Eed 6

Teaching Social studies in Primary Grades-Philippines History and Government
Teaching Social
Studies in Primary
Grades
Philippine History and Government
Writers:
Lea DC. Veloso, MEM, LPT
Mariel R. Tapadera, M.A.Ed., LPT
Editors:
Dennis M. Adrales, LPT
Ethel Joy V. Sebastian, LPT
Hello everyone! I hope that all of you are fine and doing well
inside your houses. In this pandemic, learning is a challenge
for everyone, especially for you my dearest students. But we
got you! We, your professors in EED 6 created this module to
help and assist you while you are learning in your house. This
module consists of six (6) units which is intended to be
tackled for 1st semester, Academic Year, 2020-2021. The
parts of the module that will you encounter are: (1)
Activating Your Prior Knowledge which is for you to
answer so that you will have a background knowledge about
each unit; (2) Expanding Your Knowledge will assist you to
know and learn more about the unit being studied and (3)
Synthesizing Your Knowledge part which will serve as a
measuring tool or assessment of how well you learned the
topics presented.
Stay safe and let’s continue to learn even you are not in
school.
TABLE OF CONTENTS
UNIT I THE GENESIS OF THE PEOPLE
The Discipline of History 3

National Territory 11
Natural Resources 15
Origin of the Ancestor 24
UNIT II PRE-COLONIAL LIFE AND CULTURE
Barangay as an Ancient Community 42

Social Hierarchy / Social Classes 45
The Status of Women 49
UNIT III THE FORMATION OF NATION
Start of Spanish Colonization 59

Spanish Control 62
Resistance Against Spanish Rule 72
THE ESTABLISHMENT OF A STATE
Philippine History American Era 81

The Philippine Republic 82
Governmentof the Philippines 85
UNIT IV PEDAGOGIES IN TEACHING SOCIAL STUDIES
THE ARALING PANLIPUNAN K TO 12 CURRICULUM

FRAMEWORK: ITS IMPLEMENTATION IN
THE BASIC EDUCATION CURRICULUM
The Araling Panlipunan Curriculum Framework 111

Guiding Principles for Teaching and Learning in
Araling Panlipunan for Grades 1-3 113
Desired Learning Competencies in
Grade Level Standards in Teaching
UNIT V TEACHING STRATEGIES IN SOCIAL STUDIES FOR

PRIMARY GRADES
Types of Strategies According to Scope 118
Types of Strategies According to Learning Modality 119
Model Teaching Strategies 121
Best practices and approaches in teaching Araling Panlipunan 123
Sample Lesson Plan in Social Studies (Grades 1-3) 125
UNIT VI ASSESSMENT IN SOCIAL STUDIES
CLASSROOM ASSESSMENT TOOLS IN ARALING

PANLIPUNAN FOR GRADES 1-3
Written Tests and Activities for Grades 1-3 139
Performance Tasks for Grades 1-3 141
UNIT THE GENESIS OF THE

I
PEOPLE
OVERVIEW
As a teacher in Social Studies you need a huge amount of facts and information
about history, politics and government. Imagine yourself inside your class, and then
suddenly one of your students asks out of the blue “Ma’am how we Filipinos originate?”
If you did not know the different theories regarding that, how you are able to answer your
student? As the old saying goes, "You can't give what you don't have." Therefore, as a
teacher in Social Studies you must know the content and better to master it. In this unit
you will learn how people originate.
OBJECTIVES
At the end of the unit, I am able to:
a. Relate the definition of history to its function in society;

b. Explain the bases used in determining the boundaries of the Philippines;
c. Enumerate the categories of natural resources;
d. Analyze the process of evolution of humans;
e. Enumerate the differences among the Philippines’ social classes.
ACTIVATING YOUR PRIOR KNOWLEDGE

SELF-ASSESSMENT???
Fill out the chart below to assess your knowledge about the different theories in the origin
of Filipinos.
What I want to
What I know?
know?
EXPANDING YOUR KNOWLEDGE

THE GENESIS OF THE PEOPLE
The Discipline of History
“Ang hindi lumingon sa pinanggaligan ay hindi makararating sa paroroonan”.

(Anyone who does not know how to look back will not be able to reach his destination.”)
According to the book Philippine Civilization History and Government by C. Bocan, J.
Ong, M. Jose and J. Ponsaran, this is an old Filipino saying that used to explain the idea
of history. In fact, the reason why one has to study history is reflected in the essence of
this saying. Even though it is the value of utang na loob (debt of gratitude) that is being
emphasized here, this saying also underscores the significance of looking back at the past
to understand the present and to guide future undertakings.
Some say that the lack of historical awareness is the reason why events in the
Philippines keep on repeating themselves. In other words, Filipinos have not developed
the habit of looking back at the past that is why they never learn the lessons that they
should have learned from it. Whether this comment on the Filipinos has a basis or not,
the study of history is necessary in developing a historical consciousness. That way,
Filipinos may avoid the mistakes that have been committed in the past.
The present is a place of the remains of the past. In fact, Filipinos may notice that
whenever they go, there are things that remind them of their past, courtesy of their
ancestors who might have left these things to serve as a guide to the present. Some of
these are oral traditions, written documents, fossils, bahay na bato (stone houses), and
pottery. These can be utilized by historians in order to reconstruct the past. By
understanding the past, Filipinos will internalize the reasons why they ought to love their
country.
The Beginning of History
History comes from the Greek word historia which originally means “to inquire”.
It eventually assumed the meaning of a story or the chronological records of significant
events.
History is the study of the chronological records of events based on a critical

examination of sources and authentic materials. History is a very broad subject because
it encompasses both past and current events that unfold before us and become part of our
lives. It deals with the study of politics, economics, sciences, society, religion, and the
civilization of the past. History is concerned with the totality of human experiences—
past and present.
History records not only the story of people, their wars and struggles, but also the
way they interacted with other people, traded their wares, built their homes, worshipped
their gods, and how they lived and died. It answers questions such as: “What
happened?” “When did it happen?” ��How did it happen?” “Why did it happen?”
“Where did it happen?” “How did it affect the course of event?”
Importance in Studying History
Studying history enables us to:

1. Develop an enhanced self-awareness, built strong values, and establish self-

identity.
2. Understand the past events that shaped our present-day situation;
3. Understand and accept other people with different values and ways of life;
4. Enhance our cooperative and competitive skills to achieve goals that improve
human condition;
5. Understand our fellowmen better and enhance our human interaction skills;
6. Appreciate our heritage and contribute to the betterment of our society as
responsible citizen;
7. Recognize and develop our full potentials and that of our fellowmen;
8. Improve our skills necessary for making individual observations for critical
thinking and solve complex problems for self-development;
9. Expand our knowledge in the different fields of sciences especially those related
to history like geography, economics, government, and culture;
10. Become actively involved, productive, and responsible citizens, and find ways to
contribute to the progress of our society;
11. Learn more about our world so we can better cope with and adapt to our
environment;
12. Learn more about the different forms of government and appreciate and
participate in government activities because they affect people’s lives.
History and other Related Discipline
History and other related sciences and disciplines related to history.
Anthropology is the scientific study of human beings in relation to distribution,

origin, classification and relationship of races, physical characteristics, environmental and
social relations, and culture.
Archeology is the scientific study of the material remains of historic and pre-
historic peoples by analysis of fossils, artifacts, and relics of past human life.
Anthropologist and archeologist have a difficult task of searching, investigating,

and studying societies long dead and gone so we may understand how the different things
around us come into existence and developed.
Geology is the science that studies the physical history of the earth, the rocks, and
the minerals that composed the earth and the physical changes that it had undergone.
Geologist interpret the sequence of the earth’s crust, which contains evidences of the
geological history of the earth through rock formations.
Sociology is the systematic study of the development, structure, interaction, and

collective behavior of organized group of human beings.
Cartography is the science or art of making map.
Political Science is a social science concerned mostly with the description and
analysis of political activity and behavior and especially, government institutions and
processes.
Philosophy is a discipline comprising the general beliefs, concepts, and attitudes

of an individual or group.
Economics is a social science concerned mainly with the description and analysis
of production, distribution, and consumption of goods and services.
Geography is the science that deals with the earth and its life especially the
description of land, sea, air, and the including man and his industries.
Psychology is the science that studies the mind and behavioral characteristics of
an individual or group.
Technology is the branch of knowledge that deals with industrial arts, applied
science, and engineering. Its practical purpose is to provide objects necessary for human
sustenance and comfort.
Linguistics is the science of languages including phonetics, phonology,

morphology, syntax, and semantics.
Literature is the body of oral and written works produced in a particular

language, country, or age, including writing as excellent form of expressing ideas of
permanent or universal interest.
Humanities is the branch of learning that investigates human concerns and

aspirations as opposed to natural processes. It includes the study of visual arts (drawings,
painting, and sculptures) performance arts and music.
The Archipelago’s Name
During the pre-spanish era, early Chinese traders and geographers already knew
the Philippines. Sung Dynasty sources in 982 A.D. referred the islands as Ma-yi. Chau-
Ju-Kua, a Chinese trade official, gave a detailed account of his travel to various parts of
the islands in 1225, which he called Ma-i.
In 1521, Ferdinand Magellan named the islands, Islas De San Lazaro

(Archipelago of St. Lazarus) when he first set foot on our native soil. Many other names
have been given to the archipelago.
The name Philippines came from the word Filipinas given by the Spanish
navigator Ruy Lopez de Villalobos in 1543 in honor of Prince Philip of Austrias, who
became King Philip II of Spain, successor to King Charles I. the word Felipina was at
first given byVillalobos’smen to refer toLeyte and Samar.Later, it was given to the whole
archipelago.
In 1571, Fr. Juan J.Delgado, a Jesuit historian called Manila, Pearl of the Orient
since it became a rich outlet of Asian trade even prior to the coming of the Spaniards in
the archipelago. Dr. Jose Rizal, the country’s foremost hero, gave the name Pearl of the
Orient Seas to his native land on the eve of his execution in 1986.
The name Filipinas first appeared in a rare map published in Venice in 1554 by
Giovanni Battista Ramusio, an Italian geographer. The Spanish Filipinas or Felipinas
was later changed to Philippine Islands (P.I.) during the American colonial era. It was
renamedRepublic of the Philippines (R.P.)after the recognition of its independence in
1946.
There were some Filipinos who proposed new names for the Philippines since the
name of our country was given by the colonizers. Artemio Ricarte, a Katipunan general,
wanted it to be called the Rizaline Republic, after Jose Rizal. Former President Ferdinand
Marcos proposed the name Maharlika (also the name of his guerrilla group in World War
II), after his dream of making this nation great again.
Theories on the Origin of Filipinos
H. Otley Beyer’s Theory
Long before the Spanish colonizers came into the Philippines, people with
distinct cultures had already inhabited the islands . The Migration Theory of H. Otley
Beyer, regarding the peopleof the archipelago became the most widely known version in
Philippine prehistory. According to Dr. Beyer, the ancestors of the Filipinos came in
waves of migration.
First to reach the archipelago was the caveman “Dawn Man” type, who was
similar to the Java man and other Asian Homo sapiens of250,000 years ago. Dr. Beyer
called the first Filipino the“Dawn Man,”for he emerged on theislands at thedawn of time.
Next to settle in the islands were the aboriginal pygmy group or the
Negritos. They were said to have reached the islands before the land bridges
from Malay Peninsula, Borneo, and Australia disappeared. They came between25,000
and 30,000 years ago.They were described to have black skin, darky kinky hair,
roundblack eyes, flat noses, and with a usual height of 5feet.
Third to arrive were the seafaring and tool-using Indonesian group who came
about 5,000 to 6,000 years ago.They came intwowaves of migration, with type A,
arriving about 3,000 to 4,000 B.C. and type B, about 1,500 to 500 B.C. IndonesianA was
tall, slender with light complexion, and thin lips. Indonesian B was shorter, with bulky
body, dark complexion, and thick lips. They were able todisplacethe Negritos to the
mountains with theirmove advanced culture.
Thelast to reach the archipelago were theseafaringMalays who introduced the Iron
Age culture. They moved into the islands from 300 B.C. to the 14th and 15th centuries
A.D.
Beyer’s migration theory became popular and unquestioned for quite a number of
years. Presently, the so-called waves of migration is now being dismissed because there
isno definite evidence, whetherarchaeological orhistorical, to support it. No evidence of
any“Dawn Man”type (250,000) years ago) or hominid species havebeenfound in the
country. So far, the oldest human relic discovered is only about 22,000BP.
In reality, Southeast Asian people shared many customs andtraditionswithout any

ethnic group racially or culturallydominant. It was the Westerncolonizers who divided the
Asian inhabitants into ethnic groups.
In place of the waves of migration theory, modern scholars suggest the so-called
core population theory. According to this theory, the inhabitants of the
Philippinesconsistof a core population to which came accretions of people who moved in
from the region. Themovements of people were erratic rather than in sequentialwaves.
The SoutheastAsian people who reached the Philippines during prehistoric times
became the core population. Each group, theIndonesians,Malays, and others, stood
asequal, without any of them raciallyor culturally dominant.
This core populationshared common cultural traits or base culture. They used
similarly fashionedtools, pottery, and ornaments; and upheld common beliefs and rituals.
Ifthere were some differences, these may be due to somefactorslike adaptation to the
environment. Furthermore, theimmigrants did not come into the archipelago in a fixed
period of time nor with a definite destination.
Landa Jocano’s Theory
According to this theory of Landa Jocano, Philippine society developed as single

unitary system. Jocano (1975) asserted that our culture developed from within the
country and not part of the Southeast cultural environment. According to him, there were
major time categories in the development of the Filipino culture: Formative; Incipient
and Emergent.
The Formative Period (500,000-250,000 years ago) started when the first
hominids arrived in the Tabon Caves of Palawan. It was during this period when these
hominids developed techniques in grinding and polishing stone tools. Moreover, pottery
and horticulture were also introduced during this period.
It was during the Incipient Period that notable cultural developments took place.
Among these developments were the local manufacture of metal artifacts, improvements
of earthenware pottery, acquisition of the form and decorative techniques, and the
beginning of long-distance trade based on the jade and glass ornaments recovered in
burial sites.
Trade further thrived in the Philippines during the Emergent Period. Contract
with Southeast Asian population was expanded and culminated when Indian influenced
reached the country in 100 A.D. Another distinctive development during the period was
the emergence of cultural behavior patterns among the people and the development of
Filipino social organization in terms of politics, economics, and religion among others.
Solheim’s Theory
This theory propounded by Wilhelm Solheim II (1981) on how ancient people

populated the Philippines in basically a revision of Jocano’s theory. There were four
different periods in this theory, namely: Archaic Period; Incipient Period; Formative
Filipino Period; and the Established Filipino Period.
Solheim’s Archaic Period started from the arrival of man in the Islands up to
5000 B.C. On the other hand, the Incipient Filipino Period began where the Archaic
Period ended until 1000 B.C. It was during this time that the Nasuntao, a maritime
people, traveled from Mindanao Island and Indonesia to the North, passing through
Taiwan to reach South China. The Formative Filipino Period , however, was from 1000
B.C. to 500 A.D. After this period was the Established Filipino Period, which according
to Solheim’s was from 500 A.D. up to 1521. People during aforementioned time frame
were mostly traders.
National Territory
The national territory comprises the Philippine archipelago, with all the islands
and waters embraced therein, and allother territoriesover which the Philippines has
sovereignty or jurisdiction, consisting of its terrestrial, fluvial and aerial domains,
including itsterritorial sea, the seabed, the subsoil, the insular shelves, and other
submarine areas. The waters around, between, and connecting the islands of the
archipelago, regardlessof their breadth and dimensions, form part of the internal waters of
the Philippines.
Territory is defined as the fixed portion on the surface of the earth on which the
State settles and over which it has supreme authority. The components of the territory of
the state are the terrestrial, fluvial, maritime and aerial domains.
Land Territory (Terrestrial Domain)
The territorial domain refers to the land mass, which may be integrate or
dismembered, or partly bound by water or consist of one whole island. It may also be
composed of several islands, like the Philippines, which arealso known asmid-ocean
archipelagos as distinguished from the coastal archipelagos like Greece.
The terrestrial domain includes

properties of public dominion as well as
properties of private ownership.
• Public dominion – includes those for public

use, those for public service, and those for the
development of national wealth (roads,
government buildings, forest, and mineral
lands)
• Private ownership – consists of patrimonial

properties of the government such as lands
acquired through escheat proceedings and of
those vested in individuals whether owned
singly or collectively.
Maritime Territory (Fluvial and Maritime

Domain)
A. Internal waters Covers all water and waterways on the landward side of the
baseline. The coastal state is free to set laws, regulate use, and use any resource.
Foreign vessels have no right of passage within internal waters.
Land Boundaries
The Philippines has no land boundaries. Nearby neighbors are Taiwan to the
north, Malaysia and Indonesia to the south, Vietnam to the west, and China to the
northwest.
Disputed Territory
The Philippines, China, Taiwan, Malaysia, and Vietnam hold conflicting claims to
portions of the South China Sea and the Spratly Islands, which are called the Kalayaan
(Freedom) Islands in the Philippines. The Philippines also disputes Malaysia’s claim to
the state of Sabah.
Length of Coastline
Estimates of the total length of the coastline range from 17,500 kilometers
(official Philippine figure) to 36,289 kilometers (U.S. figure).
Maritime Claims
The Philippines claims a territorial sea of up to 100 nautical miles from the
nearest coastline, an area that includes the entire Sulu Sea and the northern part of the
Celebes Sea. A presidential decree in 1978 announced additional baselines, which in
effect extended the territorial sea to claim an area up to 285 nautical miles in breadth in
the South China Sea west of Palawan Island. This area encompasses the Spratly Islands.
The Philippines also claims its continental shelf to the depth of exploitation and an
exclusive economic zone of 200 nautical miles from its baselines.
Location
The Philippines comprises an archipelago of some 7,107 islands located off

Southeast Asia, between the South China Sea on the west and the Philippine Sea on the
east. The major islands are Luzon in the north, the Visayan Islands in the middle, and
Mindanao in the south.
Size
The total area is about 300,000 square kilometers, including about 298,000 square
kilometers of land and about 2,000 square kilometers of water. The Philippines stretches
about 1,850 kilometers from Y’Ami Island in the north to Sibutu Island in the south and
is about 1,000 kilometers at its widest point east to west. The bulk of the population lives
on 11 of the 7,107 islands.
Topography
The Philippines consists of volcanic islands, including active volcanoes, with

mostly mountainous interiors surrounded by flat lowlands and alluvial plains of varying
widths along the coasts. The elevation ranges from sea level to the highest point of Mount
Apo on Mindanao Island, at 2,954 meters above sea level. Diverse topography and
climate characterize the different areas in the country. While mountain ranges traverse
the major islands, adjacent valleys and plateaus provide a sharp contrast. The climatic
conditions and degree of weather disturbances differ among the provincesbecause of their
varied topography and geographic location. The provinces in northeastern Luzon and the
Bicol Region are generally wet and more vulnerable to typhoon than the rest of the
country. The Visayan regions have generally more rainy days than Luzon and Mindanao.
Mindanao, on the other hand, is almost free from typhoon which makes agriculture a very
important industry on that island.
Principal Rivers
The longest river is the Cagayan (Río Grande de Cagayan) on Luzon, about 350
kilometers in length. Other principal rivers on Luzon include the Abra, Bicol, Chico, and
Pampanga. The Pasig River is only about 25 kilometers in length but serves as the main
waterway, flowing between Laguna de Bay, the largest freshwater lake in the Philippines,
through metropolitan Manila to Manila Bay. Principal rivers on Mindanao include the
Mindanao
Climate
The Philippines has a tropical marine climate, with the northeast monsoon, which
produces a cool, dry season from December to February, and the southwest monsoon,
which brings rain and high temperatures from May to October. Between March and May,
hot, dry weather prevails. Temperatures in Manila range from 21 2C to 3 C, with an
average annual temperature of 27 C. Temperatures elsewhere in the Philippines have
been recorded at more than 37 C. The average monthly humidity ranges from 71 percent
in March to 85 percent in September. Annual rainfall is heavy but varies widely
throughout the Philippines, ranging from 965 millimeters in some sheltered valleys and
the southern tip of the island of Mindanao to 5,000 millimeters along the mountainous
east coasts of the islands of Luzon, Samar, and the northern tip of Mindanao. The
Philippines lies astride the typhoon belt and experiences 15 to 20 typhoons a year from
July through October, of which five or six may cause serious destruction and death.
The Philippines, situated at the Torrid Zone, has a tropical climate with a mean
annual temperature of about 27◦ (about 80◦F). Mountain slopes and peaks found in the
archipelago are cooler. The country has two seasons, dry and wet. In most of the islands,
rainy season occurs from May to November. During this period, the wind blows from the
southwest. Often, the country experiences typhoons from the months of June to October.
The dry season occurs from December to April, when the wind blows from the northeast.
When typhoon signal no. 2 is hoisted, classes at the pre-school, elementary, and
secondary levels in all public and private schools are automatically suspended. In 2007,
the National Disaster Coordinating Council (NDCC) issued a memorandum stating that
information from the Philippine Atmospheric Geophysical and Astronomical Services
Administration (PAGASA) could be used as basis to recommend decisions to the
Department of Education (DEPED) and Commission of Higher Education (CHED)
concerning suspension of classes.
Natural Resources
The major natural mineral resources include coal, cobalt, copper, chromite, gold,
gypsum, iron, natural gas, nickel, petroleum, salt, silver, and sulfur. There are lesser
deposits of bauxite, lead, mercury, molybdenum, and zinc. Other important resources are
geothermal and hydroelectric power, fish, and timber.
Landforms:
The Philippines has a rugged topography. Its four major lowland plains are the
Central Luzon Plains and Cagayan Valley in Luzon and the Agusan and Cotabato Valley
in Mindanao.
The biggest lowland plain in the Philippines is Central Luzon where the
Provinces of Bulacan, Pampanga, Tarlac and Nueva Ecija are located. The mountanious
provinces of zambales and Bataan are also belong to this region. Central Luzon has
been dubbed as the the “Rice Granary of the Philippines” because it is the main
supplie of rice in the country. The Central Plain in Luzon is only about 100 ft above sea
level.
Our country has seven major montain ranges. These mountain ranges run in the
same general direction as the islands, which is from north to south.
The Central Cordillera is the most prominent range. The Sierra Madre
Mountains is the longest Mountain range in the country. It extends along the Pacific coast
from northern to central Luzon (Cagayan Province to Laguna). In the southwestern part
of northern Luzon are the rugged Zambales Mountains. There are also several mountain
ranges in Mindanao. The Diwata Mountains that run along the eastern coast are the most
famous.
Numerous valleys can be found between the mountains. Cagayan Valley is the
biggest valley in the country. A large portion of its land is used for farming tobacco.
Highest Mountains in the Philippines

1 Mt. Apo 2,956 m Davao and North Coptabato
2 Mt. Dulang-Dulang 2,938 m Kitanglad Range, Bukidnon
3 Mt. Pulag 2,922 m Cordillera Range, Benguet
4 Mt. Kitanglad 2,899 m Kitanglad Range, Bukidnon
5 Mt. Tabayoc 2,842 m Cordillera Range, Benguet
6 Mt. Kalatungan 2,824 m Kalatungan Range, Bukidnon
7 Mt. Ragang 2,815 m Piapayungan Range, lanao del
Sur
8 Mt. Maagnaw 2,742 m Kitanglad Range, Bukidnon
9 Mt. Singkalsa (Timbak) 2,717 m Cordillera Range, Benguet
The biggest peak in Luzon is Mount Pulag (9,604 ft) in Benguet. The highest peak
in the Philippines is Mount Apo in Mindanao (9,689 ft).
Our country has around 200 volcanoes, 22 of which are active. The most is active
is Mount Mayon in Albay province. It is well-known for its near perfect cone. The
second most active is Taal Volcano in Batangas. It is also the smallest volcano in the
world . It is found in the middle of the lake . Other active volcanoes are Mount
Hibok-Hibok in Camiguin Island, Mount Bulusan in Sorsogon, and Mount Kanlaon in
Negros Oriental.
The famous Plateaus are the Benguet Plateau and Baguio City in Northern Luzon
and bukidnon Plateau in the south. The Bukidnon Plateau is well-known for its delicious
pineapples.
The Peninsulas are the historic Bataan and Bicol Peninsulas in Luzon and the
Zamboanga and Davao Peninsulas in Mindanao.
The most famous hills in the country are the Chocolate Hills in Bohol, which are
listed as one of the wonders of the world. They number around 1,776 hills. They have
round shape and are covered with lush green grass during the rainy season. During the
dry season, they turn into chocolate brown, hence the name.
Mt. Mayon( Albay)
Mt. Pinatubo (Zambales)
Mt. Taal (San Nicolas, Batangas)
Active Volcanoes in the Philippines

Luzon Visayas Mindanao
Taal, Batangas Hibok-Hibok, Camiguin Matutum, Cotabato
Pinatubo, Zambales Island Ragang, Cotabato
Mayon, Albay Canlaon, Negros Oriental Calayo, Bukidnon
Banahaw, Lucena City Bilioran, Biliran

Isarog, Camarines Sur
Bulusan, Sorsogon
Inactive Volcanoes in the Philippines

Mt. Apo in Davao
Mt. Arayat in Pampanga
Mt. Corregidor in Bataan
Mt. Kitanglad in Bukidnon
Mt. Makiling in Laguna
Mt. Malinao in albay
Mt. Mariveles in Bataan
Mt. Silay in Negros
Land Resources:
Our land is a very important resources because about 70% of Filipinos rely on it
for sustenance and livelihood.
Philippine Flora:
The archipelago’s mountain ranges, hills, plains, plateaus and swamps are habitats
to about 10,000 species of plants. There are 3,000 different species of trees in the
Philippines. We have about 1,000 species of orchids. The sampaguita is our national
flower. It is also called the “Queen of Phillippin Flowers.”
Sampaguita
Unusual Animals Found in the

Philippines
Philippine cockatoo (Kalangay)
Philippine Falconet
Tarsier
Mouse deer (Pilandok)
Paboreal (Peacock)
Tipol or Sharpe’s Crane
Philippine Eagle (Haribon)
Pandaca pygmaea
Other endemic species found in the Philippines are nocturnal flying

lemurs, leopard cats, Calamian deer. Other animals are the carabao, bats, reptiles, large
lizards, snakes like cobra and phyton and crocodiles. Also the mallards, wandering,
whistling ducks, owls, pigeons, mynas, parrots, cranes, falcons, peacocks and pheasants
are found in the Philippines. Other popular birds are the maya, kalaw, palawan peacock,
limbas and katala.
Rainforests:
The Philippine forest has a total area of 15,882,247 ha. This is equivalent to 53%
of the country’s total land area. About 10,050,730 ha is alloted for logging while
4,950,360 ha is used non-commercially. There are about 3,000 different species of trees
in the Philippines and 1,000 of these three varieties are used to build houses and
make furniture. Among these are narra, apitong, yakal, tindalo, giho, ipil, kamagong and
white and red lauan.
The Minerals:
The earliest metal toolsin the Philippines weresaid to have first been used around
500 BCE. The philippinesis one of the majorgold-producingcountries in the world.
Copper mining is another ancient industry of the Filipinos and the most popular copper
district is Mankayan (Mountain Provice) where the oldest and best copper mines of the
country exist. Carbon, Oil also known as “Black gold” (found in Palawan) and high-
grade Chromite (found in Masinloc, Zambales), Marble deposit (found in Mindoro,
Romblonand Palawan) which are estimated to be up to 600 million tonsare also found in
the Philippines. Iron deposit then are found in different places in the Philippines such as
in Surigao; Nonoc island; Coast ofSurigao del Norte; Angat, Bulacan; Camarines Norte;
Marinduque and Samar. Asphalt, Tin and quicksilver, Bronze and Zinc, and Sulphur can
be mined in Leyte; Palawan; Masbate; Biliran Leyte; Camiguin and Mt. Apo
respectively.
Minerals
Metallic Non-metallic
Gold Clay
Copper Sand
Chromite Gravel
Mercury Marble
Zinc Lime
Carbon Guwano
Quicksilver Rock Phospate
Nickel Silicon
Iron
Manganeses
Lead
Silver
Tin
Bronze
Water forms:
Ocean - The Pacific Ocean lies east of the Philippines.

