Republic of the Philippines

Leyte Normal University

College of Education
Tacloban City S.Y 2020-2021

GE 102: READINGS IN THE PHILIPPINE

HISTORY MODULES (1 &2)

Submitted by: Gemma B. Hatton

BEED EE 31
TF 9-10:30

Submitted to: Mr. Kim Jason Corton

 MODULE 1: INTRODUCTION TO HISTORY DEFINITION, ISSUES, SOURCES; AND
METHODOLY (Week 2)

LESSON 1: DEFINING HISTORY

Activity 1: Define it! Mean it!

Directions: Using the concept map, write your ideas of History. Answer the
question that follows.

History is itself a collection

of thousands of stories
about the past, told by
many different people.

History is the study of the past History provides us with a

specifically the people, sense of identity. By
societies, events and problems
of the past as well as our HISTORY understanding where we have
come from, we can better
attempts to understand them. understand who we are.

History teaches us what it means

to be human, highlighting the
great achievements and
disastrous errors of the human
race.
Processing Question:

1. Based on the ideas you listed, what is History?

➢ History is the study of change over time, and it covers all aspects of human
society. Political, social, economic, scientific, technological, medical,
cultural, intellectual, religious and military developments are all part of
history. History is the study of life in society in the past, in all its aspect, in
relation to present developments and future hopes. It is the story of man in
time, an inquiry into the past based on evidence. Indeed, evidence is the
raw material of history teaching and learning. It is an Inquiry into what
happened in the past, when it happened, and how it happened. It is an
inquiry into the inevitable changes in human affairs in the past and the ways
these changes affect, influence or determine the patterns of life in the
society. History is, or should be an attempt to re-think the past. History aims
at helping students to understand the present existing social, political,
religious and economic conditions of the people. Without the knowledge of
history we cannot have the background of our religion, customs institutions,
administration and so on. The teaching of history helps the students to
explain the present, to analyze it and to trace its course. Causeand-effect
relationship between the past and the present is lively presented in the
history. History thus helps us to understand the present day problems both
at the national and international level accurately and objectively.

Activity 2: Let's see!

Directions: Refer to the link below. Complete the table. Read the meaning of
History. Complete the box and answer the question that follows. Note:
http://www.math.chalmers.se/~ulfp/Review/history.pdf

In a nutshell
History is. . .

➢ History isn’t just what happened in the past. History is the record of what
happened in the past because not everything that happens in the past is
part of history. History, in the words of R.G.Collingwood, is the past as
created in the present. What is the past? The past is an ocean of factual
things, most of which are sunk out of sight into the depths of oblivion. The
mere compilation of facts has nothing to do with history, it is an activity
whose sources are to be looked for elsewhere, be it in a neurosis of
nostalgia, an obsession with the steady obliteration that time effects on the
known and knowable past.

1. What do the various conceptions suggest to the meaning of History?

➢ From a philosophical point of view the past is inaccessible to us, or as far

as it is accessible it is at least not available in the same way the present is
available to us , and its inaccessibility is of a different kind than that of the
future . The past and the future are in a sense Platonic realms, of undeniable
reality, but of a different kind than that which impinges on us directly.
Meaning to say that to succeed in history, students must think about history
in new and challenging ways. Real history is more rigorous and challenging
than simply ‘knowing what happened’ or memorizing and reciting facts from
the past. History students must begin to think and work like historians. They
should learn to search for information and evidence, read extensively and
examine relevant historical sources, like documents, images and artefacts.
More importantly, history students should pose difficult questions and think
critically. They should be prepared to question the validity of evidence,
challenge existing knowledge and evaluate the arguments of others.
Activity 3: You can do it!

Directions: Refer to the link below. Read the text and answer the question that
follows.

Note: https://www.researchgate.net/publication/335224815_Why_study_history

Processing Question:

1. How does studying history affect people?

➢ The study of history acting as a change agent in our lives, that is, teaching
us life lessons, encouraging active citizenship, learning more about
ourselves, who we are, and where we come from, and growing as
individuals. History is an excellent teacher inculcating lessons and wisdom
from the past but, within the school setting, traditional history could be a
potential barrier. The study of history enables students to live more
purposeful lives through greater self-understanding and personal growth.
Studying history enables us to develop better understanding of the world in
which we live. Building knowledge and understanding of historical events
and trends, especially over the past century, enables us to develop a much
greater appreciation for current events today.

Activity 4: Draw It!

Directions: Draw a family tree showing your family's History from your grandparents of
both sides to the present. Answer the question that follows.
 FAMILY TREE

Green Hatton Name

Ancita C. Hatton Lucia S. Basierto Name

Frank A. Hatton

Frank C. Hatton Jr. Vilma B. Hatton

Gerald Marsie Green Grace Marie B. Hatton
Gabriel Vincent B. Hatton
B. Hatton

Francis B. Hatton
Fely Rose B. Hatton Me
Margaux Lynn B. Hatton
1. What do your past events suggest to your present situations?
➢ Our past brought us to where we are today. We have all heard
statements such as “everything happens for a reason” or “you learn
lessons from every experience” but what if you don’t like what happened
to you. How can you change your outlook for the future? We are not our
past. Our past does not define our future. We can change if we want to,
live differently if you desire, and make a new life however you see fit at
any age. We do not have to do what you have always done. You have
the strength inside our self to reinvent our life. Look forward to the future.
The only thing we can count on is death, taxes, and change. The world
is constantly changing. Stop resisting it. How you adapt to change is a
predictor of how well you will do in the future. Be open-minded and look
forward to something new each day. Start to create the future in little
ways to promote your life before the change occurs.

Clearly, the future has ways of surprising us, and nobody can be
completely prepared for what the future will bring. But, it is important to
recognize that the only way you can plan for the future is by drawing on
your memories of the past. Envisioning your future in a specific location
gives you the best chance of helping yourself succeed. Mother Teresa
said it best, “People are often unreasonable and self-centered. Forgive
them anyway. If you are kind, people may accuse you of ulterior motives,
be kind anyway. If you are honest, people may cheat you. Be honest
anyway. If you find happiness, people may be jealous. Be happy
anyway. The good you do today may be forgotten tomorrow. Do good
anyway. Give the world the best you have and it may never be enough.
Give your best anyway. For you see, in the end, it is between you and
God. It was never between you and them anyway.”
LESSON 2: HISTORICAL SOURCES

Activity 1: Look at Me! Directions: Analyze the pictures below and answer the
question that follows.

Processing Questions:

1. What do the pictures depict?

The pictures portray about historical source also known as historical material or
historical data is original source that contain important historical information. These
sources are something that inform us about history at the most basic level, and these
sources used as clues in order to study history. Historical sources
include documents, artifacts, archaeological sites, features. oral transmissions, stone
inscriptions, paintings, recorded sounds, images (photographs, motion picture), and
oral history. Even ancient relics and ruins, broadly speaking, are historical sources.
Historical sources are, at their most basic level, something that tells us about history.
It may be a document, a picture, a sound recording, a book, a cinema film, a television
program or an object. Any sort of artifact from the period in question that conveys
information can qualify as a source.

Activity 2: Research time!

