SDSSU - CANTILAN

Republic of the Philippines

Surigao del Sur State University
Cantilan Campus
Cantilan, Surigao del Sur
Telefax No. 086-212-5132
Website: www.sdssu.edu.ph

Readings in Philippine

History

First Semester
2021 - 2022
MODULE 1
JUDITH L. ROY, MAFIL
Associate Professor II

NAME: CLASS SCHEDULE:

COURSE/MAJOR: YR./SECTION:

DISCLAIMER
 This module is a compilation of the
works from internet sources, manuals,
and books from different authors and will
be used for educational purposes only.

Due recognition is given to the authors

who are the source of some parts found
in this module. The compiler / owner
does not claim copyrights to any part
taken from other sources.

RETSY T. MALONG
Focal Person
Members:
Michael Anthony U.
ArrezaMyrna T. Alferez
Ryan L. Oranza
Lowelyn O. Quezada
Edrick Ray S. Santa Maria
Bernard D. Yu

PHILOSOPHY
SDSSU believes that higher education is an instrument for the
improvement of life through democratized access to quality education in
the development of a well-rounded person.
GE – RPH – Readings in the Philippine History
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 VISION
A leading “Glocal” University with widened academic perspectives
that focus on attaining food security supporting poverty alleviation,
developing renewable energy, and conserving natural environment.
MISSION
SDSSU shall provide competency-based higher education training
driven by relevant and responsive instruction, research, extension and
sustainable resource management.
Particularly, SDSSU is committed to:
1. Produce competent and skilled graduates prepared for gainful
employment;
2. Develop graduates who shall not only foster economic progress but
also care for the environment, adhere to positive values system, and
preserve cultural heritage.
3. Engage in high-impact research for instruction and develop technology
for food security and renewable energy;
4. Collaborate with government and non-government agencies to help
improve the lives of the marginalized groups; and
5. Promote cooperation/partnership among regional, national, and ASEAN
institutions in Higher Education.
CORE VALUES
Competence: A Combination of observable and measurable knowledge,
skills, abilities, and personal attributes that contribute to
enhance SDSSU employee and student performance and
ultimately result in organizational success.
Accountability: Responsibility for own actions, decisions and
commitment to accomplish work in an ethical, efficient, cost-
effective and transparent manner manifesting the value of
sound stewardship in the wise use for resources for common
good.
Responsiveness: A prompt action, consist communication, quality
information, and a focus on providing a superior experience to
stakeholders.
Excellence: The quality spectrum at exceptional levels demonstrated by
learning outcomes and the development of shared culture of
quality consistent with the vision, mission.
Service: Dedication for a continuous improvement of services,
stakeholder’s relationships and partnership which stresses
Interdependence and collaboration for a sustainable success
of clients and their communities in helping build a just,
peaceful, stable and progressive Filipino nation.

SDSSU CARES...
These core values are not descriptions of the work we do, nor the
strategies we employ to accomplish our university vision. They are the
core values that underline our works and interactions as we internalize
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 responsibilities to fulfill our mission. They are the basic elements of how
we go about our work and how we deal with stakeholders, molds students
to become competent, innovative, globally competitive and service-
oriented.

Goals:
These are the specific goals in the four (4) – fold functions of the
University:

KRA 1. Instruction - Develop highly competent, globally – competitive and

morally upright graduates.

KRA 2. Research - Produce research for the advancement of knowledge, new

technology and innovative approaches for competitive endeavors.

KRA 3. Extension - Empower the rural poor to improve their lives through
transfer of technologies and knowledge.

KRA 4. Production - Sustain University operations through viable and profitable

income generating projects.

GRADING SYSTEM: Cut Off/Passing percentage: 50%

Class Standing - 40%

Examination - 40%

Requirement/Project - 20%
100%

READING IN THE PHILIPPINE HISTORY PRELIMINARIES

Course Title : Reading in the Philippine History
Course Code : GE – RPH
No of Units : 3 units/3 hours every week for 18 weeks or 54 hours in a
semester
Course Description :
The course analyzes Philippine history from multiple
perspectives through the lens of selected primary sources
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 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 the evidences presented
in the document. The discussions will tackle traditional topics
in history and other interdisciplinary themes that will deepen
and broaden their understanding of Philippine political,
economic, cultural, social, scientific and religious history.
Priority is given to primary materials that could help students
develop their analytical and communication skills. The end
goal is to develop the historical and critical consciousness of
the students so that they will become versatile, broad –
minded, morally upright and responsible citizens.

