Karen F.

Perez, LPT, MPA

READINGS IN PHILIPPINE HISTORY

By: Karen F. Perez, LPT, MPA

Copyright © 2021 by KAREN F. PEREZ and the University of Nueva Caceres

Note that the course pack provided to you in any form, including this Study Guide, is
intended only for YOUR use in connection with the course that you are enrolled in.
LEARNING MATERIALS INCLUDED IN YOUR COURSE PACK ARE NOT FOR
DISTRIBUTION OR SALE. Permission should be obtained from your instructor for any
use other than for what it is intended.

Published in the Philippines by the University of Nueva Caceres

Office of the Vice President for Academic Affairs
JH10, JH Bldg., University of Nueva Caceres,
J. Hernandez Ave. Naga City,
Camarines Sur, Philippines

Printed in the Philippines

First printing, July2021
 Table of Contents

Study Guide 1 Introduction to Philippine History 13

Study Guide 2 Content and Contextual Analysis of Selected 15

Primary Sources in Philippine History

Study Guide 3 Multiperspectivity in Philippine History 17

Study Guide 4 Evolution of Philippine Agrarian Reform and 21

Taxation

Study Guide 5 Indigenous People 23

Appendices

Appendix A Prescribed Reading Materials 28

Appendix B SPRINT Reading Material 78
 University of Nueva Caceres
COLLEGE OF ARTS AND SCIENCE
1st floor AMS Building, Rm. 108
J. Hernandez Avenue, Naga City, 4400

UNIVERSITY OF NUEVA CACERES

The University of Nueva Caceres a private non-sectarian institution, is

Bicol’s first University.

VISION Guided by the school motto “Non-Scholae Sed Vitae” (not for school but
STATEMENT for life, we learn) and attuned to the demands of a dynamic global
environment, we commit to quality and excellent education for all. We
transform the youth into entrepreneurial, productive, morally upright,
and socially responsible professionals for a fair, humane, and progressive
society.

The University of Nueva Caceres shall be a leading exponent of academic

excellence, research, extension, and innovative technology for sustainable
development.
MISSION
STATEMENT
It creates a nurturing academic environment and provides equal
opportunities in the formation of individuals into empowered leaders,
competent professionals, and proactive entrepreneurs who are cognizant
of our rich cultural heritage.

1. PURSUE the nurturing and strengthening of social institutions with

empowered leaders, skilled professionals, and proactive entrepreneurs
for the development of the Bicol Region and the Filipino nation;
2. PRODUCE graduates who entrepreneurial, productive, morally upright,
environmentally conscious, globally responsive, and socially responsible
citizens;
UNIVERSITY
3. PROPAGATE the culture of excellence through a continual process of
OBJECTIVES
introspection, integration, and improvement of programs, facilities, and
services;
4. PROVIDE the University personnel with the means to enhance their
personal well-being and professional skills to effectively carry out
balanced curricular and
development programs.

1. We champion excellence. We consistently strive for excellence in

CORE everything we do.
VALUES
2. We nurture dreams. We passionately guide and inspire our
students to leverage their potentials and aspire for better lives.

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 3. We do the right things right. We uphold integrity in everything we
do. We hold ourselves to high standards for accountability and
character. We do things right.
4. We are dynamic and creative. We anticipate the forces of change.
We explore possibilities with intent and purpose.
5. We respect each other and work as a team. We collaboratively
maximize our talents and capabilities. We hold each other in high
regard and passionately realize our shared purpose, priorities and
promises.

1. Culturally-rooted with multi-cultural understanding. Preserves his or

her
cultural roots and manifests pride in his or her language, practices and
traditions;
shows appreciation of the culture of other peoples.
2. Collaborative. Works with others effectively as a member of a team, a
group, an organization or a community.
3. Creative and critical thinker. Applies creative, imaginative and
innovative
thinking and ideas to problem solving.
4. Effective communicator. Communicates effectively and confidently in a
range of contexts and for a variety of purposes.
5. Life-long learner. Demonstrates an attitude of continuous learning to
GRADUATES
succeed in changing times.
ATTRIBUTES
6. Ethically and socially responsible. Demonstrates an understanding of
ethical, social, and cultural issues and makes personal, professional and
leadership
decisions in accordance with these principles.
7. Great leader. Demonstrates complete (accomplished, distinguished,
expert) leadership traits and capabilities to influence and enable others to
achieve
common goals and visions.
8. Excellence-driven. Demonstrates mastery of the fundamental and
evolving
technical and technological knowledge and skills relating to their
discipline.