Directions: Refer to the link below. Complete the statement. Note:

https://www.academia.edu/19352742/Sources_of_Historical_Study_P

SOURCES MEANING EXAMPLES

✓ archives and
Primary Sources Primary sources are the
manuscript
original materials on
material
which the research is
 based. These sources are ✓ photographs, audio
the contemporary recordings, video
accounts of an event, recordings, films
created by witnesses or ✓ journals, letters
recorders who and diaries
experienced the events or ✓ speeches
conditions being ✓ scrapbooks
documented. They ✓ published books,
provide first-hand newspapers and
testimony or direct magazine clippings
evidence concerning the published at the
topic under investigation. time
They are the original ✓ government
work, as well as historical publications
items and references ✓ oral histories
close to the subject. ✓ records of
These sources were organizations
present during an ✓ autobiographies
experience or time period and memoirs
and offer an inside view of ✓ printed ephemera
a particular event. ✓ artifacts, e.g.
clothing, costumes,
furniture
✓ research data, e.g.
public opinion polls

✓ journal articles that

Secondary Sources A secondary source
comment on or
interprets, analyzes and
analyse research
may also criticize primary
✓ textbooks
sources. These sources
✓ dictionaries and
are one or more steps
encyclopaedias
removed from the event.
 Secondary sources may ✓ books that
have pictures, quotes or interpret, analyse
graphics of primary ✓ political
sources in them. These commentary
are usually in the form of ✓ biographies
publishing works. ✓ dissertations
Secondary sources are ✓ newspaper
accounts of events which editorial/opinion
were created well after pieces
the main event occurred. ✓ criticism of
They are based on the literature, art works
primary sources. or music

✓ Encyclopedias
Tertiary Sources A tertiary source is an
✓ Dictionaries
index or textual
✓ Textbooks
consolidation of primary
✓ Almanacs
and secondary sources.
✓ Bibliographies
Some tertiary sources are
✓ Chronologies
not to be used for
✓ Handbooks
academic research,
unless they can also be
used as secondary
sources, or to find other
sources. Depending on
the topic of research, a
scholar may use a
bibliography, dictionary,
or encyclopedia as either
a tertiary or a secondary
source. This causes
difficulty in defining many
sources as either one
 type or the other. In some
academic disciplines the
distinction between a
secondary and tertiary
source is relative.

Processing Questions:

1. What are the relationships among the three historical sources?

➢ Primary sources are created as close to the original event or
phenomenon as it is possible to be. For example, a photograph or video
of an event is a primary source. Data from an experiment is a primary
source. Secondary sources are one step removed from that. Secondary
sources are based on or about the primary sources. For example,
articles and books in which authors interpret data from another research
team's experiment or archival footage of an event are usually considered
secondary sources. Tertiary sources are one further step removed from
that. Tertiary sources summarize or synthesize the research in
secondary sources. For example, textbooks and reference books are
tertiary sources.

2. Is there a superiority of historical sources? Why?

➢ Yes, there is a superiority of historical sources most especially in
primary source because without the primary sources we can't know if
the document we have is factual and correct. It also gives us the basis
of an argument if we witnessed it individually. Therefore, no one can
beat first hand testimonies.

3. How do the three historical sources help in explaining the events of the
past?
 ➢ Primary sources help students relate in a personal way to events of the
past and promote a deeper understanding of history as a series of
human events. Because primary sources are incomplete snippets of
history, each one represents a mystery that students can only explore
further by finding new pieces of evidence. Secondary sources are those
which are written ABOUT events in the past. They usually interpret those
events through the lens of the time period in which they are written. New
discoveries are made and attitudes change over time causing
understandings of past events to change. Facts may remain consistent,
but interpretations change, sometimes drastically.

Activity 3: Read and Tell!

Directions: Refer to the link below. Complete the below. Answer the questions
that follow.

Note: https://www.researchgate.net/publication/281620532_Historical_Methods

Historical Method –

➢ Historical methods can contribute more to political studies than series of

past events or attempts to describe past persons and institutions. They
can take an important stance in interpretivist approaches to political
science because interpretation has always constituted a key element of
the historical discipline, where the inquirer needs to accord meaning to
actions and occurrences on a strongly individual and contextualized
basis. It refers to the historian’s handicraft, i.e. the techniques historians
apply in collecting, evaluating, validating and interpreting historical
evidence to gain knowledge of the past. Historical methods in that sense
consist for the most part in groundwork for the interpretive act and are
as such indispensable.
STEPS

1. Definition of a Subject
➢ Accordingly, historians have to be self-critical, reflecting on the reasons
for choosing one subject over another

2. Identifying an Appropriate Body of Sources

➢ When choosing our sources we should constantly ask ourselves whether

they can ‘answer the questions we ask them’.
3. State of the Art
➢ The third section will demonstrate the crucial importance of
reviewing the state of the art before, during, and after selecting
our body of primary sources as secondary literature serves as an
information shortcut to contextualize our research.
4. Classifying and Verifying the Body of Sources
➢ Once the evidence is authenticated through this process of
classifying and verifying the body of primary sources, one can
address potential biases the source may contain.
5. Drawing Inferences from the Patterns Identified in the Overall Body
➢ It addresses questions of how historians may formulate concrete
hypotheses (or research questions) and subsequently verify or
falsify them by arranging their interpretations in a meaningful
narrative.

Processing Question:

1. Why does History follow a systematic method?

➢ Historical research has limitations in applying proper and credit-
worthy chronology to clarify the data. In this methodology, the
application of oral history is one of the ways in which answers to
 questions addressed by the research theme are elicited. Oral
history, as a clear and transparent tool, needs to be applied with
guidelines for qualitative researchers regarding data analysis
limitations from oral evidence and face-to-face contact.
Therefore, the development of a systematic method for data
analysis is needed to obtain accurate answers, based on which a
credit-worthy narration can be produced.

Activity 4: Compare it!

Directions: Refer to the link below. Complete the table below and answer the
question that follows.

Note: https://www.researchgate.net/publication/281620532_Historical_Methods

INTERNAL CRITICISM EXTERNAL CRITICISM

The reliability of the information. Internal External criticism aims to establish by

criticism is when you have to prove that whom, when, where, how and in what
the document is what it says it is. For situation the source was created
example, if the document in question are (Milligan 1979: 178). External criticism
Rizal’s letters, you ask if the handwriting depends in large parts on the
was Rizal’s. Or is the kind of paper researcher’s ability to discern
already existing during Rizal’s time? Or if anachronisms. The practice of verifying
it is a translation, is the thought faithful to the authenticity of evidence by
Rizal’s original? If it is an actual examining its physical characteristics;
document, you question provenance: consistency with the historical
How did it make its way from Rizal to the characteristic of the time when it was
present owners? And usually, questions produced; and the materials used for the
like these are only asked if the document evidence.
at hand is contentious.
 Examples of the things that will be
examined when conducting external
criticism of a document include the
quality of the paper, the type of ink, and
the language and words used in the
material, among others

Processing Question:

1. How do these types of criticism contribute to the understanding of History?

➢ Internal and external criticism plays an important role in
understanding history because through this we are able to identify
the validity of the sources that we have most especially in this
time we’re people disseminating false statement without
validation the sad part most people believe it. In general, these
criticism helps us to know what was happening in the past and
what we should believe or what we should not base on the
evidences that we have.

Activity 5: Agree or Not?

Directions: Answer the question. Explain.

1. Can a historian explain the events of the past without historical sources? Yes
or No? Defend your answer.

➢ Of course not, historian cannot explain the events in the past

without proper historical sources because how can people believe
you if you don’t have an evidence to support your statement? How
can people listen to you if you don’t have these sources? That’s
why we believe history we believe the happenings in the past
because of these sources. For example, about the war of Emilio
 Aguinaldo we know the chaos that happened to them that’s what
historian tells us because of their evidences.

