MODULE 2

READINGS IN
PHILIPPINE
HISTORY

GENERAL INSTRUCTION: This module was created by Ms. Mimosa N. Joson for EDUCATIONAL
PURPOSES ONLY. It is NOT FOR SALE OR DISTRIBUTION. The students in
her class may use this module for their study in Readings in Philippine History. Deadlines for
submission of individual or group activities will be communicated through the MS TEAMS.
MODULE 2: CONTENT AND CONTEXTUAL ANALYSIS OF PRIMARY SOURCES

LIST OF GROUP ACTIVITIES:

ACTIVITY 1 : Analyze Sets of Photographs (100 points)

ACTIVITY 2 : Analyze the Accounts of Needom Freeman (100
points)
ACTIVITY 3: Analyze a Document/ Record (100 points)

MODULE 2: Concepts: Content and Contextual Analysis of Primary sources

LEARNING OBJECTIVES:

By the end of this lesson, the student will be able to:

1. Compare and contrast between Content and Contextual Analysis;
2. Apply Content and Context Analysis to various primary sources;
3. Integrate the concepts learned to enhance the student’s understanding of Philippine history.

INTRODUCTION: This module will present different types of primary sources. The concepts of
content analysis and contextual analysis will be explained and applied to the types of primary
sources. Let us discuss the important concepts in this module.

CONTEXTUAL ANALYSIS considers the following: 1. Historical context of the source (time,
place it was written and the time of the situation; 2. The author’s background (the intent if
discernible and authority on the subject; 3. Source’s relevance and meaning today.

1. Historical context through research, answers the questions of what the source is,
who produced it, where, when, and why it was produced;

2. The Author’s Background consists of the author’s life or biography, educational

attainment and important works and achievements in chosen field/specialization. It is quite
difficult to discern the intent of the author.
However, the researcher can carefully read the text by looking at the purpose of the author’s
work, the intended reader/audience of the material and the implicit or explicit messages the
author.

3. Relevance of Source refers to appreciation of source and its application to present

issues or needs ofsociety.

CONTENT ANALYSIS considers the following: the appropriate techniques depending on the
type of source (oral, written, visual, audio-visual). The students are asked to identify the author’s
main argument, thesis statement, compare points of view, identify biases, evaluate author’s claim
based on evidence presented or available evidence at that time.
The main argument of the author encapsulates the meaning of the entire work. The point- of-
view is the way how the author addresses the content to the reader through statements or
arguments. This allows the author to express claims based on evidence or research.

The author may also express attitude and emotions which may be reflected in the tone or mood
of the written work. This refers to the selected words or language written on the material. The
author’s biases can be identified in the arguments and tone of writing. It can also be identified
with the author’s discussion about race, class, religion, political beliefs, sex, age and region.

SOURCE:
Retrieved from: https://www.carleton.edu/history/resources/history-study-
guides/primary/
MODULE 2: ANALYZE PHOTOGRAPHS (TEMPLATE with SAMPLE ANSWERS)

PHOTOS FROM LUTHER PARKER COLLECTION (NATIONAL LIBRARY OF THE

PHILIPPINES)

PHOTO A

CAPTION: Natives with stacks of clay pots on their heads

PHOTO B

CAPTION: TEACHER’S CAMP EARLY DAYS, BAGUIO

MODULE 2: ANALYZE PHOTOGRAPHS (TEMPLATE with SAMPLE ANSWERS)

INSTRUCTION: Follow the template and answer the guide questions in applying CONTENT
and CONTEXTUAL ANALYSIS to the sample photographs from the Luther Parker Collection.

1. MEET THE PHOTO (CONTENT ANALYSIS)

Quickly scan the photo. What do you notice first?

Write all that apply:
Portrait Landscape Aerial/Satellite Action
Architectural Event Family Panoramic
Posed Candid Documentary Selfie
Other

ANSWERS: For PHOTO A, Posed and Documentary. For PHOTO B, Landscape, Panoramic,
Satellite.

Is there a caption, title notes? What does it say?

ANSWERS: For PHOTO A, caption reads: Natives with stacks of clay pots on their heads.
For PHOTO B, caption reads: TEACHER’S CAMP EARLY DAYS, BAGUIO

2. Observe its parts. (CONTENT ANALYSIS)

List the people, objects and activities you see. Try to make sense of it.