COLLEGE OF ARTS AND SCIENCES

VISION The College of Arts and Sciences is a dynamic and proactive provider of
STATEMENT foundation courses that will develop academicians, researchers, and
responsible leaders and citizens through quality education.

MISSION
The College acts as catalyst of development in the pursuit of quality
STATEMENT
education across the humanities, the arts and the sciences.

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 After finishing the course students should have:
GENERAL
1. Developed intellectual competencies such as critical, analytical and
EDUCATION
creative thinking, and multiple forms of expression;
OBJECTIVES
2. Developed Civic capacities demanded of membership in the community,
country, and the world.

1. Capacity to reflect critically on shared concerns and think of

innovative, creative solutions guided by ethical standards.
SPECIFIC 2. 2. Ability to reflect on moral norms/imperatives as they affect
OUTCOMES individuals and society.
3. 3. Ability to contribute personally and meaningfully to the country’s
development.

COURSE INFORMATION
Program General Education
Term, School Year 1st Semester, SY 2021-2022
Course Code GE 2
Course Title Readings in Philippine History
Course Description The Course analyzes Philippine history from multiple perspectives
through lens of selected primary sources coming from various
disciplines and different genres. Students are given opportunities
to analyze the author’s background and main arguments, compare
different points of view, identify biases and examine evidence
presented in the document. The discussion will tackle traditional
topics in history and other interdisciplinary themes that will
deepen and broaden their understanding of Philippine political,
economic, cultural, social, and religious history. Priority is to
develop the historical and critical consciousness of the students so
that they will become versatile, articulate, broad-minded, morally
upright, and responsible citizens.

Course Outcomes After completion of the course, you should be able to:
1. Develop critical and analytical skills with exposure to
Primary Historical sources.
2. Deconstruct Philippine History based on Primary Historical
Sources.
3. Demonstrate interest in history, especially in local history as
part of promoting and preserving Philippine National
Patrimony.

Faculty In-Charge Karen F. Perez, LPT, MPA

Contact Information Email: [Link]@[Link]
Mobile Phone: 09279989972
Consultation Hours Friday (2:00-5:00PM)

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Mode of Delivery

This course will be delivered remotely which means that there will be a combination
of generally asynchronous (on- demand but time bound tasks UNC LMS, Facebook
Messenger) and strategically planned synchronous sessions (live online meetings thru
ZOOM).

The Blackboard LMS will be used as a learning management system. This means that
all instructions, study guides, learning materials, discussion forums, and assignment
submissions will be done through the said platform. All course announcements or updates
will be posted in the Blackboard LMs, so please check our course site regularly.

A regular once a week synchronous session with you, mainly for consultations,
clarifications, and monitoring purposes will be conducted. This will be conducted via Zoom
or Google Meet.

In a face-to-face mode of delivery, we meet during class hours at an assigned room.

That has changed in a remote set up. Instead of meeting every week at a pre-assigned time
and place, a large portion of your work will involve independent study tasks. This means
you will need to pace yourself, direct your own learning experience, be disciplined in
managing your time, and target to complete assignments on or before the due date.

Every week, I designed a Learning Guide which provides details on how you should
engage with the core topic and whether this will be supported by a live meeting via Zoom.
The lesson/topic for each week is designed following the UNC outcome-based education
delivery format. You must view these study guides at the start of the week to give you clarity
of what lies ahead and what is expected of you during the week.

In addition, you are tasked to write a reflective essay on the reading material for the
subject as part of the University’s SPRINT Program.

All learning materials will be shared to all of you via Google Drive regardless of
chosen modality.

COURSE EVALUATION CRITERIA

Requirements Weight (%) Outcomes Assessed
Learning Activities 70% COs 1, 2, & 3

Class Participation 30% COs 1 & 2

TOTAL 100%

GRADING SYSTEM
Range Numerical Grade Interpretation
99% - 100% 1.0 Excellent

96% - 98% 1.25 Very Superior

93% - 95% 1.50 Superior

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 90% - 92% 1.75 Very Good

87% - 89% 2.0 Good

84% - 86% 2.25 Very Satisfactory

81% - 83% 2.50 Satisfactory

78% - 80% 2.75 Fair

75% - 77% 3.0 Pass

74 and below 5.0 Fail

ASSESSMENT TOOLS
Critical Thinking Rubric
Category Level 1 Level 2 Level 3 Level 4
(5 pts) (10 pts) (15pts) (20 pts)
Identifies and Does not Identifies the Accurately Accurately
summarizes identify or problem/ identifies the identifies the
the summarize the question and problem/quest problem/questio
problem/que problem/quest provides a poor ion and n and provides a
stion at issue ion accurately summary or provides a brief well-developed
(Max 20 pts.) if at all. identifies an summary. summary.
inappropriate
problem/questio
n.

