Republic of the Philippines

BICOL UNIVERSITY
Legazpi City

GE 12:
READINGS
IN
PHILIPPINE
HISTORY
Learner’s Module
 Bicol University
College of Social Sciences and Philosophy
Daraga, Albay

CERTIFICATION

This is to certify that all outputs I have submitted as part of the assessments in the module or in the
fulfilment of the requirements for the course,
GE 12: READINGS IN PHILIPPINE HISTORY
during the First Semester, Academic Year 2020-2021 are my own.
I understand that any misrepresentation on my part in any of the module activities and assessments
will be a ground for disciplinary action by the Course Instructor/Professor based on the approved
course policies and by the University based on its existing relevant policies.

__________________________________________________
Signature over Printed Name

Course and Year:_____________________________________

Email Address: ______________________________________
Mobile No: _________________________________________
Date: ______________________________________________

Received by:

__________________________________________________
Course Instructor/ Professor
(Signature Over Printed Name)

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 FOREWORD

Mabuhay!
At last! This Learners’ Module in Readings in Philippine History, which has been a long time
collaboration between the instructors teaching the subject, has finally come out. Our initiative to work
together in the formulation of this material is in consonance with the new trend of education in the
higher education system. Truly, amidst these challenging adversities that is happening now in the
world due to COVID-19, we as educators did not stop from creating innovative contents and
instructional materials to continue the delivery of quality education.
The subject Readings in Philippine History is inclined with viewing and analyzing segments in
Philippine History from the lens of the various primary sources. This is a different approach on studying
the country’s history because you will be dealing with primary sources rather than those secondary
sources such as textbooks. Based on the Course Syllabus, you are expected at the end of the course
to:

1. Exhibit the ability to read the primary sources analytically;

2. Demonstrate the ability to think and argue critically and logically;
3. Demonstrate an appreciation for historical heritage and significance of nationalism specially
in the present Philippine and global context; and
4. Exhibit positive social values and appreciation of the value of human person.

The discussions inside this module will tackle on significant political, social, economic and
religious happenings in the past that can deepen your understanding on that story and at the same
time, you can implicate it to the standing of the contemporary Philippines. In the end, this subject is
expected to develop your moral and civic consciousness that is expected of a responsible Filipino
Citizen.
This learners’ module, on the other hand, will be your companion for the whole semester with
this subject. This material is equipped with the Course Guide, Pre and Post Assessment, Self-
Assessments, excerpts of the primary sources and activities to check your learning progress. In each
lesson, there is a list of suggested readings to enhance your learning in one area. There are also
reflective activities to ensure that lessons are contextualized in the contemporary settings. Do not
worry if you may not able to access our online sessions because everything you need is incorporated
in this material.
We are looking forward to a meaningful encounter for this upcoming semester with this
subject. May you have the excitement and enthusiasm to read and answer this material which is
specially made for you. We hope that this course will teach you the essence of studying history but an
understanding of the building block of our nation. David McCullough once said that “History is who we
are and why we are the way we are.” Indeed, History is the reflection of ourselves, how we have become
and how we will be for the next generations.

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 CHAPTER 4
SOCIAL, POLITICAL, ECONOMIC AND
CULTURAL ISSUES IN PHILIPPINE
HISTORY

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Chapter 4
Lesson Overview: This lesson talks about the Agrarian Reform and Policies of the
Philippines and analyze how this policy contributes to the social and
economic development of the Philippines.
Lesson Objectives: At the end of this lesson, the student is expected to:
1. Propose recommendations or solutions to present day
problems based on their understanding of root causes, and
their anticipation of future scenarios.
2.

LET’S TRY THIS!

Instruction: Provide or recommend a solution to the contemporary social problems or issues of our
society as stated below, write your answers in the space provided. Write your answers concisely and
legibly.

Contemporary Social Problems Proposed or Recommended

or Issues Solutions
1. Fake News, Black propaganda, mud-
slinging and other dirty tactics to
discredit political opponents.

2. Military abuses, police brutality and

violation of human rights.

3. Traditional bonds of political patronage.

(Political Dynasty)

4. Government’s inability to provide more

job opportunities and real living wages.

5. Government’s slow response in

combating the COVID-19 cases and
inability to provide a comprehensive plan
to address the emergency.

LET’S READ THIS!

Instructions: Kindly read the text about the topic and search for the given URL.
A. History of Agrarian Reform, Department of Agrarian Reform
[Link]

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B. What is RA 6657 or CARP – Comprehensive Agrarian Reform Program?
 Comprehensive Agrarian Reform Program (CARP)
It is a redistribution of public and private agricultural lands to farmers or farmworkers
who are landless, irrespective of tenurial arrangement. CARP’s vision is to have equitable land
ownership with empowered agrarian reform beneficiaries who can effectively manage their
economic and social development to have a better quality of life. (Department of Agrarian
Reform, n.d.)
One of the major programs of CARP is Land Tenure Improvement, which seeks to
hasten distribution of lands to landless farmers. Similarly, the Department offers support
services to the beneficiaries such as infrastructure facilities, marketing assistance program,
credit assistance program, and technical support programs. Furthermore, the Department
seeks to facilitate, resolve cases and deliver Agrarian Justice. (Department of Agrarian Reform,
n.d.)
The legal basis of the CARP is the Republic Act No. 6657 otherwise known as
Comprehensive Agrarian Reform Law (CARL) signed by President Corazon C. Aquino on June
10, 1988. It is an act which aims to promote social justice and industrialization. (DAR, n.d.)