Gulf - Lingayen Gulf
- Moro Gulf in Southern Mindanao
- Davao Gulf
- Panay Gulf
Strait - San Bernardino Strait
- Biliran Strait
- Basilan Strait
- San Juanico Strait
Sea - South China Sea
- Luzon Sea
- Sibuyan Sea
- Visayas Sea
- Samar Sea
- Bohol Sea
- Camotes Sea
Trivia: Philippine Deep near in Surigao is the deepest part of the sea in
the world with 10,539 m (34,578 ft) deep and 965 km long.
Bay - Manila Bay (Biggest Bay in the Country)
- Lamon Bay
- Ormoc Bay
- Saranggani Bay
- Subic Bay
Lake - Laguna Lake
- Taal Lake
- Lumbo Lake
- Nauhan Lake
- Mainit Lake
- Sultan Lake
River - Cagayan River (Longest River)
- Rio Grande (Largest River)
- Agno River
- Pasig River (Most historic River)
Spring - Makinit Hot Spring
- Tiwi Hot Spring

Waterfalls - Pagsanjan Falls
- Maria Christina Falls
- Hinulugang Taktak
- Bridal Veils Falls
Major Rivers in the Philippines
Albay River – Polangui, Iloilo river – Iloilo Mindanao River –
Albay Panay River – Capiz Cotabato
Orani River – Bataan Catubig River – Samar Davao River – Davao
Agno River – Benguet Loboc River – Bohol Surigao River – Surigao
Chico River – Bontoc Sebalom River – Antique Hinatuan river – Surigao
Plaridel River – Bulacan Binahasa River - Leyte
Abra River – Ilocos Sur
Pasig River – Manila
Marine Fauna:
We have more or less 2,000 species in our water resources. Whale Shark
(Rhinocodon typus) is the largest fish in the world which is around 50 ft long and weighs
several tons. The tiny Sinarapan (Mistichthys Luzonensis) is considered as one of the
smallest fish in the world that can be found in Lake Buhi, Camarines Sur. There are
20,000 species of shellfish in the country. “Glory of the Sea” or (Conus gloriamaris )
and the Golden Cowrie are the world’s rarest and most expensive shells. One of the
largest shells is called “Tridacna Gigas”, while the smallest shells is called “pisidium.”
The largest pearl in the world is called “Pearl of Allah” that was found by the muslim
diver in the Sulu Sea in 1934 who gave it to his Datu. The pearl is 350 years old, weighs
14 pounds and measures 9 ½ by 5 ½ inches. In 1936, the Datu gave it to Sillburn dewal
Cobb, a Californian who cured his son. It was valued at US $ 4 million several years ago.
Conus GloriaMaris
golden cowrie
tridacna gigas
Energy:
Enery is used to fuel machines in factories and vehicles. The Philippines gets its
enery from:
- Oil
- Hydroelectric power
- Geothermal power
- Carbon
- Solar power
- Biofuel
Hydroelectricity Geothermal power
- Caliraya Lake - Tiwi, albay
- Ambuklao, Binga and Chico Dams - Tongonan, Leyte
- Pantabangan Dam - Malakban, Laguna
- Botocan falls
- Maria Christina Falls
Beautiful Spots:

- Mayon Volcano - Boracay Island - Fort del Pilar
- Manila Bay - Balicasag, Bohol - Rio Hondo
- Pagudpud Beach - Chocolate Hills - Dakak Park and
- Puerto Galera - Mt. Kanlaon beach
- El Nido Palawan - Daliran Caves - Samal Island
- Tubbataha Reef
- Hundred Island
- Baguio City
THE ORIGIN OF THE ANCESTOR
The Ancestor of Man
Latest archeological findings prove that modern man’s ancestors came from
Africa. Australophiticus afarensis ( southern ape) was an early homonid, an
australopithecine who lived between 2-3 million years ago in the Pliocene Epoch. The
remains of the Australophiticus afarensis was the earliest known Homo fossils in the
world. New Archeological fidings and new dating techniques proved this to be a very
important evidence for this claim.
Australophiticus
Australophiticus afarensis was the direct ancestor of the modern man. The fossils
of the Australophiticus afarensis found in southern and eastern Africa were estimated to
be between 3.3 million and 1.5 million years old.
The Autralopithecines were distinguished from apes because they walked upright.
Their brains were small and similar to those of the apes. Their faces do not protrude
forward much. Their brows ridges are very slight and their chins are well-developed.
Their teeth were like those of humans.
Evolution of Man
It is believed that these australopithecines evolved from certain families of apes

or primitive beings. It cannot be explained when this happened. Millions of years passed
before they developed into various species. Various discoveries of skulls and other parts
of the skeleton in southern Africa proved this. They learned how to walk upright and use
primitive tools. They survived by hunting animals. They fought for their survival using
their physical strength and intelligence. They thought of ways to trap animals for their
food. They had weapons for fighting their enemies. They also migrated out of Africa to
Asia. These important discoveries are evidences that prove the evolution of man.
The First Man in Cagayan Valley (750000-500000 BCE)
The oldest evidence of the earliest man in the Philippines was discovered in
Cagayan Valley. The scientists referred to him as Cagayan man or Homo Erectus
Philippinensis. Their findings debunk the Theory of Migration, which stated that our
ancestor came from Indonesia and Malaysia.
When archeologist explored some sites in the northern Philippines, they recovered
objects made by man in these areas. These objects consisted of stone tools, shell
bracelets, and beads made of hardened mud. They are similar to the objects used by the
Java Man and Peking Man. Archeologist believe that the Cagayan man or Homo Erectus
Philippinensis lived about 500,000 years ago in Cagayan but their skeletal remains have
not been found yet. Archeological excavations done in 1970s revealed stone tools lying
beside the fossils of the large animals such as elephants, stegodons, rhinoceros,
crocodiles, and giant turtles. These tools could have been used by the Cagayan Man to
hunt and butcher the said animals. It is theorized that the agayan Man is similar to the
early men found in Java, Indonesia and Peking, China because of the existence of the said
animals in Cagayan during the Pleistocene Epoch. They have been extinct for a long
time in our country.
The Cagayan Man had very simple technological knowledge. Based on the stone
tools and animal remains discovered, the Cagayan Man is believed to have survived
through hunting and plant gathering. The unearthed stone tools were large and rough and
believed to have been used in slicing and tearing animal meat. He has not yet discovered
how to make and use fire.
Homo Erectus
Homo erectus (meaning 'upright man') is a species of archaic humans that lived

throughout most of the Pleistocene geological epoch. Its earliest fossil evidence dates to
1.8 million years ago (discovered 1991 in Dmanisi, Georgia).
A debate regarding the classification, ancestry, and progeny of H. erectus, especially in
relation to Homo ergaster, is ongoing, with two major positions:
1) H. erectus is the same species as H. ergaster, and thereby H. erectus is a direct
ancestor of the later hominins including Homo heidelbergensis, Homo
antecessor, Homo neanderthalensis, Homo denisova, and Homo sapiens; or,
2) it is in fact an Asian species or subspecies distinct from African H. ergaster.
Characteristics of Homo Erectus
 He had long cranium and small forehead.

 He had a protruding and heavy brow ridge.
 He had a small, flat nose.
 He had massive jaw with a small chin and large partly overlapping canines.
 He had wide, big jaws, large front teeth like a modern human’s and overlapping
canines like an ape’s.
 He had a small but thick skull and a brain which measured only 750-1’100 cc.
This size of a chimpanzee’s brain and that of modern man.
 He had massive physical structure. His body was also believed to be covered
with hair.
 He was believed to be feet and eight inches tall and was fully erect when he
walked.
 He could have been able to speak since the part of his brain responsible for
speech was slightly more pronounce.
 He could already create tools out of broken stone.
 He probably hits stones against one another in order to create more tools.
 He hunted and gathered food.
 He was the first humanoid to use fire.
The first Homo Sapiens in the Philippines
Scientists have unearthed thousands of fossil specimens representing

members of the human family. A great number of these cannot be assigned to the
modem human species, Homo sapiens. Most of these specimens have been well
dated, often by means of radiometric techniques. They reveal a well-branched tree,
parts of which trace a general evolutionary sequence leading from ape-like forms
to modem humans.
In taxonomy, Homo sapiens is the only extant human species. The name is Latin for
"wise man" and was introduced in 1758 by Carl Linnaeus (who is himself the original type specimen).
The first Home Sapiens in the Philippines was said to have arrived between 55000 and
45000 BCE. According to scientist, this was during the era of the Sunda Shelf and the
land bridge.
Characteristics of Homo Sapiens
 His brain had size of 1,200 cc.

 He already looked similar to modern Man.
 His tools were more sophisticated than those of the Homo Erectus.
 He probably reachedthe Philippines bycrossing land bridges when our country
was still connected to mainland Asia.
 His built was almost the same as ours.
 He was more intelligent than the Homo Erectus.
 He probably used fire to cook his food and to create sharp tools such as wooden
spears.
 He had a high and less protruding forehead.
 He had teeth.
 He had a smaller and more protruding chin compared to the Homo Erectus.
The Tabon Man (45000-22000 BCE)
In one of the archeological excavations done by Robert B. Fox and Manuel Santiago in
Palawan in 1962, they discovered human fossils in Tabon Cave which were dated
between 24000 to 22000 BCE. They found the fossilized skull cap of a woman and her
lower jaws with a complete set of teeth. Dr Fox called the remains of the man, “Tabon
Man” simply because it was found in Tabon Cave. He was considered a Homo Sapiens
or a modern man. The skull of the Tabon Man was very small. He was also believed to
be small in height.
The right mandible of a Homo sapiens, which dates to 29,000 BC, was discovered
together with a skullcap. The Tabon Skull Cap is considered the earliest skull cap of
modern man found in the Philippines, and is thought to have belonged to a young
female. The Tabon Mandible is the earliest evidence of human remains showing archaic
characteristics of mandible and teeth. The Tabon Tibia Fragment, a bone from the lower
leg, was found during the re-excavation of the Tabon Cave by the National Museum of
the Philippines. The bone was sent to the National Museum of Natural
History in France to be studied. Accelerated carbon dating technique revealed a dating
of 47,000 ± 11–10,000 years ago, making it the oldest human fossil recovered in the
complex.
Tabon Cave is named after the "Tabon bird" (Tabon scrubfowl, Megapodius cumingii),
which deposited thick hard layers of guano during periods when the cave was
uninhabited so that succeeding groups of tool-makers settled on a cement-like floor of
bird dung. About half of the 3,000 recovered specimens examined were discarded cores
of a material which had to be transported from some distance. This indicates that the
inhabitants were actually engaged in tool manufacture. The Tabon Man fossils are
considered to have come from a third group of inhabitants, who worked the cave between
22,000 and 20,000 BCE. An earlier cave level lies so far below the level containing
cooking fire assemblages that it must represent Upper Pleistocene dates like 45,000 or
50,000 years ago. Anthropologist Robert Fox, who directed the excavations, deduced that
the Tabon Cave was a habitation of man for a period of 40,000 years, from 50,000 to
9,000 years ago.
Physical anthropologists who have examined the Tabon Man skullcap are agreed that it
belonged to modern man, Homo sapiens, as distinguished from the mid-
Pleistocene Homo erectus species. This indicates that Tabon Man was pre-
Mongoloid (Mongoloid being the term anthropologists apply to the racial stock which
entered Southeast Asia during the Holocene and absorbed earlier peoples to produce the
modern Malay, Indonesian, Filipino, and "Pacific" peoples). Two experts have given the
opinion that the mandible is "Australian" in physical type, and that the skullcap
measurements are the closest to Ainu people or Tasmanians. Nothing can be concluded

about Tabon Man's physical appearance from the recovered skull fragments except that
he was not a Negrito.
Discoveries in Other Caves in Palawan
Archeologists found more human and animal remains in other caves in Palawan.
1. Homo Sapiens is said to have lived in Guri Cave from 8000 to 4000 BCE. Pieces
of stone tools, clay caskets, and ornaments made of jade and beads have been
found there. These artifacts are estimated to have been there since 2500 to 2300
BCE. Archeologists have likewise found remains of marine resources.
2. The Duyong Cave is believed to have been inhabited by Homo Sapiens around
3100 BCE. Curled up human remains, stone axes or adze, shell pendants, clay
containers, and jewelry like earrings, bracelets, and lingling-o made of jade have
been found there.
3. In Mananggul Cave, big burial jars were found buried under the ground. Our
ancestors used these jars as coffins. They placed their dead in large jars before
they were placed in their final resting place. They are dated between 890 to 710
BCE. The cover of a burial jar found in Mananggul Cave bears the sculpture of
two men riding banca. This artistic sculpture depicts the religious beliefs of the
ancient people that the dead will live on in the other world. It is believed that this
cave was inhabited between 2800 and 2700 BCE. Ornaments made of jade, shell,
and stone have also been discovered there.
The First People in Other Parts of the Country
Other ancient tools dated between 8000 to 2500 BCE were discovered in
Batangas, Bulacan, and Rizal. These tools prove that our early ancestors already
possessed rather advanced technological knowledge. If their earlier tools were few,
unsophisticated, and rougher, the later ones they made increased in number and improved
in quality. They used these more sophisticated tools to remove the skin and cut-up the
meat of animals.
There were also tolls found in the provinces of Pangasinan and Albay. Other
archeological explorations were done in other areas of the country. One was done in
Butuan City, Agusan De Norte from 1975 to 1976. The residents of the area reported the
activities of pot hunters who chanced upon wooden boats in their explorations. After
exploring the area for almost a decade, National Museum archeologists found different
artifacts like gold jewelry, porcelain, clay ceramics, metal tools, and boat artifacts. They
found eight boats which are dated 235CE to 1415 CE. They had an average size of 15
meters long and three meters across the beam. The sizes of the boats indicated that they
traveled long distances. These artifacts prove that during that time, the Filipinos were
already trading with their neighbors, especially the Chinese and other Southeast Asians.
In 1089, elephant tusks and fossils were also discovered in Masinag Market in
Antipolo City. Unfortunately, no archeological explorations were done.
Archeological researches in our country and elsewhere in Southeast Asia have not
yet yielded any skeletal remains, which can prove and show the detailed physical
characteristics of ancient men. Hence, we can only infer the characteristic of their hair
and skin color, size, and shape of their eyes, nose and lips.
The Different Races
Studies have shown that the difference of races is a product of both biological and
cultural traits. Biological traits are a result of long-term interaction with the environment.
This explains why people who live near the equator and are more exposed to the sun
longer have darker skin than those who live in polar regions. Over the millennia, the
physical characteristics of people have also changed as they were passed from generation
to generation. Cultural traits, meanwhile, are based on language, way of life, and other
factors. Dues to this, people who live in coastlines possess vocabularies richer in words
pertaining to marine life compared to those who live in mountains. Mountain folk, on the
other hand, have more words referring to plants and animals in the mountains compared
to those who live by the sea.
Two races have evolved during the Paleolithic Era: the Mongoloid and the
Australoid. The
Mongoloid were the straight-haired type, medium in complexion, jaw protrusion, nose-
breadth, and round headedness, small brow ridges, yellowish skin, and bulky built similar
to the Chinese living in Northern China. In contrast, the Australoid were short had large
brow ridges, dark skin, and small built like Aetas of the Philippines and the natives of
Papua Guinea and Melanesia.
The fusion of these two races resulted in the evolution of another race, the
Austronesian. The Austronesian inherited the pointy teeth of the Mongoloid. They had
brown skin and medium built. Their language was different from that of the Mongoloid
and the Chinese. The vocabularies of different Austronesian groups also became varied
over time due to their interaction with their environment.
The Filipino Race
Our present race is result of thousands of years of evolution. It is the result of

interbreeding over the course of tens of thousands of years of the Asian or Mongoloid
race, various Polynesian, and May peoples. Our distinctly Filipino physical traits such as
our skin color, nose, and body built have evolved due to the fusion of different races over
a long period of time. People who live in the West look different from those who live in
the East due to their prolonged interaction with their own environment. The Westerners
have fairer skin than the Easterner. Western culture since thee former has been heavily
influenced by foreigners. The Easterners, on the other hand, were able to preserve their
own culture and even their physical traits because they kept more to themselves.
Filipino who live in centers of commerce like Luzon, Cebu, Vigan, and Sulu have
noticeably adapted more physical traits from the Mongoloid compare to those who live in
Cagayan, Caraga, and mountainous areas.
Character Traits of the Filipino
1. Hospitality
This is one of the most popular qualities of Filipinos.Foreigners who have gone to the
Philippines find themselves falling in love with the warm hospitality they are shown. It's
a different kind of value system, which has existed for thousands of years. Here are some
examples of the hospitality that Filipinos show, not only to foreigners, but also to their
fellow citizens:
 When a person visits a friend's house, the host greets him or her with a very warm
welcome. The host will immediately let their visitor sit down and will prepare a
meal or a snack plus drinks for the visitor. The host will insist that the friend not
leave the house with an empty stomach. A host will always make sure you had a
great time visiting them.
 People offer their guest room to visitors if they're going to spend the night.
 Meals offered to guests are very special. A host always finds a way to prepare
great tasting food that her visitor wants to eat.
Filipinos love to get together for big family meals.

2. Respect for Elders
This is often observed—not just by younger people—but also by people of all ages.
 Children respect elders by saying"po" and "opo," which mean "yes,"when
answering their elders.
 Children or young adults also show respect by putting their elders' hands on their
foreheads.
 Filipinos also show respect at work by making a bow to their employers.
In the countryside, the elders almost always demand that the younger members of
the family must obey them, right or wrong. They believe that because of their age
and experience, they should know better. These statements, “papunta ka plang
,pauwina ako” “marami ka pang kakaining bigas” or “may gatas ka pa sa labi” are
constant reminders that put a young person in place. However, this kind of elderly
attitude, however, reinforces lack of initiative and blind obedience among the young.
3.Strong Family Ties and Religions
Yes. Filipinos value their families so much that they tend to keep families intact through
the generations.
 Families go to church and pray together because their religion is important and
creates a strong bond, marking God as the center of their lives.
 Families make sure to have quality time together especially after a day's work.
Just watching television or eating a family meal will be valued and prioritized in
everybody's schedules.
4.Generosity and Helpfulness

Filipinos are generous people. Even when we have very little, we always share with those
around us.
 During special occasions such as birthdays or"fiestas" —parties when people
from other places visit your home to celebrate with you—there are lots of foods
specially prepared for everyone! Friends, family, friends of friends, and even
strangers can gather and they are always willing to share food and help out.
 When a neighbor is in trouble, Filipinos are always ready to help them.
5.Strong Work Ethic
Yes, we are hardworking people to the point that we are willing to work almost the whole
day just to feed our families.That's how Filipinos are.
 One example of a hardworking person is a farmer. They earn so little but they still
work very hard for not much compensation.
 Filipinos always find creative ways to earn a living, like creating a small business
from their home where they sell foods or other items for the convenience of their
neighbors.
Filipino farmers work hard for very little money.
6.Love and Caring

This is so true! Filipinos are the sweetest and most loving people in the world. I'm not
just saying this because I'm a Filipino; if you know us well, you will soon figure this out.
 Men are so sweet and romantic when it comes to love. They will send their
beloved flowers, bring her to a very romantic place, text her sweet quotes, and tell
often how special she is to them.
 Filipino women are also romantic and very caring, which often makes foreigners
want to marry them. Women tend to prepare dinner before their husband comes
home. They are loving, and value the relationship, always staying faithful to their
husbands. They love deeply and sincerely.
Religiosity
Filipino are deeply spiritual and religiously devoted. According to recent findings
of Social Weather Station, it showed that “about eight out of ten have strong belief about
their religion and these beliefs are stronger, the more urbanized the area. The same
survey noted that 86% of Filipinos have no doubts at all about the existence of God and
that 78% of them believe that the courses of their lives is decided by God. Females pray
more frequently than males, and the older generation prays more frequently than the
younger generation.
Adaptability and Resiliency

Filipinos can integrate in any culture and can cope in any climate. International
shipping companies prefer Filipino seamen due to these qualities. Throughout history,
Filipinos experienced abuses, brutalities, calamities and other depredation but they
endured these sufferings. Perhaps of all people the Filipino is known to laugh of his
miseries.
Filipinos, unlike the Chinese, Indians, Italian, and the Jews, can easily be
assimilated by other cultural environments. The Chinese usually have their China Town
in countries where they migrate; the Indians, Italians and the Jews have always their
communities to gravitate around.
The patience and resiliency of Filipinos, however, have limits, and these are
snapped only after they are subjected to unjust, illegal and immoral grounds. The Edsa I,
which was against the excesses of a dictator, and the Edsa II, which was against
corruption and immorality in government, were proofs of this.
Negative Traits of Filipinos

Politics in the Philippines can be brutal.
I don't want to sound totally arrogant. Awesome as Filipinos are, we are not perfect. Here
are a couple of more negative traits which also really represent Filipinos.
 Fatalism: An attitude of "what goes around, comes around" or "come what may."
We have a tendency to surrender our future to fate. We often accept bad news or
circumstances without trying to stop or change them. This can sometimes be helpful
in adversity, but it can also keep us from finding ways out of situations. Also,
constantly expecting the worst can get pretty depressing.
 Crab mentality: This is prevalent in politics where people tend to push each
other down to clear the way for their own gain. Politicians, especially, try their best
to ruin each other, but this can also happen among regular people. I think it goes to
the point of selfishness.
SYNTHESIZING YOUR KNOWLEDGE

Activity 1
Name:________________________________ Section:_______
Date:____________
A. Answer the following questions:

1. What is history?
________________________________________________________________________
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__________________________________________________________________.
2. Why is it important to study history?
________________________________________________________________________
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___________________________________________________________________.
3. What is important in history aside from knowing the basic information about
events?
________________________________________________________________________
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_________________________________________________________________.
4. Does the study of history help in understanding the present? In what way?
________________________________________________________________________
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5. Is history a social science? Explain your answer?
________________________________________________________________________
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_______________________________________________________.
B. Define the following:

1. Humanities-
2. Linguistic-
3. Literature-
4. Geography-
5. Psychology-
6. Technology-
7. Economics-
8. Philosophy-
9. Political Science-
10. Sociology-
Activity 2
Name:__________________________________ Score:_________________
Yr and Section:______________________ Date:__________________
A. Answer the following questions:
1. What comprises the national territory of the Philippines?
________________________________________________________________________
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________________________________________________________________.
2. What are the natural boundaries?
________________________________________________________________________
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______________________________________________________________.
3. What is climate? What is the climate in the Philippines?

________________________________________________________________________
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4. How is climate related to the culture of the people living in certain place?
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___________________________________________________________.
5. How are the location, shape, and size of the Philippines related to its history?
________________________________________________________________________
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____________________________________________________________.
6. What are the bases in determining the boundaries of the Philippines?
________________________________________________________________________
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7. How are history and geography related?
________________________________________________________________________
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Activity 3
Name:_________________________________ Score:_____________
Yr and Section:___________________ Date:_____________
I. Multiple Choice (1-10)
Instruction: Answer the following questions correctly.Encircle the letter of the correct
answer.
1. How many seasons are there in Philippines?
a. 4 c. 3
b. 1 d. 2
2. Itis the largest freshwater lake in the Philippines.
a. Pasig River c. Rio Grande de Cagayan
b. Manila Bay d. Laguna de Bay
3. It is the biggest peak in Luzon.
a. Mount Apo c. Mount Mayon
b. Mount Pulag d. Mount Hibok-hibok
4. It is been dubbed as the “Rice Granary of the Philippines”.
a. Central Luzon c. Mindanao
b. Visayas d. Central Cordillera
5. The most active volcano and located in Albay province.
a. Mount Taal c. Mount Mayon
b. Mount Hibok-hibok d. Mount Apo
6. It isthe highest mountain in thePhilippines.
a. Mount Pulag c. Mount Apo
b. Mount Kitanglad d. Mount Ragang
7. The largest fish in the world which is around soft long and weighs several tons.
a. Sinarapan c. Shark
b. Whale Shark d. Dolphin
8. The world’s rarest and most expensive shells.
a. Golden Cowrie c. Tridacna Gigas
b. Pearl of Allah d. Pisidium
9. The largest pearl in the world is called ________.
10. The smallest shell in the world is called ________.
II. ESSAY
1. What will you choose, rich country but poor in natural resources due to
environmental degradation or poor country but rich in natural resources? Explain
further.
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___________.
2. Despite its rich natural resources, why does the Philippines remain a poor
country?
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Activity 4
Name:____________________________________ Score:______________
Yr and Section:___________________ Date:_______________
A. Write T if the statement is correct and F if the statement is incorrect.
____________1. There were already humans in the Philippines thousands of years

ago.
____________2. The first man appeared in our country about 200,000 years ago.
____________3. The bones of the Java Man found by scientist in the island of
Palawan.
____________4. The first Filipinos were believed to be contemporaries of the Java

Man.
____________5. The remains of the Peking Man were found in China.
____________6. The remains of the Peking Man were found in the Tabon Cave.
____________7. The first men in the Philippines are believed to be contemporaries

of the Peking Man.
____________8. The jars found inside the Tabon Cave were used as coffins by our
ancestors.
____________9. The Java Man obtained his food by gathering and hunting.
____________10. The Filipino race is the result of thousands of years of evolution.
B. Identify the correct answer. Write the letter of your answer in the blank. You
may give two answers.
a. Tabon Man b. Java Man c. Peking Man d. Homo

Erectus
e . Homo Sapiens f. Cagayan Man g. Australopithecus
h. Mongoloid i. Australoid j. Austronesian
__________1. The first ancient man in the Philippines similar to the Homo Erectus.
__________2. The first man found in Palawan.
__________3. Shares very similar physical traits with us.
__________4. Reached the Philippines through the land bridges.
__________5. Made jewelry out of shells and jade
__________6. Butchered elephants and rhinoceros
__________7. Ate wild boar and deer
__________8. Oldest evidence of ancient man in the Philippines
__________9. Used clay burial tombs
__________10. Harvested marine resources
C. Essay: Answer the following question:

1. Why is the discovery of fire considered as one of the significant achievements of
the early human?
_____________________________________________________________________
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_______________________________________________.
2. How would you describe the way of life of ancient people?
_____________________________________________________________________
_____________________________________________________________________
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_______________________________________________.
PRE-COLONIAL LIFE AND

UNIT II CULTURE
OVERVIEW
During the early period, Filipinos already possessed their own identity. They have
their own culture; they have the family-oriented traits and good family ties. There are
laws to follow, and the leader of the communities are there to guide and to protect its
people and they have learned to organize themselves as a group. In this unit, you will be
able to witness the ancient culture of Filipino community on how they started as a small
group and later on develop into a community. This will also show the social status of
people especially women in the early times.
OBJECTIVES
1. Describe the culture of ancient Filipinos and their cultural development;

2. Be proud of the achievements of early communities;
3. Identify the social hierarchy in early society;
4. Enumerate the differences among the social classes in Luzon and Visayas; and
5. Appreciate the barangay as an early community.
Compare and contrast the lifestyle of Early Filipinos and the lifestyle of modern
Filipinos.
_____________________________________________________________________
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_____________________________________________________________________
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_____________________________________________________________________
________.