Identifies and Does not Merely repeats Examines Provides a well-

assesses the identify or information evidence and developed
quality of assess the provided. Does questions the examination of
supporting quality of not justify quality. the evidence and
data/evidenc supporting position or Distinguishes questions its
e evidence. distinguish between fact accuracy,
(Max 20 pts.) between fact and and opinion relevance, and
opinion completeness.

Identifies and Does not Does not explain Accurately Accurately

considers the identify or contextual identifies and identifies and
influence of consider any issues; provides provides an provides a well-
the context on contextual inaccurate explanation of developed
the issue issues. information; or potential explanation of
(Max 20 pts.) merely provides contextual contextual issues
list. issues with a clear
sense of scope

Demonstrates Does not explain, Accurately Accurately

higher level provides identifies identifies the
thinking by inaccurate meaning author’s

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interpreting information, or and/or bias meaning and/or
the author’s merely lists and provides a potential bias
meaning or potential bias or brief and provides a
the potential inferred explanation. well-developed
bias meanings. explanation.
(Max 20 pts.)
Identifies and Does not Does not explain, Accurately Accurately
evaluates identify or provides identifies identifies
conclusions, evaluate any inaccurate conclusions, conclusions,
implications, conclusions, information, or implications, implications, and
and implications or merely provides and consequences
consequences consequences. a list of ideas; or consequences with a well-
(Max 20 pts.) only discusses with a brief developed
one area. evaluative explanation.
summary. Provides an
objective
reflection of own
assertions.

Graphic Organizer Rubric

Category Excellent Good Fair Poor

Organization Extremely well Organized. Somewhat Poorly

(Max 20 pts.) organized. Structure allows organized organized. A
Order & reader to move structure clear sense of
structure of through content allows reader direction is not
information is without to move evident. Flow is
compelling and confusion. Flows through some frequently
flows smoothly smoothly of the content interrupted.
(20 pts) (15 pts) without
confusion. Flow (5 pts)
is sometimes
interrupted.
(10 pts)

Content Thorough and Complete Shows some Shows

(Max 30 pts.) insightful understanding of understanding incomplete
understanding content (20 pts) of content. (10 understanding of
of content (30 pts) topic (5 pts)
pts)

Creativity Shows minimal Use of materials Shows some Shows minimal

(Max 20 pts.) effort for and ideas for use of effort for
enhancement enhancement materials and enhancement of
of materials (15 pts) ideas materials and
and ideas (10 pts) ideas
(20 pts) (5 pts)

Ideas Insightful and Ideas are Ideas are Ideas are unclear
(Max 30 pts.) well- considered; somewhat on few connections
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 considered more than one topic; makes (5 pts)
ideas making thoughtful some
multiple connection is connections
connections made (10 pts)
(30 pts)
(20 pts)
Reflective Essay Rubric
Category Level 1 Level 2 Level 3 Level 4

Focus and The content The content The content The content
Critical clearly does not somewhat does satisfactorily clearly answers
Thinking answer the not answer the answers the the question(s)
(Max 30 pts.) question(s) question(s) question(s) asked and
asked or do not asked or asked or directly talks
clearly discuss somewhat does discusses the about the topic
the topic given. not discuss the topic given. given.
(10 pts) topic given.
(15 pts) (25 pts) (30 pts)
Use of The content The content has The content The content
references does not use or minimal use or satisfactorily extensively uses
(Max 15 pts.) refer to the reference to the uses references and refers to the
references or materials or materials materials
materials provided provided provided
provided (5 pts) (10 pts) (15 pts)
(3 pts)
Depth and The content is The content is The content is The content is
Analysis not analysed partly analysed somewhat well organized. It
(Max 30 pts.) and explained. and has some analysed and has a superior
(10 pts) explanations. has satisfactory and easy to
(15 pts) explanations. follow flow and
has an effective
(25 pts) structure.
(30 pts)

Flow and The content is The content is The content is The content is
organizations not very well partly organized organized, easy well organized. It
(Max 10 pts.) organized, but there are to follow and has a superior
confusing and areas which are not confusing. and easy to
not easy to confusing and it (8 pts) follow flow and
follow. is somewhat has an effective
(3 pts) difficult to structure. (10
follow. (5 pts) pts)