MODULE 2: CONTENT CONTEXTUAL ANALYSIS OF SELECTED PRIMARY

SOURCES IN PHILIPPINE HISTORY (Weeks 3-6

LESSON 1.1 THE WRITER AND HIS BOOK

1. Antonio Pigafetta
2. Ferdinand Magellan
3. Lapu-Lapu
4. Charles V

Processing Question:

1. What do these pictures all have in common?

➢ All of them are behind in the expedition of the first Voyage

around the world. Antonio Pigafetta during the expedition, he served

as Magellan's assistant and kept an accurate journal, which later
assisted him in translating the Cebuano language. It is the first
recorded document concerning the language.
Pigafetta was one of the 18 men who made the complete trip,
returning to Spain in 1522, under the command of Juan Sebastián
Elcano, out of the approximately 240 who set out three years
earlier. These men completed the first circumnavigation of the
world. Others mutinied and returned in the first year. Pigafetta's
surviving journal is the source for much of what is known about
Magellan and Elcano's voyage. Ferdinand Magellan is best known
for being an explorer for Portugal, and later Spain, who discovered
the Strait of Magellan while leading the first expedition to
 successfully circumnavigate the globe. Lapu -lapu was
a datu of Mactan in the Visayas. He is best known for the Battle of
Mactan that happened at dawn on April 27, 1521, where he and his
warriors defeated the forces of Portuguese explorer Ferdinand
Magellan and his native allies Rajah Humabon and Datu Zula. King
Charles of spain was 18 years old when he agreed to finance
Magellan's expedition to the Spice Islands in 1518. Hw was the one
who blessed the 5 ships for the expedition of Magellan.

Activity 2: Connect It!

Directions: Analyze and connect the photo below to the previous activity.
Write your explanation on the space provided below.

➢ “Man cannot discover new oceans unless he has the courage to

lose sight of the shore.” shows the struggle of exploration in this
quote. He shows that in order to find and do new things you must
be willing to let go off things that can hold you back. Ferdinand
Magellan, a famous explorer, had lots of things in his life that could
have been viable excuses for him to not accomplish things.
Although he faced many obstacles, he was able to overcome these
things and become one of the greatest explorers of the
Renaissance. It was just a matter of time before humans could go
round the blue earth. Surprisingly it took literally thousands of
years until someone achieved circumnavigation despite general
knowledge that it was possible, which makes Magellan a person
worth understanding.

Activity 3: Read and Understand!

Enhancement Reading: shorturl.at/cstBN

I recommend that you download this file so you can answer the following
activities and exercises quickly. Directions: Answer the following questions
comprehensively.

1. What were the possible reasons for Magellan's expedition?

➢ On September 20, 1519, Magellan set sail from Spain in
an effort to find a western sea route to the rich Spice
Islands of Indonesia. In command of five ships and 270
men, Magellan sailed to West Africa and then to Brazil,
where he searched the South American coast for a strait
that would take him to the Pacific. The expedition is
therefore also known as the Magellan–Elcano circumnavigation.
The goal of the expedition was to find a western route to the
Moluccas (Spice Islands) and trade for spices.

2. Why is the expedition of Magellan instrumental for Spain?

➢ In search of fame and fortune, Portuguese explorer
Ferdinand Magellan (c. 1480-1521) set out from Spain in
1519 with a fleet of five ships to discover a western sea
route to the Spice Islands. In route he discovered what is
now known as the Strait of Magellan and became the first
European to cross the Pacific Ocean. The voyage was
long and dangerous, and only one ship returned home
three years later. Although it was laden with valuable
spices from the East, only 18 of the fleet’s original crew of
270 returned with the ship. Magellan himself was killed in
battle on the voyage, but his ambitious expedition proved
that the globe could be circled by sea and that the world
was much larger than had previously been imagined.
 3. How did these tools help Magellan in his expedition?
➢ A compass tells you what direction you're headed to, North,
South, East or West. The compass rose helped the sailers
follow a map, and not only that, but keeping track of what
direction they're traveling in. Compasses are important, they've
helped the world in a big way, they help us in many things. A
compass is a small instrument that simply helps you know which
direction your headed to.
➢ Astrolabe, any of a type of early scientific instrument used for
reckoning time and for observational purposes. One widely
employed variety, the planispheric astrolabe, enabled
astronomers to calculate the position of the Sun and prominent
stars with respect to both the horizon and the meridian.
➢ Both a compass and astrolabe help Magellan In his expedition
without the tools he will not be able to know what direction he is
going to.

Activity 4: Mapping Out!

Directions: Using your answers from the previous question, create a timeline
on the life of Antonio Pigafetta. Use the space provided below.
 LESSON 1.2 ANALYSIS OF HISTORICAL INFORMATION

Activity 1: Match A to B!

Directions: Matching Type. Match column A with the correct answer in column
B. Write the letter of the correct answer on the blank provided below.

C 1. Ferdinand Magellan a. King of Mazaua (Limasawa)

D 2. Antonio Pigafetta b. King of Butuan

c. Captain-general (leader) of the

A 3. Raia Colambu (Raja Kulambu)
expedition
B 4. Raia Siaui (Raja Siagu) d. Official chronicler of the expedition

F 5. Raia Humabon e. Chiefs of Matan (Mactan)

f. King of Z
E 6. Raia Cilapulapu

Activity 2: What's the Message?

Directions: Analyze the picture below and identify what message does it infer.
Write your answer on the space provided.

➢ The activity is called blood compact as a sign of agreement through blood.

➢ Blood compact (Spanish: Pacto de sangre, Filipino: Sanduguan) was an
ancient ritual in the Philippines intended to seal a friendship or treaty, or to
validate an agreement. The contracting parties would cut their wrists and pour
their blood into a cup filled with liquid, such as wine, and drink the mixture. A
famous example of the blood compact was the 1565 Sandugo between Spanish
explorer Miguel López de Legazpi and Datu Sikatuna, the chieftain of Bohol.
Another blood compact was done between the Portuguese explorer Ferdinand
 Magellan and Rajah Humabon of Cebu. Another type of blood compact was
also described by Antonio Pigafetta during their stopover in Palawan (after the
death of Magellan). It was made between the crew of the expedition and a datu
of Palawan as a symbol of peaceful intentions. The datu made a small cut on
his chest using a knife borrowed from the expedition. The datu then dipped a
finger on the blood and touched it to the tip of his tongue and on his forehead.
The crew of the expedition did the same to seal the compact. A similar ritual
was practiced by initiates into the 19th century revolutionary group, the
Katipunan. Though they did not consume their blood, they used it to sign their
membership contracts. Another relatively recent blood compact was in the
1860s between the close friends of the Sultanate of Sulu and Herman Leopold
Schück, a Prussian merchant mariner. Schück eventually settled in Sulu and
introduced the Kahawa Sug coffee varietal to the islands.

Processing Questions:
1. Why do they need to perform such an activity?
➢ By performing a blood compact, it preserves the bond of friendship
between two tribes. This ceremony was the first treaty or bond of
friendship between the natives, and the Spaniards. A blood pact was
considered a form of brotherhood and was meant to maintain alliances
in the pre-colonial Philippines.
2. Why is it that only a few individuals practice this kind of action today?
➢ Blood compact was not anymore perform today because we have
already due process or innovative way in which if there is an agreement
we go to proper authorities and make a sign in a paper.

Activity 3: Describe Me!

Enhancement Reading: Refer to the material cited from the previous lesson.
Directions: Answer the following questions comprehensively.

1. What was Pigafetta's description of our ancestors? Enumerate.

 Pigafetta admiringly described our ancestors’ culture:

✓ balangay and, well, the gold: “Pieces of gold, of the size of walnuts and eggs

are found by sifting the earth.

✓ All the dishes of that king are of gold and also some portion of the house.

✓ He described Raha Colambu, “According to their customs he was very tidy and

the finest looking man that we saw among those people. His hair was

exceedingly black, and hung to his shoulders. He had a covering of silk on his

head, and wore two large golden earrings fastened in his ears. He wore a cotton

cloth all embroidered with silk, which covered him from the waist to the knees.