Barangay as an Ancient Community
Filipino today live in Barangay. The barangay is the smallest political unit of
government today. But the term barangay originated among the early Filipinos.
The ancient Filipinos lived in communities composed of families. This

community was called barangay. In this barangay, early Filipinos were stratified into
social classes that dictated their status in society.
Early Filipinos had a religion and other belief systems. There are evidences
dictating that they believed in life after death. They also had varied economical
activities, a system of writing, a political system, and oral traditions. These things served
as the bases of their civilization.
Origin of the Word ‘Barangay
The migration of Austronesian from Southern China became possible because of

their knowledge of navigation and boat-building. They were able to reach the island
through their boat called balangay. According to historian Jaime B. Veneracion, the
concept of barangay as a community was derived from the concept of balangay since
both are composed of families and both had leaders who guided them in their
undertakings. The balangay and the barangay both require unity and coordination
among members in order to reach their destination and fulfill their objective. The spirit
of unity and cooperation are both alive in the balangay and the barangay.
According to the Spanish chronicler, Juan de Plasencia, the Tagalogs had their
own leader. The leader was called datu, who also served as the leader in war. Each
barangay was composed of 30-100 families. The barangay did not exist under the
authority of other barangays but lived independently in harmony and in relation with one
another. There was social hierarchy within the barangay where each member belonged
to a particular class.
Baranganic Relations
The Barangays carry on trade and commerce among themselves. They concluded
treaty of friendship and alliance with each other through the ritual, the sanduguan (blood
compact). Some barangay confederations were formed through the marriage of a noble of
one barangay. Barangays also merged for protection against enemies.
Baranganic wars were caused by, among others: maltreated or murder of a

member of one barangay by another, and rape or abduction of the wives and woman.
Barangay Laws
The earliest laws of our ancestors were mostly oral handed down from one
generation to another. These were made up of traditions, beliefs, practices, and customs.
The council of elders together with the wise people in the entire barangay ratified
the laws made by the datu with the help of his advisers. Once approved, the laws were
announced to the people through the umalohokan or town crier.
Our ancestors made a lot of laws. Many of them were recorded but the materials
used were not durable enough to withstand thousand of years. Some of them were
burned by the Spanish missionaries, thus, only a few were preserved. Examples of laws
then are the Code of Maguindanao and the Code of Sulu, also known as Luwaran.
Some of the written laws of our ancestors are:
1. The leader of the barangay should be respected;

2. Creditors should pay on time;
3. Everyone should be hardworking. Those who are found lazy will become slaves;
4. Couples should only have two offspring so that they can sufficiently provide for
their needs;
5. The crime of murder is punishable by death; and
6. A finger will be cut from anyone who will be caught stealing.
Duties and Rights of the People

Every member of the barangay had his rights and corresponding duties which werein
accordance with their beliefs and traditions.
Duties Rights
1. Respect and obey the datu 1. Choose the livelihood he would
2. Be loyal to the datu like to engage in
3. Pay taxes 2. Choose his life partner
4. Help in farming, hunting, and 3. Acquire properties like house and
fishing for the datu lot, farm animals, and other
5. Defend their barangay in times of belongings; and
war. 4. Defend himself when attacked or
when wrongfully accused.
The Trial
Trials then were public, as they are nowadays. The datu served as the judge. He
consulted the elders and the wise men. People who had conflicts were asked to face each
other and explain what happened. They were allowed to bring in their own witnesses.
The one who bought the most witnesses won the case.
The system was different when it came to criminal cases. In such cases, the
accused were asked to undergo tests. For example, they were asked to put their hands in
a pot of boiling water and the one who got the most blisters was convicted. Another
form of test was when the accused were asked to dive under the sea or river and the one
who surfaced first was considered guilty.
SOCIAL HIERARCHY IN LUZON
The Scholar William Henry Scott studied the chronicles or records of the first
Spaniards in the Philippines. Based on Spanish records, Scott concluded that there were
three social classes in pre-Spanish Luzon and Visayas. The first was the maginoo in
Luzon and the datu in Visayas. The second was composed of the Maharlika and
timawa. Belonging to the third class were the slaves who could be aliping namamahay or
aliping saguiguilid among the Tagalogs and oripun in general among Visayans.
Maginoo
The maginoo class was the highest among all classes. This is composed of datus
and their families. The babaylans were also members of this prestigious class. The datu
was the political and economic leader while the babaylan or katalonan was the spiritual
leader. Babaylan is the Visayan term for the spiritual leader and katalonan is its Tagalog
counterpart.
As political leader, the datu was the one who implemented the laws. One of the
traits that he needed to possess was knowledge of the adat or customary laws in his
barangay. In case where new laws needed to be formulated, the council of advisers
(usually the elders in a barangay) were conculted by the datu and whatever was agreed
upon was announced to his subjects through and umalohokan, the one who announces the
edicts of the datu.
According to historian Zeus A. Salazar, the datu was responsible for political
administration, military duties, and the economy of the barangay in general. He further
said that the datu was not merely political leader but more of an administrative of the
barangay as an economic unit since economics activities during that time were done in
the level of barangays. He also served as mediator in case of conflict among members of
the barangay.
The babaylan or katalonan was the spiritual leader in a barangay. This position
was usually held by an elderly woman, proof that women held an important status in pre-
Spanish Philippine society. If the man wished to be a babayalan or katalonan, he had
act, dress, and speak like a woman. In Visayas, male babaylan were call bayog or
bayoguin.
As spiritual leaders, the babaylan presided over different rituals such as the
rituals dine before planting and after harvest. The destruction of crops due to calamities
was interpreted as the work of angry gods that must be appeased.
The babaylan also served as healer; mediator between the gods and the people, as
well as between the dead and their living relatives; and keeper of oral traditions such as
legends, epics, and songs of the barangay.
MAHARLIKA
The Maharlika class was next to the maginoo class. This class was composed of
warriors who served as protectors of the barangay from its enemies. It was duty of the
Maharlika to keep peace and order in the barangay.
According to Plasencia, the Maharlika did not pay taxes but they were obliged to
accompany the datu in times of war. Before they went to war, the datu usually held a
festivity for them. After winning a war, the datu and Maharlika divided among
themselves the spoils of war which they acquired from the vanquished. When datu had to
build a house, the maharlika helped him. In exchange for their help, the datu would feed
the Maharlika. The Maharlika also rendered military services to the datu. When datu
went on a maritime trip, he could summon the Maharlika to row the boat for him as
comrade-in-arms. In general, the maharlika enjoyed numerous privileges in exchange for
all the support he rendered to the datu.
TIMAWA
The expression “para kang timawa” has a negative connotation at present. It

means “patay-gutom” or being gluttonous, selfish, self-centered, or greedy. This
definition is very different from the original definition of timawa in the precolonial
period which means “free people”.
According to the study of historian Nancy Kimuell-Gabriel on the timawa, the

change in the meaning of the term can be traced back to the Spanish colonial system
when the concept of slavery was abolished since everyone had become a timawa or a free
person. During the Spanish perio, being a timawa meant being free to be exploited and
enslaved by the Spaniards.
During the pre-Spanish society, the timawa, as the free people, composed the
main bulk of the population. They engaged in different economic activities such as
agriculture, fishing, basket making, pottery, weaving, and other activities. Since they
were the ones who derived profit from these activities, they had the obligation to pay
taxes to the datu. They could also be summoned by the datu to row his boat or
accompany him in his trip.
According to the chronicle of Miguel de Loarca, it had become customary for the
timawa to drink from the pitarilla (wine vessel) of the datu before the datu drank from
this. As recognition of the timawa’s goodwill to the datu, the datu had the duty to protect
the timawa in times of danger. The panday (blacksmith) also belonged to the timawa
class. The panday took care of making weapons and tools made to metal.
SLAVES
The slave class was the lowest class in early Philippine society. Among the
Tagalogs, this was divided into two subclasses—the aliping namamahay and aliping
saguiguilid.
The aliping namamahay lived in their own houses and were called only by the
datu to help in building a house or in farming. In contrast, the aliping saguiguilidlived in
the datu’shouse because of a large debt he had incurred which was payable by serving the
datu. Because the aliping saguiguinid lived in the house of datu, they can be summoned
anytime and be made to do any kind of work. But they can be become aliping
namamahay when they have already paid their debt by serving the datu for a certain
period of time.
A citizen became a slave if he/she was:

1. Born to slave parents;
2. Captured during war;
3. Sold as payment for a loan; and
4. Bought or punished for a crime.
A slave could be set free if he/she:
1. Was freed by his or her master;
2. Paid a certain amount to his or her master;
3. Married somebody who belongs to an upper societal class; and
4. Displayed bravery during war.
SOCIAL CLASSES IN THE VISAYAS
The social hierarchy in the Visayas was very similar with that of the Tagalogs.
There were only some differences in terms and in types of slaves. There were three
social classes in Visayans society—datu, tumwa, and oripun.
Datu
The highest class was the datu. The datu refers to the position of the leader and
also to the highest social class. The leader of the barangay was the datu. The authority
of the datu emanated from his family and ancestry.
But his power depended on his wealth, number of subjects or slaves, and physical
and intellectual prowess. As a social class, the datu was composed of the political leader,
his family, and those who belonged to their class.
Timawa
Among the Tagalogs, the timawa belonged to the second class and were known as
free people. In the Visayas, the timawa accompanied the datu during war, served as the
datu’s representative in arranging the wedding of the children of the datu, and the food
taster who sampled the datu’s wine.
Oripun
The oripun was the lowest class. They could be bought and sold. There were
many kinds of oripun. Here were those who served the families of their masters. Some
were engaged in farming and were given their share of the profit. The oripun who lived
in their own houses and farms were called namamahay or tuhay while those who lived in
their maters’ house were ayuey. The lowest oripun was called hayohay or those who lived
in their masters’ houses, received clothing and food from them, and had one out of four
days allotted for themselves only.
There were oripun who could be linked to the timawa. There were oripuns who
were warriors and there were those who rowed the boat for the datu. It is believed that
the most Visayans were oripuns during the pre-Spanisg period.
SOCIAL MOBILITY IN PRECOLONIAL PHILIPPINES
The existence of the social mobility in precolonial Philippine society makes it

very different from other societies in the world. For example, under the caste system in
India, belonging to a specific social class was a lifetime and interclass marriages were
strictly prohibited.
In the Philippines, one could be promoted or demoted in terms of social status due
to some factors. For instance, an aliping saguiguilid could become an aliping
namamahay if the aliping saguiguilid had already paid his or her debt to the datu. The
aliping namamahay could become a timawa after marrying Maharlika.
On the other hand, a datu could become a slave if captured by another datu during
a war or if the datu committed a serious crime and he was not able to pay the penalty for
it. The nature of the ancient social class system encouraged the people to strive harder
and be promoted to a higher class or to maintain their dignity in order to retain their
social class.
The Status of Women
Women were highly regarded in our society before the Spaniards came to our
country. Our women even enjoyed a high societal status way before the women in other
countries like China, England, USA, India, and the others. In the Philippines, They fad
equal standing with men. They were accorded respect by our men.
1. A suitor had given service to the family of his beloved for a period of time to win
her hand in marriage. In some remote areas, the man was required to serve the
family for months or even years. He chopped wood, fetched water, and did other
chores that were asked of him. When family of the girl agreed to him as an in-
law, he had to meet further conditions. He was to give a dowry or bigay-kaya to
the family of his beloved. This may consist of land, farm animals, or any valuable
items. He was also required to give money to the girl’s parents called
panghimuyat, as payment for the mother’s efforts for rearing the girl.
2. High regard for women could also be seen in the way the man gave all of his
earnings to his wife. The woman took care of budgeting and spending the money
as she saw fit.
3. The mother took care of all the needs of her family. She was also the one who
allocated money to the family members. She was always consulted regarding any
important matter.
4. Respect for women was also illustrated in the way they walked. Women always
walked ahead of men. Men who ahead of women were considered disrespectful.
If members of a family walked together, the mother and daughters walked ahead
of the father and sons. This was to ensure their protection and safety.
Rights of Women
1. They could be datus of their tribe and lead men to fight wars like Princess
Paramisuli.
2. They were given the right to possess and inherit properties.
3. They could engage in trade and industries.
4. They could be priestesses or spiritual leaders.
5. They had an exclusive right to name their children.
6. They could be leaders of their barangay.
Our ancestors had an innate respect and value for women. We did not inherit
these traits from foreigners.
Religion
The early Filipinos believed in immortality of the soul. They also believed in life
after death. They worshipped a Supreme Being they called Bathalang Maykapal. Other
minor dieties they worshipped are:
 Idianale-God of agriculture;
 Sidapa- God of death;
 Agni- God of fire;
 Mandarangan- God of war
 Lalahon- goddess harvest
 Siginarugan- God of Hell
The pre-Spanish Filipinos worshipped nature, the sun, the moon, the animals, the
birds and even old trees. Even crocodiles and some types of birds were venerated.
They believed in ancestral spirits called anitos by the Tagalogs and diwatas by the
Visayans. The anitos were either good or bad spirits and early Filipinos offered food and
animal sacrifices to appease or win the goodwill of these spirits.
The rituals offering of sacrifice were

performed by early priests and priestesses called
as the babaylan and katalona.
EDUCATION
The education of Pre-Hispanic Filipinos was

fit for the needs of their times. There was no
formal schooling. Parents trained their children
informally. Mothers educated their female
children in housekeeping, weaving, basket-
making and other agriculture-related activities.
Fathers trained their male children in hunting,
carpentry, agriculture, shipbuilding and mining. Skills taught would vary on their
industries and locations, i.e., whether highland, lowlands or along seashores. Education
was oral, practical and hands-on.
While controlled by colonial rule for several years, once the Philippines gained
their independence, they took over control of the educational system and began to move
it in their own direction. • Children in the Philippines are educated in the primary and
secondary school systems for about thirteen to fourteen years, depending on when they
start, after which they complete the College Entrance Examinations, that allow them to
qualify for one of the many institutions of higher learning. • There are both private and
public schools in the Philippines, and on the whole the education provided by the private
schools is much more comprehensive than that provided by the public-school system. • In
fact, the Philippines was home to the first modern public schooling system in Asia. It is
also home to the oldest universities, colleges, and vocational schools. • Education has
been a priority in the Philippines for decades, and this is evidenced in the fact that many
of the advancements in education in Asia have been pioneered in the Philippines.
During the Pre-Spanish period, education was still decentralized. Children were
provided more vocational training but lesser academics, which were headed by their
parents or by their tribal tutors. They used a unique system of writing known as the
baybayin. Pre-Spanish Period BAYBAYIN. The term Baybay literally means "to spell
“in Tagalog. It also known as the alibata, were in it is the ancient writing system that was
used before by the Filipinos.
MARRIAGE AND WEDDING

The traditional marriage proposal takes the form of the pamanhikan
or pamamanhikan or the "parental marriage proposal", a formal way of asking the parents
of the woman for her hand. The would-be groom and his parents go to the would-be
bride's home, and ask the parents for their consent. Once the woman's parents accept the
proposal, other matters will be discussed during this meeting including among other
things, the wedding plan, the date, the finances, and the list of guests. The expenses for
the wedding are generally shouldered by the groom and his family.
Pamamanhikan enforces the importance of the familial nature of the wedding, as
traditionally a marriage is the formation of an alliance between two clans as well as the
joining of individuals. This is sometimes further expressed in how the whole extended
family goes with the groom and his parents, using the occasion as a chance to meet and
greet the other clan. In this situation, there is a feast held at the bride's family home.
This event is separate from the Despedida de Soltera (Spanish: "Farewell to Single-
hood") party some families have before the wedding. The local variant of the Hispanic
custom normally holds it for the bride, and it is held by her family. It is similar in
sentiment to the hen night, albeit a more wholesome and formal version.
A typical ancient traditional Filipino wedding, during pre-colonial times, is held

for three days and was officiated by a babaylan, a tribal priest or priestess. The house of
the babaylan was the ceremonial center for the nuptial. On the first day, the couple was
brought to the priest's home, where the babaylan blesses them, while their hands are
joined over a container of uncooked rice. On the third day, the priest would prick their
chests to draw a small amount of blood, which will be placed on a container to be mixed
with water. After announcing their love for each other three times, they were fed by the
priest with cooked rice coming from a single container. Afterwards, they were to drink
the water that was mixed with their blood. The priest proclaimed that they are officially
wed after their necks and hands were bound by a cord or, sometimes, once their long
hairs had been entwined together. In lieu of the babaylan, the datu or a wise elder may
also officiate a pre-colonial Filipino wedding.
After the ceremony, a series of gift-exchanging rituals was also done to counter
the negative responses of the bride: if asked to enter her new home, if she refuses to go
up the stairs of the dwelling, if she denies to participate in the marriage banquet, or even
to go into her new bedroom, a room she would be sharing with her spouse.
HOUSES
Pre-spanish houses were typically made in bamboos, wood, and nipa palm. It was
above the ground enclose with stakes called "haligi". These stakes were made also in
bamboo where house was set on. Fowls were placed inside the enclosure. There was a
ladder one had to ascend in order to go up the
house. "Batalan" was a sort of gallery where
household work was done. "Silid" was near the
"sala" where mats, pillows, and baskets of rice
were kept.
Kalingas in Northern Luzon, Mandayans and
Bagobos in Mindanao were places in the
Philippines who made tree houses. Sea houses
were built by Badjaos or sea gypsies of Sulu.
Badjaos were a sea loving people.
MODE OF DRESSING
Clothes for male were divided into two parts: upper and lower. The upper part
was a jacket whis was consisted of colors. The red jacket was merely wearing by the
chief and black or blue jacket was wore by of people that below to the chief. "Bahag" was
the term known to the lower part of a male clothing. It was composed of a cloth wound
about the waist and passing down between the thighs.
Female clothing was also had a division: its upper and lower parts. The upper part was
called "baro" or camisa while the lower part was called "saya" or skirt. In Bisayans,
"patadyong" was what they were called to the lower part. The piece of white or red cloth
usually wrapped about the waist was called "tapis".
ORNAMENTS
In terms of ornaments, ancient Filipinos were used gold and precious stones.
Kalumbiga, pendants, gold rings, earrings, leglets, and bracelets. Whether men or women
wore such ornaments. In order to adorn their teeth, fillings were made. Not only the teeth
but also the body and faces were adorned. Mostly in men, body ornaments were not only
gold but they tattooed themselves.
Tattooing, for them, had another meaning. It was a man's war record. If a man
had more tattooed the more he was admired by the people for his bravery in the battle.
The most tattooed people in the Philippines were the Bisayans, that was, according to the
first Spanish missionaries who wrote about the ancient Filipinos. A painted or tattooed
people of Bisayans were called "pintados" by the Spanish missionaries.

Activity 5
Name:____________________________________ Score:______________
Yr and Section:___________________ Date:_______________
Essay
Answer the following questions:

1. How large was the barangay during the ancient period? Compare this with the
present barangay?
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________________.
2. How would you compare the concepts of barangay and balangay?
________________________________________________________________________
________________________________________________________________________
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______________________________________________________________.
3. Explain the social mobility among the ancient Tagalogs.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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______________________________________________________________.
4. What were the differences between the social classes of Tagalogs and those of
theVisayans?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________________.
5. Describe the political system of the ancient Filipinos.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________________.
B. Complete the chart by providing descriptions to each social class.

The Social Classes
Datu Maharlika/Timawa AlipingNamamahay AlipingSaguiguilid

Activity 6
Name:________________________________________ Score:___________
Yr and Section:_______________ Date:____________
A. Explain your answer to these questions.
1. What was the status of women in our society before?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___.
2. Was there anything women could do before that they can no longer do now?
Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____.
3. Is there anything women can do now which they could not do before? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____.
4. Has the status of women in our society changed? In what way?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_.
Identify whether the statement about our ancestors’ belief and religion is True or false.
Write your answer in the space before the number.
_______________1. Our ancestor believed in a powerful, almighty god.
_______________2. Priests led the religious activities of our ancestors.
_______________3. Our ancestors celebrate fiestas.
_______________4. They believed in only one god.
_______________5. They worshipped nature.
_______________6. They gave offering to spirits of the departed.
_______________7. They heard mass.
_______________8. They gave donations to the church.
_______________9. They believed in hell.
______________10. A babaylan led their worship.
UNIT THE FORMATION OF

III NATION
OVERVIEW
After learning from the previous unit on how ancient Filipinos build their small
community, in this unit you are going to explore another outlook of a community in a
wider concept, which is the nation and state respectively. The unit will start from the
Spanish colonization, on how the nation started and to the formation of the state. This
will also look into our Philippine republic and its present situation.
OBJECTIVES
1. point out the use of the cross and sword in the Spanish conquest of the
Filipinos;
2. explain the events in the history of Spain before the colonization of the
Philippines;
3. compare the Magellan’s expedition with other expedition;
4. point out the methods used by the Spaniards in christianizing the Filipinos;
and
5. discuss the events that occurred leading to the establishment of Spanish
colonization.
What is your role?

Being part of the different groups, describe the roles you played in your family, school,
community and nation?
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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_____________________

Start of Spanish Colonization
The history of the Philippines from 1521 to 1898, also known as the Spanish
colonial period from1565,was the period following the arrival of Magellan in the
Philippines and duringwhich Spain financed expeditions to the Philippine islands andthen
ruled them as the Captaincy General of the Philippines within the Spanish East Indies,
initially under New Spain until Mexican independence in 1821,which gave Madrid direct
control over the area.It started with the arrival in 1521 of European explorer Ferdinand
Magellan sailing for Spain, which heralded the period when the Philippines was a colony
of the Spanish Empire, and ended with the outbreak of the Philippine Revolution in 1898,
which marked the beginning of the American colonial era of Philippine history.
Although the archipelago may have been visited before
by the Portuguese (who conquered Malacca City in 1511 and
reached Maluku Islands in 1512), the earliest documented
European expedition to the Philippines was that led
by Ferdinand Magellan, in the service of the king of Spain. But
before they go to Samar and Leyte they went to Cebu but they
did not pass, sighted the mountains of Samar at dawn on the
17th March 1521, making landfall the following day at the
small, uninhabited island of Homonhon at the mouthof
the Leyte Gulf. On Easter Sunday, 31 March 1521, at Mazaua
(today believed to be Limasawa island inSouthern Leyte) as is
stated in Antonio Pigafetta's Primo Viaggio Intorno El Mondo (First Voyage Around the
World), Magellan solemnly planted a cross on the summit of a hill overlooking the sea
and claimed for the king of Spain possession of the islands he had seen, naming
them Archipelago of Saint Lazarus.
Magellan conquered and sought alliances among the natives beginning with Datu
Zula, the chieftain of Sugbu (now Cebu), and took special pride in converting them
to Catholicism.Magellan's expedition got involved in the political rivalries between the
Cebuano natives and took part in a battle against Lapu-Lapu, chieftain of Mactan
island and a mortal enemy of Datu Zula. At dawn on 27 April 1521, Magellan invaded
Mactan Island with 60 armed men and 1,000 Cebuano warriors, but had great difficulty
landing his men on the rocky shore. Lapu-Lapu had an army of 1,500 on land. Magellan
waded ashore with his soldiers and attacked the Mactan defenders, ordering Datu Zula
and his warriors to remain aboard the ships and watch. Magellan seriously
underestimated Lapu-Lapu and his men, and grossly outnumbered, Magellan and 14 of
his soldiers were killed. The rest managed to reboard the ships.
The battle left the expedition with too few crewmen to man three ships, so they
abandoned the"Concepción". The remaining ships - "Trinidad" and "Victoria" –sailed to
the Spice Islands in present-day Indonesia.From there, the expedition split into two
groups.The Trinidad, commanded by Gonzalo Gómez de Espinoza tried to sail eastward
across the Pacific Ocean to the Isthmus of Panama.Disease and shipwreck disrupted
Espinoza's voyage and most of the crew died. Survivors of the Trinidad returned to the
Spice Islands, where the Portuguese imprisoned them.The Victoria continued sailing
westward, commanded by Juan Sebastián Elcano, and managed to return to San Lúcar de
Barrameda, Spain in 1522. In 1529, Charles I of Spain relinquished all claims to the
Spice Islands to Portugal in the treaty of Zaragoza.However, the treaty did not stop the
colonization of the Philippine archipelago from New Spain.
After Magellan's voyage, subsequent expeditions were dispatched to the
islands.Five expeditions were sent: that
of Loaisa (1525), Cabot (1526), Saavedra (1527), Villalobos (1542),
and Legazpi (1564). The Legazpi expedition was the most successful as it resulted in the
discovery of the tornaviaje or return trip to Mexico across the Pacific by Andrés de
Urdaneta. This discovery started the Manila galleon trade, which lasted two and a half
centuries.
Las Islas Filipinaswas named after Philip II of Spain by Ruy López de Villalobos.
Conquest under Philip II