Effective use There is a clear There is some There is good There is strong
of the English difficulty in difficulty in using us of English in and effective use
language using English in English in expressing of English in
(Max 15 pts.) expressing expressing one’s one’s thoughts expressing one’s
one’s thoughts thoughts and in writing. thoughts in
in writing. writing. (10 pts) writing.
(3 pts) (5 pts) (15 pts)
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Discussion Forum/Participation Rubric
Category Level 4 Level 3 Level 2 Level 1

Engagement Proactively and Proactively Few Student never

& Active regularly contributes to contributions participates in
Participation contributes to class discussion; to class class discussion;
(Max 25 pts.) class asks questions discussions; fails to respond
discussion; and responds to seldom to direct
initiates direct questions volunteers but questions (10
discussion on (20 pts) responds to pts)
issues related direct
to class topic questions
(25 pts) (15 pts)

Relevance of Contributions Contributions Contributions Contributions

contribution are relevant are always are sometimes are off-topic or
to topic under and promote relevant off-topic or distract from
discussion deeper analysis (25 pts) distract from discussion
(Max 30 pts.) of the topic discussion (10 pts)
(30 pts) (15 pts)

Preparation consistently Student has read Student has Student is not

(Max 30 pts.) well prepared; and thought read the adequately
sometimes about the material but prepared; does
adds relevant material not closely, or not seem to have
information (25 pts) has read only read the
beyond the some of the assigned
assigned material material
reading (15 pts) (10 pts)
(30 pts)

Quality of Comments Comments Comments are Comments are

comments always mostly insightful sometimes uninformative,
(Max 15 pts.) insightful & & constructive; constructive, lacking in
constructive; mostly uses with occasional appropriate
uses appropriate signs of insight. terminology.
appropriate terminology. Student does Heavy reliance
terminology. Occasionally not use on opinion &
Comments comments are appropriate personal taste.
balanced too general or terminology; (3 pts)
between not relevant to comments not
general the discussion. always relevant
impressions, (10 pts) to the
opinions & discussion.
specific, (5 pts)
thoughtful
criticisms or
contributions.
(15 pts)
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COURSE SCHEDULE
Week/ Topics/ Teaching & Learning Activities Expected
Date POs & CO Asynchronous Synchronous Output
Orientation Reading of course Setting of
Week 0 guide expectations
Discussion: Self-introduction via
Introduction of LMS
the Final Output

Weeks 1-3 PO1 PO2 Reading of learning Participate

CO1 CO2 material in the
Assessment of the Discussion
Introduction to For Flexi-tech course outcomes Forum
Philippine students:
History Discussion on the Presentation of
guide questions Course Contents Answers in
the Guide/
Teaching and Reflective
Synthesis Learning Rhythm questions

For Flexi-kit students:

Answering of guide
questions in the
discussion forum

Weeks 4-6 PO1 PO2 Reading of learning For Flexi-tech Participate

CO1 CO2 material students only: in the
Discussion
Content and For Flexi-tech Contextualization of Forum
Contextual students: the course with
Analysis of careers Answers in
Selected Discussion on the the Guide/
Primary guide questions Contextualization of Reflective
Sources in the Course with questions
Philippine Nueva Caceres/
History Synthesis Bicol Situation/
Problems
For Flexi-kit students: (CENCAST)

Answering of guide
questions in the
discussion forum

Week 7-9 PO1 PO2 Reading of learning For Flexi-tech Participate

CO1 CO2 material students only: in the
9
 Discussion
Multiperspectiv For Flexi-tech Forum
ity in Philippine students: History, Concepts,
History Discussion on the Transitions, Answers in
guide questions Controversies, the Guide/
Problems, Impact, Reflective
and Discussions questions
Synthesis related to the
course
For Flexi-kit students:
Answering of guide
questions in the
discussion forum

Week 10- PO1 PO2 PO3 Reading of learning For Flexi-tech Participate
12 CO1 CO2 CO3 material students: in the
Discussion
Evolution of For Flexi-tech Forum
Philippine students: Peer Group
Agrarian Discussion on the Discussions,
Reform and guide questions Monitoring, and Peer
Taxation Consultation Review on
Peer Review on the Sessions the
Learning Activity Learning
Activity via
Synthesis LMS

For Flexi-kit students:

Answers in
Answering of guide the Guide/
questions in the Reflective
discussion forum and questions
learning activity

Weeks 13- PO1 PO2 PO3 Reading of learning For Flexi-tech Participate
15 CO1 CO2 CO3 material students only: in the
Discussion
Indigenous For Flexi-tech Initial Output Forum
People students: Presentation

Discussion on the Conduct of

guide questions Formative Peer
Assessment Review on
Peer Review on the the
Learning Activity Learning
Activity via
Synthesis LMS