ANSWERS: For PHOTO A, the background are heaps of stones, trees on top with a concrete
stair showing the elevation of the place where the photo was taken. In the middle ground are
three women with three tiers/levels of claypots on their heads. They are clothed from waist
below with woven cloth and accessorized with beads of headbands and bracelets. The women
are the subject or focus of the photo for documentary purposes as shown in their clothing, pose
and positioning. The photo’s caption uses the term “natives” and suggests depiction of
exoticism of bare breasted women with three clay pots on their heads. Photo is an example of
visual (primary) source.

For PHOTO B, the background shows a lot of trees/ forested area. The middle ground shows
several tents and four similarly designed establishments. The photo was taken at an elevated area
because it shows the panoramic landscape of early Teacher’s Camp in Baguio. It can also be for
documentary purposes showing the early establishment of
Teacher’s Camp. The photo’s caption does not state any bias but simply describes/states what
is in the picture. Photo is an example of visual (primary) source.

Who took this photo? Or who is the owner of this photo? (CONTEXTUAL ANALYSIS,
refer to AUTHOR’S BACKGROUND)

ANSWERS: PHOTOS A and B are part of the Luther Park Collection of the National Library of
the Philippines. Aside from being assigned as one of the “Thomasites,” the
background of Luther Park reads: Luther Parker was a young man who was a graduate of the
State Normal School in Chico, California. He arrived in the Philippines in 1901 and served in
the Bureau of Education for twenty-five years in different capacities, the last 7 years as division
superintendent of schools. He retired in 1926 but continued to live in the country until 1931.
Parker was a man of many talents. A professionally trained teacher, he was also a poet, a
prolific writer, an author, and a civic-minded person who was often involved in worthy causes
and issues of interest to society.

Where is it from? (CONTEXTUAL ANALYSIS, refer to HISTORICAL CONTEXT)

ANSWER: Both photos were taken in Baguio and placed under the Luther Parker
Collection.

When was it taken? Why was it taken? List evidence from the photo or your knowledge about
the photographer/owner that led you to your conclusion.

ANSWERS: The dates from the photos are not evident. However, Luther Parker served as an
educator from 1901 to 1926 and was assigned in the different provinces in the Philippines.
Thomasites attended and participated in the activities in Teacher’s Camp. Some of them were
also assigned to teach indigenous groups in Northern Luzon. The time frame also coincides
with the period when the Americans established Baguio as the Summer Capital of the
Philippines.

What was happening at the time in history when this photo was taken? (CONTEXTUAL
ANALYSIS, refer to HISTORICAL CONTEXT)

ANSWERS: From 1901 to the 1941, the Americans occupied the Philippines as its territory.
The Americans established a Civil Government under William Henry Taft. This government
intended to end the Philippine-American War and focus on rebuilding the Philippines with
education, health and sanitation, infrastructure etc. under an American government. During this
period, Americans propagated the American culture and politics in the Philippines. The
American Benevolent Assimilation policy boasts of “civilizing” and freeing the Filipinos from
the Spanish rule. Some American scholars viewed the Filipinos’ identity and culture as inferior,
referring to them as “little brown brothers” or “monkeys.”

3. Use it as historical evidence. (CONTEXTUAL ANALYSIS, refer to RELEVANCE OF

SOURCE)

What did you find out from this document that you might not learn anywhere else?

ANSWERS: It is interesting to know that there are such collections (visual, primary sources) of
authentic and old photographs in the National Library which may be of use to students to
understand the early beginnings of an institution and the material culture of the people.

What other documents or historical evidence are you going to use to help you understand this
event or topic?
ANSWER: The official Go Baguio! website on Teacher’s Camp reads: “Participants came from
all over the Philippines: American school teachers, school superintendents, other teachers and
even Bureau of Education officials, who all slept in tents pitched under pine trees. Two larger
tents that had wooden floors served as the assembly area while two other large tents each served
as a kitchen and a mess or dining area.”