Learning Outcomes
At the end of the course, the students would be able to:
Knowledge
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.
Skills
1. Develop critical and analytical skills with exposure to primary
sources.
2. Demonstrate the ability to use primary sources to argue in
favor or against a particular issue.
Values
1. Effectively communicate, using various techniques and
genres, their historical analysis of a particular event or issue
that could help others understand the chosen topic.
2. Propose recommendations/solutions to present – day
problems based on their understanding of root causes and
their anticipation of future scenarios.
3. Manifest interest in local history and concern in promoting
and preserving our country’s national patrimony and culture
heritage.
COURSE OUTLINE
COURSE CONTENT/SUBJECT MATTER

I. MISSION, VISION, GOALS AND OBJECTIVE OF SDSSU

II. Meaning and relevance of history; distinction of primary and secondary
sources; external and internal criticism; repositories of primary sources,
and different kinds of primary sources

III. 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.
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 PRELIM
“One past but many histories”: controversies and conflicting views in Philippine
history
a. Site of the First Mass
b. The Cry of Balintawak
c. Cavite Munity
d. The Philippine National Flag
e. Antonio Luna’s Assassination
f. Rizal’s Retraction Controversy
MIDTERM
Social, political, economic, and cultural issues in Philippine history
Mandated topics:
1. Agrarian Reform Policies
2. The Philippine Constitution: 1899 (Malolos) Constitution; 1935
Constitution; 1973 Constitution;1987 Constitution
3. Taxation
Other sample topics:
1. Filipino Cultural heritage
2. Filipino-American relations.
3. Government peace treaties with Muslim Filipinos
4. Institutional history of schools, corporations, industries, religious groups, and
the like.
5. Biography of a prominent Filipino
PRE-FINAL
Critical evaluation and promotion of local and oral history, museums, historical
shrines, cultural performances, indigenous practices, religious rites and rituals,
etc.
FINAL

Module Overview

What’s Inside?
Module Overview
An Introduction to History
Content and Contextual Analysis of Selected Primary Sources in Philippine History
Philippine
GE – RPH – ReadingsHistory: Spaces
in the Philippine for Conflict and Controversies
History
ModuleSocial,
1 Political, Economic, and Cultural Issues in Philippine History Page 5
In this module, you will learn about the different concepts related to Philippine
history. Aside from that, you will gain insights between the distinction of
primary and secondary sources as part of analyzing the content of the
documents. Lastly, this will also give you the impression that past generations
tell us a valuable lesson.

At the completion of this module, you are able to:

• analyze and critic Philippine controversial events and histories; and

• craft a life history or documentary research that applies the primary documents.

Are you ready? Then, let’s get it on!

Introduction to History: Definition, Issues,

Sources,
and Methodology
LESSON 1 Definition and Subject Matter

Objectives
At the end of the lesson, you should be able:

1. define history as an academic discipline;

2. distinguish between primary and secondary sources;

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 3. apply the knowledge of historical methodology and philosophy through
existing local or national history; and
4. appreciate the importance of history by creating a life history.

Introduction
This lesson provides learning in history as an academic discipline. It
contains definition, methodology and other philosophies of history that are
fundamentally needed in studying the lesson. You will also answer activities in
order to assess your learning. This lesson hopefully develops your skills in a
learning process that is both fun and exciting.

Activity
When you hear the word HISTORY what comes to your mind?
What are the words you think associated with history? Write your answers in the diagram below.
You may produce more bubbles if you have additional idea. (10pts)

 How are those words you wrote in the bubbles related to history?
(5pts)

 What makes each of them a valuable part in the discussion of history?

