of Selected Primary Sources;

Identification of the Historical Importance of the Text; and
Examination of the Author’s Main Argument and Point of View

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 5
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 6 of 95

Learning Outcome:
Perform content and contextual analysis on selected primary
source and identify the historical importance of the text
Week 1 Excerpt from Antonio Engage: Recall of dominant beliefs about
Pigafetta’s Primo the arrival of the Spaniards
Viaggio Intorno al
Explore: Read the account on the Battle
Mondo
of Mactan
Explain: Briefly explain the background of
the document
Elaborate: Narrate the life of the author to
provide more context

Evaluate: Perform content and context

analysis

Juan de Plasencia’s Engage: Recall of customary norms

Customs of the
Week 2 Explore: Read Plasencia’s account of the
Tagalogs
Customs of the Tagalogs
Explain: Briefly explain the background of
the author
Elaborate: Illustrate the social structure of
16th century Tagalogs

Evaluate: Perform content and context

analysis

MODULE 2 Controversies and Conflicting Views in Philippine History

Learning Outcome:
Demonstrate the ability to formulate arguments in favor or against a
particular issue using primary sources and compare and contrast
the different accounts on a debatable historical issue

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 6
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 7 of 95

Unit 1 Site of the First Mass: Engage: Read RA 2733

Butuan or LImasawa
Week 2 Explore: Read Pigafetta’s account of the
First Catholic Mass in Philippine Soil

Explain: Explain the history behind the

confusion on the location of the first mass
Elaborate: Read about the Butuan Claim
to complete both sides of the debate
Evaluate: Identifying the symbolic and
practical value for holding the title “The
Site of the First Catholic Mass”

Unit 2 Cry of Balintawak or Engage: Recalling the Philippine

Week 3 Pugadlawin Revolution
Pio Valenzuela’s Explore: Read the different accounts on
version of the “Cry the start of the 1896 revolution
Santiago Alvarez’ Explain: Provide more context to the
version of the “Cry” documents by relating the author to the
Gregoria de Jesus’ event
version of the “Cry Elaborate: Comparative table of the
Guillermo accounts
Masangkay’s version Evaluate: Discuss the importance of
of the “Cry” historical accuracy
MIDTERM EXAM

Module 3 Special topics on Socio-Economic and Political Concerns of the

Philippines
Learning Outcome:
Discuss the historical development of major laws in the country and
their impact to the socio-economic and political situation of the
Philippines

Unit 1 Agrarian Reform Engage: Situation analysis of an Agrarian

Week 4 Policies concern
Explore: Read timeline of the Agrarian
Reform History
Explain: Explain RA 6657
Elaborate: Examine the salient features of

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 7
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 8 of 95

RA 6657
Evaluate: Micro and Macro Benefits of
Reform
Unit 2 Taxation Engage: Word association
Week 5 Explore: Tax sample
Explain: Defining taxation
Elaborate: Present the Tax Reform
Program and the TRAIN law
Evaluate: Structural Functional Analysis of
the TRAIN
Unit 3 Historical Engage: Read the Preamble of the 1987
Development of the Constitution
Week 6
Philippine Explore: Examine the content of the 1987
Constitutions Constitution
Explain: Present the historical
development of the Philippine
constitutions
Elaborate: Present the Rights included in
Art III
Evaluate:
Creative Illustration of the history of the
Philippine Constitutions
FINAL EXAMINATION

IV. Evaluation
Formative Assessment
The Module includes activities which you may answer independently to test your
knowledge and understanding of the lessons. These activities are not graded
albeit they are necessary to prepare you for your summative tests.

Summative Assessment
After each learning unit, you have to accomplish the unit test as mentioned in the
Study Schedule above. Unlike the formative assessments, these unit tests are
graded. Answer accordingly and submit a clear picture of your work to the
Google classroom created for your specific class code or answer the digital
versions in the Google Classroom as prepared by your course facilitator. For those
who opted for the correspondence based modality, mail answer sheets to the
school with name addressed to your course facilitator within a week after

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 8
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 9 of 95

midterms and within a week after the finals. You may contact your course
facilitator for guidance. Their contact details are at the end of this document.

Grading System
Midterm Grade
Class Standing (Unit Tests) = 60%
Examination = 40%

Tentative Final Grade (TFG)

Class Standing (Unit Tests + Final requirement) = 60%
Examination = 40%

FINAL GRADE
Midterm (50%) + TFG (50%)

V. Technological Tools
This course was designed for distance learning hence the use of the internet and
for the sake of learners who have limited internet connection lessons will be
placed in the USB or that it will be uploaded via the SLU portal by the TMDD. The
USB contains all the necessary learning resources needed but for those who do
have strong internet connectivity, you may explore other learning references for
enrichment. For the submission of requirements use your SLU email or use your
smartphones or tablets for convenience.
VI. Contact Information of the Facilitator

Carmelita Caramto Bryan V. Catama

0998 774 2358 0928 334 9423
cbcaramto@slu.edu.ph bvcatama@slu.edu.ph

Shivanee Dolo Buddy Melchor Castillo

0999 698 9163 0917 508 2374
sadolo@slu.edu.ph bmcastillo@slu.edu.ph

Janice Dominguez Rosalina Segundo

0908 885 6251 0939 642 3951
jpdominguez@slu.edu.ph rpsegundo@slu.edu.ph

Geoffrey Kidlo Christine Jay Abordo

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 9
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 10 of 95

0919 481 1084 0947 273 2917

gskidlo@slu.edu.ph cjzabordo@slu.edu.ph

Ian Torres Mark Gil Ramolete

0917 554 2872 0917 866 4174
istorres@slu.edu.ph mgjramolete@slu.edu.ph

Angela Chamos- Tenorio Julivette Milo

0915 894 8696 0929 557 8729
actenorio@slu.edu.ph jpmilo@slu.edu.ph

Fredeliz Villanueva
09083778920
flvillanueva@slu.edu.ph

Department Head:
Dr. Mary Jane O. Najarila
0917 854 2362/ 0925 802 7844
mjonajarila@slu.edu.ph

DEPARTMENT CONTACT NOS.: 9551445363/9318360833

STELA DEAN'S OFFICE CONTACT NOS.: 0938-757-7842 OR 0953-134-9220

Prepared by:

Department of Political and Social Sciences Department

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 10
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 11 of 95

ASSIGNMENT GUIDE

TASK 1
Unit 1
Historical Method: typologies of sources

I. Output
Set A. Unit Quiz
Set B. Reflective Essay

II. Rationale
To test the comprehension on the different classifications of historical sources
and the ability to provide examples.

To determine the contributions of different kinds of primary sources in one’s

field of specialization.
III. Materials
Explanation on historical sources located in the module

IV. Specific Guidelines

Set A. Use the answer sheets provided
Answers accordingly
Set B. Reflect on the importance and use of primary sources in your field of
specialization.

V. Evaluation Tool
Set A
Part 1 – One point per correct response
Part 1 – 2 points per correct response

Set B
Maximum of 5 points per question

TASK 2
Unit 2.1
Analysis of Primary Sources

I. Output
Text and Context analysis
II. Rationale
To evaluate primary sources for their credibility, authenticity, and provenance.
To analyze the context, content, and perspective of different kinds of primary
sources.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 11
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 12 of 95

III. Materials
Antonio Pigafetta’s eyewitness account of the Battle at Mactan in 1521
Biography of Antonio Pigafetta

IV. Specific Guidelines

Read through the texts and provided in the module.
Answer thoroughly the worksheet for context and content analysis
V. Evaluation Tool
Context – 1 point per correct response
Content- Maximum of 2 points per response

TASK 3
Unit 2.2
Analysis of Primary Sources

I. Output
Text and Context analysis
II. Rationale
To evaluate primary sources for their credibility, authenticity, and provenance.
To analyze the context, content, and perspective of different kinds of primary
sources.
III. Materials
Juan de Plasencia’s account of the Customs of Tagalogs
IV. Specific Guidelines
Read through the texts and provided in the module.
Answer thoroughly the worksheet for context and content analysis
V. Evaluation Tool
Context – 1 point per correct response
Content- Maximum of 2 points per response

TASK 4
Module 2
Unit 1
Debate: Site of the First Mass
I. Output
Set A. Tabular Presentation of arguments
Set B. Essay
II. Rationale
To determine the contribution of different kinds of primary sources in understanding
Philippine history.
To develop critical and analytical skills with exposure to primary sources to argue in favor

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 12
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 13 of 95

or against a particular issue

III. Materials
Antonio Pigafetta’s account of the Site of the First Mass
Newspaper article on the Butuan claim
IV. Specific Guidelines
Set A. Read the required texts
Fill up the table
Set B. Answer the essay questions by justify your stance on the debate
regarding the site of the first Catholic Mass in the Philippines and the importance of
learning it.

V. Evaluation Tool
Set A
Table 1 – max of 10 points
Table 2 – max of 10 points
Set B
Q1 – maximum of 5 points
Q2 – maximum of 5 points

TASK 5
Module 2
Unit 2
Debate: Cry of Pugad Lawin or Balintawak

I. Output
Set A. Essay
Set B. Comparative table of the accounts
II. Rationale
To determine the contribution of different kinds of primary sources in understanding
Philippine history.
To develop critical and analytical skills with exposure to primary sources to argue in
favor or against a particular issue

III. Materials
Versions of :
Pio Valenzuela
Santiago Alvarez
Gregoria de Jesus
Guillermo Masangkay
IV. Specific Guidelines
Set A. Read the texts and perform the activities

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 13
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 14 of 95

Answer thoroughly the comparative table and the questions for reflection
Set B. Reflect on the reasons why the Katipuneros tore their cedulas and
importance of historical accuracy in studying History

V. Evaluation Tool
Essay: maximum of 5 points per answer
Comparative table: max of 2 points per correct answer
TASK 6
Module 3
Unit 1
Agrarian Reform Policies

I. Output
Set A. Macro and Micro Benefit Analysis of the CARP
Set B. Agrarian Law Assessment
II. Rationale
To develop critical and analytical skills of the effects of a law
To propose recommendations / solutions to the deficiencies of CARP
III. Materials
RA 6657
IV. Specific Guidelines
Set A. Read through the texts
Reflect on the benefits of CARP. You may interview your parents or do
independent reading to enrich your insight

Set B. Identify the policy gap of CARP (deficiency and weakness of the
program) and provide a “bridge” (policy recommendation/s that could
potentially improve the program outcomes). You may use the gap analysis
diagram as a guide.
V. Evaluation Tool
Set A
Essay:Maximum of 10 points per answer
Set B
Maximum of 20 points

TASK 7
Module 3
Unit 2
Train Law

I. Output

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 14
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 15 of 95

Set A. Structural Functional Analysis of the TRAIN Law

Set B. Essay
II. Rationale
To develop critical and analytical skills of the effects of a law
III. Materials
Primer on the TRAIN law
Supplemental Readings
IV. Specific Guidelines
Set A. Read all the required texts.
Examine the sample answers in the analytical grid
Provide your own response

Set B. Identify and discuss in what ways does the TRAIN law perpetuate
inequality and poverty and in what ways will social groups or institutions benefit
from it.
V. Evaluation Tool
Set A
Maximum of 5 points per cell

Set B
Maximum of 5 points per answer

TASK 8
Module 3
Unit 3
History of the Philippine Constitution

I. Output

Set A. Illustration of the Historical Development of the Philippine Constitutions

Set B. Slogan
II. Rationale
To effectively communicate, using various techniques and genres, their historical
analysis of particular event or issue that could help others understand the chosen topic
III. Materials
Table showing the historical development of the constitutions
Essential Provisions of Article III (Bill of Rights) of the 1987 Constitution provided in the
module

IV. Specific Guidelines

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 15
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 16 of 95

Set A. Read through the texts and think of signs and symbols that are
appropriate for each Constitution and the events surrounding it
Illustrate the historical development of the constitutions using signs symbols,
captions

Set B. Choose one of the Rights in the Bill of Rights and create a slogan for it.

V. Evaluation Tool
Set A
Creativity 10 points
Content 10 points
Clarity 10 points

Set B
Creativity 5 points
Content 5 points
Clarity 5 points

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 16
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 17 of 95

GHIST

COURSE LEARNING OUTCOMES

At the end of the module, you should be able
to:
1. Evaluate primary sources for their credibility,
authenticity, and provenance;

2. Analyze the context, content, and

perspective of different kinds of primary
sources;

3. Determine the contribution of different kinds

of primary sources in understanding Philippine
history;

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

READINGS IN PHILIPPINE techniques and genres, their historical analysis
of particular event or issue that could help
HISTORY others understand the chosen topic;

7. Propose recommendations/solutions to
present-day problems based on their
understanding of root causes and their
anticipation of future scenarios; and

8. Manifest interest in local history and concern

in promoting and preserving our country’s
national patrimony and cultural heritage.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 17
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 18 of 95

“It is in knowing how to put questions to a

document and knowing what questions to put
that the historian’s point of view makes a
difference.”
- John Schumacher (1996), The Making of a Nation, Essays
Filipino Nationalism
COURSE INTRODUCTION
This module follows closely the learning objectives set in the recommended syllabus from
the Commission on Higher Education. The new GE course for learning history emphasizes
the importance of studying history from primary sources. Thus, the students will be
exposed to sources from eyewitnesses or those who have a direct participation to the
historical event under study. A scholarly reading of primary sources however must be
guided by critique, i.e., external and internal criticism.

External criticism or contextual analysis generally focuses on information about the author
and the social milieu at the time that the material was made. The rationale for doing so is
to gain a wider understanding of the author’s perspective and intentions for writing
about the event. Internal criticism on the other hand, or text analysis, looks into the main
argument of the author and also identifies the biases that may have been explicitly or
implicitly expressed.

The course is divided into themes that are arranged systematically to develop the
appreciation and critical understanding of historical events. The first set of topics is a
discussion on the different source materials for history with emphasis to the use of primary
sources. Consequently, the students will be trained how to analyze primary sources;
externally and internally.

After an intensive practice of context and text analysis of primary sources, the students
will examine some controversies or debates in Philippine history. Sources that have
conflicting accounts of the same event will be examined and compared.

This course also includes a discussion of issues on mandated topics which are: the
Agrarian Reform Policies; the different constitutions of the Philippines (1899, 1935, 1973,
and 1987); and Taxation. There are also special topics to cover other social, political, and
cultural issues in Philippine history.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 18
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 19 of 95

Finally, as a culmination of the course, the students will be tasked to submit and or
present an output which will show a critical evaluation and promotion of local history.

This module outlines the different topics and learning objectives for every topic. Full texts
of the required readings have been incorporated in this module for the perusal of the
students. An activity follows every lesson. The worksheets are for students to have a
written output evidencing their comprehension of the reading.

Table of Contents
MODULE 1 Analysis of Primary Sources
UNIT 1 Historical Method
Engage 21
Explore 22
Explain 22
Elaborate 23
Evaluate 24
References 24
UNIT 2.1 Excerpt from Primo Viaggio Intorno Al Mondo by Antonio Pigafetta

Engage 27
Explore 27
Explain 30
Elaborate 30
Evaluate 30
References 33
UNIT 2.2 Customs of the Tagalogs by Juan de Plasencia

Engage 35
Explore 35
Explain 41
Elaborate 42
Evaluate 42
References 44
MODULE 2 Controversies and Conflicting Views in Philippine History
UNIT 1 Site of the First Mass: Butuan or Limasawa
Engage 45
Explore 46
Explain 54
Elaborate 59
Evaluate 60
References 61

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 19
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 20 of 95

UNIT 2 Cry of Pugadlawin or Balintawak

Engage 64
Explore 64
Explain 67
Elaborate 68
Evaluate 70
References 71
MODULE 3 Special Topics on Socio-Economic and Political Concerns of the
Philippines
UNIT 1 Agrarian Reform Policies
Engage 72
Explore 73
Explain 75
Elaborate 76
Evaluate 77
References 79
UNIT 2 Taxation
Engage 80
Explore 81
Explain 81
Elaborate 82
Evaluate 83
References 86
UNIT 3 The Philippine Constitutions
Engage 87
Explore 87
Explain 88
Elaborate 92
Evaluate 93
References 94

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.20
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 21 of 95

MODULE 1: Analysis of Primary Sources

The picture to the left is an artifact popularly known as

the Laguna Copperplate Inscription. It was dated 900 CE
(as inscribed) and is the earliest known written document
in Philippine History. Decoded by Dutch anthropologist
Antoon Postma in 1992, the inscription written in Kawi
script tells of a cancellation of debt.