In 1543, Ruy López de Villalobos named the islands of Leyte and Samar Las Islas
Filipinas after Philip II of Spain. Philip II became King of Spain on January 16, 1556,
when his father, Charles I of Spain, abdicated the Spanish throne. Philip was
in Brussels at the time and his return to Spain was delayed until 1559 because of
European politics and wars in northern Europe. Shortly after his return to Spain, Philip
ordered an expedition mounted to the Spice Islands, stating that its purpose was"to
discover the islands of the west" .In reality its task was to conquer the Philippines for
Spain.
On November 19 or 20, 1564 a Spanish expedition of a mere 500 men led
by Miguel López de Legazpi departed Barra de Navidad, New Spain, arriving
off Cebu on February 13, 1565, conquering it despite Cebuano opposition.
In 1569, Legazpi transferred to Panay and founded a second settlement on the
bank of the Panay River.In 1570, Legazpi sent his grandson, Juan de Salcedo, who had
arrived from Mexico in 1567, to Mindoro to punish the Muslim Moro pirates who had
been plundering Panay villages.Salcedo also destroyed forts on the islands
of Ilin and Lubang, respectively South and Northwest of Mindoro.
Pages of the Doctrina Christiana, an early Christian book in Spanish and Tagalog. The
book contained Latin and baybayin suyat scripts. (1593)
In 1570, Martín de Goiti, having been dispatched by Legazpi to Luzon, conquered
the Kingdom of Maynila(now Manila), a puppet-state of the Sultanate of Brunei. Legazpi
then made Maynila the capital of the Philippines and simplified its spelling to Manila.His
expedition also renamed Luzon Nueva Castilla.Legazpi became the country's first
governor-general.In 1573, Japan expanded its trade in northern Luzon. In 1580, the
Japanese lord Tay Fusa established the independent Wokou Tay Fusa state in non-
colonial Cagayan. When the Spanish arrived in the area, they subjugated the new
kingdom, resulting in 1582 Cagayan battles. With time, Cebu's importance fell as power
shifted north to Luzon. The archipelago was Spain's outpost in the orient and Manila
became the capital of the entire Spanish East Indies.The colony was administered through
the Viceroyalty of New Spain (now Mexico) until 1821 when Mexico achieved

independence from Spain. After 1821, the colony was governed directly from Spain.
Miguel López de Legazpi

During most of the colonial period, the Philippine economy depended on
the Galleon Trade which was inaugurated in 1565
between Manila and Acapulco, Mexico.Trade between Spain and the Philippines was via
the Pacific Ocean to Mexico (Manila to Acapulco), and then across the Caribbean
Sea and Atlantic Ocean to Spain (Veracruz to Cádiz).Manila became the most important
center of trade in Asia between the 17th and 18th centuries.All sorts of products
from China, Japan, Brunei, the Moluccas and even India were sent to Manila to be sold
for silver 8-Real coins which came aboard the galleons from Acapulco. These goods,
including silk, porcelain, spices, lacquer ware and textile products were then sent to
Acapulco and from there to other parts of New Spain, Peru and Europe.
Spanish colonists
The European population in the archipelago steadily grew although natives remained the
majority.During the initial period of colonization, Manila was settled by 1200 Spanish
families. In Cebu City, at the Visayas, the settlement received a total of 2,100 soldier-
settlers from New Spain (Mexico). At the immediate south of Manila, Mexicans were
present at Ermita and at Cavite where they were stationed as sentries.In addition, men
conscripted from Peru, were also sent to settle Zamboanga City in Mindanao, to wage
war upon Muslim pirates. There were also communities of Spanish-Mestizos that
developed in Iloilo, Negros and Vigan. Interactions between native Filipinos and
immigrant Spaniards plus Latin-Americans eventually caused the formation of a new
language, Chavacano, a creole of Mexican Spanish. They depended on the Galleon Trade
for a living. In the later years of the 18th century, Governor-General Basco introduced
economic reforms that gave the colony its first significant internal source income from
the production of tobacco and other agricultural exports.In this later period, agriculture
was finally opened to the European population, which before was reserved only for the
natives.
Tomb of Miguel López de Legazpi in San Agustin Church (Manila)Intramuros

During Spain’s 333 year rule in the Philippines, the colonists had to fight off the
Chinese pirates (who lay siege to Manila, the most famous of whichwas Limahong in
1573), Dutch forces, Portuguese forces, and indigenous revolts. Moros from western
Mindanao and the Sulu Archipelago also raided the coastal Christian areas of Luzon and
the Visayas and occasionally captured men and women to be sold as slaves.
Some Japanese ships visited the Philippines in the 1570s in order to export
Japanese silver and import Philippine gold.Later, increasing imports of silver from New
World sources resulted in Japanese exports to the Philippines shifting from silver to
consumer goods.In the 1570s, the Spanish traders were troubled to some extent by
Japanese pirates, but peaceful trading relations were established between the Philippines
and Japan by 1590. Japan's kampaku (regent), Toyotomi Hideyoshi, demanded
unsuccessfully on several occasions that the Philippines submit to Japan's suzerainty.
On February 8, 1597, King Philip II, near the end of his 42-year reign, issued
a Royal Cedula instructing Francisco de Tello de Guzmán, then Governor-General of the
Philippines to fulfill the laws of tributes and to provide for restitution of ill-gotten taxes
taken from the natives.The decree was published in Manila on August 5, 1598. King
Philip died on 13 September, just forty days after the publication of the decree, but his
death was not known in the Philippines until middle of 1599, by which time a referendum
by which the natives would acknowledge Spanish rule was underway. With the
completion of the Philippine referendum of 1599, Spain could be said to have established
legitimate sovereignty over the Philippines.
Spanish control
Spanish Colonial Bureaucracy
Level of government Headed by Description
Spanish Empire Monarch of Civil and Spiritual Authority (through

Spain Royal Patronage)

Composed of 6 to 10 appointed
Council of
royal councilors
Indies  Governed all the Spanish
colonies in the King’s name, and
had legislative power
 Served as the court of appeals for
the colonies
Viceroyalty of New Viceroy of New Governed New Spain on the King’s
Spain(abolished Spain behalf
after Mexico gained
independence in 1821)
Central Government Captain General  Initially exercised executive (as
in Manila Governor), legislative, judicial (as
President of the Audiencia), military
(as Captain General), and
ecclesiastical (as Vice Patron)
powers
 By 1821 or 1875, the office
became Governor General
 Appointed by the King with the
advice of the council and probably
the Viceroy prior to 1821
 Balanced by the Audiencia

Archbishop of  Had full spiritual authority over
Manila the army and navy as military Vicar
General of the islands
 Advised the Captain General,
especially in matters concerning the
governance and provisioning of the
Church in the Philippines
 Ecclesiastical governor of the
islands’ suffragan dioceses, headed
by bishops.
 Appointed dignitaries or the staff
of a diocese, if the captain general
failed to do so
Real Audiencia  Functioned as the Supreme Court
de Manila and advised the Captain General
 Initially composed of four judges
(oidores), an attorney-general
(fiscal), and a constable, with
attached advocates for the accused, a
defender of the naturales (“natives”),
and other minor officials; the
number of oidores and fiscales
would be increased after
 Took charge of government upon
the death of the governor (mayor) up
to the arrival of his successor
Local government
Provincia/Alcadia Mayor Bishops of
Suffragan
Dioceses
Alcalde Mayor  Exercised executive and
(for Provinces) judiciary powers in the province
 Collected tribute
 Until the mid-19th century, he
had the privilege to engage in trade
(indulto de comercio), which
occasioned many abuses against the
local population
 No provision was made
restricting the alcalde mayor to
engage in trade
Corregidor (for  If a provincia was large, the
Districts) alcalde mayor had a corregidor to
administer
over corregimientos (provincial
district)
 Exercised executive and
judiciary power
Junta Provincial  Provincial council which assisted
(1893-1898) the alcalde mayor
 Composed of a public
prosecutor, finance administrator,
treasurer, vicars forane, provincial
doctor, and four principles of the

capital elected by the
capitanesmunicipales of the
province
Pueblo/Municipio Gobernadorcillo  Administered over a pueblo,
assisted by other pueblo officials
 Position was initially restricted
to the local married men of the elite
(principalia)
 By 1768, the position became
elective. Any person elected
acquired elite status, diluting the
political power given by the Spanish
to the hereditary datus the
old Principalía class.
Capitan  Equivalent of the pre-Maura Law
Municipal gobernadorcillo
(1893-1898)  Head of the tribunal municipal
 Elected by the residents of the
municipio
Tribunal Municipal council composed of the
Municipal municipal captain, the chief lieutenant,
(1893-1898) the lieutenant of police, the lieutenant of
fields and the lieutenant of livestock, all
of which were elected by the residents of
the municipio
Barangay Cabeza de  Administered over a barangay of
Barangay 40 to 50 families
 Collected tribute in the barangay
 Position was originally
hereditary among the local elites of
thepre-colonialperiod
 Position was made elective in
1786; the gobernadorcillo and other
cabezas chose a name and presented
it to the Governor General for
appointment to the position in a
specific barangay.
 After three years of service, a
cabeza was qualified for election to
the office of the gobernadorcillo.
Political system
Fort San Pedro was first of many fortresses to protect the islands from invaders such as
pirates and other colonizers.
The Spanish quickly organized their new colony according to their model. The
first task was the reduction, or relocation of native inhabitants into settlements. The
earliest political system used during the conquista period was the encomienda system,
which resembled the feudal system in medieval Europe. The conquistadores, friars and
native nobles were granted estates, in exchange for their services to the King, and were
given the privilege to collect tribute from its inhabitants.In return, the person granted
the encomienda, known as an encomendero, was tasked to provide military protection to
the inhabitants, justice and governance.In times of war, the encomendero was duty bound
to provide soldiers for the King, in particular, for the complete defense of the colony
from invaders such as the Dutch, British and Chinese.The encomienda system was
abused by encomenderos and by 1700 was largely replaced by administrative provinces,
each headed by an alcalde mayor (provincial governor) The most prominent feature of
Spanish cities was the plaza, a central area for town activities such as the fiesta, and
where government buildings, the church, a market area and other infrastructures were
located.Residential areas lay around the plaza. During the conquista, the first task of
colonization was the reduction, or relocation of the indigenous population into
settlements surrounding the plaza.
National government
Chinese settlers in the Philippines
Carta Hydrographica y Chorographica de las Yslas Filipinas(1734)

On the national level or social class, the King of Spain, via his Council of the
Indies (Consejo de las Indias), governed through his representative in the Philippines,
the Governor-General of the Philippines (Gobernador y Capitán General).With the seat
of power in Intramuros, Manila, the Governor-General was given several duties:head of
the supreme court, the Royal Audiencia of Manila;Commander-in-chief of the army and
navy, and the economic planner of the country.[All executive power of the local
government stemmed from him and as regal patron, he had the authority to supervise
mission work and oversee ecclesiastical appointments.His yearly salary was 40,000

pesos. The Governor-General was commonly a peninsular Spaniard, a Spaniard born in
Spain, to ensure loyalty of the colony to the crown or tiara.
Provincial government
On the local level, heading the pacified provinces (alcaldia), was the provincial
governor (alcalde mayor).The unpacified military zones (corregimiento), such
as Mariveles and Mindoro, were headed by the corregidores.City governments
(ayuntamientos), were also headed by an alcalde mayor. Alcalde
mayors and corregidores exercised multiple prerogatives as judge, inspector
of encomiendas, chief of police, tribute collector, capitan-general of the province, and
even vice-regal patron. His annual salary ranged from P300 to P2000 before 1847 and
P1500 to P1600 after 1847. This could be augmented through the special privilege
of"indulto de commercio"where all people were forced to do business with
him.The alcalde mayor was usually an Insulares (Spaniard born in the Philippines).In the
19th century, the Peninsulares began to displace the Insulares which resulted in the
political unrests of 1872, notably the 1872 Cavite mutiny and the Gomburza executions.
Municipal government
The pueblo or town is headed by the Gobernadorcillo or little governor. Among
his administrative duties were the preparation of the tribute list (padron), recruitment and
distribution of men for draft labor, communal public work and military conscription
(quinto), postal clerk and judge in minor civil suits. He intervened in all administrative
cases pertaining to his town: lands, justice, finance and the municipal police. His annual
salary, however, was only P24 but he was exempted from taxation. Any native or
Chinese mestizo, 25 years old, proficient in oral or written Spanish and has been
a cabeza de barangay of 4 years can be a gobernadorcillo.
Any member of the Principalía, who speaks or who has knowledge of the Spanish
languageand has been a Cabeza de Barangay of 4 years can bea Gobernadorcillo.Among
those prominent is Emilio Aguinaldo, a chinese mestizo,and who was
the Gobernadorcillo of Cavite El Viejo (now Kawit).The officials of the pueblo were
-proficient. taken from the Principalía, the noble class of pre-colonial origin. Their
names are survived by prominent families in contemporary Philippine society such as
Duremdes, Lindo, Tupas, Gatmaitan, Liwanag, Mallillin, Pangilinan, Panganiban,
Balderas, and Agbayani, Apalisok, Aguinaldo to name a few.
Barrio government
Every barangay was further divided into"barrios",and the barrio government
(village or district) rested on the barrio administrator (cabeza de barangay).He was
responsible for peace and order and recruited men for communal public
works. Cabezas should be literate in Spanish and have good moral character and
property. Cabezas who served for 25 years were exempted from forced labor.
In addition, this is where the sentiment heard as, "Mi Barrio", first came from.
Old view of a street in Cebu
The Residencia and the Visita
To check the abuse of power of royal officials, two ancient Castilian institutions
were brought to the Philippines: the Residencia, dating back to the 5th century, and
the Visita, which differed from the residencia in that it was conducted clandestinely by
a visitador-general sent from Spain and might occur anytime within the official's term,
without any previous notice. Visitas could be specific or general.
Maura law
The legal foundation for municipal governments in the country was laid with the
promulgation of the Maura Law on May 19, 1893.Named after its author, Don Antonio
Maura, the Spanish Minister of Colonies at the time, the law reorganized town
governments in the Philippines with the aim of making them more effective and
autonomous.This law created the municipal organization that was later adopted, revised,
and further strengthened by the American and Filipino governments that succeeded
Spanish.
Economy
A sketch of a Manila galleon used during the Manila-Acapulco Trade
Malacañang Palace was the seat of the colonial government of the Philippines.

Puerta de Santa Lucia gate is one of the gates of the walled city (Intramuros), Manila.
Manila-Acapulco galleon trade

The Manila-Acapulco Galleon Trade was the main source of income for the
colony during its early years.Service was inaugurated in 1565 and continued into the
early 19th century. The Galleon trade brought silver from New Spain, which was used to
purchase Asian goods such
as silk from China, spices fromthe Moluccas, lacquerware from Japan and
Philippine cotton textiles. These goods were then exported to New Spain and
ultimately Europe by way of Manila. Thus, the Philippines earned its income through the
trade of the Manila-Acapulco Galleon.
The trade was established and operated primarily for the benefit of Spain and
Spaniards.While the trade did bring some results which were beneficial to the
Philippines, most effects were disadvantageous. However, the trade did result in cultural
and commercial exchanges between Asia and the Americas that led to the introduction of
new crops and animals to the Philippines such
as tamarind, avocado, guava, papaya, pineapple, horses and carabao. These gave the
colony its first real income. The trade lasted for over two hundred years, and ceased in
1815 just before the secession of American colonies from Spain.
Royal Society of Friends of the Country

José de Basco y Vargas, following a royal order to form a society of intellectuals
who can produce new, useful ideas, formally established the Spanish Royal Economic
Society of Friends of the Country, after the model of the Royal Basque Society.
Composed of leading men in blocal and foreign scholarships and training grants in
agriculture and established an academy of design. It was also credited to the carabao ban
of 1782, the formation of the silversmiths and gold beaters guild and the construction of
the first papermill in the Philippines in 1825. It was introduced in 1780, vanished
temporarily in 1787–1819, 1820–1822 and 1875–1822, and ceased to exist in the middle
of the 1890s.
Royal Company of the Philippines
On March 10, 1785, King Charles III of Spain confirmed the establishment of the

Royal Philippine Company with a 25-year charter.[29] After revocated the Royal
Guipuzcoan Company of Caracas that had a monopoly on Venezuelan trade, the Basque-
based company was granted a monopoly on the importation of Chinese and Indian goods
into the Philippines, as well as the shipping of the goods directly to Spain via the Cape of
Good Hope.The Dutch and British bitterly opposed them because they saw the company
as a direct attack on their Asian trade. It also faced the hostility of the traders of the
Galleon trade (see above) who saw it as competition. This gradually resulted in the death
of both institutions:The Royal Philippine Company in 1814 and the Galleon trade in
1815.
The first vessel of the Royal Philippine Company to set sail was the "Nuestra Señora de
los Placeres" commanded by the captain Juan Antonio Zabaleta.
Taxation
Also there was the bandalâ (from the Tagalog word mandalâ, a round stack of
rice stalks to be threshed), an annual forced sale and requisitioning of goods such as
rice.Custom duties and income tax were also collected. By 1884, the tribute was replaced
by the cedula personal, wherein everyone over 18 were required to pay for personal
identification. The local gobernadorcillos wereresponsible for collection of the tribute.
Under the cedula system taxpayers were individually responsible to Spanish authorities
for payment of the tax, and were subject to summary arrest for failure to show a cedula
receipt.
Aside from paying a tribute, all male Filipinos as well as Chinese immigrants
from 16 to 60 years old were obliged to render forced labor called“polo”.This labor lasted
for 40 days a year, later it was reduced to 15 days.It took various forms such as the
building and repairing of roads and bridges, construction of Public buildings and
churches, cutting timber in the forest, working in shipyards and serving as soldiers in
military expeditions.People who rendered the forced labor was called“polistas”.He could
be exempted by paying the“falla” which is a sum of money. The polista were according
to law, to be given a daily rice ration during their working days which they often did not
receive.
Town of Jaro, Iloilo, Philippines

Spanish rule of the Philippines was constantly threatened by indigenous rebellions
and invasions from the Dutch, Chinese, Japanese and British. The previously dominant
groups resisted Spanish rule, refusing to pay Spanish taxes and rejecting Spanish
excesses. All were defeated by the Spanish and their Filipino allies by 1597. In many
areas, the Spanish left indigenous groups to administer their own affairs but under
Spanish overlordship.
Resistance against Spanish rule
Early resistance
The Resistance against Spain did not immediately cease upon the conquest of the
Austronesian cities.After Rajah patis of Cebu, random native nobles resisted Spanish
rule.The longest recorded native rebellion was that of Francisco Dagohoy which lasted a
century.
During the British occupation of Manila(1762–1764), Diego Silang was appointedby
them as governor of Ilocos and after his assassination by fellow natives,his
wife Gabriela continued to lead the Ilocanos in the fight against Spanish rule.Resistance
against Spanish rule was regional in character, based on ethnolinguistic groups.
Hispanization did not spread to the mountainous center of northern Luzon, nor to the
inland communities of Mindanao. The highlanders were more able to resist the Spanish
invaders than the lowlanders.
The opening of the Philippines to world trade

Old photo of Manila's streets with Bahay na bato edifices and kalesa, Filipino style of

architecture and transportationdeveloped during theSpanish era
In Europe, the Industrial Revolution spread from Great Britain during the period
known as the Victorian Age.The industrialization of Europe created great demands for
raw materials from the colonies, bringing with it investment and wealth, although this
was very unevenly distributed. Governor-General Basco had opened the Philippines to
this trade. Previously, the Philippines was seen as a trading post for international trade
but in the nineteenth century it was developed both as a source of raw materials and as a
market for manufactured goods.
The economy of the Philippines rose rapidly and its local industries developed to
satisfy the rising demands of an industrializing Europe. Its most marketable products in
the European and world markets included sugar from Negros, Manila hemp or abaca
from Eastern Philippines, and tobacco from Ilocos.A small flow of European immigrants
came with the opening of the Suez Canal, which cut the travel time between Europe and
the Philippines by half.New ideas about government and society, which the friars and
colonial authorities found dangerous, quickly found their way into the Philippines,
notably through the Freemasons, who along with others, spread the ideals of
the American, French and other revolutions, including Spanish liberalism.
Rise of Filipino nationalism
Tagalog Filipino mestizo, early 1800s. Original caption: Métis indiens-

espagnols.From Aventures d'un Gentilhomme Breton Aux IlesPhilippines by Paul de la
Gironiere, published in 1855.
The opening of Philippine trade to the world gave rise to business and imposing edifices
that made Manila the 'Paris of Asia'. La Insular Cigar Factory is one of the most popular.
The development of the Philippines as a source of raw materials and as a market
for European manufactures created much local wealth. Many Filipinos prospered.
Everyday Filipinos also benefited from the new economy with the rapid increase in
demand for labor and availability of business opportunities. Some Europeans immigrated
to the Philippines to join the wealth wagon, among them Jacobo Zobel, patriarch of
today's Zobel de Ayala family and prominent figure in the rise of Filipino nationalism.
Their scions studied in the best universities of Europe where they learned the ideals of
liberty from the French and American Revolutions. The new economy gave rise to a new
middle class in the Philippines, usually not ethnic Filipinos.
Manila Cathedral
In the mid-19th century, the Suez Canal was opened which made the Philippines
easier to reach from Spain. The small increase of Peninsulares from the Iberian
Peninsula threatened the secularization of the Philippine churches.In state affairs,
the Criollos, known locally as Insulares (lit. "islanders").were displaced from
government positions by the Peninsulares, whom the native Insulares regarded as
foreigners. The Insulares had become increasingly Filipino and called themselves Los
hijos del país (lit. "sons of the country").Among the early proponents of Filipino
nationalism were the Insulares Padre Pedro Peláez, archbishop of Manila, who fought for
the secularization of Philippine churches and expulsion of the friars; Padre José
Burgos whose execution influenced the national hero José Rizal;and Joaquín Pardo de
Tavera who fought for retention of government positions by natives, regardless of race.In
retaliation to the rise of Filipino nationalism, the friars called the Indios (possibly
referring to Insulares and mestizos as well) indolent and unfit for government and church
positions.In response, the Insulares came out with Indios agraviados, a manifesto
defending the Filipino against discriminatory remarks.The tension between
the Insulares and Peninsulares erupted into the failed revolts of Novales and the Cavite
Mutiny of 1872 which resulted to the deportation of prominent Filipinonationalists to
the Marianas and Europe who would continue the fight for liberty through the
Propaganda Movement.The Cavite Mutiny implicated the priests MarianoGómez, José

Burgos, and Jacinto Zamora (see Gomburza)whose executions would influence the
subversive activities of the next generation of Filipino nationalists, José Rizal, who then
dedicated his novel, El filibusterismo tothese priests.
Colegio San Juan de Letran, Intramuros Manila (ca. 1880)
Rise of Spanish liberalism
After the Liberals won the Spanish Revolution of 1868, Carlos María de la

Torre was sent to the Philippines to serve as governor-general (1869–1871). He was one
of the most loved governors-general in the Philippines because of the reforms he
implemented. At one time, his supporters, including Padre Burgos and Joaquín Pardo de
Tavera, serenaded him in front of the Malacañan Palace. Following the Bourbon
Restoration in Spain and the removal of the Liberals from power, de la Torre was recalled
and replaced byGovernor-General Izquierdo who vowed to rule with an iron fist.
Freemasonry
From left to right, José Rizal, Marcelo H. del Pilar and Mariano Ponce.

Freemasonry had gained a generous following in Europe and the Americas during
the 19th century and found its way to the Philippines. The Western World was quickly
changing and sought less political control from the Roman Catholic Church.
The first Filipino Masonic lodge was Revoluccion.It was established by Graciano Lopez
Jaena in Barcelona and was recognized in April 1889. It did not last long after he
resigned from being its worshipful master on November 29, 1889.
In December 1889, Marcelo H. del Pilar established, with the help of Julio
Llorente, the Solidaridad in Madrid. Its first worshipful master was Llorente.A short time
later, the Solidaridad grew.Some its members included José Rizal, Pedro Serrano
Laktaw, Baldomero Roxas, and Galicano Apacible.
In 1891, Del Pilar sent Laktaw to the Philippines to establish a Masonic lodge.
Laktaw established on January 6, 1892, the Nilad, the first Masonic lodge in the
Philippines. It is estimated that there were 35 masonic lodges in the Philippines in 1893
of which nine were in Manila. The first Filipina freemason was Rosario Villaruel.
Trinidad and Josefa Rizal, Marina Dizon, Romualda Lanuza, Purificacion Leyva, and
many others join the masonic lodge.
Freemasonry was important during the time of the Philippine Revolution.It
pushed the reform movement and carried out the propaganda work. In the Philippines,
many of those who pushed for a revolution were member of freemasonry like Andrés
Bonifacio.In fact, the organization used by Bonifacio in establishing the Katipunan was
derived from the Masonic society. It may be said that joining masonry was one activity
that both the reformists and the Katipuneros shared.
Illustrados, Rizal and Katipunan
Filipino Ilustrados in Spain
Katipuneros
The mass deportation of nationalists to the Marianas and Europe in 1872 led to a
Filipino expatriate community of reformers in Europe. The community grew with the
next generation of Ilustrados studyingin European universities. They allied themselves
with Spanish liberals, notably Spanish senator Miguel Morayta Sagrario, and founded the
newspaper La Solidaridad.
Among the reformers was José Rizal, who wrote two novels while in Europe. His
novels were considered the most influential of the Illustrados' writings causing further
unrest in the islands, particularly the founding of the Katipunan.A rivalry developed
between himself and Marcelo H. del Pilar for the leadership of La Solidaridad and the
reform movement in Europe. Majority of the expatriates supported the leadership of del
Pilar.
Andrés Bonifacio, Father of the Philippine Revolution

Rizal then returned to the Philippines to organize La Liga Filipina and bring the
reform movement to Philippine soil.He was arrested just a few days after founding the
league.In 1892, Radical members of the La Liga Filipina, which includedBonifacio
and Deodato Arellano, founded the Kataastaasan Kagalanggalang Katipunan ng
mgaAnak ng Bayan (KKK), called simply the Katipunan, which had the objective of the
Philippines seceding from the Spanish Empire.
The Philippine Revolution
Emilio Aguinaldo, the first Philippine president

By 1896 the Katipunan had a membership by the thousands. That same year, the
existence of the Katipunan was discovered by the colonial authorities. In late August,
Katipuneros gathered in Caloocan and declared the start of the revolution. The event is
now known as the Cry of Balintawak or Cry of Pugad Lawin, due to conflicting historical
traditions and official government positions. Andrés Bonifacio called for a general
offensive on Manila and was defeated in battle at the town of San Juan del Monte. He
regrouped his forces and was able to briefly capture the towns of Marikina, San Mateo
and Montalban. Spanish counterattacks drove him back and he retreated to the mountains
of Balara and Morong and from there engaged in guerrilla warfare. By August 30, the
revolt had spread to eight provinces. On that date, Governor-General Ramon Blanco
declared a state of war in these provinces and placed them under martial law.These
were Manila, Bulacan, Cavite, Pampanga, Tarlac, Laguna, Batangas, and Nueva
Ecija.They would later be represented in the eight rays of the sun in the Filipino flag.
Emilio Aguinaldo and the Katipuneros of Cavite were the most successful of the
rebels and they controlled most of their province by September–October. They defended
their territories with trenches designed by Edilberto Evangelista.
Marcela Agoncillo (center), principal seamstress of the first official flag of the

