UNIT 4: Social, Political, Economic and Cultural Issues in Philippine History IV. Topic: Social, political, economic and cultural issues in Philippine history: Mandated topics: 1. Land and Agrarian Reform Policies 2. The Philippine Constitutions of 1899, 1935, 1973 and 1987 3. Taxation Additional topics: Filipino Cultural heritage; Filipino-American relations; Government peace treaties with the Muslim Filipinos; Institutional history of schools, corporations, industries, religious groups and the like; Biography of a prominent Filipino Learning Outcomes: Effectively communicate, using various techniques and genres, their historical analysis of a particular event or issue that could help other people understand the chosen topic; Propose recommendations or solutions to present day problems based on their own understanding of their root causes, and their anticipation of future scenarios; Display the ability to work in a multi-disciplinary team and can contribute to a group endeavor; Methodology: Lecture/Discussion; Library and Archival research; Document analysis Group reporting; Documentary Film Showing Readings: 4.1. Land and Agrarian Reform: Primary Sources: a. the American period and Quezon administration : "The Philippine Rice Share Tenancy Act of 1933 (Act 4054) http://www.chanrobles.com/acts/actsno4054.html b. the Magsaysay administration: "Agricultural Tenancy Act of the Philippines of 1954 (R.A. 1199) http://www.lawphil.net/statutes/repacts/ra1954/ra_1199_1954.html c. the Macapagal administration : Agricultural Land Reform Code of 1963 (R.A 3844) http://www.lawphil.net/statutes/repacts/ra1963/ra_3844_1963.html d. the Marcos regime and under Martial Law P.D. 27 of 1972 http://www.lawphil.net/statutes/presdecs/pd1972/pd_27_1972.html e. the Cory Aquino administration Comprehensive Agrarian Reform Program of 1988 (R.A. 6657) http://www.gov.ph/downloads/1988/06jun/19880610-RA-6657-CCA.pdf Comprehensive Agrarian Reform Program Extension with Reforms of 2009 (R.A. 9700) http://www.chanrobles.com/republicacts/republicactno9700_pdf.php 4.2. Philippine Constitution and Government Primary Sources: Malolos Constitution of 1899. http://www.lawphil.net/consti/consmalo.html Commonwealth Constitution of 1935: http://www.gov.ph/constitutions/1935-constitution- ammended/ 1973 Philippine Constitution: http://www.gov.ph/constitutions/1973-constitution-of-the- republic-of-the-philippines-2/ 1987 Philippine Constitution, http://www.gov.ph/constitutions/1987-constitution/ Secondary Sources: Constitutional History of the Philippines: www.constitutionnet.org/country/constitutional - history-philippines Evolution of the Philippine Constitution http://www.officialgazette.gov.ph/constitutions/constitution-day/ 4.3. Taxation Primary Sources: Bureau of Internal Revenue, Republic of the Philippines. BIR History. https://www.bir.gov.ph/index.php/transparency/bir-history.html News5Everywhere. “Ano ba ang TRAIN Law?”. Jan 16, 2018. https://www.youtube.com/watch?v=XDoiBodoP9A https://www.rappler.com/nation/191729-rodrigo-duterte-signs-tax-reform-law Secondary Sources Valencia, Edwin G and Gregorio F. Roxas. (2013). Income Taxation: Principles and Laws with Accounting Applications. Baguio City: Valencia Educational Supply. Dizon, Efren Vincent M. (2013). Taxation Law Compendium. Manila: Rex Book Store. Duncano, Danilo A. (2010). Philippine Taxation Handbook. Mandaluyong City: National Book Store. Saguinsin, Artemio T. (2009). Taxation in the Philippines. Mandaluyong City: National Book Store. De Leon, Hector and Hector de Leon Jr. The Fundamentals of Taxation. Manila: Rex Book Store. Assessment: Groups are tasked to make a research output which may be in the form of a term paper, exhibit, documentary presentation and other genres where students could express their ideas. The output should trace the evolution of the chosen topic through at least three periods. Group members should collaborate to produce a synthesis that examines the role of this issue in promoting/hindering nation-building, and provide appropriate recommendations rooted in a historical understanding of the issue. This synthesis nust be presented in the class. The Mandated topics must be discussed in the classroom either in the manner of lecture to be delivered by the instructor/ professor or by way of performance task assigned to the students. The assigned primary sources should be the basis of the lecture or activity. The students are obligated to view these sources from the websites indicated. Departmental exams should be based on the studies derived from the mandated topics. The additional topics are generalized lessons from where various specific topics may be derived from that may be assigned to students, in groupings, as term, topical, or position papers. Such assignment of papers mentiones are suggested to be given at least four weeks prior to submission. 