As a side note, the picture on the cover of this module is

the Golden Tara or the Agusan image found in 1917at
Agusan del Sur. It is a 21 karat gold statuette dating
th th
between the 9 and 10 centuries. It is currently housed
in the Field Museum of Natural History in Chicago.

Unit 1: Historical Method: Typologies and Repositories of Primary and Secondary

Sources; Internal and External Criticism

At the end of this unit, the students must be able to :

Define the meaning and relevance of history and differentiate between primary and
secondary sources; written and unwritten sources; external and internal analysis.

Engage

Complete the following sentences:

1. History is ___________________________________________________________________________

2. Studying History is important because _______________________________________________

3. Historical sources come from _______________________________________________________

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 21
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 22 of 95

Explore

The following are examples of historical sources. Try to identify whether they are primary
or secondary sources. Put a check mark on the corresponding column.

Source Primary Secondary

1. Relics

2. Autobiography

3. Biography

4. Book review

5. Diary

6. Encyclopedia

7. History Book

8. Journal Article

9. Oral history

10. Recording

Explain
History simply put is the study of past events. However, it can be stated that the
relevance of studying history goes beyond simple and is not confined within the said
discipline, albeit, its importance is viewed in the light of providing significant information
as to how present-day challenges in various areas of human experience may be
addressed. For instance, study of history in the context of medicine aids in providing
information about trends in diseases, illnesses, and their treatments; what went wrong
and what worked. History has also aided engineering and architecture with information
on the progress of building structures given a specific natural and social context. The list
for outlining the practical uses of history in other domains goes on and so we delve on a
different kind of purpose, that of studying history for nation building.

Historians Renato Constantino and Fr. John N. Schumacher, SJ each have articulated a
need for rewriting history, particularly a people’s history. Renato Constantino wrote his
book with the objective of writing a history that comes from the point of view of the
Filipinos, especially the grassroots. The essay of John Schumacher on the other hand,
examines that contention of Renato Constantino. Schumacher agreed on the point of
writing a people’s history but for him, he believes that other lenses or frameworks be used
in studying history.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 22
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 23 of 95

Indeed, the major lapse of our nation’s history is the heavy influence of American
colonial historiography and the Hispanocentric stance of historical resources. These
produced a Philippine History that focused on the Spanish Rule, the Revolutionary period,
and the American colonial era. In this area even, there were misrepresentations as
according to Schumacher as the responses coming from different provinces were not
represented. There is also a heavy historical discourse on the deeds of our recognized
heroes but Constantino takes a precarious stance toward this arguing that the so-called
historical deeds lacked critical evaluation.

And so, the task at hand is to revisit our history with the objective of clarifying
misconceptions, correcting misrepresentations, focusing on the collective struggles of the
people and showing the Filipino as also the primary agents of history.

To enrich the learning of history at present, a different approach is presented, one that
engages the learner with history itself to be able to examine the sources of history with
critical eyes and be able to connect an event and to its context.

Elaborate
This course as aforementioned provides a learning experience of history where
you the learners are faced with the historical documents with which you can make
objective analyses and interpretations that are context appropriate. But to reiterate, the
kind of historical sources that will be studied are primary ones.

Simply put, historical sources may be classified as either primary or secondary.

Primary sources are first hand or direct evidences to an event. These sources were made
specifically during the time period being examined. They can be eyewitness accounts,
records, photographs, original documents to name a few. Secondary sources on the
other hand are already interpretations of the primary source. Examples include journal
articles, textbooks, and the like.

Historical sources may also be written and unwritten. Written sources include
literary works, diplomatic or legal documents, and social documents. Unwritten sources
pertain to artifacts and oral testimonies. Now that you have an idea about these, let us
test your understanding.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 23
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 24 of 95

Evaluate (CHOOSE ONE SET TO ANSWER)

Set A. Unit Quiz (2 parts)
Part 1. Earlier on, you classified these whether they are primary or secondary sources.
Now, classify the same whether they are written or unwritten. Put a check mark on the
corresponding column

Source Written Unwritten

1. Relics

2. Autobiography

3. Biography

4. Book review

5. Diary

6. Encyclopedia

7. History Book

8. Journal Article

9. Oral history

10. Recording

Part 2.
Name one example to each type of source without mentioning those stated above or in
the explanatory text.
1. Primary Source

2. Secondary Source

3. Literary source

4. Diplomatic/legal source

5. Social document

6. Artifacts

7. oral/testimonial

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.24
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 25 of 95

Set B. Unit Quiz

Bear in mind your future profession (i.e. engineer, nurse, teacher, accountant,
health practitioner, architect, psychologist, manager, etc…), reflect on how you
can use primary sources then answer the following questions.

1. How can you apply content and context analysis of primary sources in your
own field?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______

2. How important are primary sources in your field?

____________________________________________________________________________
____________________________________________________________________________
____

3. What could be examples of primary sources in your own field and how
important are these? Give at least two examples.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
________
References:
Constantino, R. (1974), A Past Revisited (Pre-Spanish-1941), pp. 3-11
Schumacher, J. N. (1996). The Making of a Nation, Essays on Nineteenth-Century Filipino
Nationalism. Quezon City: Ateneo de Manila Press pp.7-15
Howell, M. and Prevenier, W. (2001). From Reliable Sources: An Introduction to Historical
Methods, pp. 17-27

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 25
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 26 of 95

Unit 2: Content and Contextual Analysis of Selected Primary Sources;

Identification of the Historical Importance of the Text; and Examination of the
Author’s Main Argument and Point of View

Learning Outcomes
By the end of this unit, the students must be able to:
1. perform content and contextual analysis on selected primary sources
2. identify the historical importance of the text

This section focuses on developing the skill of analysing primary sources in history.
As mentioned in the introduction portion, learners of history will experience examining a
historical document with the application of content and context analysis. Content
analysis entails studying the text, practically outlining all information that the document
says. For example place names and person’s names, dates, events, and the manifest
message. Context analysis on the other hand involves studying the background of the
author, the situation or environment during that time, and the purpose for the creation of
the document. Reflective insights on any possible biases that may appear on the
document must also be pointed out to give the document a more critical evaluation.
Finally, it is also worthwhile to elucidate the historical significance of the document.
The following units contain some primary historical sources. After reading each
historical document, a template is provided for performing content and contextual
analysis. Please carefully answer these worksheets.

Unit 2.1 Excerpt from Antonio Pigafetta, Primo Viaggio Intorno Al Mondo, in ”, in
E.H. Blair and J.A. Robertson. The Philippine Islands , vol XXXIII, pp. 175-187

The Battle of Mactan, Anonymous painting

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.26
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 27 of 95

By Nmcast at English Wikipedia, CC BY-SA 3.0,

https://commons.wikimedia.org/w/index.php?curid=10357771

Engage

Check if you agree or disagree

Agree Disagree

1. Lapu-Lapu is the first hero of the Philippines

2. Ferdinand Magellan discovered the Philippines

3. The natives of pre-colonial Philippines welcomed the Spaniards

4. Ferdinand Magellan was the first to circumnavigate the world

5. The Spaniards came to the Philippines on purpose

Explore

Excerpt from Antonio Pigafetta’s, Primo Viaggio Intorno Al Mondo

in, in E.H. Blair and J.A. Robertson. The Philippine Islands , vol XXXIII, pp. 175-187

On Friday, April twenty-six, Zula, a chief of the island of Matan, sent one of his sons to
present two goats to the captain-general, and to say that he would send him all that he
had promised, but that he had not been able to send it to him because of the other
chief Cilapulapu, who refused to obey the king of Spagnia. He requested the captain to
send him only one boatload of men on the next night, so that they might help him and
fight against the other chief. The captain-general decided to go thither with three
boatloads. We begged him repeatedly not to go, but he, like a good shepherd, refused
to abandon his flock. At midnight, sixty men of us set out armed with corselets and
helmets, together with the Christian king, the prince, some of the chief men, and twenty
or thirty balanguais. We reached Matan three hours before dawn. The captain did not
wish to fight then, but sent a message to the natives by the Moro to the effect that if they
would obey the king of Spagnia, recognize the Christian king as their sovereign, and pay
us our tribute, he would be their friend; but that if they wished otherwise, they should wait
to see how our lances wounded. They replied that if we had lances they had lances of
bamboo and stakes hardened with fire. [They asked us] not to proceed to attack them
at once, but to wait until morning, so that they might have more men. They said that in
order to induce us to go in search of them; for they had dug certain pitholes between
the houses in order that we might fall into them. When morning came forty-nine of us
leaped into the water up to our thighs, and walked through water for more than two
crossbow flights before we could reach the shore. The boats could not approach nearer

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 27
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 28 of 95

because of certain rocks in the water. The other eleven men remained behind to guard
the boats. When we reached land, those men had formed in three divisions to the
number of more than one thousand five hundred persons. When they saw us, they
charged down upon us with exceeding loud cries, two divisions on our flanks and the
other on our front. When the captain saw that, he formed us into two divisions, and thus
did we begin to fight. The musketeers and crossbowmen shot from a distance for about a
half hour, but uselessly; for the shots only passed through the shields which were made of
thin wood and the arms [of the bearers]. The captain cried to them, " Cease firing! cease
firing l" but his order was not at all heeded. When the natives saw that we were shooting
our muskets to no purpose, crying out they determined to stand firm, but they redoubled
their shouts. When our muskets were discharged, the natives would never stand still, but
leaped hither and thither, covering themselves with their shields. They shot so many
arrows at us and hurled so many bamboo spears (some of them tipped with iron) at the
captain-general, besides pointed stakes hardened with fire, stones, and mud, that we
could scarcely defend ourselves. Seeing that, the captain-general sent some men to
burn their houses in order to terrify them. When they saw their houses burning, they were
roused to greater fury. Two of our men were killed near the houses, while we burned
twenty or thirty houses. So many of them charged down upon us that they shot the
captain through the right leg with a poisoned arrow. On that account, he ordered us to
retire slowly, but the men took to flight, except six or eight of us who remained with the
captain. The natives shot only at our legs, for the latter were bare; and so many were the
spears and stones that they hurled at us, that we could offer no resistance. The mortars in
the boats could not aid us as they were too far away. So we continued to retire for more
than a good crossbow flight from the shore always fighting up to our knees in the water.
The natives continued to pursue us, and picking up the same spear four or six times,
hurled it at us again and again. Recognizing the captain, so many turned upon him that
they knocked his helmet off his head twice, but he always stood firmly like a good knight,
together with some others. Thus did we fight for more than one hour, refusing to retire
farther. An Indian hurled a bamboo spear into the captain's face, but the latter
immediately killed him with his lance, which he left in the Indian's body. Then, trying to lay
hand on sword, he could draw it out but halfway, because he had been wounded in the
arm with a bamboo spear. When the natives saw that, they all hurled themselves upon
him. One of them wounded him on the left leg with a large cutlass, which resembles a
scimitar, only being larger. That caused the captain to fall face downward, when
immediately they rushed upon him with iron and bamboo spears and with their cutlasses,
until they killed our mirror, our light, our comfort, and our true guide. When they wounded
him, he turned back many times to see whether we were all in the boats. Thereupon,
beholding him dead, we, wounded, retreated, as best we could, to the boats, which
were already pulling off. The Christian king would have aided us, but the captain
charged him before we landed, not to leave his balanghai, but to stay to see how we
fought. When the king learned that the captain was dead, he wept. Had it not been for
that unfortunate captain, not a single one of us would have been saved in the boats, for

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.28
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 29 of 95

while he was fighting the others retired to the boats. I hope through [the efforts of] your
most illustrious Lordship that the fame of so noble a captain will not become effaced in
our times. Among the other virtues which he possessed, he was more constant than ever
any one else in the greatest of adversity. He endured hunger better than all the others,
and more accurately than any man in the world did he understand sea charts and
navigation. And that this was the truth was seen openly, for no other had had so much
natural talent nor the boldness to learn how to circumnavigate the world, as he had
almost done. That battle was fought on Saturday, April twenty-seven, I52I. The captain
desired to fight on Saturday, because it was the day especially holy to him. Eight of our
men were killed with him in that battle, and four Indians, who had become Christians and
who had come afterward to aid us were killed by the mortars of the boats. Of the
enemy, only fifteen were killed, while many of us were wounded. In the afternoon the
Christian king sent a message with our consent to the people of Matan, to the effect that
if they would give us the captain and the other men who had been killed, we would give
them as much merchandise as they wished. They answered that they would not give up
such a man, as we imagined [they would do], and that they would not give him for all
the riches in the world, but that they intended to keep him as a memorial. On Saturday,
the day on which the captain was killed, the four men who had remained in the city to
trade, had our merchandise carried to the ships. Then we chose two commanders,
namely, Duarte Barboza, a Portuguese and a relative of the captain, and Johan
Seranno, a Spaniard. As our interpreter, Henrich by name, was wounded slightly, he
would not go ashore any more to attend to our necessary affairs, but always kept his
bed. On that account, Duarte Barboza, the commander of the flagship, cried out to him
and told him, that although his master, the captain, was dead, he was not therefore free;
on the contrary he [i.e., Barboza] would see to it that when we should reach Espagnia,
he should still be the slave of Donia Beatrice, the wife of the captain-general. And
threatening the slave that if he did go ashore, he would be flogged, the latter arose,
and, feigning to take no heed to those words, went ashore to tell the Christian king that
we were about to leave very soon, but that if he would follow his advice, he could gain
the ships and all our merchandise. Accordingly they arranged a plot, and the slave
returned to the ship, where he showed that he was more cunning than before. On
Wednesday morning, the first of May, the Christian king sent word to the commanders
that the jewels which he had promised to send to the king of Spagnia were ready, and
that he begged them and their other companions to come to dine with him that
morning, when he would give them the jewels. Twenty-four men went ashore, among
whom was our astrologer, San Martin de Sivilla. I could not go because I was all swollen
up by a wound from a poisoned arrow which I had received in my face. Jovan Carvaio
and the constable returned, and told us that they saw the man who had been cured by
a miracle take the priest to his house. Consequently, they had left that place, because
they suspected some evil. Scarcely had they spoken those words when we heard loud
cries and lamentations. We immediately weighed anchor and discharging many mortars
into the houses, drew in nearer to the shore. While thus discharging [our pieces] we saw

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.29
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 30 of 95

Johan Seranno in his shirt bound and wounded, crying to us not to fire any more, for the
natives would killhim. We asked him whether all the others and the interpreter were
dead. He said that they were all dead except the interpreter. He begged us earnestly to
redeem him with some of the merchandise; but Johan Carvaio, his boon companion,
[and others] would not allow the boat to go ashore so that they might remain masters of
the ships. But although Johan Serrano weeping asked us not to set sail so quickly, for they
would kill him, and said that he prayed God to ask his soul of Johan Carvaio, his
comrade, in the day of judgment, we immediately departed. I do not know whether he
is dead or alive.