Philippines
Many of the educated ilustrado class such as Antonio Luna and Apolinario
Mabini didnot initially favor an armed revolution. Rizal himself, whom the rebels took
inspiration from and had consulted beforehand, disapproved of a premature revolution.
He was arrested, tried and executed for treason, sedition and conspiracy on December 30,
1896. Before his arrest he had issued a statement disavowing the revolution, but in
his swan song poem Mi último adiós he wrote that dying in battle for the sake of one's
country was just as patriotic as his own impending death.
While the revolution spread throughout the provinces, Aguinaldo's Katipuneros
declared the existence of an insurgent government in October regardless of Bonifacio's
Katipunan, which he had already converted into an insurgent government with him as
president in August. Bonifacio was invited to Cavite to mediate between
Aguinaldo'srebels, the Magdalo, and their rivals the Magdiwang,both chapters of the
Katipunan. There he became embroiled in discussions whether to replace the Katipunan
with an insurgent government of the Cavite rebels' design. To this end, the Tejeros
Convention was convened, where Aguinaldowas elected president of the newinsurgent
government. On 22 March, 1897, the convention established the Tejeros Revolutionary
Government. Bonifacio refused to recognize this and he was executed for treason in May
1897.On November 1, the Tejeros government was supplanted by the Republic of Biak-
na-Bato.
By December 1897, the revolution had resulted to a stalemate between the
colonial government and rebels. Pedro Paterno mediated between the two sides for the
signing of the Pact of Biak-na-Bato.The conditions of the armistice included the self-
exile of Aguinaldo and his officers in exchange for $800,000 or 40,104,392.82542 pesos
to be paid by the colonial government. Aguinaldo then sailed to Hong Kong for self exile.
The Spanish–American War

The House of Emilio Aguinaldo is where the proclamation of Philippine Independence

from Spain took place on June 12, 1898.
On April 25, 1898, the Spanish–American War began. On May 1, 1898, in
the Battle of Manila Bay, the Asiatic Squadron of the U.S.Navy, led by
Commodore George Dewey aboard the USS Olympia, decisively defeated the Spanish
naval forces in the Philippines.With the loss of its naval forces and of control of Manila
Bay, Spain lost the ability to defend Manila and therefore the Philippines.
On May 19, Emilio Aguinaldo returned
to the Philippines aboard a U.S.Navy
ship and on May 24 took command of
Filipino forces. Filipino forces had
liberated much of the country from the
Spanish. On June 12, 1898 Aguinaldo
issued the Philippine Declaration of
Independence declaring independence
from Spain. Filipino forces then laid
siege to Manila, as had American forces.
In August 1898, the Spanish
governor-general covertly agreed with
American commanders to surrender
Manila to the Americans following a
mock battle. On August 13, 1898, during
the Battle of Manila (1898), Americans
took control of the city. In December,
1898, the Treaty of Paris (1898) was signed, ending the Spanish–American War and
selling the Philippines to the United States for $20 million.With this treaty, Spanish rule
in the Philippines formally ended.
On January 23, 1899, Aguinaldo established the First Philippine Republic in Malolos.
On February 4, 1899, the Philippine–American War began with the Battle of Manila
(1899) between Americans forces and the nascent Philippine Republic.
THE ESTABLISHMENT OF A STATE

Philippine History During the American Era

The Spanish-American war which started in Cuba, changed the history of the
Philippines.On May 1, 1898, the Americans led by U.S.Navy Admiral George Dewey, in
participation of Emilio Aguinaldo, attacked the Spanish Navy in Manila Bay. Faced with
defeat, the Philippines was ceded to the United States by Spain in 1898 after a payment
of US$ 20 million to Spain in accordance with the"Treaty of Paris"ending the Spanish-
American War. On June 12, 1898, Filipinos led by Emilio Aguinaldo declared
independence.This declaration was opposed by the U.S.who had plans of taking over
the colony. And this led to a guerrilla war against the Americans. In 1901, Aguinaldo was
captured and declared allegiance to the United States.On the same year, William Howard
Taft was appointed as the first U.S.governor of the Philippines. The U.S.passed the Jones
Law in 1916 establishing an elected Filipino legislature with a House ofrepresentatives &
Senate. In 1934, the Tydings-McDuffieAct was passed by the U.S. Congress, established
the Commonwealth of the Philippines and promised Philippine independence by
1946.The law also provided for the position of President of the Commonwealth of the
Philippines.On the May 14, 1935 elections, Manuel L.Quezon won the position of
President of the Philippine Commonwealth.

In accordance with the Tydings-McDuffie Act of 1934, The Philippines was given
independence on July 4, 1946 and the Republic of the Philippines was born.

Philippine History During the Japanese Occupation

On December 8, 1941, the Japanese invades the Philippines hours
after bombing Pear Harbor in Hawaii. While the forces of Gen.
Douglas MacArthur retreated to Bataan, the Commonwealth
government of President Quezon moved to Corregidor Island. Manila
was declared an open city to prevent further destruction.After the fall
of Bataan on April 9, 1942 and Corregidor, In March1942, MacArthur
&Quezon fled the country and by invitation of President Roosevelt,
the Commonwealth government went into exile to Washington
D.C.American and Filipino forces surrendered in May 6, 1942.Soon a
guerrilla war against the Japanese was foughtby the Philippine& American Armieswhile
Filipinos were enduring the cruelty of the Japanese military against civilians.

Prior to Quezon's exile, he advised Dr. Jose P. Laurel to head and cooperate with the
Japanese civilian government in the hope that the collaboration will lead to a less
brutality of the Japanese towards the Filipinos. Rightly or wrongly, President Laurel and
his war time government was largely detested by the Filipinos.

In October 1944, Gen. MacArthur with President Sergio Osmeña (who assumed the
presidency after Quezon died on August 1, 1944 in exile in Saranac Lake, New York)
returned and liberated the Philippines from the Japanese.

The Philippine Republic

On July 4, 1946, Manuel Roxas of the Nationalista Party was inaugurated as the
first President of the Republic of the Philippines. Roxas died in April 1948. He was
succeeded by Elpidio Quirino. Both Roxas and Quirino had to deal with the Hukbalahap,
a large anti-Japanese guerrilla organization which became a militant group that
discredited the ruling elite. The group was eventually put down by Pres. Quirino's
Secretary of Defense, Ramon Magsaysay.

Magsaysay defeated Quirino in the 1953 elections. He was a popular president and
largely loved by the people. Magsaysay died in an airplane crash on March 17, 1957 and
was succeeded by Carlos Garcia.
Diosdado Macapagal won the 1961 presidential elections and soon after he changed
history by declaring June 12 as Independence Day - the day Emilio Aguinaldo declared
independence in Cavite from Spain in 1898. Aguinaldo was the guest of honour during
the first Independence Day celebrations in 1962.

Philippine History During the Martial Law Regime

Ferdinand E.Marcos won the presidency in 1965 and was the first president to be
re-elected for a second term in office.Marcos He embarked on an ambitious public works
program and maintained his popularity through his first term.His popularity started to
decline after hisre-electiondue to perceived dishonesty in the1969 campaign,the decline
in economic growth, government corruption and the worsening peace & order.He
declared Martial Law in1972 near the end of his second & final term in office.Staunch
oppositionist, Senator Benigno "Ninoy" Aquino (later went on self exile to the U.S.) &
Senator Jose Diokno were one of the first to be arrested. During the Martial Law years,
Marcos held an iron grip on the nation with the support of the military. Opposition
leaders we imprisoned and the legislature was abolished. Marcos ruled by presidential
decrees.
Post Martial Law up to the Present Time

The 21-year dictatorial rule of Marcos
with wife Imelda ended in 1986
following a popular uprising that forced
them to exile to Hawaii. Corazon
"Cory"Aquino, the wife of exiled and
murdered opposition leader Benigno
Aquino who was perceived to have won
a just concluded snap election was
installed as president. Aquino restored
civil liberties, initiated the formation of a new constitution
and the restoration of Congress.

On September 16, 1991, despite the lobbying of Aquino, the Senate rejected a new treaty
that would allow a 10-year extension of the US military bases in the country.

In the1992 elections, Pres. Aquino endorsed Secretary of Defense Fidel Ramos as
her successor, which Ramos won with a slight margin over his rival, Miriam Defensor-
Santiago. During the Ramos presidency, he advocated"National Reconciliation"and laid
the ground work for the resolution of the secessionist Muslim rebels in the southern
Philippine Island of Mindanao. The Moro National Liberation Front (MNLF) led by Nur
Misuari, signed a peace agreement with the government. However a splinter group, The
Moro Islamic Liberation Front (MILF) led by Hashim Salamat continued to fight for an
Islamic state. Ramos worked for the economic stability of the country and the
improvement of the infrastructure facilities like telecommunications, energy and
transportation.

Joseph Ejercito Estrada, a popular actor, succeeded Ramos in 1998 with Gloria
Macapagal-Arroyo (daughter of former President Diosdado Macapagal) as his Vice-
President.Estrada's lack ofeconomic & management skills plunged the economy deeper
as unemployment increased and the budget deficit ballooned.In October 2000, Estrada's
close friend Luis"Chavit"Singson accused Estrada of receiving millions of pesos
from"Jueteng",an illegal numbers game. Soon after, Congress impeached Estrada on
grounds of bribery, graft and corruption, betrayal of public trust and culpable violation of
the constitution.His impeachment trial at the Senate was however blocked by his political
allies in the Senate. Shortly after the evidence against Estrada was blocked at the Senate,
thousands of people rallied up at the EDSA Shrine, site of the People Power Revolution
which ousted Marcos in 1986.

In January 2001, the Supreme Court declared Joseph Estrada unable to rule in
view of mass resignations from his government and declared Vice-President Gloria
Macapagal-Arroyo as his constitutional successor. To this date, Estrada remains detained
facing graft charges before the Sandigan Bayan, the Anti-graft court.

Gloria Macapagal-Arroyo, completed the remaining term of Estrada

and run for re-election against Fernando Poe, Jr., another popular
actor and a friend of Estrada in May 2004. Arroyo with her running
mate Noli de Castro was eventually proclaimed the winners of the
Presidential & Vice-Presidential elections. She has been advocating
a change from a Presidential form of government to a Parliamentary
form of government.

Arroyo's husband & son has beenrumored to be receiving
money from gambling lords and this has tainted her reputation. A tape recording of
Arroyo talking with a commissioner on elections surfaced establishing impropriety by
Arroyo and suggesting that she might have influenced the outcome of the last elections.
Demonstrations followed in June 2005 calling for Arroyo to resign.

On the eve of the anniversary of the"People Power Revolution"on February 24,
2006, the government took pre-emptive measures to quash alleged plots to unseat Arroyo
through massive rallies and a coup. Arroyo declared a "State of Emergency"the next day
mobilizing the police and the military averting any destabilization moves. Note:Arroyo is
has been under hospital arrest since 2011 for charges of electoral sabotage and misuse of
public funds. She is detained at the Veterans Memorial Hospital in Quezon City, Metro
Manila.

May 14, 2007 - National Elections for Senators, Congressmen, Governors,
Mayors and local officials. Although there are instances of violence and allegations of
cheating specially in Mindanao, this elections is considered by many as one of the most
peaceful elections conducted in Philippines.

September 12, 2007 - Former President Joseph Ejercito Estrada is convicted of
plunder by the Sandiganbayan, the anti-graft court and is sentenced to 40 years
imprisonment. He is the first former president ever convicted of any crime in Philippine
history. Six weeks later, on October 26, Estrada was pardoned by President
Arroyo.Because of the pardon, Estrada was able to run for Mayor of Manila and won. He
is presently the city mayor of Manila.

Benigno Simeon Cojuangco Aquino III, affectionately called
"Noynoy" and "Pnoy", a former senator is the son of former
President Corazon C. Aquino and the late Senator Benigno Aquino.
He won the May 10, 2010 presidential elections and was proclaimed
president on June 30, 2010 at Rizal Park in Manila. Former President
Gloria Arroyo, was elected congresswoman for the second district of
Pampanga. This was the first computerized national elections in
Philippine history. Aquino is generally perceived as honest with high
public satisfaction ratings. Under his presidency, the Chief Justice of
the Supreme Court, Renato Corona was impeached in 2011 for non-
declaration of assets and prominent politicians like Senators and Congressmen is being
charged of corruption. Aquino continues his anti-corruption crusade. Under the present
constitution, Aquino cannot run for a second term. Presidential elections were held in
May 9, 2016. Strong candidates were Mary Grace Sonora Poe-Llamanzares, Rodrigo Roa
Duterte, Manuel "Mar" Araneta Roxas II and Jejomar CabauatanBinay.
 Interest bearing checking accounts

On June 30, 2016, Rodrigo"Rody" Roa Duterte (a.k.a. Digong), the former
mayor of Davao City in Mindanao who is known for his strong stance against
illegal drugs and crime, assumed the presidency succeeding Benigno Aquino
III after receiving an overwhelming win in the May 9 elections. On the same
day but separately, former congresswoman Maria Leonor "Leni" Santo Tomas
Gerona-Robredo (Leni Robredo for short) who belongs to a different party,
takes oath as vice-president succeeding Jejomar Binay. Both Duterte & Robredo serves a
single term limit of six-years (till 2022). Duterte is advocating a change of government
from presidential to a federal form of government. Unlike previous presidents, the tough-
talking Duterte is antagonistic towards the United States, which has been a long time ally
of the Philippines. Remarkably, he is more friendly with China, a country which the
previous administration filed a case against at The Permanent Court of Arbitration in The
Hague for occupying several islands within the Philippine 200 mile exclusive economic
zone. The court decided overwhelmingly in favor of the Philippines in July 2016, China
refuses to accept the verdict. Duterte has been criticized by human rights groups and
some in the international community for his hard handed tactics against illegal drugs
which has lead to the killings of thousands (including innocent bystanders) allegedly
involved in the drug trade.
GOVERNMENT OF THE PHILIPPINES

The Philippines government is modeled after the U.S. government. It has a
President, Vice President and Congress with a Senate and a House of Representatives.
The main difference between the two systems is that the Philippine constitution limits the
Presidents to one six year term (he or she can not be reelected for a second term);
senators to two consecutive six-year terms and representatives to three three-year terms.
There are also separate ballots for the President and Vice President.
Political and judicial institutions in the Philippines are regarded as weak. The
functioning of government has been hampered by coup threats, insurgencies, street
protests, and impeachment proceedings. To relieve the "chronic gridlock"in the Filipino
legislative system, the U.S. national Security Council has suggested that the Philippines
switch from a Congressional to a parliamentary system.
Government type: republic.The republican form of government that was
developed during the commonwealth period when the Philippines was a possession of the
United States.Under the Constitution, the government is divided into executive,
legislative, and judicial departments.The separation of powers is based on the theory of
checks and balances. The presidency is not as strong as it was under the 1973
constitution. Local governments are subordinated to the national government.
Independence:12 June 1898 (independence proclaimed from Spain); 4 July 1946 (from
the US). National holiday:Independence Day, 12 June (1898); note - 12 June 1898 was
date of declaration of independence from Spain; 4 July 1946 was date of independence
from the US.
In February 1987, the Philippines adopted a new constitution that instituted the
presidential-style republican form of democracy, which resembles the U.S. model much
more than the European parliamentary system. One key difference between the Philippine
and U.S. systems is that the Philippines is a unitary republic, whereas the United States is
a federal republic, with significant powers reserved for the states. In the Philippines, by
contrast, the national government is not challenged by local authority. The ratification of
the 1987 constitution—the fourth in the nation’s history—by national referendum
signaled the country’s return to democracy following the autocratic rule of Fernando
Marcos (1965–86). Politics in the Philippines is somewhat tumultuous. In February 2006,
the president declared a state of emergency after quashing the attempted coup staged by
the political opposition. [Source:Library of Congress, 2006]
Filipinos are a freedom-loving people, having waged two peaceful, bloodless
revolutions against what were perceived as corrupt regimes. The Philippines is a vibrant
democracy, as evidenced by 12 English national newspapers, 7 national television
stations, hundreds of cable TV stations, and 2,000 radio stations. [Source:Philippines
Department of Tourism]
Administrative divisions: 80 provinces and 39 chartered cities: provinces: Abra,

Agusan del Norte, Agusan del Sur, Aklan, Albay, Antique, Apayao, Aurora, Basilan,
Bataan, Batanes, Batangas, Biliran, Benguet, Bohol, Bukidnon, Bulacan, Cagayan,
Camarines Norte, Camarines Sur, Camiguin, Capiz, Catanduanes, Cavite, Cebu,
Compostela, Davao del Norte, Davao del Sur, Davao Oriental, Dinagat Islands, Eastern
Samar, Guimaras, Ifugao, Ilocos Norte, Ilocos Sur, Iloilo, Isabela, Kalinga, Laguna,
Lanao del Norte, Lanao del Sur, La Union, Leyte, Maguindanao, Marinduque, Masbate,
Mindoro Occidental, Mindoro Oriental, Misamis Occidental, Misamis Oriental, Mountain
Province, Negros Occidental, Negros Oriental, North Cotabato, Northern Samar, Nueva
Ecija, Nueva Vizcaya, Palawan, Pampanga, Pangasinan, Quezon, Quirino, Rizal,
Romblon, Samar, Sarangani, Siquijor, Sorsogon, South Cotabato, Southern Leyte, Sultan
Kudarat, Sulu, Surigao del Norte, Surigao del Sur, Tarlac, Tawi-Tawi, Zambales,
Zamboanga del Norte, Zamboanga del Sur, Zamboanga Sibugay. Chartered cities:
Angeles, Antipolo, Bacolod, Baguio, Butuan, Cagayan de Oro, Caloocan, Cebu,
Cotabato, Dagupan, Davao, General Santos, Iligan, Iloilo, Lapu-Lapu, Las Pinas, Lucena,
Makati, Malabon, Mandaluyong, Mandaue, Manila, Marikina, Muntinlupa, Naga,
Navotas, Olongapo, Ormoc, Paranaque, Pasay, Pasig, Puerto Princesa, Quezon, San Juan,
Santiago, Tacloban, Taguig, Valenzuela, Zamboanga (2012) [Source: CIA World
Factbook]
Flag and Symbols of the Philippines

Flag: The flag of the Philippines has two equal horizontal bands of blue (top) and
red with a white equilateral triangle based on the hoist side; in the center of the triangle is
a yellow sun with eight primary rays (each containing three individual rays), and in each
corner of the triangle is a small yellow five-pointed star.Blue stands for peace and justice,
red symbolizes courage, the white equal-sided triangle represents equality; the rays recall
the first eight provinces that sought independence from Spain, while the stars represent
the three major geographical divisions of the country: Luzon, Visayas, and Mindanao;the
design of the flag dates to 1897.
The sun in the flag represents liberty. The flag was carried in the rebellion against
Spain in 1896, adopted in 1920 and became the national emblem in 1946. In time of war
it is flown upside down with the red band at the top. Flag ceremonies take place once a
week at all governmental offices. Schools have a flag ceremony each morning. All traffic
stops while the flag is being honored.
National symbols have been emphasized since independence to create a sense of
nationhood. The Philippine eagle, the second largest eagle in the world, is the national
bird. Doctor Jose Rizal is the national hero. Rizal streets and statues of Rizal are found in
most towns and cities. Several municipalities are named for Rizal. The national anthem is
sung, a national pledge is recited in Filipino, and the provincial hymn is sung. [Source:
everyculture.com]
National anthem: "Lupang Hinirang" (Chosen Land): lyrics/music: Jose Palma
(revised by Felipe Padilla de Leon) Julian Felipe. The music was adopted 1898, original
Spanish lyrics adopted 1899, Filipino (Tagalog) lyrics adopted 1956; although the
original lyrics were written in Spanish, later English and Filipino versions were created;
today, only the Filipino version is used.
Philippines Democracy
The Philippines, Taiwan, Thailand and South Korea have relatively free-wheeling
democracies. The Philippines government has been described as a corrupt democracy.
Candidates are routinely heckled and jeered. Singapore’s Lee Kuan Yew once said the
Philippines needs more discipline and less democracy.
On democracy in the Philippines at time when the government was stymied by
street protests and legislatie gridlock, Seth Mydans wrote in the New York Times, “Pure
democracy" is what some people are calling it — massed, peaceful crowds of outraged
citizens rising up, with cheers and chants and thrilling courage, to force an abusive leader
from his perch on power. It happened in the Philippines in 1986 with the ouster of
Fredinand E. Marcos, when it gained the nickname people power. But popular revolts
like this can create new problems of their own. It is a risky thing to break the rules, even
in the best of causes. Precedent is powerful, as the Philippines have since discovered, and
rule-breaking can be tempting when the democratic process bogs down. Source: Seth
Mydans, New York Times, January 7, 2004
“As in the Philippines, a disenfranchised elite may fight back to hold on to
influence and wealth. The public, feeling empowered, may seek to repeat its role in
overriding the government. The military, which has the final say in any undemocratic
shift in power, becomes more dangerous. In the Philippines, the military played a
comparable role in forcing Mr. Marcos from office, and the country has remained a jittery
place ever since, subject to continuing coup threats, coup rumors and coup attempts.
There have also been a "people power 2" and a "people power 3" in the Philippines, both
in 2001. One of these forced out an unpopular but democratically elected president,
Joseph Estrada, when a Senate impeachment process failed to remove him.
“The democratic system had let them down, Filipinos said, and needed a course
correction. Again, it was the generals who had the final word, and Mr. Estrada's
successor, Gloria Macapagal Arroyo, has been dogged by a restive military and by angry
supporters of Mr. Estrada. "We've had problems with legitimacy here since Edsa 1," said
a political scientist, Alex Magno, speaking by telephone from Manila and using the local
name for the uprising in 1986. "Every group thinks it can speak for the people by
mounting a mutiny or mounting a riot."
“If democracy is defined simply as an exercise of public will, people power
might indeed be called its purest form, like those talent shows in which the winner is
determined by a meter registering the volume of applause. It could also be called — as it
has been by those on the losing end — mob rule or anarchy or coup.
After Marcos, Little Stability for Philippines

Reporting from Batac.Marcos’s hometown, Alan Sipress wrote in the
Washington Post, “Two decades after President Ferdinand Marcos was chased from
power, he still draws the faithful and the curious to this farming town in the northernmost
Philippines. Displayed in an adobe mausoleum, his lavishly waxed corpse lies in a family
tribute, bedecked in military medals and surrounded by faux flowers while Gregorian
chants echo softly. The "People Power" movement that forced Marcos into exile ushered
in a period of sustained political turmoil — repeated coup attempts, a popular uprising
that toppled another president and continuing efforts to impeach the current president,
Gloria Macapagal Arroyo. Now, many Filipinos declare East Asia's oldest democracy a
failure.
“Without parties that command loyalty from their members, politicians’ race to
the side of popular leaders, then betray them at the sign of weakness. Moreover, ordinary
Filipinos have little way to channel their interests through the electoral system. This
explains why crowds repeatedly flood into the streets to demand change, as they did in
ousting President Joseph Estrada five years ago. Politics are frantic, with civic groups,
research institutes and TV talk shows competing in a national shout-fest. But the ballast
of a modern political system, a professional civil service, is lacking, and the feeble
bureaucracy is easily buffeted by electoral turbulence.
"The lack of political institutions has made Philippine politics less stable than
other countries," Felipe Miranda, a pollster and political scientist at the University of the
Philippines, told the Washington Post. "Disillusionment has come about because there
has been a betrayal of democratic elections. The majority of people would say democracy
has largely failed."
The U.S.to Blame for Philippine Government Problems?