For Flexi-kit students:

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 Answering of guide Answers in
questions in the the Guide/
discussion forum and Reflective
learning activity questions

Week 16 PO1 PO2

CO1 CO2 Read Learning Material
Submission of Reflective Essay
SPRINT

Weeks 17- PO1 PO2 PO3 Presentation and submission of outputs

18 CO1 CO2 CO3

Presentation
and submission
Outputs

OTHER COURSE POLICIES

General Requirements
Each student is expected to perform in a number of positive ways so as to develop
and/or enhance both tangible and intangible competencies and appreciation. As a
facilitator of learning in these areas, the following expectations must also be met:
1. Thoroughly read and submit all course requirements by the due dates.
2. Communicate with the faculty via LMS, email, fb messenger, or mobile phone
number.
3. Conduct yourselves in a professional manner.
4. Check the LMS regularly.

Feedback Mechanism
Consultation hours will give the students the opportunity to have a tailored,
individualized consultation with their instructor. Feedback will be given through Facebook
messenger (Flexi-kit users) or Blackboard LMS (Flexi-tech users). This will be a convenient
manner to provide feedback on student’s performance as well as discuss issues affecting
the students, provide a solution or advice, and try an innovation in the learning process.

Written Works: Accuracy and Attribution

All work submitted to the instructor for a grade in the class must be typed or word-
processed, following the format recommended by the APA (American Psychological
Association) citation guidelines (6th Edition). The faculty will adhere to all university
policies regarding the originality of work, examination protocols and behavior, and grading
practices. Students are expected to be familiar with them. Individual and group work
submitted by students must be original. Using other works not properly referenced,
especially long passages, may result in a grade reduction or other appropriate actions as
required by the severity of the situation, including reporting the infraction to the Dean of
the College where the student belongs. Accurate and complete referencing will avoid any
and all problems in this regard. If you use a reference from the Internet, the complete URL
is required in your bibliography per APA citation standards (6th Edition).

11
 Keeping Second Copies of Your Work
Students should retain second copies of all material submitted to the faculty. All
written work submitted to the LMS must contain the student’s name.

Course and Faculty Evaluation by Students

Students will be provided with an opportunity to evaluate the course and the
faculty, as well as relevant materials and activities used in the course delivery. Student
feedback is welcome any time.

Prepared by:

Karen F. Perez, LPT, MPA

Faculty Member, College of Arts and Sciences

Recommending Approval:

Romeo C. Layones, MAT, Math

General Education Coordinator

Approved:

Kenjie E. Jimenea, MPA

Dean, College of Arts and Sciences

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Study Guide 1: Introduction to Philippine History

Week/Date: Weeks 1-3

Checklist for Weeks 1-3

Done? Learning Tasks Estimated Target Date of

Duration Completion
Study Guide 0 30 mins
LT 1: Read Learning Materials 4 hrs
LT 2: Discussion Forum 3 hr
LT 3: Synchronous Session 1.5 hrs
Wrap-up & Synthesis

Intended Learning Outcomes

By the end of Week 3, you should be able to:

1. Evaluate the different kinds of primary historical resources.

2. Differentiate internal and external criticism of repositories of primary sources.
3. Review Philippine History from the lens of Primary Sources.

Out of Class Activities

Learning Task 1

READ
Introduction to Philippine History (pages 1-6) of the Readings in the
Philippine History by Candelaria and Alporha (2018)

Learning Task 2

For Flexi-tech students: Go to our LMS and answer Discussion Forum #1.

For Flexi-kit students: Write your answer to Discussion Forum #1 in the printed module
provided or in a short size bond paper.

DISCUSSION #1

1. What is history? What is the significance of studying history?

2. What do you think is the role of historians to our past?
3. Distinguish Primary and secondary sources.
4. Enumerate examples of primary and secondary sources.

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In Class Activities

Learning Task 3

For Flexi-tech students:

SYNCHRONOUS SESSION

DISCUSSION OF

• Course Outcomes
• Learning Outputs

For Flexi-kit students: Message via Facebook group chat, e-mail or SMS for
feedback/queries.

Reference

Candelaria, J., & Alporha, V. (2018). Readings in Philippine History (first ed.). Rex
Bookstore, Inc.

Torres, J. (2018). Batis: Sources in Philippine History. C & E Publishing, Inc.