Explain
The assigned reading material is an excerpt from the work of Antonio Pigafetta, Primo
Viaggio Intorno Al Mondo, which was published sometime in the 1550s, roughly two
decades after his death. The entire work documents the Magellan expedition of 1519-
1522 which originally was intended to locate the Westward route to the Spice Islands. The
excerpt narrates, among others, the battle of Mactan upto the escape of the Spanish
survivors.

Elaborate
Antonio Pigafetta, born in Italy in 1491, served in Magellan’s expedition in
1519 as the chronicler. He recorded the events that transpired during the
expedition even after the death of the Captain in 1521. He was fortunate to be
one of the 18 men to return to Spain aboard the ship Victoria captained by Juan
Sebastián Elcano in 1522. After the voyage, he related his experiences through
the report Primo Viaggio Intorno Al Mondo which were distributed to the
European nobility. The report was published posthumously (Pigafetta died in 1531)
in the 1550s by Italian historian Giovanni Battista Ramusio. Originally written in
Italian, the document in subsequent publications has been translated. The
excerpt above was the translation of James Alexander Robertson.
Evaluate

For this assessment, apply content and context analysis on the eyewitness
account of the Battle of Mactan by Pigafetta. You are encouraged to use other
references to be able to answer the following worksheet. Write your answer on
the space provided.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.30
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 31 of 95

Context Analysis

Title of the document where the selected text came from :

_____________________________________________________________________________

Original language of the document:___________________________________________

Language used in Translation: _______________________________________________

Translator : ____________________________________________________

Author’s name: _______________________________________________________________

Birth (Date and Place):_______________________Death________________________________

Relevant information about the author that would link the author to the primary source:

Date of writing and/or Publication of the original document:

Author’s Purpose for writing the document

What was happening in history around the time that the document was written?

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 31
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 32 of 95

Who was the intended audience of the document?

Content Analysis

What is the main topic of, the selected text analyzed?

Who were the groups or people mentioned?

What were the places mentioned?

What were the key topics discussed? Enumerate in numbered or bullet form.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 32
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 33 of 95

If there are any, what are the personal biases, suspected errors or misleading statements
of the author that showed up in the document? Name at least 2.

What do you think is the historical significance of this document?

Reference:
Excerpt from Antonio Pigafetta’s, Primo Viaggio Intorno Al Mondoin, in E.H. Blair and J.A.
Robertson. The Philippine Islands , vol XXXIII, pp. 175-187

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 33
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 34 of 95

Unit 2.2 Juan de Plasencia, Customs of the Tagalogs

Source: Blair, Emma Helen, ed. d.1911. The Philippine Islands, 1493-1803; explorations by
early navigators, descriptions of the islands and their peoples, their history and records of
the Catholic missions, as related in contemporaneous books and manuscripts, showing
the political, economic, commercial and religious conditions of those islands from their
earliest relations with European nations to the beginning of the nineteenth century; [Vol.
1, no. 7] Blair, Emma Helen, ed. d.1911. pp. 173-196

16th century Tagalog royalty

Source: Boxer Codex -

http://webapp1.dlib.indiana.edu/metsnav/common/navigate.do?pn=116&size=screen&oid=VAB8326,
Public Domain, https://commons.wikimedia.org/w/index.php?curid=18056369

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.34
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 35 of 95

Engage
Customs are ever evolving. We do not expect that a certain way of life will be
constant, resistant to change. You may have heard stories from your elders how their life
ways were so different from what you are presently experiencing. Try to recall some of
those old rules, as old as you can get and write them below. Name one old rule for each
realm of human experience.

On Marriage:

On Debt:

On Inheritance:

Explore
The reading that follows is the first of the two part report by Juan de Plasencia and
this particular section was recognized as the first Civil Code of the Philippines. Originally
written in Spanish, this document was translated into English by Frederic w. Morrison.

Customs of the Tagalogs

(TWO RELATIONS BY JUAN DE PLASENCIA, O.S.F.)

After receiving your Lordship's letter, I wished to reply immediately; but I postponed my
answer in order that I might first thoroughly inform myself in regard to your request, and to
avoid discussing the conflicting reports of the Indians, who are wont to tell what suits their
purpose. Therefore, to this end, I collected Indians from different districts—old men, and
those of most capacity, all known to me; and from them I have obtained the simple
truth, after weeding out much foolishness, in regard to their government, administration
of justice, inheritances, slaves, and dowries. It is as follows:

CUSTOMS OF THE TAGALOGS

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 35
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 36 of 95

This people always had chiefs, called by them datos, who governed them and were
captains in their wars, and whom they obeyed and reverenced. The subject who
committed any offense against them, or spoke but a word to their wives and children,
was severely punished.

These chiefs ruled over but few people; sometimes as many as a hundred houses,
sometimes even less than thirty. This tribal gathering is called in Tagalo a barangay. It was
inferred that the reason for giving themselves this name arose from the fact (as they are
classed, by their language, among the Malay nations) that when they came to this land,
the head of the barangay, which is a boat, thus called—as is discussed at length in the
first chapter of the first ten chapters—became a dato. And so, even at the present day, it
is ascertained that this barangay in its origin was a family of parents and children,
relations and slaves. There were many of these barangays in each town, or, at least, on
account of wars, they did not settle far from one another. They were not, however,
subject to one another, except in friendship and relationship. The chiefs, in their various
wars, helped one another with their respective barangays.

In addition to the chiefs, who corresponded to our knights, there were three castes:
nobles, commoners, and slaves. The nobles were the free-born whom they
call maharlica. They did not pay tax or tribute to the dato, but must accompany him in
war, at their own expense. The chief offered them beforehand a feast, and afterward
they divided the spoils. Moreover, when the dato went upon the water those whom he
summoned rowed for him. If he built a house, they helped him, and had to be fed for it.
The same was true when the whole barangay went to clear up his lands for tillage. The
lands which they inhabited were divided among the whole barangay, especially the
irrigated portion, and thus each one knew his own. No one belonging to another
barangay would cultivate them unless after purchase or inheritance. The lands on
the tingues, or mountain-ridges, are not divided, but owned in common by the
barangay. Consequently, at the time of the rice harvest, any individual of any particular
barangay, although he may have come from some other village, if he commences to
clear any land may sow it, and no one can compel him to abandon it. There are some
villages (as, for example, Pila de la Laguna) in which these nobles, or maharlicas, paid
annually to the dato a hundred gantas of rice. The reason of this was that, at the time of
their settlement there, another chief occupied the lands, which the new chief, upon his
arrival, bought with his own gold; and therefore the members of his barangay paid him
for the arable land, and he divided it, among those whom he saw fit to reward. But now,
since the advent of the Spaniards, it is not so divided.

The chiefs in some villages had also fisheries, with established limits, and sections of the
rivers for markets. At these no one could fish, or trade in the markets, without paying for
the privilege, unless he belonged to the chief's barangay or village.

The commoners are called aliping namamahay. They are married, and serve their
master, whether he be a dato or not, with half of their cultivated lands, as was agreed
upon in the beginning. They accompanied him whenever he went beyond the island,

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.36
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 37 of 95

and rowed for him. They live in their own houses, and are lords of their property and gold.
Their children inherit it, and enjoy their property and lands. The children, then, enjoy the
rank of their fathers, and they cannot be made slaves (sa guiguilir) nor can either parents
or children be sold. If they should fall by inheritance into the hands of a son of their
master who was going to dwell in another village, they could not be taken from their
own village and carried with him; but they would remain in their native village, doing
service there and cultivating the sowed lands.

The slaves are called aliping sa guiguilir. They serve their master in his house and on his
cultivated lands, and may be sold. The master grants them, should he see fit, and
providing that he has profited through their industry, a portion of their harvests, so that
they may work faithfully. For these reasons, servants who are born in the house of their
master are rarely, if ever, sold. That is the lot of captives in war, and of those brought up
in the harvest fields.

Those to whom a debt was owed transferred the debt to another, thereby themselves
making a profit, and reducing the wretched debtors to a slavery which was not their
natural lot. If any person among those who were made slaves (sa guiguilir)—through war,
by the trade of goldsmith, or otherwise—happened to possess any gold beyond the sum
that he had to give his master, he ransomed himself, becoming thus a namamahay, or
what we call a commoner. The price of this ransom was never less than five taels, and
from that upwards; and if he gave ten or more taels, as they might agree, he became
wholly free. An amusing ceremony accompanied this custom. After having divided all
the trinkets which the slave possessed, if he maintained a house of his own, they divided
even the pots and jars, and if an odd one of these remained, they broke it; and if a
piece of cloth were left, they parted it in the middle.

The difference between the aliping namamahay and the aliping sa guiguilir, should be
noted; for, by a confusion of the two terms, many have been classed as slaves who really
are not. The Indians seeing that the alcaldes-mayor do not understand this, have
adopted the custom of taking away the children of the aliping namamahay, making use
of them as they would of the aliping sa guiguilir, as servants in their households, which is
illegal, and if the aliping namamahay should appeal to justice, it is proved that he is
an aliping as well as his father and mother before him and no reservation is made as to
whether he is aliping namamahay or atiping sa guiguilir. He is at once considered
an alipin, without further declaration. In this way he becomes a sa guiguilir, and is even
sold. Consequently, the alcaldes-mayor should be instructed to ascertain, when anyone
asks for his alipin, to which class he belongs, and to have the answer put in the
document that they give him.

In these three classes, those who are maharlicas on both the father's and mother's side
continue to be so forever; and if it happens that they should become slaves, it is through
marriage, as I shall soon explain. If these maharlicas had children among their slaves, the
children and their mothers became free; if one of them had children by the slave-
woman of another, she was compelled, when pregnant, to give her master half of a gold

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 37
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 38 of 95

tael, because of her risk of death, and for her inability to labor during the pregnancy. In
such a case half of the child was free—namely, the half belonging to the father, who
supplied the child with food. If he did not do this, he showed that he did not recognize
him as his child, in which case the latter was wholly a slave. If a free woman had children
by a slave, they were all free, provided he were not her husband.

If two persons married, of whom one was a maharlica and the other a slave,
whether namamahay or sa guiguilir, the children were divided: the first, whether male or
female, belonged to the father, as did the third and fifth; the second, the fourth, and the
sixth fell to the mother, and so on. In this manner, if the father were free, all those who
belonged to him were free; if he were a slave, all those who belonged to him were
slaves; and the same applied to the mother. If there should not be more than one child
he was half free and half slave. The only question here concerned the division, whether
the child were male or female. Those who became slaves fell under the category of
servitude which was their parent's, either namamahay or sa guiguilir. If there were an odd
number of children, the odd one was half free and half slave. I have not been able to
ascertain with any certainty when or at what age the division of children was made, for
each one suited himself in this respect. Of these two kinds of slaves the sa guiguilir could
be sold, but not the namamahay and their children, nor could they be transferred.
However, they could be transferred from the barangay by inheritance, provided they
remained in the same village.

The maharlicas could not, after marriage, move from one village to another, or from one
barangay to another, without paying a certain fine in gold, as arranged among them.
This fine was larger or smaller according to the inclination of the different villages, running
from one to three taels and a banquet to the entire barangay. Failure to pay the fine
might result in a war between the barangay which the person left and the one which he
entered. This applied equally to men and women, except that when one married a
woman of another village, the children were afterwards divided equally between the
two barangays. This arrangement kept them obedient to the dato, or chief, which is no
longer the case—because, if the dato is energetic and commands what the religious
fathers enjoin him, they soon leave him and go to other villages and other datos, who
endure and protect them and do not order them about. This is the kind of dato that they
now prefer, not him who has the spirit to command. There is a great need of reform in
this, for the chiefs are spiritless and faint-hearted.

Investigations made and sentences passed by the dato must take place in the presence
of those of his barangay. If any of the litigants felt himself aggrieved, an arbiter was
unanimously named from another village or barangay, whether he were a dato or not;
since they had for this purpose some persons, known as fair and just men, who were said
to give true judgment according to their customs. If the controversy lay between two
chiefs, when they wished to avoid war, they also convoked judges to act as arbiters; they
did the same if the disputants belonged to two different barangays. In this ceremony
they always had to drink, the plaintiff inviting the others.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.38
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 39 of 95

They had laws by which they condemned to death a man of low birth who insulted the
daughter or wife of a chief; likewise witches, and others of the same class.

They condemned no one to slavery, unless he merited the death-penalty. As for the
witches, they killed them, and their children and accomplices became slaves of the
chief, after he had made some recompense to the injured person. All other offenses
were punished by fines in gold, which, if not paid with promptness, exposed the culprit to
serve, until the payment should be made, the person aggrieved, to whom the money
was to be paid. This was done in the following way: Half the cultivated lands and all their
produce belonged to the master. The master provided the culprit with food and clothing,
thus enslaving the culprit and his children until such time as he might amass enough
money to pay the fine. If the father should by chance pay his debt, the master then
claimed that he had fed and clothed his children, and should be paid therefor. In this
way he kept possession of the children if the payment could not be met. This last was
usually the case, and they remained slaves. If the culprit had some relative or friend who
paid for him, he was obliged to render the latter half his service until he was paid—not,
however, service within the house as aliping sa guiguilir, but living independently, as
aliping namamahay. If the creditor were not served in this wise, the culprit had to pay the
double of what was lent him. In this way slaves were made by debt: either sa guiguilir, if
they served the master to whom the judgment applied; or aliping namamahay, if they
served the person who lent them wherewith to pay.

In what concerns loans, there was formerly, and is today, an excess of usury, which is a
great hindrance to baptism as well as to confession; for it turns out in the same way as I
have showed in the case of the one under judgment, who gives half of his cultivated
lands and profits until he pays the debt. The debtor is condemned to a life of toil; and
thus borrowers become slaves, and after the death of the father the children pay the
debt. Not doing so, double the amount must be paid. This system should and can be
reformed.

As for inheritances, the legitimate children of a father and mother inherited equally,
except in the case where the father and mother showed a slight partiality by such gifts as
two or three gold taels, or perhaps a jewel.

When the parents gave a dowry to any son, and, when, in order to marry him to a chief's
daughter, the dowry was greater than the sum given the other sons, the excess was not
counted in the whole property to be divided. But any other thing that should have been
given to any son, though it might be for some necessity, was taken into consideration at
the time of the partition of the property, unless the parents should declare that such a
bestowal was made outside of the inheritance. If one had had children by two or more
legitimate wives, each child received the inheritance and dowry of his mother, with its
increase, and that share of his father's estate which fell to him out of the whole. If a man
had a child by one of his slaves, as well as legitimate children, the former had no share in
the inheritance; but the legitimate children were bound to free the mother, and to give
him something—a tael or a slave, if the father were a chief; or if, finally, anything else

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.39
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 40 of 95

were given it was by the unanimous consent of all. If besides his legitimate children, he
had also some son by a free unmarried woman, to whom a dowry was given but who
was not considered as a real wife, all these were classed as natural children, although
the child by the unmarried woman should have been begotten after his marriage. Such
children did not inherit equally with the legitimate children, but only the third part. For
example, if there were two children, the legitimate one had two parts, and the one of
the inaasava one part. When there were no children by a legitimate wife, but only
children by an unmarried woman, or inaasava, the latter inherited all. If he had a child by
a slave woman, that child received his share as above stated. If there were no legitimate
or natural child, or a child by an inaasava, whether there was a son of a slave woman or
not, the inheritance went only to the father or grandparents, brothers, or nearest relatives
of the deceased, who gave to the slave-child as above stated.

In the case of a child by a free married woman, born while she was married, if the
husband punished the adulterer this was considered a dowry; and the child entered with
the others into partition in the inheritance. His share equaled the part left by the father,
nothing more. If there were no other sons than he, the children and the nearest relatives
inherited equally with him. But if the adulterer were not punished by the husband of the
woman who had the child, the latter was not considered as his child, nor did he inherit
anything. It should be noticed that the offender was not considered dishonored by the
punishment inflicted, nor did the husband leave the woman. By the punishment of the
father the child was fittingly made legitimate.