Alan Sipress wrote in the Washington Post, “The blame, Philippine analysts say,
rests with the country's political system — first put in place by the United States during
four decades of colonial rule — and the family dynasties it allowed to cement their
power. Today, Philippine democracy is little more than a ruthless contest among rival
clans with such names as Aquino, Arroyo and Marcos. Political parties are largely
irrelevant, and most Filipinos are relegated to the role of spectators. The cost to the
economy has been tremendous. The perpetual political crisis has scared off investment,
both domestic and foreign, while national leaders have often been too preoccupied with
their own survival to pursue long-term strategies of development. "In theory, it's
American-style politics because we have a Xeroxed system," said Imee Marcos, the
former president's daughter, a three-term member of Congress who personifies the
dynastic system. "But democratic processes don't work the way they're meant to," she
added. "It's ties of kinship and blood relations."
“The United States wrested control of the Philippines from Spain in 1898 and
soon created a national assembly modeled on the U.S.Congress, with representatives
elected fromsingle-member districts.With suffrage initially limited to literate property
owners, the new system allowed landed families in each district to monopolize local
power. The clans used their access to public money, loans and patronage to consolidate
their position. Political office became a family heirloom to be handed down.
“Nor was it only in politics that U.S. colonial rulers sought to reinvent the
Philippines in their own image. Hundreds of American educators streamed into the
archipelago, setting up the public-school system and establishing English as the language
of instruction.In the ensuing decades, Philippine culture has echoed America's. Radio
stations long played nothing but American music. Filipinos play basketball instead of
soccer, rush home early from work to watch"American Idol"and are passionate about
U.S.-style beauty pageants.
“But even as the Philippines came increasingly to resemble the United States, the
electoral system failed to deliver American success. Today, about two-thirds of the
members of the House of Representatives are from dynastic families, according to a
recent study by the Philippine Center for Investigative Journalism.
Political Development in the Philippines

In 1912, the American Cornélis De Witt Willcox wrote in “The Head Hunters of
Northern Luzon”: “No one will pretend that the Filipinos have had any political training.
Before the arrival of the Spaniards, only 350 years ago, they were all uncivilized. Many
of them are still semi-savages; others are savages pure and simple. These facts are
indisputable. If, then, we turn to history for assistance, we can not find a single instance
of any real political evolution in any of the various divisions of the inhabitants of the
Archipelago. The exception furnished by the debased Mohammedan sultanates of the
great Island of Mindanao is only apparent. The germ of fruitful growth is everywhere
missing. Now, the Spaniards assuredly took no steps to teach their new subjects the art
and science of government; there was every reason, from their point of view, why they
should not teach this art and science. [Source:“The Head Hunters of Northern Luzon” by
Cornélis De Witt Willcox, Lieutenant-Colonel U.S. Army, Professor United States
Military Academy, 1912 ]
“On the other hand, our own course has been totally different. We have lost no
time in putting political power into the hands of the natives, so that to-day, after fourteen
years’ possession, municipal and provincial government are almost wholly native. To
crown all, we have given the Filipinos an elective legislature, an Assembly, all the
members of which are native. Students of the subject at first hand, impartial observers on
the spot, declare freely that we have gone much too fast, and that we have granted a
measure of political administration and government beyond the native power of

assimilation and digestion.
“It is not without significance that it was these same Tagálogs who organized in
the past the chief insurrections against the domination of Spain, principally, as is well
known, because of the misrule of the friars. It is also a fact that the farther one removes
from Manila the feebler becomes the cry for independence. If we consider the condition
of the loudest supporters of the movement, we find them all, or nearly all, to be
politicians, políticos. Some of these politicians are not Tagálogs—for example, Señor
Osmeña, the Speaker of the Assembly, is a Visayan; so that it would perhaps be more
accurate to say of the entire propaganda that it is an affair of the politicians, supported
chiefly by Tagálogs.
“The Filipino is, on the one hand, hospitable, courageous, fond of music, show,
and display; and, on the other, indolent, superstitious, dishonest, and addicted to
gambling. One quality, imitativeness, is possibly neutral. It would appear that his virtues
do not especially look toward thrift—i.e., economic independence—and that his defects
positively look the other way. If the witnesses testifying be challenged on the score of
incompetency. The picture may be overdrawn; but it is a Filipino picture, drawn by a
Filipino hand. Let us now permit, the native press to speak again on the subject engaging
our attention. ThusVanguardia a bitter anti-American sheet, arraigns its wealthy fellow-
countrymen for lack of initiative and fondness of routine. It accuses them of a willingness
to invest in city property, to deposit money in banks, “to make loans at usurious rates, in
which they take advantage of the urgent and pressing necessities of their countrymen,”
but of unwillingness “to engage in agriculture, marine or industrial enterprise”; and says
they are “generally lacking in the spirit of progression.” According to another native
newspaper, the vice of gambling has infected all classes of society, men and women
alike, rich and poor, young and old.”
Philippines Constitution
Constitution:There have been several previous constitutions; The latest was
ratified under the Aquino government on February 2, 1987, and became effective on
February 11, 1987 (2013). The first constitution, based on the United States Constitution,
was written in 1935 and amended in 1940 and 1946. When President Marcos declared
martial law in 1972, that constitution was replaced by another one providing for a head of
state, a prime minister, and a unicameral legislature.Marcos’s constitution declared the
that Marcos would remain the President and Prime Minster indefinitely and rule over a
rubber-stamp parliament. It gave the president power to dissolve the legislature, appoint
the prime minister, and declare himself prime minister. The new constitution was
approved in a national referendum in 1987 was similar to the 1935 constitution but
included term limitations of Senators, Congressmen and the President. [Sources:
everyculture.com, CIA World Factbook, Library of Congress]
The Philippines has a long history of democratic constitutional development. The
Malolos Constitution of 1898-99 reflected the aspirations of educated Filipinos to create a
polity as enlightened as any in the world. That first constitution was modeled on those of
France, Belgium, and some of the South American republics. Powers were divided, but
the legislature was supreme. A bill of rights guaranteed individual liberties. The church
was separated from the state, but this provision was included only after a long debate and
passed only by a single vote. The Malolos Constitution was in effect only briefly; United
States troops soon installed a colonial government, which remained in effect until the
establishment of the Philippine Commonwealth in 1935. *
The 1935 constitution, drawn up under the terms of the Tydings-McDuffie Act,
which created the Philippine Commonwealth, also served as a basis for an independent
Philippine government from 1946 until 1973. The framers of the Commonwealth
Constitution were not completely free to choose any type of government they wanted,
since their work had to be approved by United States president Franklin D. Roosevelt, but
as many were legal scholars familiar with American constitutional law, they produced a
document strongly modeled on the United States Constitution. In fact, the 1935
constitution differed from the United States document in only two important respects:
Government was unitary rather than federal, local governments being subject to general
supervision by the president, and the president could declare an emergency and
temporarily exercise near-dictatorial power. This latter provision was used by Marcos
after September 1972, when he declared martial law.
The 1935 constitution seemed to serve the nation well. It gave the Philippines
twenty-six years of stable, constitutional government during a period when a number of
other Asian states were succumbing to military dictatorship or communist revolution. By
the late 1960s, however, many Filipinos came to believe that the constitution only
provided a democratic political cloak for a profoundly oligarchic society. A constitutional
convention was called to rewrite the basic law of the land.
The delegates selected to rewrite the constitution hoped to retain its democratic
essence while deleting parts deemed to be unsuitable relics of the colonial past. They
hoped to produce a genuinely Filipino document. But before their work could be
completed, Marcos declared martial law and manipulated the constitutional convention to
serve his purposes. The 1973 constitution was a deviation from the Philippines'
commitment to democratic ideals. Marcos abolished Congress and ruled by presidential
decree from September 1972 until 1978, when a parliamentary government with a
legislature called the National Assembly replaced the presidential system. But Marcos
exercised all the powers of president under the old system plus the powers of prime
minister under the new system. When Marcos was driven from office in 1986, the 1973
constitution also was jettisoned.
Creation of the Philippines Freedom Constitution of 1986

After Aquino came to power, on March 25, 1986, she issued Presidential
Proclamation No. 3, which promulgated an interim "Freedom Constitution" that gave
Aquino sweeping powers theoretically even greater than those Marcos had enjoyed,
although she promised to use her emergency powers only to restore democracy, not to
perpetuate herself in power. She claimed that she needed a free hand to restore
democracy, revive the economy, gain control of the military, and repatriate some of the
national wealth that Marcos and his partners had purloined. Minister of Justice Neptali
Gonzales described the Freedom Constitution as "civilian in character, revolutionary in
origin, democratic in essence, and transitory in character." The Freedom Constitution was
to remain in effect until a new legislature was convened and a constitutional convention
could write a new, democratic constitution to be ratified by national plebiscite. The
process took sixteen months.
Although many Filipinos thought delegates to the Constitutional Commission
should be elected, Aquino appointed them, saying that the Philippines could not afford
the time or expense of an election. On May 25, 1986, she selected forty-four names from
hundreds suggested by her cabinet and the public. She appointed respected, prominent
citizens and, to be on the safe side, prohibited them from running for office for one year
after the constitution's ratification. Delegates had the same profile as those who had
drawn up the constitutions of 1898 and 1935: they were wealthy and well educated. They
represented a range of political stances: some were leftists and some were ardent
nationalists, but moderate conservatives held a majority. There were thirty lawyers,
including two former Supreme Court justices. A nun, a priest, and a bishop represented
the interests of the Catholic Church. Eight commissioners had also served in the aborted
constitutional convention of 1972. Five seats on the fifty-member commission were
reserved for Marcos supporters, defined as members of Marcos's New Society
Movement, and were filled by former Minister of Labor Blas Ople and four associates.
One seat was reserved for the IglesianiKristo (Church of Christ), which, however,
declined to participate. One of Aquino's appointees, leftist movie producer Lino Brocka,
resigned, so the final number of commissioners was forty-eight.
The commission divided itself into fourteen committees and began work amidst
great public interest, which, however, soon waned. Long, legalistic hearings were
sometimes poorly attended. Aquino is known to have intervened to influence only one
decision of the commission. She voiced her support of a loophole in the constitution's
antinuclear weapons provision that allowed the president to declare that nuclear weapons,
if present on United States bases, were "in the national interest."The commissioners
quickly abandoned the parliamentary government that Marcos had fancied, and
arguments for a unicameral legislature also were given short shrift. Most delegates
favored a return to something very much like the 1935 constitution, with numerous
symbolic clauses to appease "cause- oriented" groups. The most controversial proposals
were those pertaining to the Philippine claim to Sabah, presidential emergency powers,
land reform, the rights of labor, the role of foreign investment, and United States military
base rights. Special attention focused on proposals to declare Philippine territory a
nuclear-free zone.
Aquino had asked the Constitutional Commission to complete its work within
ninety days, by September 2, 1986. Lengthy public hearings (some in the provinces) and
contentious floor debates, however, caused this deadline to be missed. The final version
of the Constitution, similar to a"draft proposal"drawn up in June by the University of the
Philippines Law School, was presented to Aquino on October 15. The commission had
approved it by a vote of forty-four to two.
Aquino scheduled a plebiscite on the new constitution for February 2,
1987.Ratification of the constitution was supported by a loose coalition of centrist parties
and by the Catholic Church. The constitution was opposed by both the Communist Party
of the Philippines--Marxist Leninist (referred to as the CPP) and the leftist May First
Movement (Kilusang Mayo Uno) for three reasons: It was tepid on land reform, it did not
absolutely ban nuclear weapons from Philippine territory, and it offered incentives to
foreign investors. But the communists were in disarray after their colossal mistake of
boycotting the election that overthrew Marcos, and their objections carried little weight.
The constitution faced more serious opposition from the right, led by President Aquino's
discontented, now ex-defense minister, Juan Ponce Enrile, who reassembled elements of
the old Nacionalista Party to campaign for a no vote to protest what he called the
"Aquino dictatorship."
Aquino toured the country campaigning for a yes vote, trading heavily on her
enormous personal prestige. The referendum was judged by most observers to turn more
on Aquino's popularity than on the actual merits of the Constitution, which few people
had read. Her slogan was "Yes to Cory, Yes to Country, Yes to Democracy, and Yes to
the Constitution." Aquino also showed that she was familiar with traditional Filipino
pork-barrel politics, promising voters in Bicol 1,061 new classrooms "as a sign of my
gratitude" if they voted yes. *
The plebiscite was fairly conducted and orderly. An overwhelming three-to-one vote
approved of the Constitution, confirmed Aquino in office until 1992, and dealt a stunning
defeat to her critics. Above all else the victory indicated a vote for stability in the midst of
turmoil. There was only one ominous note--a majority of the military voted against the
referendum.Aquino proclaimed the new Constitution in effect on February 11, 1987, and
made all members of the military swear loyalty to it.
Articles and Provisions of the Philippines Constitution

The constitution, one of the longest in the world, establishes three separate
branches of government called departments: executive, legislative, and judicial.A number
of independent commissions are mandated: the Commission on Elections and the
Commission on Audit are continued from the old constitution, and two others, the
Commission on Human Rights and the Commission on Good Government, were formed
in reaction to Marcos's abuses. The Commission on Good Government is charged with

the task of repossessing ill-gotten wealth acquired during the Marcos regime. [Source:
Library of Congress ]
Some ambitious Filipino politicians hoped that the new Constitution would
invalidate the 1986 presidential election and require that a new election be held. Their
hopes were dashed by the "transitory provisions" in Article 17 of the new constitution
that confirmed Aquino in office until June 30, 1992. Other officials first elected under the
new constitution also were to serve until 1992.
Article 3, the bill of rights, contains the same rights found in the United States
Constitution (often in identical wording), as well as some additional rights. The
exclusionary rule, for example, prohibits illegally gathered evidence from being used at a
trial. Other rights include afreedom-of-informationclause, the right to form unions, and
the requirement that suspects be informed of their right to remain silent.
The church and state are separated, but Catholic influence can be seen in parts of
the Constitution. An article on the family downplays birth control; another clause directs
the state to protect the life of the unborn beginning with conception; and still another
clause abolishes the death penalty. Church-owned land also is tax-exempt.
The explosive issue of agrarian reform is treated gingerly. The state is explicitly
directed to undertake the redistribution of land to those who till it, but "just
compensation" must be paid to present owners, and Congress (expected to be dominated
by landowners) is given the power to prescribe limits on the amount of land that can be
retained. To resolve the controversial issue of United States military bases, the
Constitution requires that any future agreement must be in the form of a treaty that is
ratified by two-thirds of the Senate and, if the Congress requires, ratified by a majority of
the votes cast in a national referendum.
Many provisions lend a progressive spirit to the Constitution, but these
provisions are symbolic declarations of the framers' hopes and are unenforceable. For
example, the state is to make decent housing available to underprivileged citizens.
Priority is to be given to the sick, elderly, disabled, women, and children. Wealth and
political power are to be diffused for the common good. The state shall maintain honesty
and integrity in the public service. To be implemented, all of these declarations of intent
required legislation.
Head of Government in the Philippine

The President is the head of state, chief executive, and commander in chief of the
armed forces.The president must be a natural-born citizen of the Philippines, at least forty
years of age, and a resident of the Philippines for at least ten years immediately preceding
the election.The president is elected to a six year term.He or she can serve a maximum of
one term. In elections there are also separate ballots for the president and vice president.
Only Congress can officially declare the president and vice president after election votes
are counted.
The President lives in Malacanang Palace, a sprawling compound in Manila on a
river. It was built for the Spanish govenors and later used by the American governors.
The salary of the president in 2000 was only $13,000. In the inauguration ceremony, the
President places his or her hand on the Bible and solemly swears to “faithfully and
conscientiously perform my duties as President of the Philippines.”
The impeachment process is simialr to that of the United States. To oust a
president two thirds of the senate must vote to oust him or her. The impeachment process
can begin with the signing of a complaint with by a third of the House of Representatives.
During the failed impeachment bids of President Arroyo’, the House of Representatives’
Justice Committee dismiss the complaints on technicalities, in one case by a vote of 42-8.
The vice president , who under the Philippine Constitution need not belong to the
same party as the president, may be appointed to the cabinet without legislative
confirmation. The vice president has the same term of office as the president and is
elected in the same manner. The vice president also may serve as a member of the
cabinet.Unlike the president, the vice president may serve two consecutive six-year
terms.The president and vice president do not run on the same ticket and may be political
opponents. The president and vice president are not elected as a team. Thus, they may be
ideologically opposed, or even personal rivals.
Chief of state: President Benigno Aquino (since 30 June 2010); Vice President
Jejomar Binay (since 30 June 2010); note - president is both chief of state and head of
government. Head of government: President Benigno Aquino (since 30 June 2010). The
last election was on May 10, 2010. The next one will be held in May 2016. The 2010
election results: Benigno Aquino elected president; percent of vote: Benigno Aquino 42.1
percent, Joseph Estrada 26.3 percent, seven others 31.6 percent; Jejomar Binay elected
vice president; percent of vote Jejomar Binay 41.6 percent, Manuel Roxas 39.6 percent,
six others 18.8 percent. [Source: CIA World Factbook]
Executive Branch of the Philippines

Embracing the concept of separation of powers, the constitution provides for a
president, who is simultaneously head of government and chief of state, a separately
elected vice president, a bicameral legislature, and an independent judiciary. The
constitution includes legislative and judicial limits on the power of the president. The
president cannot abolish Congress, and Congress can override a presidential veto with a
two-thirds majority vote.Moreover, the president needs Congressional support in order to
implement policies and programs. The Supreme Court rules on the constitutionality of
presidential decrees. [Source: Library of Congress ]
The executive functions of the government are carried out through the Cabinet of
Ministers. The cabinet, which in 2005 consisted of heads of 22 departments and offices,
is appointed by the president with the consent of the Commission of Appointments. The
Cabinet is lead by secretaries rather than ministers. They earn less than $1,000 a month in
2000.
The president is empowered to control all the executive departments, bureaus, and
offices, and to ensure that the laws are faithfully executed. Presidential nominations of
heads of executive departments and ambassadors are confirmed by a Commission on
Appointments, consisting of twelve senators and twelve representatives. The president
may grant amnesty (for example, to former communists, Muslim rebels, or military
mutineers) with the concurrence of a majority of all the members of Congress and, as
chief diplomat, negotiate treaties, which must be ratified by two-thirds of the Senate.
The constitution contains many clauses intended to preclude repetition of abuses
such as those committed by Marcos. The president's spouse cannot be appointed to any
government post (a reaction to Imelda Marcos's immoderate accumulation of titles and
powers). The public must be informed if the president becomes seriously ill (a reaction to
the belated discovery of numerous kidney-dialysis machines in Marcos's bedroom in
Malacañang). The president is prohibited from owning any company that does business
with the government. And the armed forces must be recruited proportionately from all
provinces and cities as far as is practicable, in order to prevent a future president from
repeating Marcos's ploy of padding the officer corps with people from his home province.
Constitutional safeguards also prevent the president from ruling indefinitely
under emergency powers. Martial law may be proclaimed, but only for sixty days. The
president must notify Congress of the institution of martial law within forty-eight hours,
and Congress can revoke martial law by a simple majority vote. The president may not
abolish Congress. The Supreme Court may review and invalidate a presidential
proclamation of martial law. Of course, Congress can grant the president emergency
powers at any time.
In 1991 the president's cabinet consisted of the executive secretary (who
controlled the flow of paper and visitors reaching the president), the press secretary, the
cabinet secretary, and the national security adviser, and the secretaries of the following
departments: agrarian reform; agriculture; budget and management; economic
planning;education, culture, and sports; environment and natural resources; finance;
foreign affairs; health;interior and local governments; justice; labor and employment;
national defense;public works and highways; science and technology;social welfare and
development; tourism; trade and industry;and transportation and communications.
Cabinet members directed a vast bureaucracy--2.6 million Filipinos were on the
government payroll in 1988.
Legislature of the Philippines

Legislature: The Philippines Congress is made up of 287-seat House of
Representatives (lower chamber) and a 24-seat Senate (upper chamber).The Senate has a
lot of power and has traditionally been dominated by the elite landowning families.
Senators can serve two consecutive six-year terms They are chosen through a national
rather than local vote and thus are expected to have a national vision and not be tied
down by local interests. Elections for 12 Senators are held every three years. The House
of Representatives is made up of Congressmen and women elected from districts. They
can serve up to three three-year terms and also are often members of the landowning
elite.
The bicameral Congress or Kongreso consists of the Senate or Senado (24 seats -
one-half elected every three years; members elected at large by popular vote to serve six-
year terms) and the House of Representatives or Kapulungan Ng Nga Kinatawan (287
seats - 230 members in one tier representing districts and 57 sectoral party-list members
in a second tier representing special minorities elected on the basis of one seat for every 2
percent of the total vote but with each party limited to three seats). A party represented in
one tier may not hold seats in the other tier; all House members are elected by popular
vote to serve three-year terms. The constitution limits the House of Representatives to
250 members; the number of members allowed was increased, however, through
legislation when in April 2009 the Philippine Supreme Court ruled that additional party
members could sit in the House of Representatives if they received the required number
of votes. [Source: CIA World Factbook]
In 2005 there were 238 members in the House of Representatives, of whom 214
(80 percent) were elected for three-year terms from legislative districts apportioned
among the 20 provinces, cities, and the Metropolitan Manila area in accordance with the
population, on the basis of a uniform and progressive ratio.The other 24 members
(limited by the constitution to 20 percent of the total) were presidential appointees elected
through a party-list system of registered national, regional, and sectoral parties or
organizations.The House is led by the speaker of the House. The leader of the Senate is
the president of the Senate.By means of a two-thirds majority vote, Congress can
override presidential vetoes and declare a state of war.
Legislative Branch of the Philippines

The Philippines is unusual among developing countries in having a strong,
bicameral legislature.The constitution establishes a 24-seat Senate and a House of
Representatives with 200 elected representatives and up to 50 more appointed by the
president. Senators are chosen at large, and the twenty-four highest vote-winners
nationwide are elected. Senators must be native-born Filipinos at least thirty-five years
old. The term of office is six years, and senators cannot serve more than two consecutive
terms. [Source: Library of Congress ]
House of Representatives members are elected in single-member districts (200 in
1991), reapportioned within three years of each census. Representatives must be native-
born Filipinos and at least twenty-five years of age.Their term of office is three years.
They may not serve for more than three consecutive terms. In addition, President Aquino
was to be empowered to appoint to the House of Representatives up to twenty-five people
from"party lists."This stipulation was intended to provide a kind of proportional
representation for small parties unable to win anysingle-member district seats.However,
Congress did not pass the necessary enabling legislation. The president also is allowed to
appoint up to twenty-five members from so-called sectoral groups, such as women, labor,
farmers, the urban poor, mountain tribes, and other groups not normally well-represented
in Congress, "except the religious sector." Making these appointments would have
provided an opportunity for Aquino to reward her supporters and influence Congress, but
she has left most such positions unfilled. All members of both houses of Congress are
required to make a full disclosure of their financial and business interests.
The constitution authorizes Congress to conduct inquiries, to declare war (by a
two-thirds vote of both houses in joint session), and to override a presidential veto with a
two-thirds vote of both houses. All appropriations bills must originate in the House, but
the president is given a line-item veto over them. The Senate ratifies treaties by a two-
thirds vote.
The first free congressional elections in nearly two decades were held on May 11,
1987.The pre-martial law Philippine Congress, famous forlog rollingand satisfying
individual demands, was shut down by Marcos in 1972. The 1973 constitution created a
rubber-stamp parliament, or National Assembly, which only began functioning in 1978
and which was timid in confronting Marcos until some opposition members were elected
in May 1984.In the 1987 elections, more than 26 million Filipinos, or 83 percent of
eligible voters, cast their ballots at 104,000 polling stations.
The leader of the Senate— the Senate president— stands next in the line of
succession for the presidency after the country's vice president. Generally, the Senate had
a reputation as a prestigious body with a truly national outlook, in contrast to the House
of Representatives, which had more parochial concerns. The internal operation of
Congress has been slowed by inefficiency and a lack of party discipline. Legislation often
has been detained in the forty-three House and thirty-six Senate committees staffed with
friends and relatives of members of Congress. Indicative of the public frustration with
Congress, in 1991 the National Movement for Free Elections (NAMFREL) and the
Makati Business Club formed a group calledCongress watchto monitor the activities of
sitting congress members and promote accountability and honesty.
Women in Government in the Philippines

Under the Philippines consitution women are promised the same voting rights as
men. Since Marcos was ousted in 1986 the Philippines has had two women presidents:
Cory Aquino and Gloria Macapagal-Arroyo. But even so women are still not very well
represented in Philippine government. In 2001, only 24 of the 216 membersof Congress
were women. Arroyo had three women in her cabinet.
Many of the women in Philippine politics—including Aquino, Arroyo, and
Imelda Marcos and her daughter—got to where they were riding on the coat tails of their
husbands, fathers or other family members.

Activity 7
Name:________________________________________ Score:___________

1. Why was there a need to divide the world between Spain and Portugal?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________.
2. Relate the events of the Magellan expedition to the East. Use the following as
guide in your account:
a. the hardships that were experience by the expedition;

b. Magellan in Homonhon;
c. Magellan in Limasawa;
d. Magellan in Cebu;
e. Battle of Mactan; and
f. Significance of the expedition
3. Was Magellan able to convince the king of Spain? What was the result of their
discussion?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________.
Beginning of Christianism
Answer the following:
a. Who were with Legaspi when he arrived in the Philippines?
________________________________________________________________________
________________________________________________________.
b. Where were the first missions near in Manila established:

________________________________________________________________________
________________________________________________________.
c. Enumerate the missionary orders that arrived in the Philippines.
______________________
______________________
______________________
______________________
______________________
d. How was the Christianization of the Philippines executed?

________________________________________________________________________
________________________________________________________.
e. How did Christianity in the Philippines prosper?
________________________________________________________________________
________________________________________________________.
Start of Colonial Rule
Answer the following:
a. When did the Spaniards arrive in the Philippines? Did they immediately establish
a colony in the archipelago?
________________________________________________________________________
________________________________________________________.
b. What news about Manila reached Legazpi?
________________________________________________________________________
________________________________________________________.
c. What characteristics of Manila pushed Legazpi to decide to establish a settlement
there?
________________________________________________________________________
________________________________________________________.
d. What occurred in Luzon on August 15, 1571? Was the role played by Juan de
Salcedo in Luzon important? Why?
________________________________________________________________________
________________________________________________________.
Activity 8
Name:________________________________________ Score:___________
1. Did the Spaniards encounter problems in spreading Christianity in the

Philippines? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
2. How did the Spaniards face the said problems?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
3. What was the role playedby the Council of the Indies? Was the Council of
the Indies important?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
4. What types of government did the Spaniards establish in the Philippines?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
5. What powers did the government-general possess?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
6. Why did the Spaniards create provinces?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
7. What type of provinces did the Spaniards establish in the Philippines?
Who were the only people who could occupy government positions in
these provinces?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
8. How were the provinces divided? Who administered the pueblo? Who
administered the barangay?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
9. Explain the principal duties of the gobernadorcilloand the cabeza?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
10. What were the citiesestablished by the Spaniards in the Philippines?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
11. Why were the laws not legislated or formulatedin the Philippines during
the Spanishtime?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
12. How come no one in the Philippines made laws?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
13. Why were the friars considered the most powerful in the Philippines?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
14. In what language were laws written? Were these laws understood by the
Filipinos?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
15. What were the offices run by the Spanish government in the Philippines?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
16. Why did the Spanish government implement monopoly as an economic
policy?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
17. What wasthe Manila-Acapulco galleon trade? Why was it important?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
18. Why was forced labor implement? What was its effect on the family of
answer?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
19. Why did the Filipinos lose their right to own lands which they inherited
from their ancestor?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
20. What were the ordinances that the Spaniards implemented for the use of
land by the Filipinos?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
Activity 9
Name:________________________________________ Score:___________
1. What were the contributions to the Reform Movement of the following

people?
a. Maximo Paterno and Pedro Paterno-
b. Gregorio Sanchianco-
c. Graciano Lopez Jaena-
d. Juan Luna-
e. Felix Resurrecion Hidalgo-
2. Why did Rizalreturn to the Philippines?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
3. What were the aims of the La Liga Filipina?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
4. Did the reformist fail in their pursuit of reforms? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
5. Why did the members of the Katipunan use symbolic names?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
6. How did the Spaniards prevent the spread of the Revolution?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
7. How did the Revolution in Cavite spread?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
8. Who ledthe Katipunan in Cavite? How would you describe Aguinaldo as
a leader?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
9. Why is the Battle of Binakayan important in the Philippine history?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
10. What was the significance of the meeting in Tejeros to the continuation of
the Revolution?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
Activity 10
Name:_________________________________________ Score:_____________
Yr. and Section:_______________________

Date:______________
1. What were the programs of President Roxas during his presidency?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________________.
2. How did President Qirino address the Hulk rebellion?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________________.
3. Why was Ramon Magsaysay appealing to the masses?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________________.
4. Why did President Carlos P. Garcia implemented the Filipino First Policy?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________________.
5. What were the problems which hindered the reforms of the Macapagal
administration?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________________.
6. Why did President Marcos open diplomatic relations with Third World
and socialist countries?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________.
7. Why did Marcos impose martial law over the over the Philippines?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________________.
8. Why President Aquino popular among Filipino?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________________.
9. What were the problem faced by President Ramos? How did he respond
to these problem?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________________.
10. Why was President Estrada’s victory in the presidential elections

considered historical?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________________.
11. What was the greatest challenge and problem faced by President Arroyo?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________________.
12. What was the greatest challenge and problem faced by President Noynoy
Aquino?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________
Activity 11
Name:________________________________________ Score:___________
1. What is government? What are the responsibilities of a government?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
2. Is the present government able to do its functions well?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
3. What is the primary condition for a country to develop?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
4. What are the five pillars of Justice?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________.
5. What are the powers and functions of the President? Of the Vice
President?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________.
PEDAGOGIES IN
UNIT V
TEACHING SOCIAL
STUDIES
OVERVIEW
Some says that Araling Panlipunan is a boring subject, but it is not true, Araling
Panlipunan becomes boring because teachers make it boring. Therefore, in this unit, you
will learn a lot of teaching strategies and approaches on how to make teaching Social
Studies joyful, exciting and meaningful, especially for grades 1 to 3. According to a
Chinese Proverb, “A thousand teachers, a thousand methods”, it put emphasis to the
idea that we teachers need to be equipped also with a lot of teaching methods in order to
teach effectively and efficiently. When a teacher knows a lot about the subject or the
topic but he/she did not know how to teach, it will be useless at all for one of the major
roles of the teacher is to transfer the ideas and concepts he/she knows.
OBJECTIVES
1. dicuss the Araling Panlipunan Curriculum Framework;

2. explain the grade/level standards in teaching Araling Panlipunan for Grades 1-3;
3. state the guiding principles for teaching and learning in Araling Panlipunan for
Grades 1-3;
4. enumerate the desired learning competencies in Araling Panlipunan for Grades 1-
3; and
5. elaborate the goals of Araling Panlipunan in the K-12 Curriculum

Am I ready to Teach Araling Panlipunan?
Direction: Please circle one answer for each statement.