Note: Find a copy of the original document at this site: R.A. 6657 C.A.R.L. June 10, 1988
[Link]

C. What is CARP? What is CARPER?

CARP stands for Comprehensive Agrarian Reform Program, a government initiative that aims
to grant landless farmers and farmworkers ownership of agricultural lands. It was signed into law
by President Corazon C. Aquino on June 10, 1988, and was scheduled to have been completed in
1998. On the year of its deadline, Congress enacted a law (Republic Act. No. 8532) appropriating
additional funds for the program and extending the automatic appropriation of ill-gotten wealth
recovered by the Presidential Commission on Good Governance (PCGG) for CARP until 2008.
CARPER or the Comprehensive Agrarian Reform Program Extension with Reforms, is the
amendatory law that extends yet again the deadline of distributing agricultural lands to farmers
for five years. It also amends other provisions stated in CARP. CARPER was signed into law on
August 7, 2009.

D. Who are the Beneficiaries of CARP?

Landless farmers, including agricultural lessees, tenants, as well as regular, seasonal and
other farmworkers. The DAR identifies and screens potential beneficiaries and validates their
qualifications. For example, to qualify, you must be at least 15 years old, be a resident of the
barangay where the land holding is located, and own no more than 3 hectares of agricultural land.
(DAR, n.d.)

E. How much land that Beneficiary of CARP received?

The qualified beneficiaries who are tenants and regular farmworkers will receive 3 hectares
each before distributing the remaining land to the other qualified beneficiaries like seasonal
farmworkers and other farmworkers (Section 22 of CARL).

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F. How much land is subject to land reform?
A total of 7.8 million hectares of land is covered by CARP subject for distribution.

G. How much land has been acquired and distributed so far?

As of December 31, 2013, the government has acquired and distributed 6.9 million hectares
of land, equivalent to 88% of the total land subject to CARP.

H. How much land does the government still need to acquire for distribution from 2014 to 2016?
DAR still needs to acquire 771, 795 hectares, while the DENR still needs to acquire 134, 857
hectares a total of 906, 652 hectares.

I. How will government acquire the landholdings?

There are different modes of acquiring and distributing public and private agricultural lands.
For private lands, under compulsory acquisition, the DAR will issue Notices of Coverage to the
original owners of the landholdings.

J. What is a notice of coverage?

A Notice of Coverage is a letter informing a landowner that his/her land is covered by CARP,
and it is subject to acquisition and distribution to beneficiaries. It likewise informs the landowner
of his/her rights under the law, including the right to retain 5 hectares.

K. How does DAR intend to deal with the remaining landholdings (771, 795 hectares) to be
distributed?
DAR projects that it will be distributing 187, 686 hectares in 2014; 198, 631 hectares in 2015;
and 385, 478 hectares in 2016.
Of the remaining CARPable landholdings to be distributed, 551, 275 hectares are considered
workable, while 220, 520 hectares are tagged as problematic. Solutions for problematic
landholdings will be work out.

L. What were the challenges encountered in the course of acquiring and distributing private lands?
There were numerous problems in implementing the land reform program.
In some cases, technical descriptions in the land titles (which determined the boundaries of
the land) were found to be erroneous and had to be corrected. Some titles were destroyed, and
therefore, had to be reissued by undergoing a court process, similar to filing a case. Potential
beneficiaries argued among themselves on who should or should not be qualified as beneficiaries;
these disputes had to be mediated or resolved by the government. In other cases, landowners may
petition that their lands be exempted of excluded from CARP coverage, and some of these petitions
have gone up to the Supreme Court.

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 LET’S STUDY THIS!
Instruction. Search and watch the links presented below and answer the questions that follows
on “Let’s think about this!”
This is the story of Dorita Vargas, a landless peasant who has been seeking her fair share of
land from the agrarian reform programs of various Philippine presidents – from Ferdinand Marcos up
to Benigno Aquino III.
Promise Land After 40 Years, ABS-CBN, June 9, 2015
[Link]

An interview of one of the framers of the 1987 Constitution and a former COMELEC
Commissioner and a peasant lawyer for the Hacienda Luisita Case – Atty. Christian Monsod, on THE
PRACTICE hosted by Atty. Sara Jane Suguitan on July 7, 2012.

THE PRACTICE with Atty. Sara Jane Suguitan

Topic: Agrarian Reform
Guest: Atty. Christian Monsod
[Link]

LET’S THINK ABOUT THIS!

Instruction. Based on the documentary you watched, kindly answer the questions concisely and
legibly.
1. Describe your thoughts and feelings after watching the documentary.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. Based on watched video, do you think the Land Reform in the Philippines are successful? Why or
why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. If the land reform in the Philippines is not successful, what do you think is the main cause of the
problem or hindrance to the success of the land reform?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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4. In your own opinion, do you think we can still achieve social justice in the coming future? How?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

LET’S APPLY WHAT YOU’VE LEARNED!

Activity: Proposals to the CARP and CARPER Laws

The CARP Law was amended and extended by the CARPER Law to make Agrarian Reform more
responsive to the needs and situation of the society, but the law is far from perfect considering the
complaints coming from different sectors. If you were given a chance to contribute in crafting a new
Agrarian Reform Law, what would be your proposals?
1. Get a copy of the copy of CARP and CARPER Laws.
2. Write on the right side the items you would want changed, revised or replaced on a per item
basis, write on the left side your proposal.
3. Provide the reason/s for your revision or proposal.

AGRARIAN REFORM
CARP and CARPER Laws Proposal

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 Reasons for the Proposal

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