SOURCE: Retrieved from: http://www.gobaguio.com/teachers-camp-baguio-

city.html#.X3NaF_kRfIU
Retrieved from: https://www.archives.gov/education/lessons/worksheets/photo.html
GROUP ACTIVITY
Names of Students:

ACTIVITY 1: Analyze Photographs (Answer Sheet)

INSTRUCTION: Select ONE (1) Author from the list below. Read his work using the
Project Gutenberg website or open the link provided in this Module. Analyze the
author’s work by applying the concepts in Content and Contextual Analysis. Answer the
following questions. (100 points)

1. David Barrows’ works: “The Negrito and Allied Types in the Philippines” and “Ilongot or
Ibilao” link: https://www.gutenberg.org/files/28577/28577-h/28577-h.htm

2. Dean Worcester’s The Philippines: Past and Present, volume 1 chapter 9 “The Conduct of
War”, pp. 271-295. Link: https://www.gutenberg.org/files/12077/12077- h/12077-
h.htm#ch09

3. Dean Worcester’s The Philippines: Past and Present, volume 2 chapter 36 “Is the
Philippine Independence now Possible?”, pp. 934-961. Link:
https://www.gutenberg.org/files/41918/41918-h/41918-h.htm#ch35

QUESTIONS:
1. Who is the author of the selected work(s)? (CONTEXTUAL ANALYSIS, refer to
AUTHOR’S BACKGROUND)
Answer:
- The author of the work I selected is Dean Worcester an American zoologist,
public official, and authority on the Philippines

2. What is topic of the author’s work (s)?

Answer:
- The topic that I chosen is Worcester’s The Philippines: Past and Present

3 Who is the target audience/reader of the author’s work(s)?

Answers:

- The target audience/reader of Dean Worcester is

the students where it illustrates and show the
independence and the life before or in short the past
and the previous generations or the present
4. The author used photos in his works. Select ANY three (3) photos with captions. Attach the
selected photos with captions in this activity. Answer the questions. (CONTENT ANALYSIS)

PHOTO# 1

A Strange Couple.
This photograph shows a feast given by a boy of thirteen years and a girl of twelve on the anniversary of the
death of their son. Very early marriages are responsible in part for the poor physical development so common
among the Filipino

Answer: The two people in the pictures are thirteen years old boy and twelve years old
girl or in short young lovers who celebrated the death anniversary of their son. The
picture shows different foods for feast of different relative of their tribes. The picture
used as a documentary where it tackles about the lack of development of the two
children where in their young ages they’re started to build a family for themselves.
There is a biased present in the picture because the photographer exposes the life of
young couples and also it exposes the life situation of both couple which is against
the rights of the two
 PHOTO# 2

A Member of the Cabaruan Trinity

This man impersonated Christ at the time a new religious sect established its headquarters
at Cabarúan, Pangasinán. Nevertheless he got into jail for cattle stealing.

Answer: The picture shows a man who impersonated our god and created a new
religious sector which is in other religion is quite okay, The man got jailed because of
cattle stealing and staining the image of our god creator. We know our god was a
very kind, generous and also helpful to us and the actions did by the man gives him a
reason to be imprisonment and sentence for years in jail. The picture was a posed
shot and there is no presence of biased
 PHOTO# 3

A Typical Spanish Mestiza

Without going further into the differences which separate the several civilized peoples, I will say
emphatically that the great mass of Filipinos do not constitute “a people” in the sense in which that
word is understood in the United States. They are not comparable in any way with the American
people or the English people. They cannot be reached as a whole, and they do not respond as a
whole. In this they agree with all other Malays. Colquhoun has truly said

Answer: The picture shows a typical Spanish mestiza girl but behind the simple image
is the horrible story where there is a discrimination happened because since she is a
girl so they think that she is weak and can’t do what a man can do. The image is an
example of candid photo and there is a biased present because of exposing the girl
and it gives confusing to other people like they will think why they take a photo of a
simple girl holding an umbrella
2. What was happening in the Philippines when the work was published/printed?
(CONTEXTUAL ANALYSIS, refer to HISTORICAL CONTEXT)

Answers:
- The publishing and printed of different text in the Philippines is grown because of
different events and happenings, The Philippines that time was very strict in creating,
publishing and printing text because of the possible of revisionism where anyone can
change the events and happenings and it will be an unbiased
text for the people who revised a particular text