1. What subject you will enjoy teaching the most?
reading/language math social studies science
Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________.
2. What subject will you enjoy teaching the least?

reading/language math social studies science
Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________.
3. Do you feel that you were adequately prepared to teach social studies in school?
Yes maybe no
Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________.
4. Do you feel that you have received adequate inservice training from the district to
teach social studies?
yes maybe no
Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________.
5. What area of social studies do you feel is most important?

history geography citizenship
Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________.
6. What would you like your students to learn in social studies this year?
history geography governance economics
politics
Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________.
The Araling Panlipunan K To 12 Curriculum Framework: Its

Implementation in The Basic Education Curriculum
The Araling Panlipunan Curriculum Framework

There are many changes when the Department of Education adopted the K to 12
curriculum, one of these changes is the approaches on how to deliver the subjects. Each
subject has its particular curriculum framework which helps the teacher on how to see
where their teaching goes. Let us take a look in the Araling Panlipunan curriculum
framework from K to 12 Araling Panlipunan Curriculum Guide.
Photo credit: K to 12 Araling Panlipunan Gabay Pangkurikulum Mayo 2016; http://lrmds.deped.gov.ph/.

Description of the Curriculum Framework

You probably noticed that it is made using Filipino language, because in
elementary level even in secondary level Social Studies will be taught in Filipino.
The K to 12 Araling Panlipunan Curriculum was based from the
educational goal “Education for All 2015” and K-12 Philippine Basic Education
Curriculum Framework. The framework above aims to equip the learners with 21 st
century skills in order to produce “functionally literate and developed Filipino.” So that,
it was assured that the contents, content standard and performance standard in every
grade/level will contribute to the said goal. In attaining the said goal, the goal of K-12
Araling Panlipunan Curriculum is to produce citizens who are observant, self-righteous,
accountable, productive, nature lover, nationalist and humane with national and
international perception and giving importance to the historical and societal issues.
In order to achieve this goal, the teachers should follow theories in learning like
constructivism, collaborative learning, experiential and contextual and using of
approaches such as, thematic-chronological, conceptual, investigative, integrative, and
multidisciplinary. In attaining the said goal, the curriculum aims to sharpen thinking,
perspective and appreciation to history and other disciplines of Social Studies of the
students by means of simultaneously cultivation of their minds and disciplined skills.
From grade 1 to grade 12, the topics, content standard and performance standard
in every unit will be anchored to seven themes: 1) people, environment and society; 2)
period, continuity and changes; 3) culture, responsibility and nationalism; 4) rights, duties
and citizenship; 5) power, authority and governance; 6) production, distribution and
consumption; and 7) religious and international connection. On the other hand, the
competencies in Social Studies like creativity, critical thinking and decision making,
researching/investigating, historical and Social Studies skills, and communicating and
widening of perception towards globalization, are simultaneously being cultivated in
accordance to their ability to learn and to comprehend in an expanding way.
In other words, the aim of teaching K-12 Araling Panlipunan (Social Studies) is to
cultivate in our learners their comprehension about main concepts and issues in history,
geography, politics, economics and other disciplines which are related to society in order
for him/her to know, to do, to be and to live together (the four pillars of learning). The
curriculum put emphasis on comprehension not only memorizing the concepts and
terminologies. As a proof of deep understanding, the learners should develop their own
definitions and explanations in every topic they ought to learn and be able to transfer it to
another context especially in applying those concepts in real-life situations which is
meaningful and relevant to him/her and to his/her society and community.
Guiding Principles for Teaching and Learning in Araling Panlipunan

for Grades 1-3
As a teacher you need to be always in your goal, no matter what happen, therefore
you need some guiding principles to help you. Below are the guiding Principles in
teaching Social Studies for Grades 1-3 and it is also applicable for the next grade or level
(del Rosario, H, 2014).
1. Meaningful
2. Integrative
3. Value-based
4. Challenging
5. Active
Meaningful, students need to see the relevance and connection of their lesson to
their lives because it has real world application. It should also challenge the child’s
higher-order-thinking-skills. For example, when you are teaching the child the four
cardinal directions you should give them a map and they will identify the fastest route
that they will take to arrive at a specific location.
Integrative, the subject itself is an integration of several interrelated disciplines –
history, economics, geography, political science, sociology, anthropology, archeology
and psychology. It is sensitive to and integrates multiple intelligences and learning
styles of students. It integrates cognitive skills required in other disciplines as it
provides opportunities for students to conduct inquiry, develop and display data,
synthesize findings, and make judgments. It further integrates effective use of
technology, communication and reading/ writing skills that add important dimensions
to students’ learning, according to el Rosario.
Value-based, because it is intended outcomes the development of the mamayang
mapanagutan, makalikasan, makabansa at makatao. Students learn democracy by
experiencing democracy right there in the classroom. Its lessons are replete with
value – laden concerns and issues where students listen to competing arguments,
assess the merits of competing arguments and make informed and value-based
decisions. Therefore, as a teacher in Social Studies you should deliver each topic and
at the same time nurturing their values.
Challenging, when teaching Araling Panlipunan, the learning task or exercises
should neither be too easy to bore the students nor too difficult to discourage them.
Teachers should know their students more than anything else and so are in the best
position to determine when the learning task are neither too easy nor too difficult. In
sum, you should teach Araling Panlipunan based on the level of your students,
especially in Grades 1-3, you should give them activities that they will see as an
exciting one not a boring one or too difficult one.
Active, students and teachers need to interact from one another. For example,
during discussion the students should answer questions asked by their teachers.
Students also interact with learning material.
How about you do you think some ways or principles that will help you to teach
Araling Panlipunan effectively and efficiently?
Desired Learning Competencies in Araling Panlipunan for Grades 1-3

The learning competencies of new Social Studies curriculum are based on the
goal of basic education: functional literacy for all; the cultivation of “functionally literate
and developed Filipino;” and lifelong learning. These goals can be reflected from the
desired learning competencies in Araling Panlinpunan, like, investigation and evaluation.
Therefore, the AP curriculum is not only content-based, it is also competence-based.
Intentionally, the desired learning competencies in AP were being enumerated in order
to: (a) show its connection to the goal of basic education, and (b) put emphasis to the
authentic skills which cannot be achieved thru rote learning.
Below are the desired learning competencies in AP Curriculum. The desired
learning competencies are written in Filipino, because the medium of instruction in AP is
Filipino.
Kakayahan Partikular na Kasanayan

Pagsisiyasat 1. Natutukoy ang mga sanggunian o
pinagmulan ng impormasyon
2. Nakagagamit ng mapa at atlas upang

matukoy ang iba’t ibang lugar, lokasyon at
ibang impormasyong pangheograpiya
3. Nakagagamit ng mga kasangkapang
teknolohikal upang makakita o makahanap
ng mga sanggunian ng impormasyon
1. Nakababasa ng istatistikal na datos
2. Nakagagamit ng pamamaraang
istatistikal o matematikal sa pagsuri ng
kwantitatibong impormasyon at ng datos
Pagsusuri at interpretasyon ng datos penomenong pang-ekonomiya
3. Nakababasa sa mapanuring
pamamaraan upang maunawaan ang
historikal na konteksto ng sanggunian at
ang motibo at pananaw ng may-akda
1. Nakauunawa ng kahulugan, uri at
kahalagahan ng primaryang sanggunian at
ang kaibahan nito sa sekundaryang
sanggunian
2. Nakabubuo ng kamalayan sa mga

pagpapahalaga, gawi at kaugalian ng
panahon at nakikilala ang impormasyon
pagkakaiba at/o pagkakatulad ng mga iyon
sa kasalukuyan
3. Nakikilala ang historikal na perspektibo

ng awtor o manlilikha
4. Natutukoy ang pagkakaiba ng opinyon

at fact
5. Nakatataya ng impormasyon sa
Pagsusuri at interpretasyon ng pamamagitan ng pagkilala sa bias o punto
impormasyon de bista ng awtor/manlilikha
6. Nakakukuha ng datos mula sa iba’t

ibang primaryang sanggunian
7. Nakahihinuha mula sa datos o

ebidensya
8. Nakapag-aayos at nakagagawa ng buod

ng impormasyon—pangunahing
katotohanan at ideya sa sariling salita
9. Nakauunawa ng ugnayang sanhi at

epekto (cause and effect)
10. Nakapaghahambing ng impormasyon

mula sa mga magkaugnay na sanggunian
at nakikilala ang mga punto ng
pagkakasundo at di pagkakasundo
11. Nakabubuo ng interpretasyon tungkol

sa magkaiba at posibleng magkasalungat
na paliwanag ng isang pangyayari
12. Nakapagbibigay ng historikal na

kahalagahan sa mga tao, grupo,
pangyayari, proseso o kilusan at
institusyon
13. Napag-iisipan ang sariling ideya o

pagtingin tungkol sa pinag-uusapan at mga
natutuhan mula sa sanggunian
14. Nakapaghahambing ng sariling

kaisipan sa kaisipan ng awtor/manlilikha
at naipaliliwanag kung saan at bakit
sumasang-ayon o hindi ang dalawang
kaisipanNakauunawa ng mobilidad at
migrasyon ng populasyon, ang
distribusyon nito, dahilan at epekto
15. Nakauunawa ng papel at epekto ng
heograpiya sa pagbabagong panlipunan at
pangkalikasan
16. Nakagagamit ng pamamaraang

matematikal sa pag-unawa ng mga
batayang konsepto ng Ekonomiks at sa
pagsusuri ng kwantitatibong datos
17. Nakabubuo ng konklusyon base sa
interpretasyon ng impormasyon
1. Nakasasagot ng tanong base sa angkop
at sapat na ebidensya
2. Nakapag-aayos ang resulta ng

Pagsasaliksik pagsasaliksik sa lohikal na paraan
3. Nakagagamit ng teknolohikal na
instrumento sa pagsasaliksik, pagsusuri ng
datos, pagsulat ng sanaysay o papel, at
paghanda ng presentasyon ng pananaliksik
Komunikasyon
3. Naipararating sa malinaw at maayos na

paraan ang sariling kaisipan tungkol sa
kaganapan o isyung pinag-aaralan na
pinatitibay ng nararapat na ebidensya o
datos
4. Nakabubuo ng maikli ngunit malinaw

na introduksyon at konklusyon kapag
nagpapaliwanag
5. Nakasusulat ng sanaysay (na may
habang 3-5 pahina sa mataas na baitang)
na nagpapaliwanag ng isang pangyayari,
isyu o penomeno, gamit ang nararapat at
sapat na impormasyon o ebidensiya sa

angkop na pamamaraan
Pagtupad sa pamantayang pang-etika 1. Nakauunawa ng karapatan at tungkulin
bilang mamamayan upang makalahok sa
makabuluhang paraan sa buhay ng
pamayanan, bansa at dagidig
2. Naigagalang at nabibigyang
kahalagahan ang pagkakaiba ng mga tao,
komunidad, kultura, at paniniwala, at ang
kanilang karapatang pantao
3. Nagiging maingat sa sariling naisin,

paniniwala, punto de bista o posisyon
4. Nakapagpapakita ng pantay na
pakikitungo at paggalang sa mga may
ibang pag-iisip kahit hindi ito sumasang-
ayon sa sariling ideya, posisyon o
pagtingin
5. Natutukoy ang sangguniang ginamit sa
papel (reaksyon, maikling sanaysay)
bilang pagkilala sa karapatan sa pag-aaring
intelektuwal ng awtor/manlilikha
Grade/Level Standards in Teaching Araling Panlipunan for Grades 1-3
The following are the desired learning competencies in Araling Panlipunan for
Grades 1 to. It is written in Filipino, because in teaching AP in grades 1-3, Filipino is the
medium of instruction (MOI).
Baitan Pamantayan sa Pagkatuto

g
1 Naipamamalas ang kamalayan at pag-unawa sa sarili bilang kasapi ng
pamilya at paaralan at pagpapahalaga sa kapaligirang pisikal gamit ang
konsepto ng pagpapatuloy at pagbabago, interaksyon, distansya at
direksyon tungo sa pagkakakilanlan bilang indibidwal at kasapi ng pangkat
ng lipunan. komunidad.
2 Naipamamalas ang kamalayan, pag-unawa at pagpapahalaga sa
kasalukuyan at nakaraan ng kinabibilangang komunidad, gamit ang
konsepto ng pagpapatuloy at pagbabago, kapangyarihan, pamumuno at
pananagutan, pangangailangan at kagustuhan, pagkakilanlan, mga simpleng
konseptong heograpikal tulad ng lokasyon at pinagkukunang-yaman at ng
mga saksi ng kasaysayan tulad ng tradisyong oral at mga labi ng
kasaysayan.
3 Naipamamalas ang malawak na pag-unawa at pagpapahalaga ng mga komunidad ng
Pilipinas bilang bahagi ng mga lalawigan at rehiyon ng bansa batay sa (a) katangiang
pisikal (b) kultura; (c) kabuhayan; at (d) pulitikal, gamit ang malalim na konsepto ng
pagpapatuloy at pagbabago, interaksyon ng tao at kapaligirang pisikal at sosyal.
TEACHING STRATEGIES IN SOCIAL STUDIES FOR PRIMARY GRADES

Types of Strategies According to Scope
There are two types of strategies according to scope which can be used in
teaching Social Studies: (1) Individualized Instruction and (2) Group Instruction.
According to Education Encyclopaedia (2020), individualized instruction is where
the traits of the individual learner are given more consideration. In primary grades this
can be used if the Grade 1-3 students have varying degree of skills and abilities. As what
the early childhood educators suggest, in teaching children from Grade 1-3, teachers need
to consider the INA of the child or the Interests, Nature, and Abilities.
Each approach to individualizing instruction is different, but they all seek to
manipulate the three following fundamental variables: pace, method and content. In
doing individualized instruction these fundamental variables should always take into
account.
Pace is the amount of time given to a student to learn the content. Since your
clientele will be grade 1-3, giving them enough time to finish a task or to learn content is
needed. For example, when you teach an easy and difficult lesson, the time you will give
to your students should be different; the time in easy topic is lesser than a difficult lesson.
Method is the way that the instruction is structured and managed. What are the
methods that are suited for them? For example, if they are slow learners what do you
think is the best approach to them?
Content is the material to be learned. In teaching, ask yourself, is this easy or too
difficult for them? If it is too easy then you need to teach the lesson into chunks not in
bulk, especially to children, they will easily give up and to the point they will cry and
never learn that again. Therefore, be wise in feeding them the content always make it
suitable for their level.
On the other hand, group instruction and also called cooperative learning had a
significant impact on student achievement (Hattie, 2009) and are widely used in
elementary classrooms. Many middle and high school teachers are increasingly using
these structures in other content areas (Hattie, 2009).
Group instruction consists of Team Accelerated Instruction (TAI) and Learning

Together (LT). In Accordance to Slavin, as quoted by Maulidia dkk TAI is acooperative
learning system whereby heterogeneous groups of individualswork together to master
individualized assignments.” As we know thatTAI is a branch of cooperative learning
method which emphasize theteam work. Also, the team involves some heterogeneous
students whichshould be work together to finish the assignment. Moreover, learning
together is simply children alongside with their peers. Therefore, group instruction can be
used if the teacher wanted to help those slow learners by means of assisting them not by
the teacher but by their peers or classmates. For example, it seems that Benjamin is
having a hard time learning a particular topic in Social Studies, so as a teacher you need
to group your students into small groups then Benjamin can be easily now assisted by his
classmate and will not be shy to ask about his problem in the topic you are discussing.
Types of Strategies According to Learning Modality
“No two individuals are alike.”This statement is very popular when it comes
in the field of education. In connection with this, if two individuals are different hence
the way they learn is also different. In this lesson, the strategies according to learning
modality will be discussed.
There are four types of teaching strategies according to learning modality: (1)
visual; (2) auditory; (3) tactile; and (4) kinesthetic.
Photo credit: https://www.slideshare.net/sirarnelPHhistory/teaching-strategies-in-ap-and-esp
Visual learners retain information more effectively when visual aids are used,
such as, pictures, images, film clips, colours and diagrams. They're also good at
understanding visual data presented in maps, charts and graphs.
Strategies for teaching visual learners:
 Use visual aids - most other learners will benefit from visual elements as well.
 Provide visual analogies and metaphors to help with visual imagery.
 Sometimes graphics are not easy to use for specific topics but consider writing
key points in front of the class as this provides visual cues.
 Substitute words for colours and pictures.
 Ask the students to write down explanations and take notes because this entails
looking at your presentation or visualising what you’re presenting.
 Colour or emphasises key points in text.
 Avoid using large blocks of text.
 Include exercises where the students create mind maps.
 Use storytelling to help with visualisation.
 Colour-code and organise any materials you provide as this helps organise things
in their minds.
 Get students to visualise using phrases, such as, "Picture this", "Let's see what you
would do."
Aural learners respond to sound, music, recordings, rhymes, rhythms etc. They
remember conversations well and music causes an emotional response in them.
Strategies for teaching aural learners:

 Encourage your students to participate in discussions.
 If reading is required suggest audio books if appropriate.
 Suggest for them to listen to music as they go over material.
 Allow recordings of your training sessions or make your lessons accessible online
- this is also helpful for other learning types.
 Get students to pair up and explain concepts to each other.
 Encourage problem-solving aloud.
 Suggest rereading their notes back to themselves when they get home.
 Use mnemonic devices and rhyming.
 If you are explaining a story, play relevant sounds from your computer.
Physical and tactile learners process information effectively when they use their
bodies and when they are actually doing something. They put their learning into practice.
Strategies for teaching physical and tactile learners:

 Use physical exercises and provide hands-on experiences.
 Exercises where they are standing and walking are very effective.
 Include activities where they use a pen and paper to map out their thoughts
and problem-solve because writing is a physical exercise.
 Find a venue that provides these learners with large spaces so they can write
and draw.
 Encourage them to draw diagrams, graphs and maps.
 Get them to interact with physical objects or solve puzzles.
 Role-playing.
 Provide real life examples, such as, case studies.
 Suggest reviewing their notes whilst they engage in physical activity.
 Ask them to teach other class members some of the lesson content.
Kinesthetic learners are misunderstood. Their need for movement is sometimes

viewed as a behavior problem. These are the students who are constantly being told to
"sit still" in their desks. Unfortunately the more we urge kinesthetic learners to sit still,
the more they seem to need to move.
Two other important strategies that are powerful for kinesthetic learners are
story and visual. So, to recap, the three best strategies to use when teaching a kinesthetic
learner are:
1. Movement
2. Story
3. Visuals
For example, a teacher is teaching the people in community in Grade and most
of her pupils are kinaesthetic so she can let them create a story about the said topic and
perform it.
Model Teaching Strategies in Araling Panlipunan
As a teacher in Social Studies, you need to use different teaching strategies when
you are writing your lesson plan in Social Studies. Model Teaching Strategies are
effective in teaching because these were designed in order to meet the specific goalsof the
lesson. Model Teaching Strategies are formulated because of the diligent and bright
educators in Social Studies. These are the different model teaching strategies which you
can use in classroom (Curriculum and Instruction: Ang Pagtuturo Ng Araling
Panlipunan By Deped)
The given strategies will be introduced in Filipino as a practice also when the
teacher-student will teach in the field. Since, the teachers will teach in Grade 1-3 the
medium of instruction is Filipino, hence, the model strategies’ steps were given in
Filipino. Furthermore, the lesson plan will be written in Filipino language.
1. Tri-Questions Approach.The Tri-Questions Approach of GaryGoulson will be used

in topics or lessons which is all about the events in history or contemporary lessons
which uses three logical questions. This is the format of the model.
A. Panimulang Gawain
B. Pagtatanong/Talakayan
Tanong 1. Ano ang nangyari?
Tanong 2. Bakit ito nangyari?
Tanong 3. Ano ang kinahinatnan ng pangyayari?
C. Pagtatapos
2. Concept Mapping. Concept mapping (CM) is a teaching and learning strategy that
establishes a bridge between how peoplelearn knowledge and sensible learning.
Students need to have sufficient foundation and a critical thinking aboutCM and the
relations between different concepts. Concept mapping promises to be useful in
enhancingmeaningful learning and students’ conceptual understanding. (Novak 2002;
Adeneye 2011; Jennifer 2011; Akeju, Rotimi & Kenni 2012). These are the steps in
this model:
A. Pagkilala sa Konsepto
B. Pagbubuo ng Ugnayan ng mga Konsepto
C. Pagbibigay ng Interpretasyon sa mga Konsepto
D. Pagbubuo
3. Cognitive Mapping.The cognitive mapping of Walter Parker is can be used in

discussing lessons which focused on cognition or mental ability. This model is usually
used in topics which are issue-oriented. In this way, the students can do brainstorming
about the topic and later, organized the ideas which are the result of brainstorming.
These are the steps in this model:
A. Pagpili ng Paksa
B. Pag-uusap (Brainstorm) Tungkol sa Paksa
C. Pagsasaayos ang mga Impormasyon
D. Pagtatapos
4. Social Analysis Model. The social analysis model of James Shaver is can be used in
evaluating social issues in local, national and global levels. These are the steps in this
model:
A. Paglalahad ng Isyu/Sitwasyon
B. Pagtukoy sa Isyu/Sitwasyon
C. Pagsusuri sa Isyu/Sitwasyon
D. Pagtatapos
5. ACES Teaching Approach. This model is being used in experiential and

developmental learning which focused in cognitive and affective learning. These are
the steps in this model:
A. Activity (Gawain)
B. Analysis (Pagsusuri)
C. Abstraction (Paghahalaw)
D. Application (Paglalapat)
6. Inquiry Model. This can be used in topics which involve scientific method/problem
solving. This model is use in Natural Science and Social Science and also in Social
Studies. These are the steps in this model:
A. Pagtukoy sa Suliranin
B. Pagbuo ng mga Hipotesis
C. Pangungulekta ng Impormasyon
D. Pagtaya sa mga Hipoteses
E. Pagbuo ng Konklusyon
7. Valuing Model. This model is use in lessons/issues/problems/situations which need

wise decision-making. This can be done in Social Studies because all lessons have
their specific values to be learned by the students. These are the steps in this model:
A. Pagtukoy sa Suliranin/Isyu
B. Paglilinaw sa Isyu
C. Pangungulekta/Pag-oorganisa sa Ebidensya
D. Pagtasa (Assessment) sa Katotohanan ng Ebidensya

E. Pagpili ng Alternatibong Solusyon
F. Pagsasaalang-alang ng Kahihinatnan ng Bawat Alternatibo
G. Pagpili ng Pinakamagaling na Alternatibo
8. Moral Dilemma Model. This model of Barry K. Beyer is use in processing issues
which have complicated and complex dilemma. Dilemma is a situation in which a
difficult choice has to be made between two or more alternatives, especially equally
undesirable ones.These are the steps in this model:
A. Paglalahad sa Dilema
B. Paglikha ng Dibisyon sa Aksyon
C. Talakayan ng mga Grupo
D. Talakayan sa Klase
E. Pagtatapos
Best practices and approaches in teaching Araling Panlipunan
According to Pere S. Legaspi in his article, “Most Appropriate Strategies in

Araling Panlipunan” in DepEd Bataan Publications (2017), to make the best practices
and approaches in teaching Araling Panlipunan, the following may be pondered:
Role Playing. This is one of the time-tested strategies in teaching Araling

Panlipunan. Through the assumption of different historical characters, the students would
enjoy and learn the subject.
Visualization and Imagination Exercise. This is one effective way to create a

picture of a situation of any historical event using the power of the mind. The students
may have a vivid picture of a person, place and event once the mind will be utilized in
imagination.
Perspective Taking. This is one exceptional approach wherein a student is

asked to understand and appreciate where a certain person is coming from. This is a way
to put oneself in the place of another person in order to further tolerate a certain character
with a particular personality.
Discussion. The active discussion with the students is truly worthwhile. It is
truly anticipated that a dynamic discussion of different topics in Araling Panlipunan may
lead to better learning and to better results.
Simulation Games. Imitation or reproduction of people in a certain situation

may be much fruitful. Here, the student may feel the situation and as part of the game
may suggest better solutions to the problem being shown.
Reading and Writing Quotation. The quotation on history or from people in

history may stimulate and inspire the students to be better persons. Once the teacher
presents a quotation before the class, then the students’ attention may be keenly caught.
Web Charting. This is one way to show the relationship of ideas using the web
chart. By means of web charting the students will have a clear picture of complex ideas
and making them simple.
Use of Films and Photography. The images of people, places, and events are
seen through films and photography. The actual picture of significant characters and
places who took parts in historical events is much visible.
Telling Stories. Students love to hear stories most especially from their
teachers. The students learn through listening to the historical stories as uttered by the
Araling Panlipunan teacher.
Songs and Poems. There are songs and poems that feature topics in Araling
Panlipunan. These are effective compositions which the teacher may use in teaching the
subject more productively.
These are the strategies and approaches in teaching Araling Panlipunan which
may be found effective. Indeed, teaching Araling Panlipunan should be creative,
integrative, challenging and active.
Sample Lesson Plan in Social Studies (Grades 1-3)
The lesson plan below is an example lesson plan in Araling Panlipunan in primary
grades. Since the medium of instruction in Araling Panlipunan is Filipino, the lesson plan is
written using the Filipino language. The lesson plan is lifted from the module provided by DepEd
in helping teachers how to teach Araling Panlipunan.
Modelong Banghay-Aralin na Ginagamitan ng Concept

Development Model Para sa Heograpiya, Kasaysayan at Sibika
(HKS) sa Mababang Paaralan
Inihanda ni
Rosita D. Tadena, Ph.D.
U.P.Integrated School
College of Education
University of the Philippines
I. LAYUNIN
Sa pagtalakay ng aralin magagawa ng mga mag-aaral ang mga sumusunod:
 Natutukoy ang mga karapatang pantaong inilalarawan ng mga larawan at
isinasaad ng mga sitwasyon;
 Naipaliliwanag ang batayan ng pagkakategorya ng mga karapatan;
 Naigagalang ang karapatan ng iba;
 Naililista ang iba’t ibang karapatan sa tulong ng mga larawan; at
 Nakaguguhit ng isang poster tungkol sa pagpapakita ng paggalang sa
 karapatan ng iba.
II. PAKSANG-ARALIN
A. Paksa : Mga Kategorya ng Karapatang Pantao