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Study Guide 2: Content and Contextual Analysis of Selected Primary Sources in
Philippine History

Week/Date: Weeks 4-6

Checklist for Weeks 4-6

Done? Learning Tasks Estimated Target Date of

Duration Completion
Study Guide 1 30 mins
LT 1: Read Learning Materials 4 hrs
LT 2: Discussion Forum 3 hr
LT 3: Synchronous Session 1.5 hrs

Intended Learning Outcomes

By the end of Week 6, you should be able to:

1. Discuss the contribution of different kinds of primary sources in understanding

Philippine History.
2. Examine primary sources in relation to historical issues or controversies.
3. Evaluate the context, content, and perspective of different kinds of primary
historical sources.

Out of Class Activities

Learning Task 1

READ
Content and Contextual Analysis of Selected Primary Sources (pages 13-
41) of the Readings in the Philippine History by Candelaria and Alporha
(2018)

Learning Task 2

For Flexi-tech students: Go to our LMS and answer Discussion Forum #2.

For Flexi-kit students: Write your answer to Discussion Forum #2 in a short size bond
paper, take a photo of it then send it to me via FB messenger as a private message.

DISCUSSION FORUM #2

1. Why are primary documents important in tracing historical periods in the

Philippines?
2. Why do we need to learn history through primary sources?
3. Cite advantages and disadvantages of using primary sources.

15
In Class Activities

Learning Task 3

For Flexi-tech students:

SYNCHRONOUS SESSION

• Contextualization of the course with careers

• Contextualization of the course with Nueva Caceres/Bicol Situation/Problems

For Flexi-kit students: Message via Facebook group chat, e-mail or SMS for
feedback/queries.

Reference

Candelaria, J., & Alporha, V. (2018). Readings in Philippine History (first ed.). Rex
Bookstore, Inc.

16
Study Guide 3: Multiperspectivity in Philippine History

Week/Date: Weeks 7-9

Checklist for Weeks 7-9

Done? Learning Tasks Estimated Target Date of

Duration Completion
Study Guide 2 30 mins
LT 1: Read Learning Materials 4 hrs
LT 2: Discussion Forum 3 hr
LT 3: Synchronous Session 1.5 hrs
Wrap-up & Synthesis

Intended Learning Outcomes

By the end of Week 9, you should be able to:

1. Interpret historical events using primary sources.

2. Examine the multiplicity of interpretation that can be read from a historical text.
3. Create arguments in favour or against a particular issue using those sources.

Out of Class Activities

Learning Task 1

READ

One Past but Many Histories: Controversies and Conflicting Views in

Philippine History (pages 46-66) of the Readings in the Philippine History
by Candelaria and Alporha (2018)

Learning Task 2

For Flexi-tech students: Go to our LMS and answer Discussion forum #3

For Flexi-kit students: Write your answer to the Discussion Forum#2 in a short size bond
paper, take a photo of it then send it to me via FB messenger as a private message.

DISCUSSION FORUM #3

1. What are the various events in the history that consists of controversies and
conflicting views?
2. Why do we need to use primary sources in interpreting controversies and
conflicting views in Philippine history?
17
 3. Choose one event in the history and create at least three arguments in favor or
against a particular issue using primary and secondary sources.

In Class Activities

Learning Task 3

For Flexi-tech students:

SYNCHRONOUS SESSION

• History, Concepts, Transitions, Controversies, Problems, Impact, and

Discussions related to the course

For Flexi-kit students: Message via Facebook group chat, e-mail or SMS for
feedback/queries.

Reference

Candelaria, J., & Alporha, V. (2018). Readings in Philippine History (first ed.). Rex
Bookstore, Inc.

18
Study Guide 4: Evolution of Philippine Agrarian Reform and Taxation

Week/Date: Weeks 10-12

Checklist for Weeks 10-12

Done? Learning Tasks Estimated Target Date of

Duration Completion
Study Guide 3 30 mins
LT 1: Read Learning Materials 4 hrs
LT 2: Discussion forum 3 hr
LT 3: Synchronous Session 1.5 hrs

Intended Learning Outcomes

By the end of Week 12, you should be able to:

1. Integrate historical analysis in the appraisal of agrarian reform and taxation

2. Assess efforts to address problems and issues in Philippine agrarian reform and
taxation.
3. Create a graphic organizer on the evolution of Philippine Agrarian Reform and
Taxation.

Out of Class Activities

Learning Task 1

READ
Social, Political, Economic and Cultural Issues in Philippine History
(pages 84-98) of the Readings in the Philippine History by Candelaria and
Alporha (2018)

Learning Task 2

For Flexi-tech students: Go to our LMS and answer Discussion Forum #4.