4.1 Land and Agrarian Reform in the Philippines What is land/ agrarian reform? Land reform refers to a wide variety of programs and measures usually by the government to bring about more effective control and use of land for the benefit of the community. Land reform generally comprise the takeover of land by state from big land lords with compensation, and transfer it to small farmers or landless workers. It is aimed at changing the agrarian structure to bring equity and to increase productivity. The structure includes both the relationship of man to his land, and man’s relationship with others (tenant and landlord). Agrarian reform is more complex. Along with land reform it also includes measures to modernize the agricultural practices and improving the living conditions of everyone within the entire agrarian community. It includes various supports to agricultural education, the establishment of cooperatives; development of institutions to provide agricultural credit and other inputs; processing and marketing of agricultural produce; and establishment of ago-based industries, and others. The desire to obtain social justice and full development of the dignity of man within given situations of land reform has gained great importance across the years in many countries of the world especially in agricultural countries. One of the effects of colonizing periods was the concentration of landholdings in the hands of the law. These few people whom they call as landlords or “caciques” have yielded tremendous influence in the social and economic life of the nation that they had been able to dictate to their dependents (the tenants and their families) to such matters as to whom to vote for in political elections. They have also influenced political action in various ways in order to maintain the status quo. History of Land Reform in the Philippines Pre-Spanish Era Before the Spaniards came to the Philippines, the Filipino social system was feudal. Like the feudalistic system in the medieval Europe, a warrior class existed bound by fealty to a warlord. This class lived on the labor of the serfs and slaves but in exchange, this warrior class protected them and exercised a ready though rough kind of justice. Within the Filipino social structure, the datus (chiefs) comprised the nobility (maharlikas). Then there are the timawas (freemen), followed by the aliping namamahay (serfs) and aliping saguiguilid (slaves). The freeborn did not pay tributes or taxes to the datu, but were bound to follow him to war. They provided their own weapons and gears, manned the cars when they set sail, built their houses, and planted their rice fields. The serfs served his master or lord, who may be a datu or someone else who is a maharlika, and tilled his land. Both master and serfs equally divided the produce of the land. They had houses of their own, maintained private property, and passed these on to their children as legacy. They were also allowed the free disposal of their chattels (movable personal properties) and their lands. The serfs corresponded to the aparceros (tenants) of the late 19th century Spanish era. The slaves served the lord or master in both his house and farm. They were allowed some share of the harvest, but they were their master’s property. Thus they could be sold, particularly those captured in wars, or born and reared as farm hands. In the subsistence economy of the early Filipinos, money was unknown, and rice served as the medium of exchange. Spanish Era (1565-1898) During the Spanish colonial period, lands were divided and granted to encourage Spanish settlers or reward soldiers who served the Crown. These were called encomiendas. The conditions of this grant state that the encomendero must defend his encomienda from external attack, maintain peace and order within, and support the missionaries. In consideration of these services, the encomendero acquired the right to collect tribute from the indios (natives) in the amount and form determined by the royal government. The encomienda system was originally established more for the benefit of the natives than of the encomenderos. Thus the latter could not be called lords because they were considered protectors, advocates and tutors of the natives. The system, however, degenerated into abuse of power by the encomenderos. The tributes they were authorized to collect soon became land rents, and the people living within the boundaries of the encomienda became tenants. The encomenderos became the first group of hacenderos in the country. Meanwhile, the colonial government took the place of the datus. The datu was now called cabeza de barangay, but it was the proprietors of the estates who