At his side hung a dagger, the haft of which was somewhat long and all of gold,

and its scabbard of carved wood. He had three spots of gold on every tooth,

and his teeth appeared as if bound with gold. He was tawny and tattooed all

over.” He was not describing a ruler of a savage people but a fine gentleman,

even to Pigafetta’s tastes.

What Pigafetta described was different from how we once imagined our ancestors to

be — living in small communities that were independent from each other. The world

of the Visayas was a confederacy where the kings had diplomatic relations. The

presence of the balangay and of silk clothing, coupled with archaeological evidence of

Ming jars only prove that we were once part of the Southeast Asian trade route to

China. King Colambu even accompanied Magellan to Cebu so he could trade with its
ruler, Raha Humabon. Cebu was an entrepot where products from different parts of

Southeast Asia exchanged hands.

There, Magellan underwent a ritual, which was also the basis for the formation of the

community. When small villages wanted to form a larger, stronger political unit called

the Banua (or the Bayan), their datus would mix drops of their blood in wine and they

would all drink it. It was not just a mere contract with blood, but a sandugo — the

community becomes one blood, kapatiran — a promise to love everyone in the

community as your own brethren. In trade terms, this also meant a commitment to

fulfill agreements, or else face the circumstances of going to war — pangangayaw —

to correct the wrong that was done.

In a way, in 1521, the Filipinos and Europeans “discovered” one another. We started

out respecting each other and had the time of our lives. But Magellan was quickly

dragged into our internal conflicts and faced the consequences of arrogance, pride

and of failure to understand the culture of others.

2. What can you say about our ancestors' traditions, specifically on the way
they dress and have tattoos? Do you think it should still be practiced
today? Yes or no? Defend your answer
➢ I think that the way they dress before represents how strong and brave
they are. People on that times were not judge mental even they dress
are too revealing. In the past, however, tattoos were not used to form
individual identities. Instead they tended to be a collective cultural
project, constituting particular social markers. Sometimes they created
a spectacular appearance when a tribe all shared the same design; in
other instances, they were used as initiation or coming-of-age rites.
For me, I think the way they dress before should not be practice today
because we are now in new era where their kind of dress are not suitable
anymore because we have new ones. And people nowadays are
conservative so it’s not applicable. However we need to preserve our
culture and respect, propagate and develop more for future generation.
There are a lot of people who have tattoos today and I don’t see it
negative or bad because I think there’s nothing wrong of having tattoos
to your body as long as you are happy. It’s called permanent stamp of
identity however, as global mobility leads to the increasing pluralization
of society, identity is also being seen as something to be designed
rather than inherited.
Activity 4: Map it Out!

Directions: Based on the reading material given to you, create a timeline on the
Philippines' Spanish colonizers' expedition. Use the space provided below.
1600. The Dutch attack the archipelago in a tactical offensive during the
European war between Spain and the Netherlands.

1600. Governor Sebastian Hurtado de Corcuera begins collecting

thebandala from the natives. Bandala is an annual quota of products assigned
to the natives for compulsory sale to the government.
1600. The Galleon trade between Manila and Acapulco, Mexico begins. But
Manila serves merely as a transshipment port for the exchange of goods
between Spain and Mexico on the one side and China on the other. Silver
from Mexico is traded for any kind of Chinese merchandise. Because of the
Galleon trade's quick returns, Spain lacks interest in developing the Philippine
economy during the first 200 years of its occupation.

1603. Chinese insurrection in Manila.

1622. An early revolt takes place in Bohol. It is headed by Tamblot, a babaylan

or priest of the native religion. Revolts in Leyte, Samar and Panay follow, all
protesting the collection of tributes.

1744. One of the most successful revolts in Philippine history breaks out, once
more in Bohol, and provides the island a kind of independence from the
Spaniards for the following 85 years. The first leader of the revolt isFrancisco
Dagohoy.

1754, May 15. Mt Taal emits magma and destroys the towns of Lipa, Sala,
Tanauan and Talisay.

1762, Sep 22. In a side encounter of the European Seven Years War, the
British attack Manila with 13 vessels and 6,830 men under the command of
General William Draper and Admiral Samuel Corning. The British win the battle
and occupy the city.

1762, Oct 5. The British take control of the Philippines and Darsonne
Drake becomes Governor-General. The British open the colony to international
trade and ultimately change its economic life.

1762, Dec 14. A revolt under the leadership of Diego Silang (Dec 16, 1730 -
May 28, 1763) breaks out in the Ilocos region.

1763, May 28. The revolt ends as Diego Silang is assassinated by his former
friend Miguel Viscos.

1763, Feb 10. The Treaty of Paris between England, Spain and France is
signed, ending the Seven Years War in Europe as well as the British occupation
of the Philippines.

1774, Nov 9. Parishes are secularized by order of King Charles III of Spain.
Natives are also permitted to enter the Catholic priesthood.

1808, May. French Emperor Napoleon Bonaparte installs his

brotherJoseph as King of Spain. French-influenced liberals support the king
but the people do not.

1809, Jan 22. As an effect of the appointment of Joseph Bonaparte as King of

Spain, all Spanish colonies including the Philippines are madeintegral parts of
Spain by the Spanish Central Junta. Filipinos are given the privileges of
Spanish citizenship as well as representation in the Spanish Cortes
(parliament).

1812, Mar 19. The Spanish Cortes promulgates the Cadiz Constitution. It is a
liberal constitution, vesting sovereignty in the people, recognizing the equality
of all men and the individual liberty of the citizen, and granting the right of
suffrage, but providing for a hereditary monarchy and for Catholicism as the
state religion.

1812, Sep 24. The first Philippine delegates to the Spanish Cortes, Pedro
Perez de Tagle and Jose Manuel Coretto take their oath of office in Madrid,
Spain.

1813, Mar 17. Spain officially implements the Cadiz Constitution in Manila.

1813, Oct 16 to 19. The Battle of the Nations near Leipzig, Germany; it ends
with Napoleon and the French defeated.

1813, Oct. Following the French defeat at Leipzig, the British General Duke of
Wellington drives the Napoleonic forces out of Spain.

1814. Ferdinand VII, son of Charles IV, is recognized as King of Spain.

1815, Jun 18. Napoleon Bonaparte is defeated in a battle with another multi-
national army under Wellington at Waterloo, Belgium.

1815, Oct 15. Bonaparte is exiled to St. Helena's Island in the Atlantic Ocean,
off the coast of West Africa.

1816, May 24. After the defeat of Napoleon in Europe and his brother's loss of
the Spanish throne, conservative forces again dominate Spanish politics. The
Spanish Cortes rejects the Cadiz Constitution which means, among other
things, that Philippine representation in the Cortes is abolished.

1820. Changes in Philippine economic life, partially introduced by the British,

lead to some internal prosperity. In agriculture, crops are relegated by region
so that tobacco becomes the chief crop of the north,sugar the main crop of the
Visayas, and abaca the mainstay of the Bicol region. The same year, foreigners
are massacred in Binondo. They were under suspicion of poisoning Pasig river
and thus being responsible for a severe epidemic of cholera.

1828. An earthquake lasting between 2 to 3 minutes damage a number of

buildings and churches in Manila.

1830. The Port of Manila is opened to the world market.

1835. The Chamber of Commerce is installed. Francisco Rodriguez

establishes the first Filipino bank.

1848. Glowing avalanche from Mt Hibok-Hibok on Camiguin island

1852, Dec 4 to 6. Glowing avalanche from Mt Hibok-Hibok.

1863. The educational system in the archipelago is reformed, allowing the

natives higher levels of training. Wealthier native families start sending their
children to study in Spain.

1863, Jun 3. At 19:00, a terrific earthquake shakes Manila and ruins most
buildings in the city, including the cathedral. Of major structures, only theSan
Agustin church remains standing.