Adopted children, of whom there are many among them, inherit the double of what was
paid for their adoption. For example, if one gold tael was given that he might be
adopted when the first father died, the child was given [in inheritance] two taels. But if
this child should die first, his children do not inherit from the second father, for the
arrangement stops at that point.

This is the danger to which his money is exposed, as well as his being protected as a
child. On this account this manner of adoption common among them is considered
lawful.

Dowries are given by the men to the women's parents. If the latter are living, they enjoy
the use of it. At their death, provided the dowry has not been consumed, it is divided like
the rest of the estate, equally among the children, except in case the father should care
to bestow something additional upon the daughter. If the wife, at the time of her
marriage, has neither father, mother, nor grandparents, she enjoys her dowry—which, in
such a case, belongs to no other relative or child. It should be noticed that unmarried
women can own no property, in land or dowry, for the result of all their labors accrues to
their parents.

In the case of a divorce before the birth of children, if the wife left the husband for the
purpose of marrying another, all her dowry and an equal additional amount fell to the
husband; but if she left him, and did not marry another, the dowry was returned. When

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.40
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 41 of 95

the husband left his wife, he lost the half of the dowry, and the other half was returned to
him. If he possessed children at the time of his divorce, the whole dowry and the fine
went to the children, and was held for them by their grandparents or other responsible
relatives.

I have also seen another practice in two villages. In one case, upon the death of the wife
who in a year's time had borne no children, the parents returned one-half the dowry to
the husband whose wife had died. In the other case, upon the death of the husband,
one-half the dowry was returned to the relatives of the husband. I have ascertained that
this is not a general practice; for upon inquiry I learned that when this is done it is done
through piety, and that all do not do it.

In the matter of marriage dowries which fathers bestow upon their sons when they are
about to be married, and half of which is given immediately, even when they are only
children, there is a great deal more complexity. There is a fine stipulated in the contract,
that he who violates it shall pay a certain sum which varies according to the practice of
the village and the affluence of the individual. The fine was heaviest if, upon the death of
the parents, the son or daughter should be unwilling to marry because it had been
arranged by his or her parents. In this case the dowry which the parents had received
was returned and nothing more. But if the parents were living, they paid the fine,
because it was assumed that it had been their design to separate the children.

The above is what I have been able to ascertain clearly concerning customs observed
among these natives in all this Laguna and the tingues, and among the entire Tagalo
race. The old men say that a dato who did anything contrary to this would not be
esteemed; and, in relating tyrannies which they had committed, some condemned
them and adjudged them wicked.

Others, perchance, may offer a more extended narrative, but leaving aside irrelevant
matters concerning government and justice among them, a summary of the whole truth
is contained in the above. I am sending the account in this clear and concise form
because I had received no orders to pursue the work further. Whatever may be decided
upon, it is certainly important that it should be given to the alcal-des-mayor,
accompanied by an explanation; for the absurdities which are to be found in their
opinions are indeed pitiable.

May our Lord bestow upon your Lordship His grace and spirit, so that in every step good
fortune may be yours; and upon every occasion may your Lordship deign to consider me
your humble servant, to be which would be the greatest satisfaction and favor that I
could receive. Nagcarlán, October 21, 1589.

Explain
Juan de Plasencia (born in the 16th century in Spain) was a Franciscan Friar who
was known to be a defender of the natives. He was also credited for founding a number

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 41
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 42 of 95

of towns in the provinces of Bulacan, Laguna, and Rizal. In the document you read, he
gave a report of the Tagalog society he encountered during his mission work in the 1580s.
This report was given in October 1589 to Santiago de Vera, the chief justice of the Royal
Audiencia and 6th Spanish Governor General in an effort to know the life ways of the
natives so as to better settle disputes relating to the personal affairs of the natives. At that
time, one of the objectives of the colonial authorities was the conversion of the natives to
Christianity and figuring out how to best govern them hence the need for a
documentation of sorts about their life ways. Fr. Plasencia died in 1590 at Liliw, Laguna.
He is also credited for writing Doctrina Cristiana, the first book ever printed in the
Philippines.

Elaborate
Aside from being a civil code of sorts, the report of Juan de Plasencia also
articulated the social structure prevalent in the Tagalog area during that time. Below is a
an empty triangle which you can use to illustrate the social structure described by Fr.
Plasencia. You may draw and label the divisions the way you understand the social
structure.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.42
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 43 of 95

Evaluate
Exercise once again the skill for doing context and text (content) analysis primary sources
for history. Answer the template below

Context Analysis

Title of the document: _______________________________________________________

Original language of the document:____________________________________________

Language used in Translation: ________________________________________________

Translator : ____________________________________________________

Author’s name: _______________________________________________________________

Birth (Date and Place):________________________________________________________

Death:________________________________________________________________________

Relevant information that links the author to the primary source:

Date of writing and/or Publication of the original document:

Place Written

Author’s Purpose for writing the document

Social milieu around the time that the event occurred and was written (What was
happening in history around the time that the document was written?)

Who was the intended audience?

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.43
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 44 of 95

Content Analysis
This document became the country’s first Civil Code, used by the alcaldes-mayores in
their administration of justice. Enumerate at least three (3) topics covered and beside
each, write at least one (1) specific rule.

If there are any, what are the personal biases, suspected errors, or misleading
statements of the author that showed up in the document?

Reference:

Blair, Emma Helen, ed. d.1911. The Philippine Islands, 1493-1803; explorations by early navigators,
descriptions of the islands and their peoples, their history and records of the Catholic missions, as
related in contemporaneous books and manuscripts, showing the political, economic,
commercial and religious conditions of those islands from their earliest relations with European
nations to the beginning of the nineteenth century; [Vol. 1, no. 7] Blair, Emma Helen, ed. d.1911.
pp. 173-196

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.44
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 45 of 95

Module 2: Controversies and Conflicting Views in Philippine History

Learning Outcomes

By the end of this module, the students must be able to:

1. demonstrate the ability to formulate arguments in favor or against a particular issue

using primary sources

2. compare and contrast the different accounts on a debatable historical issue

Unit 1: Site of the First Mass: Butuan or Limasawa?

First Mass at Limasawa, painting by National Artist Carlos "Botong" Francisco, 1965

Engage
One of the many debates of in our history is the site of the first Catholic Mass. Most
people at present probably identify Limasawa in Leyte to be the site of the first mass. This
is by virtue of a law which was passed in 1960 proclaiming the island to be such and
since then our history books have carried on this declaration. Below is the text of that law.

REPUBLIC ACT NO. 2733

REPUBLIC ACT NO. 2733 - AN ACT TO DECLARE THE SITE IN MAGALLANES, LIMASAWA
ISLAND IN THE PROVINCE OF LEYTE, WHERE THE FIRST MASS IN THE PHILIPPINES WAS HELD AS
A NATIONAL SHRINE, TO PROVIDE FOR THE PRESERVATION OF HISTORICAL MONUMENTS
AND LANDMARKS THEREAT, AND FOR OTHER PURPOSES

Section 1. The site in Magallanes, Limasawa Island in the Province of Leyte, where the
first Mass in the Philippines was held is hereby declared a national shrine to
commemorate the birth of Christianity in the Philippines.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.45
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 46 of 95

Sec. 2. All historical monuments and landmarks in said site shall be preserved and/or
reconstructed whenever necessary as much as possible in their original form and are
hereby declared national historical monuments and landmarks.

Sec. 3. The National Planning Commission shall exercise supervision and control over the
reconstruction and/or preservation of the aforesaid site and monuments, and shall issue
rules and regulations to effectuate the preceding sections of this Act.

Sec. 4. Necessary funds for the purposes of this Act shall be provided for in the annual
appropriations for public works and disbursements shall be made by the National
Planning Commission under such rules and regulations as the Auditor General may
prescribe.

Sec. 5. This Act shall take effect upon its approval.

Enacted without Executive approval, June 19, 1960.

Photo to the left is the marker of the First Catholic

Mass at Limasawa, Leyte.

Source:

https://ncca.gov.ph/press-releases-2/taoid-
heritage-celebration-2014-opens-in-limasawa-
southern-leyte/

Explore
Now that you know the legal basis for the placement of the first Catholic mass in
Limasawa, Leyte, let us examine some texts pertaining to this historical issue and why it
became a debate. As you read, you may make some marginal notes on important
details that lead to the location of the first Catholic mass. More specifically, highlight the
characteristics of the place where the first mass was held.

Excerpt from Antonio Pigafetta’s First Voyage Around the World

Source : Pigafetta, A. & Maximilianus,T. (1969). First Voyage Around the World and De
Moluccis Insulis. Manila: Filipiniana Book Guild (pp. 23-32)

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.46
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 47 of 95

At dawn on Saturday, March sixteen, 1521, we came upon a high land at a distance of
three hundred leagues from islands of Ladroni—an island named Zamal [Samar]. The
following day, the captain-general desired to land on another island which was
uninhabited and lay to the right of the above-mentioned island, in order to be more
secure, and to get water and to have rest. He had two tents set up on the shore for the
sick and had a sow killed for them. On Monday afternoon, March 18, we saw a boat
coming toward us with nine men in it. Therefore, the captain-general ordered that no
one should move or say a word without his permission. When those men reached the
shore, their chief went immediately to the captain-general, giving signs of joy because of
our arrival. Five of the most ornately adorned of them remained with us, while the rest
went to get some others who were fishing, and so they all came. The captain-general,
seeing that they were reasonable men, ordered food to be set before them, and gave
them red caps, mirrors, combs, bells, ivory, bocasine, and other things. When they saw
the captain‘s courtesy, they presented fish, a jar of palm wine which they call uraca
[arrack], figs more than one palm long [bananas], and others which were smaller and
more delicate, and two coconuts. They had nothing else then but made signs with their
hands that they would bring umay or rice, and coconuts and many other articles of food
within four days.

Coconuts are the fruit of the palm tree. Just as we have bread, wine, oil, and
vinegar, so those people got everything from that tree. They get wine in the following
manner. They bore a hole into the heart of the said palm at the top called palmito, from
which distils a liquor which resembles white mist. That liquor is sweet but somewhat tart,
and [is gathered] in canes [of bamboo] as thick as the leg and thicker. They fasten the
bamboo to the tree at evening for the morning, and in morning for the evening. That
palm bears a fruit, namely the coconut, which is as large as the head or thereabouts. Its
outside husk is green and thicker than two fingers. Certain filaments are found in that
husk, whence is made cord for binding together their boats. Under that husk there is a
hard shell, much thicker than the shell of the walnut, which they burn and make
therefrom a powder that is useful to them. Under that shell there is a white marrowy
substance one finger in thickness, which they eat fresh with meat and fish as we do
bread; and it has a taste resembling the almond. It could be dried and made into bread.
There is a clear, sweet water in the middle of that marrowy substance which is very
refreshing. When that water stands for a while after having been collected, it congeals
and becomes like an apple. When the natives wish to make oil, they take that coconut,
and allow the marrowy substance and the water to putrefy. Then they boil it and it
becomes oil like butter. When they wish to make vinegar, they allow only the water to
putrefy, and then place it in the sun, and a vinegar results like [that made from] white
wine. Milk can also be made from it, for we made some. We scraped that marrowy
substance and then mixed the scrapings with its own water which we strained through a
cloth, and so obtained milk like goat‘s milk. Those palms resemble date-palms, but
although not smooth they are less knotty than the latter. A family of 10 persons can be
supported on two trees, by utilizing one of them during one week and the other during

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.47
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 48 of 95

the other 8 days for the wine; for if they did otherwise, the trees would dry up. They last a
century.

Those people became very familiar with us. They told us many things, their names
and those some of the islands that could be seen from that place. Their own island was
called Zuluan and it is not very large. We took great pleasure with them, for they were
very pleasant and conversable. In order to show them greater honor, the captain-
general took them to his ship and showed them all his merchandise—cloves, cinnamon,
pepper, ginger, nutmeg, mace, gold and all the things in the ship. He had some mortars
fired for them, whereat they exhibited great fear, and tried to jump out of the ship. They
made signs to us that the above said articles grew in that place where we were going.
When they were about to retire they took their leave very gracefully and neatly, saying
that they would return according to their promise. The island where we were is called
Humunu; [now Homonhon] but inasmuch as we found two springs there of the clearest
water, we called it Acquada da li buoni Segnalli (―the great Watering-place of Good
Signs‖), for there were the first signs of gold which we found in those districts. We found a
great quantity of white coral there, and large trees with fruit a trifle smaller than the
almond and resembling pine seeds. There are many islands in that district, and therefore
we called them the archipelago of San Lazaro, as they were discovered on the Sunday
of St. Lazarus. They lie in 10 degrees of latitude toward the Arctic Pole, and in a longitude
of one hundred and sixty-one degrees from the line of demarcation.

At noon on Friday, March 22, those men came as they had promised us in two
boats with coconuts, sweet oranges, a jar of palm-wine and a cock, in order to show us
that there were fowls in that district. They exhibited great signs of pleasure at seeing us.
We purchased all those articles from them. Their signor was an old man who was painted
[tattooed]. He wore two gold earrings in his ears, and the others many gold armlets on
their arms and kerchiefs about their heads. We stayed there one week, and during that
time our captain went ashore daily to visit the sick, and every morning gave them
coconut water from his own hand, which comforted them greatly. There are people
living near that island who have earrings in their ears so large that they can pass their
arms through them. Those people are caphri, that is to say, heathen. They go naked, with
a cloth woven from the bark of a tree about their privies, except some of the chiefs who
wear cotton cloth embroidered with silk at the ends by means of a needle. They are
dark, fat, and painted. They anoint themselves with coconut and with beneseed oil, as a
protection against sun and wind. They have very black hair that falls to the waist, and use
daggers, knives, and spears ornamented with gold, large shields, fascines,1 javelins, and
fishing nets that resemble rizali; and their boats are like ours.

On the afternoon of holy Monday, the day of our Lady, March twenty-five, while
we were on the point of weighing anchor, I went to the side of the ship to fish and
putting my feet upon a yard leading down into the storeroom, they slipped, for it was
rainy, and consequently I fell into the sea, so that no one saw me. When I was all but
under, my left hand happened to catch hold of the clew-garnet of the mainsail, which

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.48
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 49 of 95

was dangling in the water. I held on tightly, and began to cry out so lustily that I was
rescued by the small boat. I was aided not, I believe, indeed, through my merits but
through the mercy of that font of charity [the Virgin]. That same day we shaped our
course toward the west southwest between four islands, namely Cenalo, Hiunanghan,
Ibusson, and Abarien.

On Thursday morning, March twenty-eight, as we had seen a fire on an island the

night before, we anchored near it. We saw a small boat which the natives call boloto
[baroto] with eight men in it, approaching the flagship. A slave belonging to the captain-
general, who was a native of Zamatra [Sumatra], which was formerly called Taprobana,
spoke to them. They immediately understood him, came alongside the ship unwilling to
enter but taking a position at some little distance. The captain, seeing that they would
not trust us, threw them out a red cap and other things tied to a bit of wood. They
received them very gladly, and went away quickly to advise their king. About two hours
later we saw two balanghai coming. They are large boats and are so called [by those
people]. They were full of men, and their king was in the larger of them, being seated
under an awning of mats. When the king came near the flagship, the slave spoke to him.
The king understood him, for in those districts the kings knew more languages than the
other people. He ordered some of his men to enter the ships, but he always remained in
his balanghai, at some little distance from the ship until his own men returned; and as
soon as they returned he departed. The captain-general showed great honor to the men
who entered the ship, and gave them some presents, for which the king wished before
his departure to give the captain a large bar of gold and a basketful of ginger. The latter,
however, thanked the king heartily but would not accept it. In the afternoon we went in
the ships [and anchored] near the dwellings of the king.