(5pts)

 Are those words helpful in crafting the meaning of history?(5pts)

Analysis
• Based on the activity, can you define history? (5pts)

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 • Why do you need to study history? (5pts)

• What do you think is the importance of history as a student?

(5pts)

Abstraction
Meaning of History

 Gottschalk (1969) suggests that culture has developed from its present connotation.
Etymologically, history has been taken from the Greek word iotopia, meaning "learning."
Nowadays the term connotes past events.

 Dr. Zeus Salazar defined history as “mga pangyayari na may saysay para sa grupo ng taong
sinasaysayan nito” (2000; Rosales, 2020).

 History as described by a foreign scholar is the record of what an era in another considers
worthy of notice.

 Edward H. Carr, defined history as a summary of human accomplishments. Whatever

differences historians may offer; the term still implies past occurrences.

 History, as Medina defines it, is not just the past but also the present and the future. Past is
projection forwards. It is a construction of a potential existence in society. The writing of
history for these writers is a political undertaking.

 For Keith Jenkins, it's a type of power in which the course of past agreement is debated.

 Samuel Tan, a prominent historian, defined history as the dynamic process of dealing with the
past, in which the stages or aspects of development are interrelated, brought about by an
understanding of the present and future.

Why do we need to study history?

This is an ongoing topic of a rather inquisitive mind. As Sterns says, history needs
to be learned because it is important to both culture and people because it allows us to
better understand ourselves, our talents, shortcomings and ambitions. Historical events
remind us of the people's collective experience, their suffering, their joy and their
aspirations. All those things serve as a glue to a nation's realization. With the
development of writing the study of history became possible.

The invention of writing could be considered one of human civilization's most

important inventions, because it gave men the tool to record their achievements. The

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 significant human civilization discovery ended the primitive period and marked the
beginning of the modern era.

Different Branches of History

History can be divided into different branches as follows:

 General history covering political, cultural, diplomatic and military history, including
environmental issues and the economic system;
 Cultural history which covers local and ethnic history, social history, and myth history;

 History frequently collaborates with other disciplines as its auxiliary disciplines, in

addition to the divisions listed above. As in archeology, the archeologists help historians
to research ancient cultures through the use of artifacts in tracing.

 Linguistics is another historical aid, linguists and historians collaborate by researching

language and the changes it has experienced in identifying historical events, past relations
between various groups, and the flow of cultural influence.

 Biologists and chemists are also valuable in history in the research and analysis of past
people 's genetic and DNA patterns
Questions and Issues in History

Indeed, history as a discipline has already turned into a complex and dynamic inquiry. This
dynamism inevitably produced various perspectives on the discipline regarding different
questions like: What is history? Why study history? And history for whom? These questions can
be answered by historiography. The word historiography is etymologically derived from the
Greek word historia which means past and graphier which means to write (Rosales, 2020). In
short history is the “art of writing”.

Do not be confused with the two words of history and historiography. The former word is the
study about the past, the events that happened in the past, and the causes of such events. While
the latter word is history itself (i.e. how was a certain historical text written? Who wrote it? What
was the context of its publication? What was particular historical method was employed? What
were the sources used?).
Thus, historiography lets the students have a better understanding of history. They do not only get
to learn historical facts, but they are also provided with the understanding of the facts’ and
historian’s contexts. The methods employed by the historian and the theory and perspective,
which guided him, will also be analyzed. Historiography is important for someone who studies
history because it teaches the student to be critical in the lessons of history presented to him.
History has played various roles in the past. States use history to unite a nation. It can be used as a
tool to legitimize regimes and forge a sense of collective identity through collective memory.
Lessons from the past can be used to make sense of the present. Learning of the past mistakes can
help people to not repeat them. Being reminded of a great past can inspire people to keep their
good practices to move forward.

The Development of Philippine Historiography

For so many years, Filipino historians became followers of a very rigid tradition in writing history
– a tradition based on positivism.

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Another new historical approach emerged – Postcolonialism.