For Flexi-kit students: Write your answer to the Discussion Forum#4 in a short size bond
paper, take a photo of it then send it to me via FB messenger as a private message.

DISCUSSION FORUM #4

Enumerate at least three current issues in our country on agrarian reform and
taxation that needs to be addressed and identify whether their historical roots are
being addressed.

19
In Class Activities

Learning Task 3

SYNCHRONOUS SESSION

For Flexi-tech students: Go to our LMS and answer Learning Activity for Week 4-5.

For Flexi-kit students: Write your answer to the Learning Activity for Week 4-5 in a short
size bond paper, take a photo of it then send it to me via FB messenger as a private
message.

Learning Activity: Graphic Organizer

Create a graphic organizer on the evolution of Philippine Agrarian Reform and Taxation

Monitoring, Consultation, and Peer review on the Graphic Organizer Output thru LMS.

For Flexi-kit students: Message via Facebook group chat, e-mail or SMS for
feedback/queries.

Reference

Candelaria, J., & Alporha, V. (2018). Readings in Philippine History (first ed.). Rex
Bookstore, Inc.

20
Study Guide 5: Indigenous People

Week/Date: Weeks 13-15

Checklist for Weeks 13-15

Done? Learning Tasks Estimated Target Date of

Duration Completion
Study Guide 4 30 mins
LT 1: Read Learning Materials 4 hrs
LT 2: Discussion Forum 3 hr
LT 3: Synchronous Session 1.5 hrs

Intended Learning Outcomes

By the end of Week 15, you should be able to:

1. Be familiar with the history and culture of indigenous communities.

2. Examine opportunities for indigenous peoples’ engagement and advocacy in
community development.

Out of Class Activities

Learning Task 1

READ

Indigenous Communities in the Philippines

In Class Activities

Learning Task 2

Learning Activity: Critique Paper

Write a Critique Paper on the issues confronting the indigenous communities in

the Philippines today.

For Flexi-tech students: Go to our LMS and answer Learning Activity for Week 5-7.

Monitoring, Consultation, and Peer review on the Critique Paper Output thru LMS.

For Flexi-kit students: Write your answer to the Learning Activity for Week 5-7 in a short
size bond paper, take a photo of it then send it to me via FB messenger as a private
message.
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For Flexi-kit students: Message via Facebook group chat, e-mail or SMS for
feedback/queries.

Reference

Indigenous Peoples in the Philippines: A Country Case Study by David E. De Vera

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Study Guide 6: SPRINT

Out of Class Activity

Week/Date: Week 16

Checklist for Week 16

Done? Learning Tasks Estimated Target Date of

Duration Completion
LT 1: Read Learning Material 1.5hrs
LT 2: Write Reflective Essay 1.5hrs

Learning Task

READ

No safe space for Philippines’ Indigenous youth as military allowed on campus

(See Appendix B.1)

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Study Guide 7: Presentation of Outputs

Week/Date: Weeks 17-18

Checklist for Weeks 17-18

Done? Learning Tasks Estimated Target Date of

Duration Completion
LT 1: Synchronous Session 6hrs

In Class Activities

Learning Task

SYNCHRONOUS SESSION

• Presentation of the Outputs

• Wrap up/ Synthesis

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APPENDICES

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 APPENDIX A

PRESCRIBED READING
MATERIAL

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 APPENDIX A

Candelaria, J., & Alporha, V. (2018). Readings in Philippine History (first ed.).
Rex Bookstore, Inc.
(E-book will be provided thru LMS and Google Drive)

APPENDIX A.2

Indigenous Peoples in the Philippines: A Country Case Study by David E. De Vera

(E-material will be provided thru LMS, Google Drive and class GC)

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 APPENDIX B

SPRINT READING MATERIAL

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 No safe space for Philippines’ Indigenous youth as military allowed on campus

by [Link] on 22 January 2021

MANILA — Indigenous youths harboring from a military-led counterinsurgency in the

Philippines may soon lose the only safe space they have known for the past two years.

Under a nearly 40-year pact, the 17 campuses of the University of the Philippines are off-
limits to the country’s military and police. Since 2019, a group of 68 Indigenous students
and teachers have taken refuge at the UP campus in Quezon City, where they attend a
makeshift school following the forcible closure of more than 160 schools catering to
Indigenous communities, or lumad, in the southern island of Mindanao.

But in a letter dated Jan. 15 this year to the UP president, National Defense Secretary Delfin
Lorenzana unilaterally declared an end to the pact, effectively stripping the sanctuary
status of the campuses of the country’s leading public university.