Next day, holy Friday, the captain-general sent his slave, who acted as our
interpreter, ashore in a small boat to ask the king if he had any food to have it carried to
the ships; and to say that they would be well satisfied with us, for he [and his men] had
come to the island as friends and not as enemies. The king came with six or eight men in
the same boat and entered the ship. He embraced the captain-general to whom he
gave three porcelain jars covered with leaves and full of raw rice, two very large dorado
and other things. The captain-general gave the king a garment of red and yellow cloth
made in the Turkish fashion, and a fine red cap; and to the others (the king‘s men), some
knives and to others, mirrors. Then the captain-general had a collation spread for them,
and had the king told through the slave that he desired to be casi casi with him, that is to
say, brother. The king replied that he also wished to enter the same relations with
captain-general. Then the captain showed him cloth of various colors, linen, coral
[ornaments], and many other articles of merchandise, and all the artillery, some of which
he had discharged for him, whereat the natives were greatly frightened.

Then the captain-general had a man armed as a soldier, and placed him in the
midst of three armed with swords and daggers, who struck him on all parts of the body
Thereby was the king rendered almost speechless. The captain-general told him through

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.49
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 50 of 95

the slave that one of those armed men was worth one hundred of his own men. The king
answered that that was the fact. The captain-general said that he had two hundred
men in each ship who were armed in that manner.1 He showed the king cuirasses,
swords, and bucklers, and had a review made for him. Then he led the king to the deck
of the ship, that is located above at the stern; and had his sea-chart and compass
brought. He told the king through the interpreter how he had found the strait in order to
voyage thither and how many moons he had been without seeing land, whereat the
king was astonished. Lastly, he told the king that he would like, if it were pleasing to him,
to send two of his men with him so that he might show them some of his things. The king
replied that he was agreeable, and I went in company with one of the other men.

When I reached shore, the king raised his hands toward the sky then turned
toward us two. We did the same toward him as did all the others. The king took me by
the hand; one of his chiefs took my companion: and thus they led us under a bamboo
covering, where there was a balanghai, as long as eighty of my palm lengths, and
resembling a fusta. We sat down upon the stern of that balanghai, constantly conversing
with signs. The king‘s men stood about us in a circle with swords, daggers, spears, and
bucklers. The king had a place of pork brought in and a large jar filled with wine. At every
mouthful, we drank a cup of wine. The wine that was left [in the cup] at any time,
although that happened but rarely, was put into a jar by itself. The king‘s cup was always
kept covered and no one else drank from it but he and I. Before the king took the cup to
drink, he raised his clasped hands towards the sky, and then towards us; and when he
was about to drink, he extended the fist of his left hand toward me (at first I thought that
he was about to strike me) and then drank. I did the same toward the king. They all make
those signs one toward another when they drink. We are with such ceremonies and with
other signs of friendship. I ate meat on holy Friday, for I could not help myself. Before the
supper hour I gave the king many things which I had brought.

I wrote down the names of many things in their language. When the king and the
others saw me writing, and when I told them their words, they were all astonished. While
engaged in that the supper hour was announced. Two large porcelain dishes were
brought in, one full of rice and the other of pork with its gravy. We ate with the same signs
and ceremonies, after which we went to the palace of the king which was built like a
hayloft and was thatched with fig and palm leaves. It was built up high from the ground
on the huge posts of wood and it was necessary to ascend to it by means of ladders. The
king made us sit down there on a bamboo mat with our legs drawn up like tailors. After
half an hour a platter of roast fish cut in pieces was brought in, and ginger freshly
gathered, and wine. The king‘s eldest son, who was the prince, came over to us;
whereupon the king told him to sit down near us, and he accordingly did so. Then two
platters were brought in (one with fish and its sauce, and the other with rice), so that we
might eat with the prince. My companion became intoxicated as a consequence of so
much drinking and eating. They used the gum of a tree called anime wrapped in palm
or fig leaves for lights. The king made us a sign that he was going to sleep. He left the

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.50
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 51 of 95

prince with us, and we slept with the latter on a bamboo mat with pillows made of
leaves. When day dawned the king came and took me by the hand, and in that manner
we went to where we had had supper, in order to partake of refreshments, but the boat
came to get us. One of his brothers, the king of another island, and three men came with
us. Before we left, the king kissed our hands with great joy and we his. The captain-
general kept him to dine with us, and gave him many things.

Pieces of gold, of the size of walnuts and eggs, are found by sifting the earth in the
island of that king whom I led to our ships. All the dishes of that king are of gold and also
some portion of his house, as we were told by that king himself. According to their
customs he was very grandly decked out, and the finest looking man that we saw
among those people. His hair was exceedingly black, and hung to his shoulders. He had
a covering of silk in his head, and wore two large golden earrings fastened in his ears. He
wore a cotton cloth all embroidered with silk, which covered him from the waist to the
knees. At his side hung a dagger, the haft of which was somewhat long and all of gold,
and its scabbard of carved wood He had three spots of gold on every tooth, and his
teeth appeared as if bound with gold. He was perfumed with storax and benzoin. He was
tawny and painted all over. That island of his was called Butuan and Calagan. When
those kings wished to see one another, they both went to hunt in that island where we
were. The name of the first king is Raia Colambu, and the second Raia Siaui.

Early on the morning of Sunday, the last of March and Easter-day, the captain-
general sent the priest with some men to prepare the place where Mass was to be said;
together with the interpreter to tell the king that we were not going to land in order to
dine with him, but to say Mass. Therefore the king sent us two swine that he had killed.
When the hour for Mass arrived, we landed with about fifty men, without our body armor,
but carrying our arms, and dressed in our best clothes. Before the commencement of
Mass, the captain sprinkled the entire bodies of the two kings with musk water. During the
Mass we made our offerings. The kings went forward to kiss the cross as we did, but made
no offerings. When the body of our Lord was elevated, they remained on their knees and
worshipped Him with clasped hands. The ships fired all their artillery at once when the
body of Christ was elevated, the signal having been given from the shore with muskets.
After the conclusion of Mass, some of our men took communion.

The captain-general arranged a fencing, at which the kings were greatly pleased.
Then he had a tournament cross carried in and the nails and a crown, to which they
made immediate reverence. He told the kings through the interpreter that they were the
standards given to him by the emperor his sovereign, so that wherever he might go he
might set up those tokens. [He said] that he wished to set it up in that place for their
benefit, for whenever any of our ships came, they would know that we had been there
by that cross, and would do nothing to displease them or harm their property. If any of
their men were captured, they would be set free immediately on that sign being shown.
It was necessary to set that cross on the summit of the highest mountain, so that on
seeing it every morning, they might adore it; and if they did that, neither thunder,

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 51
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 52 of 95

lightning, nor storms would harm them in the least. They thanked him heartily and [said]
that they would do everything willingly. The captain-general also had them asked
whether they were Muslims or heathen, or what was their belief. They replied that they
had no other worship but raising their clasped hands and their face to the sky; and that
they called their god ―Abba.‖ Thereat the captain was very glad, and seeing that, the
first king raised his hands to the sky and said that he wished that it were possible for him to
make the captain see his love for him. The interpreter asked the king why there was so
little to eat there. The latter replied that he did not live in that place except when he
went hunting and to see his brother, but that he lived in another island where all his family
were. The captain-general had him asked to declare whether he had any enemies, so
that he might go with his ships to destroy them and to render them obedient to him. The
king thanked him and said that he did indeed have two islands hostile to him, but that it
was not then the season to go there. The captain told him that if God would again allow
him to return to those districts, he would bring so many men that he would make the
king‘s enemies subject to him by force. He said that he was about to go to dinner, and
that he would return afterward to have the cross set up on the summit of the mountain.
They replied that they were satisfied, and then forming in battalion and firing the muskets
and the captain having embraced the two kings, we took our leave.

After dinner we all returned clad in our doublets, and that afternoon went
together with the two kings to the summit of the highest mountain there. When we
reached the summit, the captain-general told them that he esteemed highly having
sweated for them, for since the cross was there, it could not but be of great use to them.
On asking them which port was the best to get food, they replied that there were three,
namely, Ceylon, Zubu, and Calaghann, but that Zubu was the largest and the one with
most trade. They offered of their own accord to give us pilots to show us the way. The
captain-general thanked them, and determined to go there, for so did his unhappy fate
will. After the cross was erected in position, each of us repeated a Pater Noster and an
Ave Maria, and adored the cross; and the kings did the same. Then we descended
through their cultivated fields, and went to the place where the balanghai was. The kings
had some coconuts brought in so that we might refresh ourselves. The captain asked the
kings for the pilots, for he intended to depart the following morning, and [said] that he
would treat them as if they were the kings themselves, and would leave one of us as
hostage. The kings replied that every hour he wished the pilots were at his command, but
that night the first king changed his mind, and in the morning when we were about to
depart, sent word to the captain-general, asking for love of him to wait two days until he
should have his rice harvested, and other trifles attended to. He asked the captain-
general to send him some men to help him, so that it might be done sooner; and said
that he intended to act as our pilot himself. The captain sent him some men, but the
kings ate and drank so much that they slept all the day. Some said to excuse them that
they were slightly sick. Our men did nothing on that day, but they worked the next two
days.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 52
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 53 of 95

One of those people brought us aboard a porringer full of rice and also eight or
ten figs fastened together to barter them for a knife which at the most was worth three
catrini. The captain, seeing that that native cared for nothing but a knife, called him to
look at other things. He put his hand in his purse and wished to give him one real for those
things, but the native refused it. The captain showed him a ducat but he would not
accept that either. Finally the captain tried to give him a doppione worth two ducats,
but he would take nothing but a knife; and accordingly the captain had one of those
people wanted to give him a pointed crown of massive gold, of the size of a colona, for
six strings of glass beads, but the captain refused to let him barter, so that the natives
should learn at the very beginning that we prized our merchandise more than their gold.

Those people are heathens, and go naked and painted. They wear a piece of
cloth woven from a tree about their privies. They are very heavy drinkers. Their women
are clad in tree cloth from their waist down, and their hair is black and reaches to the
ground. They have holes pierced in their ears which are filled with gold. Those people are
constantly chewing a fruit which they call areca, and which resembles a pear. They cut
that fruit into four parts, and then wrap it in the leaves of their tree which they call betre
[betel]. Those leaves resemble the leaves of the mulberry. They mix it with a little lime, and
when they have chewed it thoroughly, they spit it out. It makes the mouth exceedingly
red. All the people in those parts of the world use it, for it is very cooling to the heart, and
if they ceased to use it they would die. There are dogs, cats, swine, fowls, goats, rice,
ginger, coconuts, figs, oranges, lemons, millet, panicum, sorgo, wax, and a quantity of
gold in that island. It lies in a latitude of nine and two-thirds degrees toward the Arctic
Pole, and in a longitude of one hundred and sixty-two degrees from the line of
demarcation. It is twenty-five leagues from the Acquada, and is called Mazaua.

We remained there seven days, after which we laid our course toward the
northwest, passing among five islands; namely, Ceylon, Bohol, Canighan, Baybai, and
Gatighan. In the last-named island of Gatighan, there are bats as large as eagles. As it
was late we killed one of them, which resembled chicken in taste. There are doves, turtle-
doves, parrots, and certain black birds as large as domestic chickens, which have a long
tail. The last mentioned birds lay eggs as large as the goose, and bury them under the
sand, through the great heat of which they hatch out. When the chicks are born, they
push up the sand, and come out. Those eggs are good to eat. There is a distance of
twenty leagues from Mazaua to Gatighan. We set out westward from Gatighan, but the
king of Mazaua could not follow us [closely], and consequently, we awaited him near
three island; namely, Polo, Ticobon, and Pozon. When he caught up with us he was
greatly astonished at the rapidity with which we sailed. The captain-general had him
come into his ship with several of his chiefs at which they were pleased. Thus did we go to
Zubu from Gatighan, the distance to Zubu being fifteen leagues.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 53
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 54 of 95

The account of Pigafetta you just read is one of the two primary accounts that mention
events surrounding the first mass. The other of which is the log of Magellan’s navigator,
Francisco Albo, contramaestre (boatswain) of the ship Trinidad. The translated portion of
his log that contains this information reads,

―From here we departed and sailed W., and fell in with a large island called Seilani,
which is inhabited, and contains gold; we coasted it, and went to W.S.W., to a small
inhabited island called Mazaba. The people are very good, and there we placed a cross
upon a mountain; and from thence they showed us three islands in the W.S.W. direction,
and they say there is much gold there, and they showed us how they gather it, and they
found small pieces like beans and like lentils; and this island is in 9 2/3° N. latitude.‖ (Albo,
F.)

Explain
The account of Pigafetta and the log of Albo are the only two documentary
evidences for the location of the first Mass. With the mention of the place names Mazaua
and Mazaba respectively, the island of Limasawa became known as the most probable
location of this event pointed out to be the starting point of Christianity in the Philippines.
So why did such event stir controversy?

In a paper written by Miguel Bernad (1981), the Butuan claim was based on the
long standing tradition that ever since the 17th century, it was believed especially by the
people of Butuan that the first Catholic mass was held at a location by the Agusan river.
This belief most likely was influenced by the interpretations of two 17 th century historian
priests : Fr. Francisco Colin S.J. and Fr. Francisco Combés. Both priests published separate
works about the Spanish presence in the Philippines with heavy referencing from the
Pigafetta accounts. It is their interpretation though of the Pigafetta narrative that
somehow grounded the Butuan claim since both priests interpreted the Pigafetta
account placing Magellan at Butuan during the First Mass and planting of the cross (in
the Combés account, only the planting of the cross was mentioned).

In 1872, a monument was then erected near the mouth of the Agusan River, a
spot which was then part of Butuan. The problem though with the marker was the date of
the first mass which was April 8 1521 instead of March 31 1521. The error was hypothesized
by Bernad to be due to an attempt to translate the date in the Gregorian calendar.
Unfortunately, this claim would be supplanted beginning the 20 th century with publishing
of the 55-volume work of Americans Emma Blair and Alexander Robertson in 1900 on a
collection of documents about the Philippines that renewed interests in the .

A Spanish Jesuit scholar by the name of Fr. Pablo Pastells had also accepted the
Butuan claim but a re-examination of the Pigafetta and Albo accounts in 1903 led him to
argue that Magellan did not go to Butuan but rather was in Limasawa thus rendering the
Colin account to be erroneous. Since then, the Limasawa claim gained a stronger

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.54
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 55 of 95

foothold eventually leading to the proclamation by law of Limasawa as the site of the
first mass.

This does not lay the issue to rest however since scholars of Butuan still maintain
their claim.

The following is an article that tells of that claim,

Butuan holds Easter Sunday Mass to reinforce contentious historical claim

By: Mozart Pastrano Philippine Daily Inquirer / 01:04 AM April 08, 2013
Retrieved from https://lifestyle.inquirer.net

BUTUAN CITY—Easter Sunday fell on March 31—exactly as it was in 1521, when Ferdinand
went ashore on an island called Mazaua and asked his chaplain to celebrate what
became known as the first Mass in the Philippines.

Commemorating this uncanny coincidence on March 31, eight years shy of the 500th
anniversary of Magellan‘s Easter Mass, was the Diocese of Butuan, with a concelebrated
Mass by the clergy under the aegis of Bishop Juan de Dios Pueblos at 9 a.m. at the
Cathedral-Shrine of St. Joseph in this city‘s downtown area.

―Official Philippine history says the first Mass was held in Limasawa, but Catholic
historiography and tradition point to Butuan as the site of this first Eucharistic celebration
in the Philippines,‖ said Fr. Joesilo Amalla, of the Diocese of Butuan, whose scholarly work
―Mazaua Controversy: Truth Uncovered,‖ commissioned by the then president of the
Catholic Bishops Conference of the Philippines (CBCP), Bishop Nereo Odchimar of
Tandag, Surigao del Sur, is ready for publication.