Positivism is the school of thought that emerged between the eighteenth and nineteenth century.
This thought requires empirical and observable evidence before one can claim that a particular
knowledge is true. Positivism also entails an objective means of arriving at a conclusion. In the
discipline of history, the mantra “no document, no history” stems from this very same truth,
where historians were required to show written primary documents in order to write a particular
historical narrative. Positivist historians are also expected to be objective and impartial not just in
their arguments but also on their conduct of historical research.

History and the Historian

If history is written with agenda or is heavily influenced by the historian, is it possible to come up
with an absolute historical truth? Is history an objective discipline? If it is not, is it worthwhile to
study history? These questions have haunted historians for many generations. Indeed, an exact
and accurate account of the past is impossible for the very simple reason that we cannot go back
to the past. We cannot access the past directly as our subject matter. Historians only get to access
representation of the past through historical sources and evidences.

Therefore, it is the historian’s job not just to seek historical evidences and facts but also to
interpret these facts. “Facts cannot speak for themselves.” It is the job of the historian to give
meaning to these facts and organize them into timeline, establish causes, and write history.
Meanwhile, the historian is not a blank paper who mechanically interprets and analyzes present
historical fact. He is a person of his own who is influenced by his own context, environment,
ideology, education, and influences, among others. In that sense, his interpretation of the
historical fact is affected by his context and circumstances. His subjectivity will inevitably
influence the process of his historical research: the methodology that he will use, the facts that he
shall select and deem relevant, his interpretation, and even the form of his writings. Thus, in one
way or another, history is always subjective. If that is so, can history still be considered as an
academic and scientific inquiry?

Adapted from: Candelaria and Alporha (2018). Readings in Philippine History. Rex Book Store, Inc., Manila,
Philippines
Rosales et. Al., (2020). Understanding Philippine History: Readings and Discourse. Lorimar Publishing Inc.,Quezon
City, Manila, Philippines.

Historical research requires rigor. Despite the fact that historians cannot ascertain absolute
objectivity, the study of history remains scientific because of the rigor of research and
methodology that historians employ. Historical methodology comprises certain techniques and
rules that historians follow in order to properly utilize sources and historical evidences in writing
history. Certain rules apply in cases of conflicting accounts in different sources, and on how to
properly treat eyewitness accounts and oral sources as valid historical evidence. In doing so,
historical claims done by historians and the arguments that they forward in their historical
writings, while may be influenced by the historian’s inclinations, can still be validated by using
reliable evidences and employing correct and meticulous historical methodology.

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 The Annales School of History is a school of history born in France that challenged the cannons of
history. This school of thought did away with the common historical subjects that were almost
always related to the conduct of states and monarchs. Annales scholars like Lucien Febvre, Marc
Bloch, Fernand Braudel, and Jacques Le Goff studied other subjects in a historical manner. They
were concerned with social history and studied longer historical periods. For example, Annales
scholars studied the history of peasantry, the history of medicine, or even the history of environment.
The history from below was pioneered by the same scholars. They advocated that the people and

Adapted from: Candelaria and Alporha (2018). Readings in Philippine History. Rex Book Store, Inc., Manila,
Philippines