1869, Nov 17. The Suez Canal is opened, establishing a regular steamship
service between the Philippines and Europe. This allows not only the influx of
more goods into the colony but also of new ideas.

1872, Feb 17. Three martyr priests are publicly garroted as alleged leaders of
the Cavite Conspiracy, a movement for secularization and nationalism, which
is distasteful to the Spanish friars. They are Jose Burgos (born Feb 9,
1837), Mariano Gomez (born Aug 2, 1799) andJacinto Zamora (born Aug 14,
1835). The incident gives the Filipinos an impetus to unite and to develop
national consciousness. It also gives birth to a reform movement among
Filipinos in Spain, known as the Propaganda Movement.

1880. Manila is connected through telegraphic cable to the Western

world by Eastern Telecom.

1880, Jul 18 & 20. Two shocks of an earthquake create destruction from
Manila to Santa Cruz, Luguna. Tremors continue until Aug 6.

1882, Mar 3. A talented offspring of the native elite, Jose Protacio Rizal
Mercado y Alonso Realonda (Jun 19, 1861 - Dec 30, 1896) leaves Manila for
Barcelona to continue his studies in medicine.

1882, Jun 2. In Madrid, Rizal begins writing Noli me tangere, a political novel
set in the Philippines.

1884. Exaction of tribute from all male natives is ended and the required forced
labor of 40 days a year is reduced to 15 days.

1884, Jun 21. Rizal finishes his medical studies in Spain.

1887, May 29. Noli me tangere is published in Madrid and Barcelona.

1887, Oct. Rizal begins writing the novel El Filibusterismo, a continuation of

Noli me tangere.

1888, Dec 13. Filipinos in Barcelona establish the organization La Solidaridad.

It demands for the Philippines freedom of press, speech and assembly, equality
before the law, participation in governmental affairs, social and political freedom
and representation in the Spanish Cortes. The demands are published and
circulated in Barcelona for the purpose of reaching the Spanish King's ear.
Among the members are: Jose Rizal, Lopez Jaena (Dec 18, 1856 - Jan 20,
1897), Marcelo del Pilar (Aug 30, 1850 - Dec 3, 1920), Antonio Luna (Oct 29,
1866 - Jun 5, 1899) and Mariano Ponce (Mar 23, 1863 - May 23, 1918).

1891, Mar 28. Rizal finishes writing El Filibusterismo in Biarritz, France.

1892, Jun 26. Rizal arrives in the Philippines via Hong Kong.

1892, Jul 3. In Ilaya St, Tondo, Rizal founds La Liga Filipina to give the people
a chance for direct involvement in the reform movement. Andres
Bonifacio (Nov 30, 1863 - May 10, 1897) is one of Rizal's partners.

1892, Jul 7. The Spanish authorities arrest Rizal for organizing La Liga
Filipina.

1892, Jul 17. Rizal is exiled to Dapitan, Mindanao.

1894, Jul 8. Andres Bonifacio forms the Katipunan. Its members come from
the lower and the middle class. The organization wants to awaken nationalism
and free the Filipino people from Spanish oppression and friar despotism. The
organization believes that reforms can only be obtained by means of a
revolution.

1896, Jul 1. Rizal receives a telegram from Governor Ramon Blanco requiring
his services as a physician for the Spanish army in Cuba.

1896, Aug 6. Rizal returns to Manila.

1896, Aug 19. Spanish authorities discover the Katipunan when one of its
members, Teodoro Paterno, betrays the organization to an Agustinian priest,
Fr. Mariano Gil. All those implicated are ordered arrested but many Katipuneros
evade arrest and flee to the hills of Balintawak.

1896, Aug 23. A revolution is proclaimed by Bonifacio. The event is marked in

history as the Cry of Balintawak. In this instance, Filipinos tear up their cedulas
(I.D. cards) issued by the Spanish government and thereby mark the beginning
of the uprising against the Spaniards.

1896, Aug 26. Rizal goes to Cavite where he boards a ship for Barcelona. In
the following night, Andres Bonifacio, Emilio Jacinto and other Katipuneros are
able to surreptitiously board Rizal's ship. They offer to rescue him from the
Spaniards, but Rizal refuses.

1896, Aug 30. After the spread of the Katipunan revolt throughout The Country
the first real battle for Philippine independence takes place at San Juan del
Monte. The Spanish Governor Ramon Blanco proclaims a state of war in the
8 provinces that took up arms. The provinces are Manila, Laguna, Cavite,
Batangas, Pampanga, Bulacan, Tarlac and Nueva Ecija.

1896, Sep 2. Aboard the ship Isla de Panay, Rizal leaves Cavite for Barcelona.
1896, Oct 3. Rizal arrives in Barcelona.

1896, Oct 4. By order of Capt. Gen. Despujol, Rizal is incarcerated in

Montjuich.

1896, Oct 6. On orders from Madrid, Rizal is sent back to Manila as aprisoner.

1896, Oct 31. A new group of the Katipunan is formed in Cavite; it discards the
leadership of Andres Bonifacio and is headed by Emilio Aguinaldo (Mar 22,
1869 - Feb 6, 1964).

1896, Nov 13. Rizal arrives in Manila and is immediately imprisoned at Fort
Santiago.

1896, Nov 20. Rizal is interrogated the first time on charges of partaking in an
uprising against the Spanish government.

1896, Dec 20. Rizal is sentenced to death by a Spanish court martial, and
Governor Camilo Polavieja orders his execution.

1896, Dec 30. The Spaniards execute Jose Rizal in

Bagumbayan (today's Rizal Park).

1897, Mar 22. The Katipunan holds its election. Aguinaldo is elected as
president while Bonifacio is elected only as director of war. Bonifacio is insulted
by the election results and refuses to recognize the new leadership.

1897, Apr 29. Katipuneros arrest Andres Bonifacio and his brothers Procopio
and Ciriaco on orders of Aguinaldo, who considers the former a threat. The
Bonifacios are charged with sedition and treason before a military court of the
Katipunan.

1897, May 8. The Katipunan court finds the Bonifacios guilty. They
aresentenced to death.

1897, May 10. Andres Bonifacio and his brothers are executed at Mt. Buntis,
Maragondon, Cavite.

1897, May 31. Aguinaldo establishes a Philippine republican government

in Biak-na-Bato, San Miguel, Bulacan.

1897, Aug 10. Aguinaldo begins negotiating with the Spaniards, represented
by Pedro Paterno.

1897, Aug 15. An earthquake at estimated intensity of 7.9 centered on Luzon's

northwest coast shakes Batanes and northern Luzon.

1897, Nov 1. The Constitution of Biak-na-Bato is signed. It was prepared and

written by Isabelo Artache and Felix Ferrer. The government of the Biak-na-
 Bato Republic has the following officers: Emilio Aguinaldo, President;
Mariano Trias, Vice President; Isabelo Artache, Secretary of Interior; Antonio
Montenegro, Secretary of Foreign Affairs; Baldomero Aguinaldo, Secretary of
Treasury and Emiliano Riego de Jesus, Secretary of War. The Biak-na-Bato
Republic fails as its leader, Aguinaldo, resigns to the fact that the Filipinos are
not yet ready to confront the Spanish forces. This belief also drives him to
negotiate with the Spaniards for the Pact of Biak-na-Bato.

1897, Dec 14. The Pact of Biak-na-Bato between the Spanish and Aguinaldo
is signed. In this pact, Aguinaldo agrees to surrender all arms and to go with
his companions into exile in Hong Kong upon payment of 800,000 pesos and
an additional 900,000 pesos for the non-combatants who suffered losses
because of the war.