In his manuscript, Amalla zeroed in on the primary and secondary historiographic

documents, which he sourced from his first-hand research around the world, namely,
Museo Naval de Madrid and Archivo General de Indias in Sevilla (Spain); Bibleoteque
Nationale de Paris (France); British Museum in London (the UK); Amsterdam Maritime
Museum (the Netherlands); Mateo Ricci Institute in Macau and Hong Kong Museum
Library (China); and Bibleoteca Ambrosiana in Milan and Apostolic Library in the Vatican
(Italy).

―I read almost all the extant manuscripts of Antonio Pigafetta, who documented
Magellan‘s journey, and of Fransisco Albo, Magellan‘s pilot,‖ said Amalla. ―I read and
touched and prayed over the handwritten pages.‖

Nowhere in Pigafetta and Albo‘s accounts was there any mention of the word
―Limasawa,‖ Amalla pointed out. ―Instead,‖ he said, ―what the primary sources recorded
was that the first Mass was held in a place called Mazaua. The exact words were ‗e se
chiama Mazaua‘ (and is called Mazaua).‖

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 55
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 56 of 95

The Butuan City Heritage Society, of which Amalla is a leading member, contends that
Mazaua was a deltaic island at the mouth of the Agusan River in Butuan in 1521. Through
the years, siltation and other geologic factors fused the island into the Mindanao
mainland.

Noted Amalla, ―Early maps put Mazaua and its variants—such as Mazagua, Massana
and Messana—as an island beside Butuan, which was also characterized as an island by
such early cartographers as Giacomo Gastaldi, whose map was published in 1554, and
Giovanni Battista Ramusio, whose map appeared in 1563. By the time Abraham Ortelius‘
map came out in 1570, Butuan and a place called Messana were depicted side by side
inside the Mindanao mainland.‖

Using an interdisciplinary approach in his historical investigation, Amalla said, ―Alone

among the different Philippine languages, only Butuanon and its derivative language,
Tausug, has the word masawa, which means ‗bright light.‘‖ It was the island‘s bright light
the night before that prompted Magellan to land in Mazaua.

In the northern shores of today‘s Butuan is a barangay called Masao.

In 1986, Asean scientists found a ―graben‖ in Butuan. A graben is a valley-like depression

of the land caused by the subsidence, or sinking, of a series of blocks of the earth‘s crust.
This graben separated Pinamanculan Hills, which is beside Barangay Masao and where
the current Butuan airport is located, from the main landmass of Mt. Mayapay in the
southwest.

In his manuscript, Amalla said, ―The Asean experts concluded that the graben or fissure
indicated that there were islands that existed many years ago in the said location and
they have clumped up and have fused themselves beside the Mindanao mainland due
to siltation, erosion and seismic action. When the graben was filled up and the islands in
the area have fused together, nobody had documented them and no naked eye of
today can see the islands at the mouth of where the Agusan River flows today.‖

Discovery

In 2001, a group of local experts made another confirmatory discovery for the Butuan
claim. The experts—Wilfredo Ronquillo, chief archaeologist of the National Museum of
the Philippines; Dr. Yolanda Aguilar, geologist and paleontologist; Roberto de Ocampo,
chief geologist of the National Museum; and Dr. Ricarte Javelosa, chief geomorphologist
of the Department of Environment and Natural Resources—testified that Pinamanculan
Hills were but an island during Episode V of its geological formation, that is, between 500
years AD and until the 18th century.

Amalla observed that 1521 ―was within this time period and the island they found is
exactly at 9ºN as pinpointed by Magellan‘s pilot, Francisco Albo.‖

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.56
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 57 of 95

Another National Museum archaeologist, Mary Jane Louise A. Bolunia, said, ―The
significance of Pinamanculan Hills cannot be taken for granted, especially now that it
has been established that [the area] used to be an island.‖ (―Pinamanculan Hills: Its
Archeological Importance,‖ Butuan City, 2001, p. 3).

Interestingly, for 300 years during the Spanish colonial period, the Catholic Church in the
Philippines believed in the Butuan tradition, that the first Mass in the country was held
there.

In his ―Labor Evangelica‖ in 1663, Jesuit superior Fr. Francisco Colin wrote, ―On Easter Day,
in the Territory of Butuan, the First Mass ever offered in these parts was celebrated and a
cross planted. Magellan then took possession of the Islands in the name of the Emperor
and of the Crown of Castile.‖

Amalla disclosed that when the late Jaime Cardinal Sin of Manila was still alive, he told
Amalla he supported his Butuan claim for the first Mass. He said Cardinal Sin allowed him
to see the original copy of the ―Anales Ecclesiasticos de Philipinas 1574-1683.‖ Said
Amalla, ―This document stated that the Easter Sunday Mass in 1521 was celebrated by
the Chaplain of Magellan in Butuan.‖

Pigafetta wrote that two kings attended the Mass: ―His island was called Butuan and
Calaghan. And that island is called Mazaua… Of these kings, the aforesaid painted one
is named Raia Colambu and the other Raia Siaui.‖

―They are Butuanon brother-kings,‖ Amalla claimed.

The primary documents mention two balanghai boats accosting Magellan‘s flagship
when they neared Mazaua island, with the king of Mazaua in one of the balanghai.
Pigafetta also mentioned several times the abundance of gold in the island—―Pieces of
gold of the size of walnuts and eggs are found by sifting the earth in the island of that
king who came to our ships. All the dishes of the king are of gold and also some portion
of his house….‖

Trading harbor, gold

In his book ―Butuan of a Thousand Years‖ (printed by Ateneo de Manila University Press
for the Butuan City Historical and Cultural Foundation in 2004), another prominent Butuan
historian, Greg Hontiveros, contended that the Masao estuary in today‘s Butuan ―was
once the site of the ancient trading harbor and well-respected kingdom of Butuan.‖ In its
embankments were found the balanghai, the largest, oldest and sturdiest seafaring
vessels in Southeast Asia.

Gold, Hontiveros pointed out, was the currency of the Butuan kingdom before the
Spaniards came. In fact most of the gold pieces in the Central Bank‘s gold collection, on
permanent exhibit at the Metropolitan Museum of Manila, are from the archaeological
findings in Butuan.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 57
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 58 of 95

In a paper issued by the Butuan City Heritage Society last year, ―The Quest for the
Mazaua Landfall: Latest Navigational and Cartographic Updates,‖ Hontiveros further
discussed ―the ecosystem of Mazaua, gold as its definitive marker, traces of a trading
polity, tribal identity of Raja Siaui of Mazaua and his brother, Raja Calambu of Butuan
and Calaghan, the geology of the Butuan Delta of which Mazaua was part, the location
of Gatighan [a navigational marker as mentioned in the Pigafetta accounts], and the
300-year-old Butuan Tradition during the Spanish colonial era‖ by way of debunking the
Limasawa claim and upholding the Butuan claim.

Amalla proposed that when modern-day historians tried to update the historiographical
records, they could not find an island near Butuan, and so they did the next best thing:
They looked for an island whose name sounded like Mazaua—and they found Limasawa.
―And politicians seized the moment,‖ he said.

―But the data in the firsthand sources negate this,‖ said Amalla. ―The distances and time
and directions travelled by Magellan do not point to Limasawa at all. Besides, Limasawa
has a rocky shoreline which cannot be a natural harbor as mentioned in the journals.
And it is too small and rough to have rice fields which would take two days to harvest.
And it has no gold mines, no kingdoms, no oral tradition documenting such an
encounter—unlike in Butuan.‖

Amalla further said: ―Did you know that Limasawa has been inaccessible and hardly
been inhabited that it became a parish only in 1994? But the first Christian settlement in
Mindanao was in Butuan in 1596?‖

The National Historical Institute, however, upholds the Limasawa claim.

Nonetheless, the Diocese of Butuan has been commemorating the first Mass in the
Philippines in Butuan City over the years. This year‘s celebration was almost botched,
though, when the city tourism office refused the request of the diocese to use the plaza
in front of the cathedral for the commemorative Mass, suggesting instead that a seven-
minute reenactment in an ecumenical service would do, to be followed by a political
rally! The incumbent city mayor is Protestant.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.58
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 59 of 95

Image to the left is a portion of the

Map showing Butuan and Limasawa,
(with a red marker) which is an Island
South of Leyte. This is to give you an
idea of the possibilities of Magellan’s
travel around the time of their Easter
Sunday mass

Source: Google maps

Elaborate
While the law recognizes the island of Limasawa as the real location of the First Mass in
the Philippines, the people of Butuan are still holding on to their claim. Now, examine
table 1 and table 2 and reflect on which place really has an assertion of the title. The
question now for you to answer is this, if the debate will be resolved, what would be the
significance/value to either of these places to finally be declared as the True site of the
First Catholic Mass? Write one answer to each of the following:

A. Symbolic value of carrying the title “The Site of the First Catholic Mass in the
Philippines”

B. Practical value of carrying the title “The Site of the First Catholic Mass in the
Philippines”

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.59
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 60 of 95

Evaluate:

Set A Unit Quiz

Based on the Pigafetta and Albo accounts, outline the characteristics of the place
where the first Catholic Mass was held. Include the place names and pay special
attention to the geographical and material context clues. Write as many as you can.

Table 1. Clues on the location of the First Catholic Mass in the Philippines
from the Pigafetta and Albo accounts

Based on the arguments of Fr. Amalia, outline the major points he made to uphold
the Butuan claim as the site of the First Catholic Mass in the Philippines. Write them on the
table below.

Table 2. Arguments in favor of Butuan as the Site of the First Philippine Mass

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.60
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 61 of 95

Set B Unit Quiz

After reading all the arguments regarding the site of the first catholic mass in the
Philippines,
1. What is your stand and why?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______

2. What do you think is the essence of learning this part of our history for us as
Filipinos?

_______________________________________________________________________________
_______________________________________________________________________________
____________________________________________________________________________

References:
Bernad, Miguel A. Butuan or Limasawa: The Site of the First Mass in the Philippines: A Re-
examination of the Evidence. Budhi: A Journal of Ideas and Culture, [S.l.], v. 5, n. 3 6.1, p.
133-166, jan. 2013. ISSN 2243-7886.
Available at: https://journals.ateneo.edu/ojs/index.php/budhi/article/view/582/579>.
Date accessed: 09 Jun. 2020.
Pigafetta, A. & Maximilianus,T. (1969). First Voyage Around the World and De Moluccis
Insulis. Manila: Filipiniana Book Guild (pp. 23-32)

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 61
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 62 of 95

R.A. 2733 Downloaded from:

https://www.chanrobles.com/republicacts/republicactno2733.html#.XuCZLNQzbMw

Extracts from: A Derrotero or Log-book of the Voyage of Fernando de Magallanes in

Search of the Strait, From the Cape of St. Augustin. Francisco Albo, 1519.
https://en.wikisource.org/wiki/The_First_Voyage_Round_the_World/Log-
Book_of_Francisco_Alvo_or_Alvaro

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.62
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 63 of 95

Unit 2: Cry of Balintawak or Cry of Pugadlawin

Commemorative monument for the Cry of Pugad El Grito del Revolucion monument by sculptor Ramon
Lawin Source: Lazaro Martinez in 1911 to commemorate the Cry of
https://lh5.googleusercontent.com/p/AF1QipNzwvna Balintawak. It was relocated to UP Diliman in 1968. Source:
uPyDpJfOT-GouN-Mj6E8kFpLvBBKPtQu=w408-h306-k- https://files.pna.gov.ph/source/2018/11/28/balintawak-
no cry-monument-in-front-of-vinzons-hall-up-dil.jpg

Another controversy in Philippine history is the date and location of the start of the
Katipunan revolution. The term “Cry” was translated from the Spanish phrase “el grito de
rebellion‖ which means a call to revolt. In the Philippines, the phrase was used by
Spanish historian Manuel Sastron in his 1897 book entitled, La Insurreccion en Filipinas.
Many historical write-ups have often interchanged the two, the Cry of Balintawak and
the Cry of Pugad Lawin. Confusion may have risen from the interpretations of the
locations although both areas historically are located in Caloocan which had a wider
area as a political unit compared to what it is at present.

It was in 1908 that the Philippine Revolution against the Spaniards was first
commemorated. In 1911, a monument was erected (photo above) but later transferred
to UP Diliman in 1968 due to some roadwork in its former original location.

In the 60s, Historian Teodoro Agoncillo campaigned for the change in the site of
the Cry to Pugad Lawin and the date to August 23 1896 from August 26. As
consequence, President Diosdado Macapagal ordered the change and since then, this
became the prevailing view.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.63
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 64 of 95

Engage
Just to refresh our memory about the Philippine Revolution, Answer the following:

A. Match column A to B. Write your answer beside the number of the item in column A.

Column A Column B

____1. The leader of the 1896 revolutionary movement A. Andres Bonifacio

B. Cedula
____2. He is known to be the “Utak ng Katipunan” C. Emilio Aguinaldo
D. Emilio Jacinto
____3. What was the item ceremoniously torn by the E. Gregoria de Jesus
F. Melchora Aquino
katipuneros when they started the revolution? G. Spanish flag

____4. She was known as Tandang Sora

____5. He led the Cavite contingent of the Katipunan

Explore
Read the following selected accounts. There are other narratives about the same
event and you are free to examine them. The texts you are about read are selected for
purposes of showing that there is confusion on the date and place of the revolution

Highlight the text that pertains to the date, location, and the activities that mark
the start of the Philippine revolution against the Spaniards.
Pio Valenzuela’s Version of the “Cry”
Source: Pio Valenzuela in Gregorio Zaide and Sonia Zaide, Documentary Sources
of Philippine History, (vol. 8, pp. 301-302) (Collection of Accounts)

The first place of refuge of Andres Bonifacio, Emilio Jacinto, Procopio Bonifacio,
Teodoro Plata, Aguedo del Rosario, and myself was Balintawak, the first five arriving
there on August 19, and I, on August 20, 1896. The first place where some 500 members
of the Katipunan met on August 22, 1896, was the house and yard of Apolonio Samson at
Kangkong. Aside from the persons mentioned above, among those who were there were
Briccio Pantas, Alejandro Santiago, Ramon Bernardo, Apolonio Samson, and others. Here,
views were only exchanged, and no resolution was debated or adopted. It was at Pugad
Lawin, in the house, store-house, and yard of Juan Ramos, son of Melchora Aquino,
where over 1,000 members of the Katipunan met and carried out considerable debate and
discussion on August 23, 1896. The discussion was on whether or not the revolution

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.64
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 65 of 95

against the Spanish government should be started on August 29, 1896. Only one man
protested and fought against a war, and that was Teodoro Plata [Bonifacio’s brother-in-
law – Z.] Besides the persons named above, among those present at this meeting were
Enrique Cipriano, Alfonso Pacheco, Tomas Remigio, Sinforoso San Pedro, and others. After
the tumultuous meeting, many of those present tore their cedula certificates and shouted
“Long live the Philippines! Long live the Philippines!”

Santiago Alvarez’ Version of the “Cry”

Source: Santiago Alvarez in Gregorio Zaide and Sonia Zaide, Documentary Sources of
Philippine History, (vol. 8, p. 303) (Collection of Accounts)

Sunday, August 23, 1896

As early as 10 o’clock in the morning, at the barn of Kabesang Melchora Aquino –
Z.], at a place called Sampalukan, barrio of Bahay Toro, Katipuneros met together. About
500 of these arrived, ready and eager to join the “Supremo” Andres Bonifacio and his
men …

Monday, August 24, 1896

There were about 1,000 Katipuneros . . . . The “Supremo” decided to hold a

meeting inside the big barn. Under his leadership, the meeting began at 10 o’clock in the
morning . . .