For example, if a historian chooses to use an oral account as his data in studying the ethnic
history of the Ifugaos in the Cordilleras during the American Occupation, he needs to validate the
claims of his informant through comparing and corroborating it with written sources. Therefore,
while bias is inevitable, the historian can balance this out by relying to evidences that back up his
claim. In this sense, the historian need not let his bias blind his judgment and such bias is only
acceptable if he maintains his rigor as a researcher.
Historical Sources
With the past as history’s subject matter, the historian’s most important research tools are
historical sources. In general, historical sources can be classified between primary and secondary
sources. The classification of sources between these two categories depends on the historical
subject being studied.
Primary sources are those sources produced at the same time as the event, period, or subject
being studied. For example, if a historian wishes to study the Commonwealth Constitution
Convention of 1935, his primary sources can include the minutes of the convention, newspaper
clippings, Philippine Commission reports of the U.S. Commissioners, records of the convention,
the draft of the Constitution, and even photographs of the event. Eyewitness accounts of
convention delegates and their memoirs can also be used as primary sources. The same goes with
other subjects of historical study. Archival documents, artifacts, memorabilia, letters, census, and
government records, among others are the most common examples of primary sources.
On the other hand, secondary sources are those sources, which were produced by an author who
used primary sources to produce the material. In other words, secondary sources, are historical
sources, which studied a certain historical subject. For example, on the subject of the Philippine
Revolution of 1896, students can read Teodoro Agoncillo’s Revolt of the Masses: The Story of
Bonifacio and the Katipunan published originally in 1956. The Philippine Revolution happened
in the last years of the nineteenth century while Agoncillo published his work in 1956, which
makes the Revolt of the Masses a secondary source. More than this, in writing the book,
Agoncillo used primary sources with his research like documents of the Katipunan, interview
with the veterans of the Revolution, and correspondence between and among Katipuneros.
However, a student should not be confused about what counts as a primary or a secondary source.
As mentioned above, the classification of sources between primary and secondary depends not on
the period when the source was produced or the type of the source but on the subject of the
historical research. For example, a textbook is usually classified as a secondary source, a tertiary
source even. However, this classification is usual but not automatic. If a historian chooses to write
the history of education in the 1980s, he can utilize textbooks used in that period as a primary
source.

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Rosales et. Al., (2020). Understanding Philippine History: Readings and Discourse. Lorimar Publishing Inc.,Quezon
City, Manila, Philippines.

If a historian wishes to study the historiography of the Filipino-American War for example, he
can use works of different authors on the topic as his primary source as well.
Both primary and secondary sources are useful in writing and learning history. However,
historians and students of history need to thoroughly scrutinize these historical sources to avoid
deception and to come up with the historical truth. The historian should be able to conduct an
external and internal criticism of the source, especially primary sources which can age in
centuries.
External criticism is the practice of verifying the authenticity of evidence by examining its
physical characteristics: consistency with the historical characteristic of the time when it was
produced; and the materials used for the evidence. Examples of the things that will be examined
when conducting external criticism of a document include the quality of the paper, the type of the
ink, and the language and words used in the material, among others.
Internal criticism, on the other hand, is the examination of the truthfulness of the evidence. It
looks at the content of the source and examines the circumstance of its production. Internal
criticism looks at the truthfulness and factuality of the evidence by looking at the author of the
source, its context, the agenda behind its creation, the knowledge which informed it, and its
intended purpose, among others. For example, Japanese reports and declarations during the
period of the war should not be taken as a historical fact hastily. Internal criticism entails that the
historian acknowledge and analyze how such reports can be manipulated to be used as war
propaganda. Validating historical resources is important because the use of unverified, falsified,
and untruthful historical sources can lead to equally false conclusions. Without thorough
criticisms of historical evidences, historical deceptions and lies will be highly probable.

One of the most scandalous cases of deception in Philippine history is the hoax Code of
Kalantiaw. The code was a set of rules contained in an epic, Maragtas which was allegedly
written by a certain Datu Kalantiaw. The document was sold to the National Library and was
regarded as an important precolonial document until 1968, when American historian William
Henry Scott debunked the authenticity of the code due to anachronism and lack of evidence to
prove that the code existed in the precolonial Philippine society.

Ferdinand Marcos also claimed that he was a decorated World War II soldier who led a guerilla
unit called Ang Maharlika. This was widely believed by students of history and Marcos had war
medals to show. This claims, however, was disproven when historians counterchecked Marcos’s
claims with the war records of the United States. These cases prove how deceptions can
propagate without rigorous historical research.

Application
Define in your own words the meaning of history. (5pts)
Task 1

Look at the pictures below, write PS if it is Primary Source and SS for

Secondary Source (2pts). Write at least 3 sentences justifying your
Task 2 answers in the space provided at the right side of the pictures.