3. If you were the subject in the work(s) of the author, how would you feel after reading
it? What did you learn from this activity about colonial narratives and/or Filipino identity
and history? (CONTEXTUAL ANALYSIS, refer to RELEVANCE OF SOURCE)
- I feel regret because I’ll expose the real identity of the Filipino people despite of the decision

they make, As an author I’m also worried for the possible revisionism since I’m stating the
biased part of the image or text I created, The people who feel offended on the story I
created are making a plan to be more pleasing and interested for everyone and the credits
to me will be not given
MODULE 2: ANALYZE THE ACCOUNTS OF NEEDOM FREEMAN (100
points)

INSTRUCTIONS: Read the recollections of the war of Needom Freeman entitled A

Soldier in the Philippines. This is available online in the Project Gutenberg website,
search: Freeman, D.L. A Soldier in the Philippines. London. 1901. Or use the link:
https://www.gutenberg.org/files/27259/27259-h/27259-h.htm

HISTORICAL CONTEXT/BACKGROUND:

Needom Freeman was born in Barretsville Dawson, Georgia. He was 24 years old when he was
assigned as a soldier in the Philippines from 1899-1900. During this time, the Filipinos fought
against the Americans in the Philippine-American War. Freeman was assigned to Manila and
Jolo. This was his recollections of his experiences as a soldier in the Philippines.
Read chapters 4 to 9. Answer the following questions:

1. Describe the setting of the war when Neeman with the American soldiers arrived in Manila.
Use at least four (4) sentences to describe the setting. Read chapters 4 to 5 to answer this
question.
Answers

- The setting of the story was very tragedy and also prepared that tine since the fight were
near started they deploy and they give their lives for colonizing the manila in the hands of
the American but the enemy fail to burn the city of manila. After that they start to shoot a
gun in the city and all injured are bring to the hospital for medication

2. What were the hardships of Neeman in their fights against the Filipinos in Malabon,
Manila and Maricana (Marikina)? Cite at least three from the writings of Neeman. Read
chapter 6 to answer this question.
Answers

- The hardship of Neeman near the maricana in the bank of the river where he hit by the
bullet and feel the exhaustion, The wounds caused by the brutal war gives Needom
Freeman a reason to be exhaustion and the blood continue to flow and because of the
suffering he drank a water to make him alive

3. Describe the Filipinos and Chinese from the writings of Neeman. Who were the
Macabebes? Read chapter 7 to answer the questions. Answers

- The Filipinos and Chinese are hospitable in helping the soldiers to take care of them and
give medications to the victim, The macabebes was the doctors who in charge for the
soldier in reviving themselves in the middle of the fight
4. What is the “treaty of peace” or Treaty of Paris that Neeman mentioned in his work? Name
at least three (3) resources in the Philippines that he mentioned in his work. Read chapter 8
to answer the questions.
Answers
- The treaty of piece mentioned in the Freeman’s work is the 23d Regiment where the
treaty ordered been spent a little over six months in the old walled city of Manila; some
of my regiment had spent ten months there. The confined quarters, which felt almost
like solitary confinement, made glad to go and gave the hope that would find easier
service and more fascinating.

5. Neeman writes: “The Morros have a bad record. I believe that I had rather fight the other
tribes than the Morros; they are more treacherous than other tribes.” Why did Neeman
write this about the Moros? Read chapter 9 to answer the question.
Answers

- Neeman write the book because of the dedication and contributions of the moros against
the American and he states that “To the Morros again. There is a class whose religious
teaching is that when one of them kills seven white men he will go to a better country
when he dies”
MODULE 2: ANALYZE A DOCUMENT/RECORD (TEMPLATE WITH SAMPLE
ANSWERS)

SAMPLE DOCUMENT (BELOW)

MALACAÑANG

Manila

GENERAL ORDER NO. 66

AUTHORIZING THE CHIEF OF CONSTABULARY TO ESTABLISH CHECKPOINTS,

UPDATE LIST OF WANTED

PERSONS AND CONDUCT DRAGNET OPERATIONS AND FOR OTHER

PURPOSES.

WHEREAS, there has been a series of fires, bombings and explosions in several parts of the
country particularly in Metropolitan Manila, which resulted in the deaths and injuries of
innocent people and in the destruction of properties worth millions of pesos;

WHEREAS, these series of fires, bombings and explosions have been caused by international
and domestic terrorists and anarchists;

WHEREAS, appropriate measures should immediately be adopted to prevent the further loss of
lives and destruction of properties and to preserve the peace and security of the people.