Lorenzana cited “recent events” that identified UP students as members of the outlawed
Communist Party of the Philippines and its armed wing, the New People’s Army (CPP/NPA),
and said that “national security issues” and the safety of students against rebel recruiters
are the main driving forces for the termination of what’s known as the UP-DND accord or
the Enrile-Soto accord.

“The Department is aware that there is indeed an ongoing clandestine recruitment inside
UP campuses nationwide for membership in the CPP/NPA and that the ‘Agreement’ is being
used by the CPP/NPA recruiters and supporters as shield or propaganda so that
government law enforcers are barred from conducting operations against the CPP/NPA,”
the letter, addressed to UP President Danilo Concepcion, says.

The Department of National Defense (DND) says it will not “station military or police” on
campuses and will not “suppress activist groups, academic freedom and freedom of
expression.” The DND has nothing to gain from suppressing these activities, Lorenzana
wrote: “We want them [the youth] to see their Armed Forces and Police as protectors
worthy of trust, not fear.”

But despite the secretary’s reassurances, the news has triggered alarms for Indigenous
students, who could now be targeted in military raids. The development threatens a repeat
of the military attacks on Indigenous schools that occurred after President Rodrigo Duterte
declared martial law in Mindanao in 2017, says Ruis Valle of the Save Our Schools Network
(SOSN).

In 2018, the military conducted a series of campaigns and operations to crack down on
lumad schools in Talaingod, in Mindanao’s Davao del Norte province, after Duterte
threatened in 2017 to bomb the schools. He had accused the CPP/NPA of using the schools
as training grounds.

Since then, more than 160 schools catering to Mindanao’s Indigenous inhabitants have been
bombed or transformed into military detachments, and completely shut.

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The group of Indigenous students and teachers who sought sanctuary at UP’s Quezon City
campus have consistently called for the reopening of Indigenous schools forced to close by
the government, the SOSN says. It adds the now-scrapped UP-DND accord “served as a
protective barrier for lumad children from direct military and police harassment.”

Human rights and environmental groups have also expressed concern at the DND’s latest
move, calling the accord’s termination an attack on UP “as a democratic space.” Since 2012,
the university has “opened its doors to the lakbayan and kampuhan of indigenous people,
national minorities, and farmers protesting mining plunder, land grabs, and other attacks
against their ancestral lands,” the Kalikasan People’s Network for the Environment, an NGO,
said in a statement to Mongabay.

The university has also been “one of the few safe spaces” for environmental and human
rights defenders to mobilize amid the government’s militaristic approach to the COVID-19
pandemic. Duterte signed a controversial anti-terrorism law during the lockdown, which
critics say worsens an already fragile climate for environmental defenders and Indigenous
groups in the Philippines. Eco-watchdog Global Witness rates the country the most
dangerous for environmental and land defenders in Asia.

“The University of the Philippines is one of the pillars of academic freedom and critical
thinking in the country,” Kalikasan said. “It is because of this freedom and critical thinking
that the University can produce great minds that have excelled in different fields, including
environmental protection and defense.”

The ban on military operations within university grounds was signed in 1982 by the
defense chief at the time, Juan Ponce Enrile, and student leader Sonia Soto, to protect
students from the forced abductions and unlawful arrests that ran rampant during martial
law in the 1970s. It was upheld in 1989 after state forces arrested a staffer of The Collegian,
UP’s campus newspaper, for allegedly killing a U.S. Army officer.

The unilateral termination of the UP-DND accord has the support of President Duterte,
according to palace spokesman Harry Roque, himself a UP alumnus and former law
professor.

“Secretary Lorenzana is the alter-ego of the president so of course the president supports
the decision of Secretary Lorenzana,” he told reporters in a Jan. 19 online press briefing.
Roque added in Tagalog: “In England, there is no distinction between a campus and a city.
In Europe, the police is in the campuses and there have been no violations in academic
freedom.”

While Roque’s claim is correct, that has only been the case very recently. Up until 2019,
Greece had legislation declaring its campuses no-go zones for the police. In scrapping the
law in August that year, the country’s conservative government made the same justification
that the Philippine government is now making: that the schools are being used to shield
lawlessness and criminal elements.

As the debate over the termination of the UP sanctuary accord rages on, teachers and
guardians of the Indigenous students at the Quezon City campus say they’re worried about
the students’ mental health.

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The young people have been anxious and depressed for about a year following the
onslaught of both the COVID-19 pandemic and the unabated military attacks on their
schools, said Rose Hayahay, a math teacher. The difficulty of online and modular modes of
learning has also taken its toll on the students, she added. “The recent news have put added
anxiety for all of us here,” she said.

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