1897, Dec 27. Aguinaldo and his companions leave for Hong Kong.

https://www.scribd.com/doc/101182642/Timeline-of-Spanish-Colonization-of-the-
Philippines

LESSON 2: CUSTOMS OF THE TAGALOG

Activity 1: Ancient Society! Directions: Examine ancient Philippine society

based on the description of Father Plasensia using the graphic organizer
below.
 CHARCTERISTICS DUTY

The 1st son of the barangay chieftain inherits Whenever there was dispute or disorder in a
his father’s position; if the 1st son dies, the 2nd Bagobo community, a Datu would be called to
son succeeds their father; in the absence of act as arbiter between the parties.
male heirs, it is the eldest daughter that
becomes the chieftain.
The Bagobo Datu found his relevance as leader, arbiter and lawgiver
before the arrival of the Spanish in the Philippine islands in the 1500’s.
They worship many gods and goddesses: 1. bathala,
He is famed to be the most knowledgeable of the customs of his people
supreme being; 2. Idayanale, god of agriculture; 3. and on many reported historical instances, reputed to be the fiercest
Sidarapa, god of death; 4. Agni, god of fire; 5. Balangaw, and the strongest. Whenever there are infractions of the custom law,
god of rainbow; 6. Mandarangan, god of war; 7. Lalahon, he answers back by personifying his role as the lawgiver and arbiter of
god of harvest; and 8. Siginarugan, god of hell. Also believe justice in the community.
in sacred animals and tress.

The duties of Maharlika includes helping the datus at all cost

There are two kinds of alipin. First are the Commoners or
such as rowing for him when summoning a water or helping him
aliping namamahay. They live in their own houses and lords of
build a house. Also, they are expected to pay the datus a
their property and gold. They accompany the chief wherever he
hundred gantos of rice during harvest.
goes beyond the island and rowed for him. Second are the
Slaves or aliping sa guiguilir. They serve their master in his
house and his cultivated lands.

A duty of Maharlika is helping the datu to maintain peace and

In Marriage Customs men were in general, monogamous; order in the barangay by defending its territory from other
while their wives are called Asawa. Courtship begins with barangay’s.
Paninilbihan. Prior to marriage the man requires to give a
dowry: (1) Bigay- kaya (a piece of land or gold); (2)
Panghihimuyat (a gift for the brides parents); (3) Bigay-suso
(for brides wet nurse).
Processing Questions:

1. What are the different classes of people in ancient Philippine society?

➢ The Tagalog had a three-class social structure consisting of
the alipin (commoners, serfs, and slaves), the maharlika (warrior
nobility), and finally the maginoo. Only those who could claim royal
descent were included in the maginoo class.

2. How were the aliping namamahay and sa guiguilir different?

➢ The difference between the aliping namamahay and the aliping sa
guiguilir is that the custom of taking away the children of the aliping
namamahay, making use of them as they would of the aliping sa
guiguilir, as servants in their households, which is illegal, and if the
aliping namamahay should appeal to justice, it is proved that he
is an aliping as well as his father and mother before him and
no reservation is made as to whether he is aliping namamahay
or atiping sa guiguilir. H e i s a t o n c e considered an alipin, without
further declaration. In this way he becomes a sa guiguilir, and is
even sold. Consequently, the alcaldes-mayor should be instructed
to ascertain, when anyone asks for his alipin, to which class he
belongs, and to have the answer put in the document that they give him.
3. In the graphic organizer above, why do dotted lines divide the people in the
ancient Philippines?
➢ The people in the ancient Philippines before has its own characteristics
and duties these factors made them unique individual. They have
distinct beliefs that should be followed especially about paying taxes,
their marriage their beliefs in ritual activity and many more. Aside from
their characteristics they duties as a datu a leader who is ready to fight
against the enemies for the sake of its people. While maharlika are the
ones who help the datu to promote peace and order. In general, the
above organizer was divide based on the two different factors of the
people in ancient times.

Activity 2: Let's Compare!

Directions: Write inside the chart, the Tagalogs, and Visayans' words in
referring to social classes. Answer the questions afterward.
 Among the
Among the
Visayans
Tagalogs

• Datu
Maginoo
• Timawa
Maharlika • Oripun,
uripon, or
Alipin ulipon.

Processing Questions:
1. How was ordered maintained in ancient communities despite the presence of slaves?
➢ The slaves before had few rights and always fewer than his owner. The slave was a species or property meaning to
say belongs to someone else another, a movable property. However, there were limits in most societies on how mush
a slave could be abused. The slave was deprived of personal liberty and the right to move about geographically as he
 desired. There were likely to be limits on his capacity to make choices with regard to his occupation and sexual
partners as well.

2. Why was the relationship among people belonging to different social classes essential to maintain peace and order
in communities?
➢ I believe companionship is a great way to promote peace and order in the communities. Companionship is a model of
walking alongside an individual experiencing difficult life events, offering the gifts of time and presence. Through
companionship, respect and empathy are shared, trust and care are developed, and community is fostered. In
essence if there is a good relationship with people in the community it would be easy to promote peace and order
because people are cooperating and are willing to follow such rules.

Activity 3: M-Q-D-F CHART

Directions: Write the correct information inside the MQDF chart based on your understanding of what role each class of people played in the ancient
Philippine society.

DATU Datu is the leader of the barangay, the basic social economic-unit. Datu would
be called to act as arbiter between the parties.
 Members of the Tagalog warrior class known as maharlika had the same rights
and responsibilities as the timawa, but in times of war they were bound to serve
their datu in battle. They had to arm themselves at their own expense, but they
MAHARLICA did get to keep the loot they won – or stole, depending on which side of the
transaction you want to look at. Although they were partly related to the nobility,
the maharlikas were technically less free than the timawas because they could
not leave a datu’s service without first hosting a large public feast and paying
the datu between 6 and 18 pesos in gold – a large sum in those days.

Aliping namamahay or house-holding alipin, could hardly be called a slave at

all. He was more like what we call a serf in English. A namamahay was
ALIPING usually an alipin who had received a piece of land from his maginoo master.
In return, he was required to hand over a portion of what the land produced as
NAMAMAHAY a tribute and to occasionally work on his master’s land.

The people near the bottom of society were known by the scornful
term, alipin sa gigilid. In pre-colonial times the gilid was the area behind
and below the house where the toilet was located. These alipins were
ALIPING SA single men and women who worked in their master’s homes, tending
the gilid, among other chores. They were completely dependent for food

GUIGUILID
and shelter, but if they could make some money on the side, they were
allowed to keep some of it, and if they managed to save enough, they
could buy their way up to namamahay or even timawa status. If a man
wanted to get married, his master would usually set him up as
an aliping namamahay with his own home and a patch of land, though this
was rarely done for women.
 Sources

• English, Leo James. Tagalog – English Dictionary, 1986

• Scott, William Henry. Barangay - Sixteenth Century Philippine Culture and Society, 1994

Activity 4: News Matters!

My Proposal

Situation: In April 2012 news about the disturbance that occurred at Silverio Compound in Paranaque City became the talk town.
There was a confrontation between the residents in the area and the police demolition team. Peaceful talks turned into violence. The
residents threw stones and bottles; the police retaliated and fired their guns at residents. After the chaos subsided, many were
arrested and teenager died from gunshot wounds. It was said that the incident was caused by a plan to evict the residents of Silverio
Compound, who were supposedly living there illegally, so that the landowner could erect a new building. The residents countered
that the land was granted to them by the government.