It was 12 o’clock noon when the meeting adjourned amidst loud cries of “Long live
the Sons of the Country” (Mabuhay ang mga Anak ng Bayan)!

Gregoria de Jesus’ Version of the “Cry”

Source: Gregoria de Jesus in Gregorio Zaide and Sonia Zaide, Documentary Sources of
Philippine History, (vol. 8, p. 305) (Collection of Accounts)

The activities of the Katipunan had reached nearly all corners of the Philippine
Archipelago, so that when its existence was discovered and some of the members
arrested, we immediately returned to Caloocan. However, as we were closely watched by
the agents of the Spanish authorities, Andres Bonifacio and other katipuneros left the
town after some days. It was then that the uprising began, with the first cry for freedom
on August 25, 1896. Meanwhile, I was with my parents. Through my friends, I learned
that the Spanish were coming to arrest me. Immediately, I fled town at eleven o’clock at
night, secretly going through the ricefields to La Loma, with the intention of returning to
Manila. I was treated like an apparition, for, sad to say, in every house where I tried to

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.65
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 66 of 95

get a little rest, I was driven away as if the people therein were frightened for their own
lives. Later, I found out that the occupants of the houses which I had visited were seized
and severely punished - and some even exiled. One of them was an uncle of mine whom I
had visited on that night to kiss his hand, and he died in exile.

Guillermo Masangkay’s Version of the “Cry”

Guillermo Masangkay in Gregorio Zaide and Sonia Zaide, Documentary Sources of

Philippine History, (vol. 8, pp. 307-309) (Collection of Accounts)

On August 26th [1896 – Z.], a big meeting was held in Balintawak, at the house of
Apolonio Samson, then the cabeza of that barrio of Caloocan. Among those who attended,
I remember, were Bonifacio, Emilio Jacinto, Aguedo del Rosario, Tomas Remigio, Briccio
Pantas, Teodoro Plata, Pio Valenzuela, Enrique Pacheco, and Francisco Carreon. They
were all leaders of the Katipunan and composed the board of directors of the
organization. Delegates from Bulacan, Cabanatuan, Cavite, and Morong (now Rizal), were
also present.

At about nine o’clock in the morning of August 26, the meeting was opened with
Andres Bonifacio presiding and Emilio Jacinto acting as secretary. The purpose was to
discuss when the uprising was to take place. Teodoro Plata [Bonifacio’s brother-in-law –
Z.], Briccio Pantas, and Pio Valenzuela were all opposed to starting the revolution too
early. They reasoned that the people would be in distress if the revolution were started
without adequate preparation. Plata was very forceful in his argument, stating that the
uprising could not very well be started without arms and food for the soldiers. Valenzuela
used Rizal’s argument about the rich not siding with the Katipunan organization.

Andres Bonifacio, sensing that he would lose in the discussion then, left the
session hall and talked to the people, who were waiting outside for the result of the
meeting of the leaders. He told the people that the leaders were arguing against starting
the revolution early, and appealed to them in a fiery speech in which he said: “You
remember the fate of our countrymen who were shot in Bagumbayan. Should we return
now to the towns, the Spaniards will only shoot us. Our organization has been discovered
and we are all marked men. If we don’t start the uprising, the Spaniards will get us
anyway. What then, do you say?”
“Revolt!” the people shouted as one.

Bonifacio then asked the people to give a pledge that they were to revolt. He told
them that the sign of slavery of the Filipinos were (sic) the cedula tax charged each
citizen. “If it is true that you are ready to revolt,” Bonifacio saved, “I want to see you
destroy your cedulas. It will be the sign that all of us have declared our severance from
the Spaniards.”

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.66
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 67 of 95

With tears in their eyes, the people as one man pulled out their cedulas and tore
them to pieces. It was the beginning of the formal declaration of the separation from
Spanish rule. With their cedulas destroyed, they could no longer go back to their homes
because the Spaniards would persecute them, it not for being katipuneros, for having no
cedulas. And people who had no cedulas during those days were severely punished.
When the people’s pledge was obtained by Bonifacio, he returned to the session
hall and informed the leaders of what took place outside. “The people want to revolt, and
they have destroyed their cedulas,” Bonifacio said. “So now we have to start the uprising;
otherwise the people by hundreds will be shot.” There was no alternative. The board of
directors, in spite of the protests of Plata, Pantaas, and Valenzuela, voted for the
revolution. And when this was decided, the people outside shouted: “Long live the
Philippine Republic!”

I still remember Bonifacio as he appeared that day. Although a mere bodeguero

(warehouseman) and earning P25 (Mex.) a month, he was a cultured man. He always
wore an open coat, with black necktie, and black hat. He always carried an umbrella. At
the meeting that morning of August 26, Bonifacio took off his coat and was wearing only
his shirt, with collar and tie. Bonifacio’s hobby was weaving bamboo hats. During his
spare time he wove dozens of them and sold them in Manila. Thus he made extra money.

At about 5 o’clock in the afternoon, while the gathering at Balintawak was

celebrating the decision of the Katipunan leaders to start the uprising, the guards who
were up in trees to watch for any possible intruders or the approach of the enemy, gave
the warning that the Spaniards were coming.

Led by Bonifacio, Emilio Jacinto and other leaders of the Katipunan, the men were
distributed in strategic positions and were prepared for the attack of the civil guards. I
was with a group stationed on the bank of a small creek, guarding the places where the
Spaniards were to pass in order to reach the meeting place of the katipuneros. Shots were
then fired by the civil guards, and that was the beginning of the fire which later became
such a huge conflagration.

Explain
To provide more context to the accounts you examined, read the biographies of
their authors and write a brief description about each person and the role they played in
the revolution. You may refer to any Philippine history book or literature you have.

Pio Valenzuela

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.67
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 68 of 95

Santiago Alvarez

Gregoria de Jesus

Guillermo Masangkay

Elaborate

As mentioned in the introduction, the prevailing belief at present is that the

Katipunan revolution started in August 26, 1898 at Pugadlawin. However references to
the August 23 date and the Balintawak location still linger because as with any other
long-standing debates on Historical events, there are those who have different beliefs
and different interpretations. What is most certain is the revolution started in August of
1896 somewhere in the vicinity of Caloocan.

After reflecting on the readings, answer the following questions:

1. Although not mentioned in all of the accounts presented, One of the more dramatic

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.68
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 69 of 95

historical events was the tearing up of cedulas. Why did the Katipuneros tear their
cedulas? Your explanation should be based on the readings above.

2. For some, it may not make a big difference if the start of the revolution was August 23
or August 26, 1986; nor will it matter that much to know the exact spot where it
happened. However, historians and history enthusiasts will be among those who will keep
the debates alive. What do you think is the importance of historical accuracy?

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.69
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 70 of 95

Evaluate

Let us compare and contrast the accounts of Pio Valenzuela, Santiago Alvarez,
Gregoria de Jesus, and Guillermo Masangkay. Use the information from the accounts
and complete the table below to show any similarities and differences.

Pio Valenzuela’s Santiago Gregoria de Guillermo

Alvarez’ Jesus’ account Masangkay’s
account
account account

Commencement
date (start) of
the revolution

Location

Activity/ies that
happened

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.70
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 71 of 95

References
Guerrero, M. et.al. (2003). In Focus: Balintawak: The Cry for a Nationwide Revolution
https://ncca.gov.ph/about-culture-and-arts/in-focus/balintawak-the-cry-for-a-
nationwide-revolution/
Samonte, S. (2018). How the 1st Cry of Balintawak monument was moved to UP
https://www.pna.gov.ph/articles/1055242
https://en.wikipedia.org/wiki/Cry_of_Pugad_Lawin

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 71
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 72 of 95

Module 3: Special topics on Socio-Economic

and Political Concerns of the Philippines

Learning Outcome

By the end of this module the student must be able to:

Discuss the historical development of major laws in the country and their impact to the
socio-economic and political situation of the Philippines

This section presents the CHED mandated topics about Agrarian Reform, Taxation,
and the Philippine Constitutions.

Unit 1: Agrarian Reform Policies

Our country’s history is full of stories about the struggles of the peasantry. Even towards
the end of the 19th century, agrarian problems worsened with the conflicts between the
friars who possessed the haciendas and the Flipino inquilinos (lessees) and kasamas
(peasants). These problems spilled over towards the turn of the century and thus under
the post- Spanish colonial system, various agrarian reform policies were implemented.

Engage

Below are two situations. Choose just one situation and then answer the question.

1. Imagine yourself to be the owner of a large tract of agricultural land. You want the
land to be productive but then you have no idea how to farm. A landless farmer
approached you, and discussed with you the possibilities of him tilling your farm. What
kind of economic/financial arrangement do you think would be appropriate so that both
of you benefits from the relations? Possible arrangements include:

A. Employment of the farmer to be paid a fixed monthly wage

B. Proportionate sharing of costs and profit
C.Landowner bears all costs of farming implements and gets a bigger share of the profits
D. Other options.
Please elaborate your answer

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 72
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 73 of 95

2. Reverse the scenario, this time you are the farmer. Same question and options apply.
Which do you choose? Clarify your response.

Explore

To give you an idea of the history of Agrarian Reform, below are some of the Agrarian
Reform policies implemented in the country.

Source: Department of Agriarian Reform. Agrarian Reform History.

https://www.dar.gov.ph/about-us/agrarian-reform-history/

Year Agrarian Reform Policy

1902 Philippine Bill of 1902. Set the ceilings on land acquisition: 16 hectares
(has) for private individuals and 1,024 has for corporations.
Act No. 496. Land Registration Act of 1902. Introduced the Torrens
system for a comprehensive registration of land titles under the.
1903 Public Land Act of 1903. Implemented the homestead system in the
Philippines.
1933 Tenancy Act of 1933 (Act No. 4054 and 4113). Title: An act to
promote the well-being of tenants (aparceros) in agricultural lands
devoted to the production of rice and to regulate the relations
between them and the landlords of said lands, and for other
purposes.
1936 Commonwealth Act No. 178 (An Amendment to Rice Tenancy Act
No. 4045). Presented some controls in the landlord-tenant
relationships
1946 Republic Act No. 34. Established the 70-30 sharing agreements and

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 73
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 74 of 95

regulated the contracts for share-tenancy.

1954 Republic Act No. 1199 (Agricultural Tenancy Act of 1954). Organized
a share-tenancy and leasehold system to ensure the security of
tenure of tenants. The Court of Agrarian Relations was created.
1955 Republic Act No. 1400 (Land Reform Act of 1955). Generated the
Land Tenure Administration (LTA) which was had authority for the
acquisition and distribution of large tenanted rice and corn lands
beyond 600 has for corporations and 200 has for individuals.
1963 Republic Act No. 3844 of August 8, 1963 (Agricultural Land Reform
Code). Abolished share tenancy, institutionalized leasehold, set
retention limit at 75 hectares, and expanded the services for farmers.
1971 Republic Act No. 6389, (Code of Agrarian Reform) and RA No. 6390 of
1971. These institutionalized the Department of Agrarian Reform and
created the Agrarian Reform Special Account Fund.
1972 Presidential Decree No. 2, September 26, 1972. Placed the entire
country under land reform program.
Presidential Decree No. 27, October 21, 1972 . Restricted land reform
scope to tenanted rice and corn lands. The retention limit was set at 7
hectares.
1987 1987 Philippine Constitution. Section 21 under Article II “The State shall
promote comprehensive rural development and agrarian reform.”
1988 Republic Act No. 6657 or otherwise known as the Comprehensive
Agrarian Reform Law (CARL). Title: An act instituting a comprehensive
agrarian reform program to promote social justice and
industrialization, providing the mechanism for its implementation, and
for other purposes
1995 Republic Act No. 7881. Amended come provisions of RA 6657 and
exempted fishponds and prawns from CARP coverage.
1997 Executive Order No. 363.– Limits the type of lands that may be
converted and introduced the categories of lands non-negotiable for
conversion or highly restricted for conversion.
Republic Act No. 8435. Also knows as the Agriculture and Fisheries
Modernization Act AFMA.

1998 Republic Act 8532 (Agrarian Reform Fund Bill) – Provided an

additional Php50 billion fund for CARP and an extension of its
implementation for the next 10 years.
2007 REPUBLIC ACT NO. 9700. Title: An act strengthening the
Comprehensive Agrarian Reform Program (carp), extending the
acquisition and distribution of all agricultural lands, instituting
necessary reforms, amending for the purpose certain provisions of
republic act no. 6657, otherwise, known as the comprehensive

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.74
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 75 of 95

agrarian reform law of 1988, as amended, and appropriating funds

therefor.

Explain:

RA6657 or the CARL (Comprehensive Agrarian Reform Law) is the agrarian reform
law implemented upto present. Although two laws were passed after it, these serve to
extend its implementation and amend only some of its provisions but not supersede it.
The last extension already lapsed in 2014 but the activities that have not yet been
achieved are still being carried on by the Department of Agrarian Reform. Below is a
portion of Section 2 of RA 6657 that contains the logic of Agrarian Reform. It reads as
follows:

SECTION 2. Declaration of Principles and Policies. — It is the policy of the State to

pursue a Comprehensive Agrarian Reform Program (CARP). The welfare of the landless
farmers and farmworkers will receive the highest consideration to promote social justice
and to move the nation toward sound rural development and industrialization, and the
establishment of owner cultivatorship of economic-size farms as the basis of Philippine
agriculture.

To this end, a more equitable distribution and ownership of land, with due regard
to the rights of landowners to just compensation and to the ecological needs of the
nation, shall be undertaken to provide farmers and farmworkers with the opportunity to
enhance their dignity and improve the quality of their lives through greater productivity
of agricultural lands.

The agrarian reform program is founded on the right of farmers and regular
farmworkers, who are landless, to own directly or collectively the lands they till or, in the
case of other farm workers, to receive a just share of the fruits thereof. To this end, the
State shall encourage and undertake the just distribution of all agricultural lands, subject
to the priorities and retention limits set forth in this Act, having taken into account
ecological, developmental, and equity considerations, and subject to the payment of
just compensation. The State shall respect the right of small landowners, and shall provide
incentives for voluntary land-sharing.

Also from the same law, some of the operating definitions are as follows:

SECTION 3. Definitions. – For the purpose of this Act, unless the context indicates
otherwise:

(a) Agrarian Reform means the redistribution of lands, regardless of crops or fruits
produced to farmers and regular farmworkers who are landless, irrespective of tenurial
arrangement, to include the totality of factors and support services designed to lift the

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 75
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 76 of 95

economic status of the beneficiaries and all other arrangements alternative to the
physical redistribution of lands, such as production or profit-sharing, labor administration,
and the distribution of shares of stocks, which will allow beneficiaries to receive a just
share of the fruits of the lands they work.

(b) Agriculture, Agricultural Enterprise or Agricultural Activity means the cultivation of the
soil, planting of crops, growing of fruit trees, raising of livestock, poultry or fish, including
the harvesting of such farm products, and other farm activities and practices performed
by a farmer in conjunction with such farming operations done by persons whether
natural or juridical.

(c) Agricultural Land refers to land devoted to agricultural activity as defined in this Act
and not classified as mineral, forest, residential, commercial or industrial land.

(f) Farmer refers to a natural person whose primary livelihood is cultivation of land or the
production of agricultural crops, either by himself, or primarily with the assistance of his
immediate farm household, whether the land is owned by him, or by another person
under a leasehold or share tenancy agreement or arrangement with the owner thereof.

(g) Farmworker is a natural person who renders services for value as an employee or
laborer in an agricultural enterprise or farm regardless of whether his compensation is
paid on a daily, weekly, monthly or ―pakyaw‖ basis. The term includes an individual
whose work has ceased as a consequence of, or in connection with, a pending agrarian
dispute and who has not obtained a substantially equivalent and regular farm
employment.