NOW, THEREFORE, I, FERDINAND E. MARCOS, President of the Philippines, by virtue of

the powers vested in me by the Constitution, do hereby order the Chief of Constabulary;

1. To establish checkpoints in big establishments places of amusements and other public and
private buildings or places where people congregate, meet or transact business for the purpose
of inspecting bags, luggages and other personal belongings of persons entering the premises of
said buildings or establishments and to apprehend, detain and file charges against any person
who shall contrary to law, be found to be carrying firearms, explosives or incendiary and other
material used in the manufacture of firearms or explosives;

2. To inspect all passengers and cargoes either coming in via land, sea and air
transport, including mails coming in and out of the country, for the above stated
purpose;

3. To update the list of wanted persons and conduct dragnet operations in places or areas
where these wanted persons and terrorist elements are reportedly hiding for the purpose of
apprehending them and prosecuting them before the bar of justice.

4. To restrict the travel of persons, suspected of subversive and terroristic activities;

5. To secure all public utilities especially sources of water, energy, power and communications
including vital transport systems like airports, piers, harbors and land transportation terminals
or stations, in coordination with proper authorities or agencies;
6. To place an intelligence team in all communication facilities with authority to trace all
threats, coercion, intimidation and blackmail by telephone or other means; and

7. To detain the persons who are apprehended in accordance with this order and all other
persons who refuse to be inspected or to allow his luggages, bags or other personal
belongings to be inspected, until otherwise ordered released by me.

I hereby further order the Chief of Constabulary to deputize such qualified personnel in the
government service or private sector to assist in the inspection of bags, luggages, and other
personal belongings as herein directed.Finally, I hereby order the nullification of the temporary
release orders of detainees who have violated or who may violate the conditions of their release,
and to detain them until otherwise ordered released by me.

This Order shall take effect immediately.

Done in the City of Manila, this 13th day of September, in the year of Our Lord, nineteen
hundred and eighty.

(SGD.) FERDINAND E. MARCOS

President of the Philippines

By the President:

(SGD.) JOAQUIN T. VENUS, JR.

Presidential Assistant

SOURCE:

Retrieved from: https://www.officialgazette.gov.ph/1980/09/13/general-order-no-66-s- 1980/

Retrieved from: https://www.archives.gov/education/lessons/worksheets/document.html

MODULE 2: ANALYZE A RECORD/DOCUMENT (TEMPLATE WITH ANSWERS)

INSTRUCTION: Read the sample government document/record in the previous pages. Read and
analyze the following using the TEMPLATE WITH ANSWERS.

1. Meet the document.

Letter , Speech , Patent , Telegram

Court document, Chart, Newspaper, Advertisement

Press Release, Memorandum, Report, Email

Identification document, Presidential document, Law or Statute, Others

ANSWER: Presidential Document (General Order)

Describe it as if you were explaining to someone who can’t see it. Think about: Is it handwritten
or typed? Is it all by the same person? Are there stamps or other marks? What else do you see on
it?

ANSWER: The document was downloaded in digital form from the Philippine government’s
website Official Gazette. It was both signed by FERDINAND E. MARCOS (President of the
Philippines )and JOAQUIN T. VENUS, JR. (Presidential Assistant).

2. Observe its parts.

Who wrote it?

ANSWER: It is presumed that Marcos wrote it because he was the signatory of the document.
Also the document reads: “NOW, THEREFORE, I, FERDINAND E. MARCOS, President of
the Philippines, by virtue of the powers vested in me by the Constitution, do hereby order the
Chief of Constabulary”

Who read/received it?

ANSWER: The G.O. was published and released in the Official Gazette which is the
Philippine government’s official publication/press. The reader /audience of the G.O.is the
Filipino people.

When was it signed?

ANSWER: It was signed on September 13, 1980.

Where was it from?

ANSWER: Malacañang, Manila.

3. Try to make sense of it. What is it talking about?

ANSWER: This G.O. authorizes the Chief of the Constabulary to establish checkpoint, update
list of wanted persons and conduct Dragnet operations for other purposes. The term “dragnet” in
the dictionary means “ a net drawn through a river or across ground to
trap fish or game.” “A systematic search for someone or something, especially criminals or
criminal activity.” (Definitions from Oxford Languages)

Write one sentence summarizing this document.