Proposed Solutions:
As a government official conflict, arguments, and change are natural parts of our lives, as well as the lives of every agency,
organization, and nation. Conflict resolution is a way for two or more parties to find a peaceful solution to a disagreement among
them. The disagreement may be personal, financial, political, or emotional. When a dispute arises, often the best course of action is
negotiation to resolve the disagreement.
As a land owner conservation easements and land donations help to protect resources and assets of the
property, such as wildlife habitat, prime agriculture land, and watershed protection for improved water quality.
These lands also benefit our communities by providing places to recreate, restore the body and spirit, improve water and air quality,
and increase property values by making areas desirable places to live and work.

As informal settlers countering the negative aspects of informal settlements requires governments to
recognize the challenges residents face and actively include them in wider city systems. Government must provide livelihood to this
people so they will not anymore depend on the government. Informal settlers should not be dependent always to the government
they must be working to elevate their lives.

What can be done?

As a government official 1 . U N D E R S T A N D T H E C O N F L I C T
Conflicts arise for a variety of different reasons. It is important for you to define clearly your own position and interests in the
conflict, and to understand those of your opponent. Here are some questions to ask yourself so that you can better define the
conflict.
Interests

• What do I really care about in this conflict?

• What do I want?
• What do I need?
• What are my concerns, hopes, fears?

Possible Outcomes

• What kinds of agreements might we reach?

Legitimacy

• What third party, outside of the conflict, might convince one or both of us that a proposed agreement is a fair one?
• What objective standard might convince us that an agreement is fair? Is there a precedent that would convince us that an
agreement is fair?
Their Interests

• If I were in their shoes, what would I really care about in this conflict?
• What do they want?
• What do they need?
• What are their concerns, hopes,

2. COMMUNICATE WITH THE OPPOSITION

Now that you have thought through your own interests and those of the other party, you can begin to communicate directly with
your opposition.

• Listen. Their opinions are important to you, because their opinions are the source of your conflict. If something is important
to them, you need to recognize this. Recognizing does not mean agreeing, of course!
• Let everyone participate who wants to. People who participate will have a stake in a resolution. They will want to find a good
compromise.
• Talk about your strong emotions. Let the other side let off steam.
• Don't, however, react to emotional outbursts! Try an apology instead of yelling back. Apologizing is not costly, and is often a
rewarding technique.
• Be an active listener. Rephrase what you're hearing as a question: "Let me see if I'm following you. You're saying that...
Have I got that right?" You can still be firm when you're listening.
• Speak about yourself, not the other party.

As a landowner 1. Conservation Easements

A conservation easement is:

• One tool landowners can use to realize their long-term vision for their land;
• A voluntary partnership between a landowner and a conservation organization to protect and preserve land for the long term.
 • A cost-effective way for the Platte Land Trust and other organizations to conserve lands with important conservation value
while allowing a landowner to retain ownership and control of his or her land.

Land Donation

For some landowners, the best method to protect the land they love forever is to donate the land to a qualified organization, such
as the Platte Land Trust. Donations can be tailored to include all or selected portions of the landowner’s property.

Conservation Policy

Platte Land Trust partners with other organizations and agencies in the region to advocate for land use and management
decisions that promote responsible growth in harmony with the protection of our most valuable natural, farm, and historic
resources.

As informal settlers

▪ Recognition of informal settlements and human rights. Urban authorities that adopt rights-based policies and integrated
governance create prosperous, sustainable and inclusive cities.

▪ Government leadership. National governments must provide enabling environments to develop and implement appropriate
policies to bring about change. Government at all levels must connect key stakeholders, harness local knowledge, enact
policies and plans and manage incremental infrastructure development.

▪ Systemic and citywide/at-scale approaches. Initiatives work best when they capitalise on agglomeration economies; use
innovative financing and taxes; ensure equitable land management; recognise multiple forms of employment; reintegrate
informal settlements with infrastructure and services via planning and design; clarify administrative responsibility for peri-
urban areas; and undertake sensitive planning to avoid exposure to environmental hazards.

▪ Integration of people and systems. Governments must develop and coordinate broader integrated frameworks that are
underpinned by urban planning, legislation and finance arrangements; are supported by interconnected institutional
 arrangements; and ensure the inclusion of marginalised groups and key stakeholders. Participation must be at the heart of
this approach, ensuring an understanding of economic and social community dynamics.

▪ Housing. The provision of affordable, adequate housing, including in situ upgrading and avoidance of forced evictions,
security of tenure and livelihood and employment generation, all play a role in urban prosperity.

▪ Long-term financial investment and inclusive financing options. Sustained investment in affordable housing and upgrading
programmes is critical. This includes pro-poor housing plans and financing support for all tiers of government.

▪ Developing participatory, standardised and computerised data collection. Residents of informal settlements should be
engaged in local data collection. Data collected at community level must be standardised and linked to city, regional,
national and global comparative indicators. Data collection must also be embedded in monitoring and evaluation
processes.

▪ Peer learning platforms. Platforms that draw on stakeholders’ knowledge should be prioritised to facilitate peer learning.
These platforms may include a range of communication strategies and multimedia mechanisms.

LESSON 3: PROCLAMATION OF PHILIPPINE INDEPENDENCE

Activity 1: Picturesque!

Directions: Analyze the picture below and answer the questions that follow.
Processing Questions:
1. What does the picture depict?
➢ The picture shows an example of historical event in the Philippines which
is the proclamation of Philippine Independence. The most significant
achievement of Aguinaldo's Dictatorial Government was the
proclamation of Philippine Independence in Kawit, Cavite, on June 12,
1898. The day was declared a national holiday. Thousands of people
from the provinces gathered in Kawit to witness the historic event. The
ceremony was solemnly held at the balcony of General Emilio
Aguinaldo's residence. The military and civil officials of the government
were in attendance.
2. What were the significant symbols first publicly viewed and heard on this
occasion?
➢ The Philippine flag’s design elements, which have been in use since
General Emilio Aguinaldo first conceived them—the stars and stripes;
the red, white, and blue; the masonic triangle; and the sun—and have
endured since. It’s called the origin of the symbols of national flag.

Activity 2: Share Your Ideas!

Directions: Answer the following questions with no less than three sentences
and no more than five sentences. Read the full Act of Declaration for
reference.
1. What does the document want to convey?

➢ Was designed for multiple audiences: the King, the colonists, and the
world. It was also designed to multitask. Its goals were to rally the troops,
win foreign allies, and to announce the creation of a new country. The
introductory sentence states the Declaration’s main purpose, to explain
the colonists’ right to revolution. In other words, “to declare the causes
which impel them to the separation.”
2. How did the revolutionaries regard Emilio Aguinaldo in the document?
➢ They commanded Emilio Aguinaldo for all of his effort in achieving the
independence in the Philippines. Through his effort and dedication, our
country is now independent and ready to adapt to every situation may
come. In essence, Aguinaldo was a huge part is our history.
3. According to the document, what do the symbols in the Philippine flag
represent?
➢ Because the Philippine flag is the country's most cherished symbol. It is
the nation's emblem for freedom. It symbolizes patriotism, love of
country and sense of nationhood and embodies the aspirations and
 sentiments of the Filipino people in their unceasing quest for
independence.
4. How did the Filipinos regard the United States in the document?
➢ The Filipinos were grateful for the help of the United States because of
their protection and contribution in the success of achieving
independence in our country. Thus, Filipinos are above thankful for
making all of this possible.
5. What is the importance of this document in the History of our country?

➢ The declaration of independence is one of the most important milestones

in Philippine history. The country was colonized by many nations for
hundreds of years. Imagine achieving your freedom after all the
hardships you’ve been through. It is priceless.

Application and Assignment

1. What is your take on this? Were the leaders right on suggesting recognition
first as an urgent matter, especially what happened with the Treaty of Paris?

I do believe there is a need or reorganization of the government especially in

mandating policies and what happened in the treaty of Paris were Spain relinquished
all claim of sovereignty over and title to Cuba and also ceded Puerto Rico, Guam, and
the Philippines to the United States. The cession of the Philippines involved a
compensation of $20 million from the United States to Spain.