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 ________1. Pres. Marcos official declaration of Martial Law (5 pts.)

https://www.youtube.com/watch?v=D7VbTrjuihA

________2. Golden Tara of Agusan del Sur (5 pts.)

https://joylez.files.wordpress.com/2011/10/golden-tara-ng-agusan.jpg

_______3. Journal of English Linguistics (5 pts.)

https://umb.libguides.com/PrimarySources/secondary

_______4. Textbook on the Philippine Constitution (5 pts.)

https://www.rexestore.com/1898-thickbox_default/textbook- on-the-
philippine-constitution.jpg

______5. One of the diaries of Dr. Jose P. Rizal (5 pts.)

Select at least one (1) significant song in the Philippine society

Task
GE – RPH 3 in the Philippine
– Readings (local/regional/national)
History and answer the following given questions
Module 1 (10pts). Page 13
 1. Who is the composer of the song? (2pts)
2. Where is the song originated?(3pts)
3. Is the song useful in the community/country? Support your
answers. (5pts)

Write a documentary history of your life based on the following topics: 20pts-
Task 4 (16pts essay,4pts attachments of primary source)

 My Elementary and High School memories

 The Place Where I lived
 My Memorable experience
 Why I want to get a Degree
 Who am I

Note: Choose only one (1) and attach a copy of primary source you used when you submit your output

Rubric for Essay

Grammar
/mechanics Content/organization
Score Structure(organization,
(sentence Language (use of vocabulary) (clarity, original thought,
Levels flow, format)
structure, use of examples)
punctuation)
-Response to prompt is No spelling, -High level use of vocabulary -Addresses the prompt in
well thought out and grammatical, or and word choice a well thought out and
thoughts are clearly punctuation -Vocabulary is used correctly developed way
developed errors and shows advanced used of -Purpose/message is
-Logical presentation language clear throughout the
4
-Paper flows, is easy to -Sentences vary in structure entire response
read and easy to follow and length and show -Writing shows a clear
writers thoughts advanced used of language message
-Tone is clear, consistent and -Writing is focused and
appropriate tight
-Response to prompt is Few (1 – 3) -Vocabulary and word choice -The prompt is addressed
well thought out spelling, is varied, specific, and generally throughout the
-Clear organized grammatical or appropriate paper
presentation with some punctuation -Tone is evident and generally -Purpose/message is
digressions, errors appropriate generally clear
3 ambiguities, -Evidence of a critical,
incomplete thoughts or clear message
responses to prompt -Writing is good and
-Clear goals that is relevant but lacks focus
related to the topic on the prompt
-Easily followed

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 -Structured format
-Response is difficult to Minimal (3 – 5) -Low-level used of the -Response is expressed in
follow spelling, vocabulary and word choice a vague, unfocused way
-Some level of grammatical, or -Vocabulary is used correctly -Lacks clear sense of
organization thought punctuation -Tone shows the level of purpose in the response
digresses from prompt, errors appropriateness but lacks -Some evidence of
response is irrelevant consistency critical, clear message
or ambiguous though the response is
2
-Difficult to follow, lack very general in scope not
of flow, response not specific to prompt
clearly communicated
to reader
-Writing ramble, lacks
of professional
presentation
-Response to prompt More than 5 -Vocabulary lacks -Response does not
lacks organization spelling, sophistication address the prompt
-Difficult to follow and grammatical or -Poor vocabulary is used -Little or no evidence to
understand response to punctuation correctly demonstrate a sense of
1
prompt errors -Tone is appropriate for the purpose in response
-Lacks flow writing sample -No clear message or
-Lacks professional critical thought in
presentation response to prompt

Congratulations, well done! You have just finished the seven (3) tasks of this module.
Now if you are ready, please proceed to Lesson 2.

References:
Books
Candelaria and Alporha (2018). Readings in Philippine History. Rex Book Store, Inc.,
Manila, Philippines

Rosales et. Al., (2020). Understanding Philippine History: Readings and Discourse.
Lorimar Publishing Inc.,Quezon City, Manila, Philippines.

Web Sites

https://www.youtube.com/watch?v=D7VbTrjuihA

https://joylez.files.wordpress.com/2011/10/golden-tara-ng-agusan.jpg

https://umb.libguides.com/PrimarySources/secondary

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 https://www.rexestore.com/1898-thickbox_default/textbook-on-the-philippine-
constitution.jpg

https://www.ccd.edu/download/file/fid/16929

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