B. Mga Konsepto : Karapatan sa malayang pamamahayag
Karapatang pulitikal
Karapatang pangkabuhayan
Karapatang sosyo-kultural
Karapatang sibil
C. Balangkas ng Aralin
Mga Uri ng Karapatan
1. Karapatang Pulitikal
2. Karapatang Sibil
3. Karapatang Pangkabuhayan
4. Karapatang Sosyo-Kultural
D. Babasahin: Mga sitwasyong ginawa ng may-akda
E. Mga Kagamitan: Mga larawan tungkol sa karapatang pantao
III. PAMAMARAAN (CONCEPT DEVELOPMENT))
Unang Araw
1. Balitaan tungkol sa mga paglabag sa mga karapatang pantaong nababasa sa mga
pahayagan o napanood sa TV.
2. Itanong sa mga bata kung ano ang nalalaman nila tungkol sasalitang karapatan.
Itanong kung paano nila nakakamit ang kanilangkarapatan.
3. Magpakita ng mga larawan tungkol sa mga karapatang pantao. Hikayatin ang
mga batang ipahayag ang kanilang saloobin tungkol samga larawan.
4. Ipabasa sa mga mag-aaral ang mga sitwasyong sinulat ng guro.Itanong kung
tungkol saan ang binasang mga sitwasyon.
B. Panlinang na Gawain
1. Paglilista (Listing)
a. Itanong: Anong mga karapatan ang isinasaad ng bawat larawan?ng bawat
sitwasyon?
b. Ililista ng guro o ng mga mag-aaral sa pisara ang mga karapatangnakilala sa
mga larawang pinag-aralan at mga sitwasyong binasanila tulad ng mga
sumusunod:
 karapatang bumoto/humalal
 karapatang humawak ng tungkulin
 karapatang maglakbay
 karapatang magtayo ng negosyo
 karapatan sa edukasyon
 karapatan sa pananampalataya
 karapatan sa malayang pamamahayag
 karapatan sa paninirahan
 karapatan sa pansariling kaligtasan
 karapatan laban sa sapilitang paglilingkod
 karapatang magkaroon ng sapat na kita
 karapatan sa pribadong ari-arian
 karapatang pumili ng makakasama sa buhay
 karapatang magkaroon ng maayos na hanapbuhay
 karapatang magtatag ng samahan
Ikalawang Araw
2. Pagpapangkat (Grouping/Categorization)
a. Itanong: Anong mga karapatan ang maaaring makabilang sa
isanggrupo?
b. Lalagyan ng guro o ng mga mag-aaral ng parehong pananda ang mga
karapatang kabilang sa isang grupo. Tingnan anghalimbawa sa ibaba.
* karapatang bumoto/humalal
* karapatang humawak ng tungkulin
x karapatang maglakbay
# karapatang magtayo ng negosyo
@ karapatan sa edukasyon
@ karapatan sa pananampalataya
* karapatan sa malayang pamamahayag
x karapatan sa paninirahan
x karapatan sa pansariling kaligtasan
x karapatan laban sa sapilitang paglilingkod
# karapatang magkaroon ng sapat na kita
x karapatan sa pribadong ari-arian

@ karapatang pumili ng makakasama sa buhay
# karapatang magkaroon ng maayos na hanapbuhay
@ karapatang magtatag ng samahan
c. Itanong sa mga mag-aaral ang batayan ng kanilangpagpapangkat.
3. Pagbibigay ng Pangalan (Labeling)

a. Ipasulat sa wastong hanay ang mga karapatang pinangkat ngmga bata.
Mga Karapatang Pantao
b. Pagkatapos maisulat sa wastong hanay ang mga karapatan,itanong: Anong

pangalan ang angkop sa bawat hanay?
* Karapatang pulitikal
x Karapatang sibil
# Karapatang pangkabuhayan
@ Karapatang sosyo-kultural
c. Patnubayan ang mga mag-aaral na bigyang-kahulugan ang iba’t ibang uri ng
karapatang nabuo nila.
C. Pangwakas na Gawain
1. Pagpapahalaga
Sagutin ang mga tanong.
a. Mahalaga ba ang mga karapatan? Ipaliwanag ang sagot.
b. Paano mo ipamamalas ang pagpapahalaga sa iyong mgakarapatan?
2. Paglalahat
Gabayan ang mga bata sa pagbuo ng mga paglalahat.
a. Maraming karapatang pantao ang tinatamasa ng mgamamamayang Pilipino.
b. May apat na uri ang karapatang pantao: pulitikal, sibil, pangkabuhayan, at
sosyo -kultural.
3. Paglalapat
Ano ang nararapat mong gawin kapag ang karapatan mo aynilalabag?
IV. PAGTATAYA
Direksyon. Isulat sa guhit bago ang bilang ang P kung ang karapatan aypulitikal, S
kung sibil, K kung pangkabuhayan at SK kung sosyo-kultural.
_______ 1. Karapatang mag-aral

_______ 2. Karapatang pumili ng relihiyon
_______ 3. Karapatang tumanggap ng wastong shod.
_______ 4. Karapatang kumandidato
_______ 5. Karapatang magkaroon ng pamilya
_______ 6. Karapatang magtatag ng asosasyon
_______ 7. Karapatang bumoto
_______ 8. Karapatan sa pansariling kaligtasan
_______ 9. Karapatan sa pribadong ari-arian
_______10. Karapatang maglakbay
V.TAKDANG-ARALIN
Gumawa ng isang poster tungkol sa isang karapatang hindi mo lubusang

matatamasa sa kasalukuyang kalagayan mo.

Activity 12
Name:________________________________________ Score:___________

1. In your own words, describe the Araling Panlipunan Curriculum Framework?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________.
2. As a future teacher in Elementary, how the curriculum framework in Araling

Panlipunan will help you?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________.
3. Give concrete ways on how you will help in the attainment of the goal, “the goal of K-
12 Araling Panlipunan Curriculum is to produce citizens who are observant, self-
righteous, accountable, productive, nature lover, nationalist and humane with
national and international perception and giving importance to the historical and
societal issues” in teaching Araling Panlipunan in Grades 1 to 3?
a.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________.
b.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________.
c.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________.
Activity 13
Name:________________________________________ Score:___________
I. IDENTIFICATION. Name the guiding principles being shown in each situation.

Write your answer on the blank before each number.
_______________________1.Students are always participating in the activities.

_______________________2. The Grade 1 students use their knowledge about telling
information in introducing themselves.
_______________________3.Teacher Carina gives activities the students love to do.
_______________________4. In tackling the concept of family, Teacher Myrna lets her
students to create a family tree.
_______________________5.In teaching history, Teacher Nena nurtures the nationalistic
side of her students
_______________________6.In teaching the concept of community, Teacher Rissa also

gives emphasis on loving the nature.
_______________________7. When you study history there is also a time that you need
to study politics and governance.
_______________________8. When teaching Araling Panlipunan, Teacher Joseph
always lets his students to do brainstorming.
_______________________9. In tackling traditions and cultures of the Philippines,
Teacher Maria asks, “What are the traditions you
have observed in your community?”
_______________________10. In teaching Araling Panlipunan, Teacher Lara gives
activities that are appropriate for her students.
Activity 14
Name:________________________________________ Score:___________
I. IDENTIFICATION. Name the desired competency which is being demonstrated in

each situation. Write your answer on the blank before each number.
___________________________1. In studying economics, Rizza can read graphs about

inflation and deflation rate.
___________________________2. Benjamin can answer questions based on given
evidences
___________________________3. After listening to the topic in geography, Maria can
write her conclusion about the geographical
location of the Philippines.
___________________________4.Hurlyn knows her rights and duties as a Filipino
citizen.
___________________________5. Manuel did not believe in a given data unless he
research it thoroughly.
___________________________6. In discussing different minority groups in the
Philippines, Jhona Flor can give importance and
respect to each difference.
___________________________7. Sisa can use primary and secondary resources.
___________________________8. In writing an essay, Kimberly includes her
references.
___________________________9. John Vincent can use the internet in doing his
research.
___________________________10. Dora can easily use a map after her teacher taught
her how to use it.
___________________________11. Kimberly can write an essay explaining a
significant event in history.
___________________________12. Cynthia can differentiate fact from opinion.
___________________________13. Nora can explain their topic about community.
___________________________14. Lennin can do reflective thinking about the topic
being discussed.
___________________________15. For KC our cultural heritage is important.
Activity 15
Name:________________________________________ Score:___________
I. ESSAY. What can you say about the desired learning competencies for Grades 1-3? Is
it appropriate for their level? Is it too easy? Is it too difficult?
Explain.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.
Activity 16
Name:________________________________________ Score:___________
I. Differentiate individualized instruction (II) from group instruction (GI) with the
use of a Venn Diagram.
II SIMILARITIES IG
Photo credit: data:image/png;base64,
II. Essay. How you are going to apply individualized instruction and group
instruction in teaching primary grades?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______.
III. LET’S PERFORM. Have a debate about “which is better for primary grades,
individualized instruction or group instruction?”.
photo credit: https://theoutline.com/
Activity 17
Name:________________________________________ Score:___________
I. IDENTIFICATION. Write V if the strategy is for visual learners; A for auditory

learners; T for tactile learners and K for kinaesthetic learners.
___________________________1.Suggest rereading their notes back to themselves

when they get home.
___________________________2.Encourage them to draw diagrams, graphs and maps.
___________________________3.Get them to interact with physical objects or solve
puzzles.
___________________________4. Include exercises where the students create mind
maps.
___________________________5.Provide real life examples, such as, case studies.
___________________________6. Get students to pair up and explain concepts to each
other.
___________________________7.Use mnemonic devices and rhyming.
___________________________8. Get students to visualise using phrases, such as,
"Picture this", "Let's see what you would do."
___________________________9.Provide visual analogies and metaphors to help with
visual imagery.
___________________________10.Allow recordings of your training sessions or make
your lessons accessible online - this is also
helpful for other learning types
___________________________11.Ask them to teach other class members some of the
lesson content.
___________________________12.Include activities where they use a pen and paper to
map out their thoughts and problem-solve because
writing is a physical exercise.
___________________________13. Ask the students to write down explanations and
take notes because this entails looking at your
presentation or visualising what you’re presenting.
___________________________14. Story and visual
___________________________15. If you are explaining a story, play relevant sounds
from your computer.
Activity 18
Name:________________________________________ Score:___________
I. Direction: Answer the following questions. Write your answer on the blank before
each number.
What model teaching strategies will you use in:
_______________________1. evaluating issue?
_______________________2. asking about events which are already happened?
_______________________3. giving opinions about events which need information?
_______________________4. connecting concepts?
_______________________5. giving solution to a dilemma?
_______________________6. appreciating activities which are being done?

_______________________7. investigating in order to arrive a solution?

_______________________8. Developmental and experiential activities?
II. Choose three models which you like to use in teaching the following topics:
Your students are Grade 3 and the topics are:

 Mga Bayani ng mga Lalawigan
 Kabuhayan at pinagkukunanng yaman
 Mga Pinuno ng mga Lalawigan sa Rehiyon
Activity 19
Name:________________________________________ Score:___________
I. Since you are going to teach in Grade 1-3, compose 3 songs in the following topic in
Social Studies and be ready to sing in front of the class.
 Karapatan at Tungkulin (Grade 3)
 Paniniwala at Tradisyon (Grade 3)
 Pagpapahalaga sa Sarili (Grade 1)
Refer to the rubrics below as your guide in making the songs:
Lesson 5
Activity 20
Name:________________________________________ Score:___________
Tara Sulat Tayo!

1. Download the Araling Panlipunan
Curriculum Guide from the internet.
Just focus on topics under grade 1 to
3. Use this link:
https://www.deped.gov.ph/wp-
content/uploads/2019/01/AP-CG.pdf
2. Choose one topic from grade 1 to 3.
3. Write a lesson plan about the topic
you chose.
Photo credit: data:image/jpeg;base64 4. Follow the format below.
Banghay-aralin sa Araling Panlipunan
I. LAYUNIN
II. PAKSANG-ARALIN
A. Paksa :
B. Mga Konsepto :
C. Balangkas ng Aralin
D. Babasahin:
E. Mga Kagamitan:
III. PAMAMARAAN
B. Panlinang na Gawain
C. Pangwakas na Gawain
1. Pagpapahalaga
2. Paglalahat
3. Paglalapat
IV. PAGTATAYA
V. TAKDANG-ARALIN
UNIT ASSESSMENT IN SOCIAL

V STUDIES
OVERVIEW
If a teacher knows how to teach, so it is mandatory for her also to know how well
her students learned or not. So, in this unit you will learn the different ways on how to
assess the learning of students in Grade 1-3. Furthermore, by knowing how to assess you
will also know how to make your teaching more effective and efficient by adjusting your
pedagogy based on the result of assessment. Come on, let’s learn and assess.
Photo credit: data:image/png;base64,
Photo credit: data:image/jpeg;base64,
https://dlpng.com/png/6411964
https://www.pinclipart.com/pindetail/TxhmhJ_mediu
m-image-performance-clipart-png-download/
OBJECTIVES
a. create selected-response type of test and extended type of test; and

b. design performance tasks in Araling Panlipunan for grades 1-3.
Describe the tests given. Your answer can be a one word only.
_________________________1. Multiple choice test

_________________________2. True of false test
_________________________3. Identification test
_________________________4. Selected-response test
_________________________5. Essay test
_________________________6. Performance test

_________________________7. Fill-in-the-blanks
_________________________8. Modified True or False
_________________________9. Short response test
_________________________10. Matching Type Test
CLASSROOM ASSESSMENT TOOLS IN ARALING PANLIPUNAN FOR

GRADES 1-3
Written Tests and Activities for Grades 1-3
Designing and implementing adequate methods to monitor student progress and provide
input is a challenging activity for all teachers, but social studies pose some specific challenges for
assessment and evaluation. Social studies include many ways of thinking and knowing: from the
framework of history and the empirical and statistical logic of economics, to the visual and
graphic elements of geographic research, and to a thorough comprehension of the various
viewpoints and values that underlie the research of public concerns and current affairs. Also,
within a specific field of social studies, the forms of learning to be measured span a wide
variety of topics.
The outcomes to be measured in Social Studies are difficult to measure such as

critical thinking, social responsibility, and informed decision-making. However, some of
these nuanced goals, such as the creation of active citizenship, may not be apparent until
students have left school and are engaged in activities such as informed voting, social
action and other types of civic engagement. As a result of these varying and disputed
results, the field of social studies has had considerable difficulty in finding a consensus
on its main principles and goals, including what constitutes sound assessment and
evaluation. Since social studies are concerned with real-world issues, they have also been
subject to criticism from the environment (the political aspect mentioned above). That
was definitely true in the field of evaluation. Tests or quizzes purporting to assess student
knowledge of history, geography, or civics are regularly reported in the media, with
resulting blame and hand-wringing on our youth.
The assessment and evaluation of student’s progress is a complex task. Good

teachers should build a variety of tools to help with this mission. Many of these will be
traditional forms that we are all familiar with, and many will be newer forms, such as
performance or authentic evaluation, that have been created in addition to recent
knowledge of teaching and learning. Several possibilities are listed below, but they
represent only a small part of what is possible. It is important to note that each of these
methods has strengths and disadvantages, and teachers need to be able to choose suitable
tools to meet their unique assessment and evaluation purposes.
A. Selected response tests

Selected response tests, often called “objective paper and pencil tests” consist of
multiple choice, truefalse, matching, and fill-in-the-blank items. Thephrase “selected
response” is most accurate since it reflects the procedure of selecting correct responses
from a range of possibilities. We use them because we perceive that they are objective,
because we experienced these types of tests when we were students, and because the ease
of marking makes evaluation more manageable.
In true-false tests, data is quickly collected on a range of knowledge targets such
as generalizations or propositions, with little demand on reading ability. Among their
limitations are the strong possibility of guessing and the difficulty of designing items
beyond the factual knowledge level.
Fill-in tests work for outcomes such as vocabulary understanding and, unlike
other forms of selective response, do not promote guessing. On the other hand, poorly
designed items and students’ poor spelling can result in ambiguous answers that are
difficult to score.
With matching items, data is collected speedily with fewer demands on reading
ability. Matching is particularly useful for assessingstudent recognition of how ideas are
associated. In social studies examples of associations are countries and capitals;
definitions and terms; or historical figures and their accomplishments/discoveries.
Matching items are also prone to student guessing, and unless designed carefully, are
susceptible to the use of irrelevant clues or obvious answers when more than one topic
for the matching set is used.
Multiple-choice items, usually consisting of a complete statement of the problem
or question (stem/lead); construction of plausible distracters (wrong answers); random
placing of the key (correct answer), are the most versatile form of selectiveresponse,
ranging in use from recall of basic information to interpretation, analogies, and other
complexoutcomes. Furthermore, guessing is discouraged and well-designed items of the
type used in standardized tests are high in reliability. However, they taketime and effort
to design well. Reading ability may influence some scores, thus threatening the validity
of the assessment. Moreover, while some complexthinking can be assessed, prior
knowledge possessed by students can easily turn multiple choice questions into recall
items.
Selected response items have the advantage of being easy to administer and
score and, if well-constructed, are high in validity and reliability. Usingselective response
for assessment beyond routine knowledge or simple skills, however, is difficult.
Furthermore, it is too easy to include irrelevant data inselective response items, allowing
students to guess a correct answer without actually knowing anything.
B. Extended- or essay-response tests

Essays are items that require an extended or constructed written answer to a
relativelyopen-endedquestion for which a variety of appropriate responses are possible.
Along with short-answer questions, selective and essay responses constitute the
traditional assessment options in social studies classes.
Essay tests or assignments may be more valid than selected response items in that
they are more likely to provide data on important outcomes such as the abilityto identify
an issue, organize relevant informationinto an argument, reveal cause-effect relationships,
recognize human-environmental interactions, weigh evidence, and so on. The essay can
range from a short paragraph to many pages.
C.Document-based questions
In teaching history in primary grades, curricula across the country recommend the
use of primary sources: pictures, artifacts, maps, and written and oral accounts.
In North America, document-based questions used to be considered
appropriate only for senior high students in International Baccalaureate or Advanced
Placement programs, though the British have been using “sources” for decades. Now we
can use them to bring more authenticity to instruction and assessment. The Begbie
Contest in British Columbia has used document-based questions since 1994 for high-
school students. Some jurisdictions have used
them in elementary grades as well. These questions are not designed to test student’s
recall of information but rather their abilities to critically use sources as the basis for
constructing historical accounts.
Performance Tasks for Grades 1-3
Performance assessment is considered new althoughit is as old as assessment

itself. Unlike selected response, the assessor does not count correct responses in order to
render a judgement. Instead she or he collects data on the process or makes a judgement
about the quality of the final product as students actually do something. In some
jurisdiction’s performance tasks serve as end-of-unit assessments or culminating
activities instead of the traditional quiz or project.
Performance assessment tasks are not add-ons, fillers, or breaks for the teacher,
but opportunities tocombine instruction with assessment. There are many examples of
social studies performance tasks, such as the following:
a. Three prominent international conflicts are drawn from newspapers. Students select
one of the three, write a summary of the conflict, and discuss the influence of climate,
resources, and location on the conflict. As well, the students sketch from memory a map
of the region of the world showing national boundaries, capitals, and salient landforms. A
legend and compass rose are included.
b. Students identify, then compare and contrast, a diverse set of examples of societies
organized under, or attempting to organize under, the democratic ideal, with examples
drawn from three continents.
c. Students analyze a transcribed excerpt of a discussion of a recurring public issue,

distinguishing among factual, definitional, and ethical issues, and judging the quality of
each participant’scontribution.
d. Nowadays, it is also a trend that AP teachers let their students to do role-playing and
debate.
The trends in assessment and evaluation in social studies, as in other parts of the
curriculum, are in a state of flux. The issues are complex; easy solutions are impossible.
Assessing student progress is one of the most difficult and public things teachers do. It
takes time and hard work to develop the range of procedures and instruments necessary to
adequately provide feedback to both teacher and students (formative assessment) and
end-point information for students, parents, and others in the education system
(summative assessment). Informed, reasoned discussion by researchers, practitioners, and
policymakers is a must. If this chapter offers us a direction for becoming more
assessment literate, then it has done its job .

Activity 21
Name:________________________________________ Score:___________
1.Interview a primary grade school teacher about the lists of written tests he/she used in
teaching Araling Panlipunan. Ask a copy of written tests.
2.Construct 3 selected-response test in Araling Panlipunan which are appropriate for

grades 1-3. It can be a true or false test, multiple choice test or essay test.
Activity 22
Name:________________________________________ Score:___________
1.Interview a primary grade school teacher about the lists of performance tasks he/she
used in teaching Araling Panlipunan. Ask a video of performance tasks, if possible.
2.Construct 3 performance tasks in Araling Panlipunan which are appropriate for grades
1-3.
REFERENCES
BOOKS AND PRINTED MATERIALS:
- CELESTINA P. BONCAN,PH.D., JEROME A. ONG, MARY DOROTHY

JOSE, JOHN PONSARAN,(2010) PHILIPPINE CIVILIZATION (HISTORY
AND GOVERNMENT)
- AIMEE A.DIZON, ROGELIO I. ESPIRITU, CECILE M. ESPIRITU,
DOLORES P. ESTOR, ROLAND F. MADEJA, AND RHINALOU C.
SALAMAT (2011) HISTORY OF THE PHILIPPINES
ISBN 978-971-821-245-5
- MARIA CHRISTINE N. HALILI (2010) PHILIPPINE HISTORY SECOND
EDITION
ISBN 978-971-23-5636-0
- IAN COXHEAD AND SISIRA JAYASURIYA (2002) THE ENVIRONMENT
AND NATURAL RESOURCES
- GULTIANO S., BALBARINO E., SAZ E., AND URICH P. (2003)
GEOGRAPHY OF THE PHILIPPINES
- MYERS, JOHN. Assessment and Evaluation inSocial Studies Classrooms.
- HATTIE, J. (2009). VISIBLE LEARNING: A SYNTHESIS OF OVER 800
META-ANALYSES RELATING TO ACHIEVEMENT. LONDON:
ROUTLEDGE.
- MAULID DIA ET.AL. “ THE USE OF TEAM ASSISSTED
INDIVIDUALIZATION IN TEACHING WRITING”, JOURN E, (SIDOARJO :
ENGLISH EDUCATION STUDY PROGRAM STKIP PGRI SIDOARJO),
VOL.2/NO. 2, P.195
WEBSITE:
 file:///C:/Users/acer/Downloads/a-i6756e.pdf
 file:///C:/Users/acer/Downloads/PamphletEnglishVersion.PDF
 file:///C:/Users/acer/Downloads/philippineconstitutionnationalterritory-
20150304.pdf
 www.landinfo.com
 file:///C:/Users/acer/Downloads/State-of-the-philippine-environment-
web041312.pdf
 file:///C:/Users/acer/Downloads/The%20Principles%20and%20Practice%20of
%20Sustainable%20Economic%20Development,%20Overview%20and
%20Synthesis.pdf
 http://opinion.inquirer.net/110504/national-territory-federal-ph#ixzz5LPk38CgA
 http://opinion.inquirer.net/110504/national-territory-federal-ph#ixzz5LPjdyLQF
 https://www.wfp.org/Rio%2020/blog/philippines-protecting-environment-
protecting-future
 https://owlcation.com/social-sciences/Filipino-Traits-and-
Characteristicshttp://factsanddetails.com/southeast-asia/Philippines/sub5_6f/entry-
3164.html
 http://en.wikipilipinas.org/index.php?title=Philippine_Culture
 http://www.filipinoplanet.com/filipino-traditions.html
 https://www.inkroci.com/culture_movie/literatures/literatures-from-the-world/first-
voyage-around-the-world-by-antonio-pigafetta.html
 https://www.pressreader.com/philippines/sunstar-pampanga/20170519/281582355563644
 https://education.stateuniversity.com/pages/2085/Individualized-Instruction.html
 https://www.corelearn.com/small-group-instruction-blog/
 https://theoutline.com/post/6709/debate-is-stupid
 https://virtualspeech.com/blog/teaching-strategies-different-learning-styles
 https://www.pinclipart.com/pindetail/TxhmhJ_medium-image-performance-clipart-png-
download/
 https://dlpng.com/png/6411964
 https://www.learnalberta.ca/content/ssass/html/pdf/assessment_and_evaluation_in_social
_studies_classrooms.pdf

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Teaching Social studies in Primary Grades-Philippines History and Government

UNIT I THE GENESIS OF THE PEOPLE

The Discipline of History 3

UNIT II PRE-COLONIAL LIFE AND CULTURE

Barangay as an Ancient Community 42

UNIT III THE FORMATION OF NATION

Start of Spanish Colonization 59

THE ESTABLISHMENT OF A STATE

Philippine History American Era 81

UNIT IV PEDAGOGIES IN TEACHING SOCIAL STUDIES

THE ARALING PANLIPUNAN K TO 12 CURRICULUM

The Araling Panlipunan Curriculum Framework 111

UNIT V TEACHING STRATEGIES IN SOCIAL STUDIES FOR

Sample Lesson Plan in Social Studies (Grades 1-3) 125

UNIT VI ASSESSMENT IN SOCIAL STUDIES

CLASSROOM ASSESSMENT TOOLS IN ARALING

UNIT THE GENESIS OF THE

a. Relate the definition of history to its function in society;

ACTIVATING YOUR PRIOR KNOWLEDGE

EXPANDING YOUR KNOWLEDGE

THE GENESIS OF THE PEOPLE

The Discipline of History

“Ang hindi lumingon sa pinanggaligan ay hindi makararating sa paroroonan”.

The Beginning of History

History is the study of the chronological records of events based on a critical

Importance in Studying History

Studying history enables us to:

1. Develop an enhanced self-awareness, built strong values, and establish self-

History and other Related Discipline

History and other related sciences and disciplines related to history.

Anthropology is the scientific study of human beings in relation to distribution,

Anthropologist and archeologist have a difficult task of searching, investigating,

Sociology is the systematic study of the development, structure, interaction, and

Cartography is the science or art of making map.

Philosophy is a discipline comprising the general beliefs, concepts, and attitudes

Linguistics is the science of languages including phonetics, phonology,

Literature is the body of oral and written works produced in a particular

Humanities is the branch of learning that investigates human concerns and

The Archipelago’s Name

In 1521, Ferdinand Magellan named the islands, Islas De San Lazaro

Theories on the Origin of Filipinos

H. Otley Beyer’s Theory

In reality, Southeast Asian people shared many customs andtraditionswithout any

Landa Jocano’s Theory

According to this theory of Landa Jocano, Philippine society developed as single

This theory propounded by Wilhelm Solheim II (1981) on how ancient people

Land Territory (Terrestrial Domain)

The terrestrial domain includes

• Public dominion – includes those for public

• Private ownership – consists of patrimonial

Maritime Territory (Fluvial and Maritime

The Philippines comprises an archipelago of some 7,107 islands located off

The Philippines consists of volcanic islands, including active volcanoes, with

Highest Mountains in the Philippines

Mt. Mayon( Albay)

Mt. Pinatubo (Zambales)

Mt. Taal (San Nicolas, Batangas)

Active Volcanoes in the Philippines

Banahaw, Lucena City Bilioran, Biliran

Yr and Section:____ Date:

Yr and Section:_____ Date:_