However, it is most important to celebrate our independence first to secure and

protect our rights. The day the Philippines gained independence is the pinnacle of
patriotism, and June 12 holds that symbolic sense of a truly independent Filipino
nation. The primary purpose of the declaration was to proclaimed the sovereignty and
independence of the Philippine Islands from the colonial rule of Spain after the latter
was defeated at the Battle of Manila Bay during the Spanish-American War. The
declaration, however, was not recognized by the United States or Spain, as the
Spanish government ceded the Philippines to the United States in the 1898 Treaty of
Paris, in consideration for an indemnity for Spanish expenses and assets lost.

“Nationalism is nourished by a sense of history. It is of its essence to know profoundly

the past, so that we may be in complete openness with the men who made that history
and in intimate communion with their thoughts, their deeds, and their noble lives.”—
Claro M. Recto, Jr.
This day is not just a regular holiday, it is this day that Filipinos remember the courage
and sacrifices by soldiers and heroes who fought for our motherland.

LESSON 4: PHILIPPINE CARTOONS-POLITICAL CARICATURE OF THE

AMERICAN ERA

Activity 1: Beyond meaning! Directions: Answer the following questions with no

less than three sentences and no more than five sentences.
1. How fair was the use of cartoons in portraying the Philippine society during
the colonial periods?
➢ I think the use of these cartoons are somehow good because it made for
the purpose of conveying editorial commentary on politics, politicians,
and current events. However, its not fair to use cartoons in portraying
Philippine society because it seems like funny and not serious to handle,
it seems like we are not respecting all the people who truly fought for this
country. Our hero, who raise our flag.
2. How does a political cartoon or caricature analyze?
➢ Political cartoons can be very funny, especially if you understand the
issue that they’re commenting on. Their main purpose, though, is not to
amuse you but to persuade you. A good political cartoon makes you
think about current events, but it also tries to sway your opinion toward
the cartoonist’s point of view. The best political cartoonist can change
your mind on an issue without you even realizing how he or she did it.

Activity 2: Draw it! Discuss it!

Directions: Make a political cartoon or caricature that depicts today's Philippine
society. Put a title and a brief explanation.
 ONLINE EDUCATION IS NOT
FOR EVERYONE!

Online learning is not for everyone. 1. Technology Equity and Accessibility to Technology
because before any online program can hope to succeed, it must have students who are able
to access the online learning environment. Lack of access, whether it be for economic or
logistic reasons, will exclude otherwise eligible students from the course. This is a significant
issue in rural and lower socioeconomic neighborhoods. 2. Computer Literacy, both students
and facilitators must possess a minimum level of computer knowledge in order to function
successfully in an online environment. 3. The Facilitator Lack of Essential Online Qualities,
successful on-ground instruction does not always translate to successful online instruction. If
facilitators are not properly trained in online delivery and methodologies, the success of the
online program will be compromised. An instructor must be able to communicate well in writing
and in the language in which the course is offered. An online program will be weakened if its
facilitators are not adequately prepared to function in the Virtual Classroom. 4. The Online
Environment Levels of Synergy, online learning has its most promising potential in the high
synergy represented by active dialog among the participants, one of the most important
sources of learning in a Virtual Classroom.
LESSON 5: PRESIDENT CORAZON AQUINO’S SPEECH BEFORE U.S.
CONGRESS

Activity 1: The Who?

Directions: Given the picture, answer the questions below.

Processing Questions:
1. Who is the woman in the picture?

➢ The woman in the picture in none other than our former president of our
country Maria Corazon Sumulong Cojuanco Aquino born on January
25, 1933, Tarlac province, Philippines she died August 1, 2009, Makati.
Philippine political leader who served as the first
female president (1986–92) of the Philippines, restoring democratic rule
in that country after the long dictatorship of Ferdinand Marcos.
2. What is her historical significance?

➢ Corazon Aquino was the most prominent figure of the 1986 People
Power Revolution, which ended the 20-year rule of President Ferdinand
Marcos and led to the establishment of the current democratic Fifth
Philippine Republic.

➢ Corazon Aquino Administration gave strong emphasis and concern

for civil liberties and human rights, and peace talks with communist
insurgents and Muslim secessionists. Cory also focused on bringing
back economic health and confidence. The Aquino administration
succeeded in paying off $4 billion of the country’s outstanding debts.

➢ Cory was also a lifelong member of the Council of Women World

Leaders, an international organization of former and current female
heads of state and government that helps to mobilize women world
leaders to take action on issues critical to the leadership, empowerment
and development of women.
Activity 2: Quiz Corner!
Directions: Write Yellow if the statement is True and True if the statement is False.

YELLOW 1. Cory Aquino was the second female president of the Philippines.

TRUE 2. Cory Aquino gave her US Congress speech on September 18, 1886.
TRUE 3. The EDSA Revolution is considered the bloodiest revolution in Philippine History.
YELLOW 4. Since Ninoy's assassination, yellow has been the color of the revolution.
TRUE 5. The "W" hand symbol was the famous hand gesture on demonstrations that
means "to fight."

TRUE 6. The EDSA Revolution is also called the People Power Revolution and the Red
Revolution.

TRUE 7. Her husband urged her to run for presidency.

TRUE 8. The Marcos family was exiled to Canada.
YELLOW 9. EDSA stand for Epifanio de los Santos Avenue.
TRUE 10. The assassination of Ninoy Aquino stopped the revolution from happening.

Activity 3: What about this?

Directions: Answer the following questions with no less than three sentences
and no more than five sentences.

1. What is the significance of the EDSA Revolution?

➢ The 1986 EDSA People Power Revolution was a successful social movement in
the Philippines, we were able to peacefully topple a tyrannical regime and
restore our freedom as a nation. Through people power revolution we begin a
new era marked by true freedom and democracy.

2. In her speech, President Aquino thanked the US for their help in restoring
democracy in the Philippines. What was the contribution(s) of the Americans
concerning the revolution?
➢ Aquino thanks US for helping to bring about a successful, bloodless revolution
in our homeland a significant contribution of the US to the restoration of freedom
 and democracy in the Philippines. However, The role played by the Americans
in the Edsa Revolution has been a standing question
because Americans were trying to retain control in a situation where the
growing influence of the RAM threatened to alter the status quo.
3. What's your take: Was the EDSA Revolution successful in bringing change
(democracy, freedom, etc.) in the country?
➢ Eda revolution 1 was successful in bringing back the democracy and freedom
in the country. However, the implementation of this wasn’t able to reach out all
Filipino people due to unfair and ignorance of the law of the implementor.

Application & Assignment

Directions: Find ten facts about the EDSA Revolution. Among the ten facts you
have gathered, pick one which you think is less known or hidden to the public.
Explain why the fact is less known or hidden.

Under both the 1935 and 1973 Constitution, Corazon Aquino was not qualified to run
for president in the 1986 “snap elections. Both the 1935 and 1973 constitutions
specified that a president must be a “resident of the Philippines for at least 10 years
immediately preceding the election.” Cory had left the Philippines together with her
husband voluntarily to live in Boston in 1980.

This is hidden to the public because they all wanted Cory to run for the position of
president. Because they wanted to expelled Marcos in his position because many
people suffered from martial law however, when Aquino elected as president the
Philippine system is still the same there is no changes. A lot of people especially in
the government position are still corrupting the money of the Filipino people and the
laws were truly unfair that times.

All these data became irrelevant of course when Cory imposed just a month after
Marcos fell, on March 25, 1986, a revolutionary government, which made her a dictator
monopolizing executive, legislative and judicial powers until the 1987 Constitution was
ratified.