ANSWER: This G.O. exerts unreasonable powers of the government which violate the rights
of its people.

Why did the author write it?

ANSWER: There has been a series of fires, bombings and explosions in several parts of the
country particularly in Metropolitan Manila which resulted in deaths and injuries of people and
destruction of property.

Quote evidence from the document that tells you this.

ANSWER: “there has been a series of fires, bombings and explosions in several parts of the
country particularly in Metropolitan Manila, which resulted in the deaths and injuries of
innocent people and in the destruction of properties worth millions of pesos; these series of fires,
bombings and explosions have been caused by international and domestic terrorists and
anarchists; appropriate measures should immediately be adopted to prevent the further loss of
lives and destruction of properties and to preserve the peace and security of the people.”

What was happening at the time in history this document was created?

ANSWER: Marcos wanted to hold onto power as president of the Philippines. He declared
Martial Law as a justification for rising communism, radicalism and opposition. He held four (4)
plebiscites in 1973, 1975, 1976 and 1978 to legitimize the continuation of the Martial Law rule.
He changed the 1935 Constitution to the 1973 Constitution allowing him to create and
implement laws through presidential decrees, executive orders, general orders etc, intimidating
both Congress and the Supreme Court. In the 1980’s student activism and protest continued to
rise against the dictatorship which led
to G.O. 66 allowing “dragnet” operations, detention and intimidation of suspected people by the
military and police. The implementation of G.O. 66 is a violation of human rights. It violates
right to liberty, freedom of redress of grievances, right to peaceably assemble and due process in
arrests of persons.

4. Use it as historical evidence.

What did you find out from this document that you might not learn anywhere else?

ANSWER: This document is a written primary source. It shows human right violations during
the Marcos regime by allowing “dragnet” operations against the people. The phrase “unless
otherwise released by me” applies to detained persons who violated this G.O.

What other documents or historical evidence are you going to use to help you understand this
event or topic?

ANSWER: Martial Law Declaration Batas Pambansa 1081 in the Official Gazette. Testimonies
and photos of Martial Law survivors in the Bantayog ng Mga Bayani Foundation and other
museums.
 ACTIVITY 3: ANALYZE A DOCUMENT/RECORD (100 points)

INSTRUCTION: Read the “Declaration of Martial Law” in the Official Gazette website or use
the link: https://www.officialgazette.gov.ph/featured/declaration-of-martial-law/ Answer the
following questions.

A. DOCUMENT/RECORD

The Official Gazette is the official journal of the Philippine Republic of the Philippines. This
website is the online version of the print edition of the Official Gazette, which was created by
decree of Act No. 453 and Commonwealth Act No. 638. It has a Special Feature, “Declaration of
Martial Law”.

QUESTIONS:
1. Enumerate FOUR (4) primary sources used in the Special Feature of the Official
Gazette, “Declaration of Martial Law”.
ANSWERS:

2. What was happening at that time?

3. Based on this record, was the Declaration of Martial Law supported by evidence? Or
was it staged? Reason(s)

B. SHORT BIOGRAPHIES

INSTRUCTIONS: Read the short biographies of Pamantasan ng Lungsod ng Maynila students.

They were included in the long list of heroes and martyrs who fought against the dictatorship under
the Marcos regime. The short biographies were lifted from the book, “Ang Mamatay Nang Dahil
Sa’yo: Heroes and Martyrs of the Filipino People in the Struggle Against Dictatorship, 1972-1986,”
Volumes 1and 2. Carolina S. Malay and Ma. Cristina V. Rodriguez. Manila: National Historical
Commission of the Philippines, 2015.Their names are included in the Wall of Remembrance at the
Bantayog Memorial Center in Quezon City.