Elaborate

What are the salient features of RA 6657?

1. The Comprehensive Agrarian Reform Program covers all public and private agricultural
lands
2. Retention limit for the landowner is 5 hectares
3. Children of the landowner may be awarded at most 3 hectares each provided that a)
he/she is at least 15 yrs old; and b) that he is actually tilling the land or directly managing
the farm
4. To qualify, a beneficiary must possess the “willingness, aptitude, and ability to cultivate
and make the land as productive as possible”.
5. Award limit for beneficiaries is 3 hectares of land.

6. The land award received by the beneficiaries must not be sold nor transferred for a
period of ten (10) years except by virtue of inheritance or if transferred to the
Government.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.76
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 77 of 95

You may refer to the learning packet for the supplemental reading.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 77
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 78 of 95

Evaluate (Choose one set to answer)

Set A. Apart from the land award, what do you think are the benefits of Agrarian Reform
to the
Landless Farmers and the greater Agricultural Sector? Explain two benefits each.

Benefit to the Farmer Beneficiary:

Benefit to the Agricultural Sector:

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.78
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 79 of 95

Set B. (2 parts)

Bridging the Gap : Agrarian Law Assessment

The implementation of CARP was an effort to reform the agrarian structure in the
Philippines. Although few programs have had success, it has not improved the unequal
distribution of landownership. Identify the policy gap of CARP (deficiency and weakness
of the program) and provide a “bridge” (policy recommendation/s that could
potentially improve program outcomes). You may use the gap analysis diagram as a
guide.

Deficiencies of CARP

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.79
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 80 of 95

References:
Department of Agrarian Reform. Agrarian Reform History. https://www.dar.gov.ph/about-
us/agrarian-reform-history/
RA 6657 Retrieved from https://www.officialgazette.gov.ph/1988/06/10/republic-act-no-
6657/

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.80
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 81 of 95

Unit 2. Taxation

Taxation in the Philippines has an age old history. It reaches as far back as the time
when pre-colonials paid tributes to their chieftains and through the Spanish era with the
payment of buwis. Through time, the tax policies of the Philippines evolved into what it is
now referred to as the TRAIN law or the Tax Reform for Acceleration and Inclusion Law.

Engage

What are words that you associate with Tax? Make a word cloud positioning TAX at the
center and the words you related with it surrounding it. You may position the related
words horizontally or vertically and in different sizes depending on how you feel you are
affected by it.

TAX

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 81
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 82 of 95

Explore

Look for an old receipt that has a tax. Highlight the tax. Paste the receipt here. Label
outside the box what kind of tax was paid for.

Explain
To help you progress through this unit, here are some notes on Taxation

1. Taxation is a mechanism through which most government expenditures are financed.

The tax is the amount that is levied or imposed on a tax payer.

2. The three principles of a sound tax system are:

1) Social Justice – taxation is based on equity, which means that the ability
to pay taxes must be considered and that those who pay taxes must benefit from
what it is spent for

2) Compliance – the tax measures implemented must allow the

compliance of the taxpayers. If supposed taxpayers are able to circumvent the
tax law or its administration, then there is a flaw in the tax system.

3) Adequacy of Revenue – the taxes collected must yield enough revenue.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.82
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 83 of 95

3. The types of tax structures are progressive, proportional, and regressive. Progressive
taxes are tax rates that increase with the base. Proportional taxes are fixed percentages
to the base. Regressive taxes are fixed tax rates or tax rates that decrease as the base
increases.

4. Taxes may either be direct (example: income, estate, gift, inheritance, residence, real
property taxes); or indirect because the burden may be transferred to someone else
(example: excise, tax, import duties, ad valorem tax).

5. Taxes may be imposed by that national government (example: personal income tax
and income tax and excise tax as found in the National Internal Revenue Code of 1997,
as amended by RA 10963) and local government units (example: community tax and
real property tax as found in the Local Government Code of 1991).

Elaborate.

Signed into law on December 19, 2017, RA 10963 or the Tax Reform for
Acceleration and Inclusion (TRAIN Law) is the first package of four tax reforms under the
government’s Comprehensive Tax Reform Program. Among the more prominent features
of the TRAIN law that had a wide range effect is the implementation of a lower personal
income tax but on the other hand, an increase in taxes related to consumption.

The objectives of the TRAIN law as stated in Section 2. Declaration of Policy of RA

10963 reads as follows:

―(a) To enhance the progressivity of the tax system through the rationalization of the
Philippine internal revenue tax system, thereby promoting sustainable and inclusive
economic growth;

(b) To provide, as much as possible, an equitable relief to a greater number of taxpayers

and their families in order to improve levels of disposable income and increase economic
activity; and

(c) To ensure that the government is able to provide for the needs of those under its
jurisdiction and care through the provision of better infrastructure, health, education,
jobs, and social protection for the people.‖

For a popularized summary of the law, see the appendix of this module for the
document “Tax Changes You Need To Know” by the National Tax Research Center
under the Department of Finance.

There are also journal articles included that give various perspectives about the
Train Law.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.83
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 84 of 95

Evaluate (Choose one set to answer)

Set A

Sociologist Robert Merton modified the Structural Functional Analysis to include

manifest and latent consequences of a social structure (like laws) to the society at large
or to groups. Manifest consequences are consequences that are intended or expected
to come with the structure. Latent consequences on the other hand are consequences
that are incidental or accidental in nature. Consequences may either be positive or
negative in effect. Positive consequences are called Functions while negative
consequences are called Dysfunctions.

Perform this analysis on the TRAIN Law by filling up the table. Remember that the
consequences you write down are pertaining to effects to the society or social groups.
You may read newspaper articles or interview taxpayers for enriched information.
Sample responses are included to guide you.

STRUCTURAL FUNCTIONAL ANALYSIS OF RA 10963 (TRAIN LAW)

Manifest Latent

Functions Sample answer: To reform the outdated Sample answer: It forces consumers to
Tax policy of the country with a make more practical changes in their
(Positive rationalized tax system spending patterns due to the increase in
consequences) the tax rates of some consumer products.

Your answer:
Your answer:

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.84
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 85 of 95

Dysfunctions Sample answer: Inflationary effect Sample answer: Adversely affects some
because the cost of certain products industries (like sugar) because of the
(Negative increased as their tax rates were eventual preference for lower taxed
consequences) increased. substitutes.

Your answer: Your answer:

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.85
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 86 of 95

Set B.

One of the main goals of TRAIN law is to improve the tax system’s “progressivity”. After
going over the provisions of the law and reading thru the effects of TRAIN to the society
and social groups, identify and discuss in what ways does the TRAIN law perpetuate
inequality and poverty and in what ways will social groups or institutions benefit from it?

Ways in which the TRAIN law perpetuate inequality and poverty

Ways in which social groups or institutions benefit from the TRAIN law.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.86
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 87 of 95

References:

RA 10963. https://www.officialgazette.gov.ph/downloads/2017/12dec/20171219-RA-10963-
RRD.pdf

National Tax Research Center, Department of Finance (2018) Tax Changes You Need to Know on
RA 10963 (TRAIN) http://www.ntrc.gov.ph/images/Publications/train/tax-changes-you-need-to-
know.pdf

https://taxreform.dof.gov.ph/

Local Taxes. http://www.ntrc.gov.ph/images/Publications/guide-to-philippine-taxes-2016/local-

taxes.pdf

Cororaton, C., Tiongco, M., & Eloriaga, J. (2019). Assessing the Potential Impacts of the Tax Reform
for Acceleration and Inclusion and the Build Build Build Program. Angelo King Institute Policy Brief,
XII(4). https://www.dlsu-
aki.com/uploads/1/0/2/2/102266760/aki_policy_brief__volume_xii_no._4_2019.pdf.

Castillo, C.J., Clarete, R., Muyrong, M. & Tuano, P. (2019). Impacts of TRAIN fuel excise taxes on
employment and poverty. Philippine Institute for Development Studies Policy Notes, 2019-10.
https://think-asia.org/bitstream/handle/11540/11301/pidspn1910.pdf?sequence=1

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.87
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 88 of 95

Unit 3 The Philippine Constitutions

A Constitution is the fundamental law of a state serving as a basic framework of

how the country should be governed. All statutes and all other laws of the State must
conform to the Constitution.

The Philippines have numerous constitutions owing to our tumultuous history.

Depending on the source you are using, history may record as many as 8 constitutions.
This Unit presents the evolution of our Constitution and consequently our government.

Engage

Read the Preamble of the 1987 Constitution.

We, the sovereign Filipino people, imploring the aid of Almighty God, in order
to build a just an humane society, and establish a Government that shall
embody our ideals and aspirations, promote the common good, conserve
and develop our patrimony, and secure to ourselves and our posterity, the
blessings of independence and democracy under the rule of law and a
regime of truth, justice, freedom, love, equality, and peace, do ordain and
promulgate this Constitution.

Explore
A preamble is essentially the introductory statement in a document and in this
case, the Constitution. It is intended to express the purpose of the Constitution, the intents
of its creation, and the underlying philosophy.

Go back to the preamble above and answer the following questions. You are
allowed to quote directly from the Preamble’s text.

1. What is kind of society is desired?

2. What is expected of the Government?

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.88
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 89 of 95

3. What are the underlying philosophies?

Explain
The history of our constitutions spans to almost a century and because of
our colonial history, there are shifts and turns to be expected. To guide you
through this, the table that follows presents a timeline of developments in our
Government and our constitution with other relevant information.

A Brief History of the Constitutions of the Philippines

1897 Biak na Bato Constitution

Felix Ferrer and Isabelo Artacho copied the Cuban Constitution of

Jimaguayu. The difference is that the Biak na Bato Constitution
proclaimed Tagalog to be the official language of the republic

President: Emilio Aguinaldo

1899 The Malolos Constitution

This is the Constitution of the First Philippine Republic

It established a unicameral legislature

The legislative branch was more powerful than the executive and
judiciary

President: Emilio Aguinaldo

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.89
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 90 of 95

The First Philippine Republic Lasted from 1899-1901

1902 Philippine Organic Act of 1902 (Cooper Law)

American Passed by the U.S. Congress

occupation
Created the Philippine Assembly composed of Filipinos

Provided a bill of rights which guaranteed Filipinos rights like : free

speech, free press, and freedom to petition for the redress of grievances.

Allowed the Filipinos to send two representatives (resident

commissioners) to the US Congress only to discuss matters about the
Philippines but not to vote

Civil governor of the Philippines: William Howard Taft

1916 Philippine autonomy act of 1916 (Jones Law)

Approved by the U.S. Congress

Included the first pledge of Philippine independence

Used along with Philippine Bill of 1902 until 1935

Provided for a government patterned after the U.S government with

three branches: Executive, Legislative, Judicial

Most important provision: Bill of Rights

Governor General of the Philippines: Francis Burton Harrison

1934 Philippine independence act (Tydings-McDuffe Law) by the U.S. congress

set the parameters for the creation of a Philippine constitution

A constitutional convention was created for the Commonwealth

Constitution

Signed by U.S. President Franklin D. Roosevelt

1935 Ratification of the 1935 Constitution

Inauguration of the Commonwealth of the Philippines

Condition: it would remain the constitution of the Philippines until the

granting of Independence (July 4, 1946) after which shall be known as
the Republic of the Philippines

Influenced strongly by the earlier organic acts and the United States

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.90
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 91 of 95

Constitution

President of the Commonwealth: Manuel L. Quezon

1940 Amendment of the 1935 constitution by the National Assembly of the Phil

Congress was changed from unicameral to bicameral

Changed the term limit of the President of the Philippines from 6 years
w/o reelection to 4 years with possibility of a second-term reelection

1943 1943 Constitution under the Japanese sponsored government

Japanese Second Republic lasted until 1945 after the liberation of the Philippines.
Occupation The 1935 Constitution was again in effect

President of the Second Republic: Jose P. Laurel

1946 July 4 1946 Philippine Independence from the Americans

President of the Third Republic: Manuel A. Roxas

1947 Amendment of the 1935 constitution through Commonwealth Act No.

733

Parity amendment: US citizens have equal rights with Filipino citizens to

operate public utilities and develop the country’s natural resources

The 1935 constitution remained until the Sept. 23 1972 (Declaration of

Martial Law)

1973 Ratification of the 1973 Constitution

Martial Law Amendments:

Era
The Incumbent President became the regular President and Prime
Minister

Established a modified parliamentary form of government

President: Ferdinand Marcos

1981 Inauguration of the Fourth Republic

President: Ferdinand Marcos

1986 Proclamation No. 3 - Transitory constitution or “Freedom Constitution”

Creation of a Constitutional Commission

1987 Ratification of the 1987 Constitution

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 91
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 92 of 95

Post-EDSA The start of Fifth Republic

Revolution

Basic Principles of the 1987 Constitution (Sourced from Hector De Leon‘s

Book ―Textbook on the Philippine Constitution 2005 edition)

1. Preamble - Recognition of the aid of Almighty God

2. Art II Sec 1 – Sovereignty of the people

3. Art II Sec 2 – Renunciation of war as an instrument of national policy

4. Art II Sec 3 – Supremacy of civilian authority over the military

5. Art II Sec 6 – Separation of church and state

6. Art II Sec 12, 13, Art XV – Recognition of the importance of the family as
a basic social institution and of the vital role of the youth in nation-
building

7. Art III Sec 1-22 Guarantee of human rights

8. Art V Sec 1 – Government through suffrage

9. Art VI Sec 1 – Separation of powers

10. Article VIII Sec 1 – Independence of the judiciary

11. Art X sec 2 – Guarantee of local autonomy

12. Art XI Sec 1 – High sense of public service morality and accountability
of public officers

13. Art XII, Sec 2, 3, 17, 18 – Nationalization of natural resources and

certain private enterprises affected with public interest

14. Art XVI - Non-suability of the State

15. Rule of the majority

16. Government of laws and not of men.

Elaborate

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.92
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 93 of 95

One of the reasons why the 1987 Constitution is so significant is Article III or the Bill
of Rights which provide protection against possible abuse of power by the state. Below
are some of the essential provisions of the Bill of Rights:

Right to due process and equal protection of law

Right against searches and seizures without a warrant issued by a judge
Right to privacy
Right to freedom of speech and expression, freedom of the press, freedom of assembly,
and the right to petition
The free exercise of religion
Right of abode and the right to travel
Right to information on matters of public concern
Right to form associations
Right of free access to courts
Right to remain silent and to have competent legal counsel
Right to bail and against excessive bail conditions
Right to habeas c to a speedy trial
Right against self-incrimination
Right to political beliefs and aspirations
Prohibition against cruel, degrading, or inhuman punishment
Protection providing for no imprisonment for debt
Right against double jeopardy
Prohibition of ex post facto laws and bills of attainder.

Given today’s context, choose one of the Rights that you think is timely to discuss. Explain
your choice.
Answer:

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.93
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 94 of 95

Evaluate (choose one set to answer)

Set A. Illustrate creatively using symbols and captions, the history of the
Constitutions of the Philippines.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.94
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-014
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity August 16, 2021
Page 95 of 95

Set B. Choose one of the Rights in the Bill of Rights and create a slogan for it.

References
Agoncillo, T. (2010). Philippine History. C&E Publishing.
De Leon, H. S. (2005). Textbook on the Philippine constitution. Rex Bookstore, Inc.
Evolution of the Philippine Constitution.
https://www.officialgazette.gov.ph/constitutions/constitution-
day/#:~:text=The%20Philippines%20has%20had%20a,lasted%20from%201899%20to%20190
1.
https://en.wikipedia.org/wiki/Constitution_of_the_Philippines

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.95