1. Norberto H. Acebedo Jr.

BORN: June 13, 1958 in Sta. Ana Manila
DIED: February 25, 1985
PARENTS: Norberto Acebedo and Andrea Hermoso
SPOUSE/CHILD: Yande Grace Nuneza EDUCATION:
Elementary: Sta. Ana Elementary High School, Manila
Secondary: Manuel dela Fuente High School, Manila
College: Pamantasan ng Lungsod ng Maynila

Resistance to the Marcos dictatorship, after a short period of deceptive “peace and order,” came out
into the open almost immediately after the declaration of martial law. By the mid- 1970s, a new crop
of militant students those who had not been arrested earlier, or taken up arms against the regime had
sprouted on the countries at campuses. From there they spread out into the communities, organizing
popular resistance and support horde the broad democratic movement.
In 1978, because of the rising sentiments against his regime, President Marcos trying to
get the upper hand by creating the Interim Batasang Pambansai elections. Senator Benigno Aquino
Jr, who was imprisoned soon after martial law was declared, led the opposition party, LABAN or
Laban ng Demokratikong Pilipino, even if they knew that the dictator would not allow them to win.
But the real victory was won on the night before the voting. Ordinary citizens banged water
containers, pots and, honked their horns and made their anger heard at last in an immense “noise
barrage.” Hundreds spontaneously poured into the streets and March in many neighborhoods of
Metro Manila.
Boyet Acebedo was among the leaders of the youth movement who laid the groundwork for the
massive outburst of protest. As a high school student he had been tutored in politics by his two
brothers Roy and Nolito who were active in the underground. They had gone off to Mindanao in
1975 to organize peasants. Upon entering college Boyet and enrolled in a chemistry degree course.
He also plunged into activism. By 1979, he was already marked for arrest.
The military raided the family residence in Santa Ana looking for him, but neighbors helped him
escape. The youth movement of which he was an untiring organizer grew stronger among
universities and colleges in central Manila-- among them Adamson, Pamantasang ng Lungsod ng
Maynila (PLM), Feati, Lyceum, Mapua and Letran -- where tuition fee increases and other school
issues linked up with the political situation. One high point was the visit to the Philippines of Pope
John Paul II, during which the open protest movement was able to bring its demands even to the
international media.
Meanwhile, there was no news from Boyet’s brothers in Mindanao. In 1981, he decided to look
for them. In Davao city, he applied what he had learned as an activist in Manila organizing,
training, and mobilizing secret groups against the dictatorship. He was arrested, tortured and jailed
in 1983. The day after Boyete was killed during a military encounter in Compostela valley in
1985, his wife grace gave birth to their son.ii

2. Roy Lorenzo H. Acebedo

BORN: August 10, 1951 in Sta. Ana Manila
DISAPPEARED: August 1975 in Zamboanga del Sur
PARENTS: Norberto Acebedo and Andrea Hermoso
EDUCATION:
Elementary: St. Anan Elementary School, Manila
Secondary: Villamor High School, Sta. Ana. Manila
College: Pamantasan ng Lungsod ng Maynila

Even before martial law, Roy Acebedo was already a student activist, together with his brother
Nolito, at the Pamantasan ng Lungsod ng Maynila in Intramuros. Both of them were active in the
important political events of the early 1970s including the First Quarter Storm,iii the Diliman
commune,iv and many protest actions before and after the prelude to martial law that was the
suspension of the habeas corpus. Yet, Roy Acebedo did not neglect his studies. While working on
a degree in mathematics he also excelled in extracurricular activities as member of the PLM
student council and the Pambansang Samahan ng Inhenyeriya at Agham, an organization of
students and teachers in engineering and the sciences.
When martial law was declared in September 1972, Roy Acebedo was blacklisted by the
authorities along with other student leaders. Evading arrest, he found work as a laborer in a big
steel factory not far from their neighborhood in Santa Ana. It was the same factory where his
father worked and later lost his job for being leader of a union that went on strike.
In July 1973, the military raided the family house looking for his brother Nolito. Not finding Nolito,
the soldiers went to the steel factory and arrested him instead and placed their mother Andrea under
house arrest. When is mother finally found him in Camp Crame, she saw how he had been heavily
tortured. Through her efforts, he was released from Ipil Rehabilitation Center at Fort Santiago in May
1974. Several months after taking the low- level job in a Makati firm, Roy decided to leave for
Mindanao with his brother Nolito to work full time as peasant organizers against the dictatorship.
“Para may maiambag ako sa pagpapalaya ng sambayanan,” he said in a note to his family: it would
be his modest contribution toward winning the people's freedom.
Then nothing more was heard from him. Years later, the Acebedo family learned that he and his
brother, Nolito, had been killed in Mahagay, Zamboanga del Sur in 1975. Andrea Acebedo travelled
to Mindanao and was told by the local people that what they knew about
the heroic death of “Ka Demy”v sometime in 1975. The military had come after his group and Ka
Demy could have escaped safely except that he stopped to assist one comrade who was wounded.
The two were captured, executed and beheaded. After parading the corpses around the
community, the killers buried the bodies. But Roy’s remains have still not been found, and he is
considered as a desaparecido, someone who was made to disappear.vi

3. Liliosa R. Hilao

BORN: March 14, 1950 in Bulan Sorsogon

DIED: April 5, 1973 in Camp Crame in Quezon City
PARENTS: Maximo Hilao and Celsa Rapi
EDUCATION:
Elementary: Bulan Elementary School, Sorsogon
Secondary: Bulan High School, Sorsogon
Jose P. Laurel High School, Manila
College: Pamantasan ng Lungsod ng Maynila

From the day martial law was imposed by president Marcos in September 1972, Liliosa Hilao
began to wear black as a sign of mourning, because, as she wrote then in her diary, “Democracy is
dead.”vii Barely six months later she herself was dead in the first reported case of a political
detainee’s death under martial law.
A talented young woman with many friends and extracurricular activities, Hilao garnered honors all
through her school years. She was due to graduate cum laude with a degree in communication arts in
1973. But all those student activism was at its height by the time she entered college, she did not
join rallies or shout slogans. Besides, she had asthma and allergies that prevented her from being
more physically active.
At the same time, shared a strong sense of justice and a mind of her own. This was expressed in
thoughtful essays she wrote for the student paper at the Pamantasan ng Lungsod ng Maynila (PLM)
(where she was associated editor); some had titles like “The Vietnamization of the Philippines” and
“Democracy is dead in the Philippines under Martial Law.”
One evening in April 1973, drunken soldiers barged into the Hilao family residence in Quezon City,
looking for Hilao’s brother, an engineer. They were members of the Constabulary Anti-Narcotics
Unit. When the young woman insisted that they produce a search warrant or arrest order, the soldiers
beat her up, and then handcuffed and took her away. She was brought to Camp Crame, headquarters
of the Philippine Constabulary (now the Philippine national police). There a brother-in-law, an army
officer, was able to see Hilao. He saw for himself that she had been tortured but he was unable to do
anything. The following day, her older sister Alice was called to the Camp Crame Station Hospital.
Lilia’s body bore visible marks of severe torture, and even sexual abuse. She was already dead.

The authorities claimed that Hilao committed suicide by drinking more muriatic acid. Officials at
the highest levels declared that the case was closed. Because of the tragedy, several members of
the Hilao family had to leave their home to avoid arrest and detention or worse. For years, they
were aware of being under military surveillance. At the graduation ceremonies held two weeks
afterward by the PLM, a seat was kept vacant for Liliosa Hilao, who was still conferred her degree
posthumously and with honora. In Bulan, Sorsogon, where she was born, the municipal council
named a street after her in 2001.

QUESTIONS:
1. What was happening in the Philippines at that time? (HISTORICAL CONTEXT)

2. How did the PLM students respond to the dictatorship of the Marcos regime?
3. What happened to the PLM students?

4. How is this significant to the present times. (RELEVANCE)

i
The Interim Batasang Pambansa served as the national legislature under martial law from 1978 to 1984 it was
established under the 1973 constitution.
ii
The bodies of Roy and Nolito Acebedo have not been found.
iii
The First Quarter Storm refers to the series of protest actions led by young activists against the
administration of President Ferdinand Marcos in 1970 during the first three months. FQS was
marked by unprecedented numbers of demonstrators, in an atmosphere of intense political
discussions and violent police dispersals.
iv
The Diliman commune was a week long protest action (February 1-9, 1971) that mobilized the
entire community of the University of the Philippines Diliman campus in Quezon City. It began
with militant students erected barricades to express their opposition to raising oil prices. Faculty
members and local residents soon joining the protest.
University buildings were occupied, political discussions were held everywhere, and support poured
in from outside. It was ended when the police forces forcibly dismantled the barricades in occupied
the campus.
v
Derived from the word democracy.
vi
Based on the interviews with Andrea Acebedo, Rozenda Bervano and Linda Lacaba; and on
documents courtesy of Families of Victims of Involuntary Disappearance (FIND).
vii
Interview with Alice Hilao-Gualberto, Makati City, April 1987.