i
V GEOGRAPHY, HISTORY, AND CIVICS SERIES One Country, One People 5 Teacher’s Manual Fourth Edition 2009 ISBN 978-971-07-2560-1 Copyright © 2009 by Vibal Publishing House, Inc. and Zenaida M. de Leon All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means—electronic or mechanical, including photocopying, recording or any information storage and retrieval system without permission in writing from the publisher and authors. Published and printed by Vibal Publishing House, Inc. Main Office: 1253 Gregorio Araneta Avenue, Quezon City, Philippines Regional Offices: Unit 202 Cebu Holdings Center, Cebu Business Park, Cardinal Rosales Ave. Cebu City Kalamansi St. cor. 1st Avenue, Juna Subdivision, Matina, Davao City Unit 6, 144 M. H. del Pilar St., Molo, Iloilo City Bldg. A, Unit 4, Pride Rock Business Park, Gusa, Cagayan de Oro City Member: Philippine Educational Publishers’ Association; Book Development Association; Association of South East Asian Publishers; Graphic Arts Technical Foundation
ii
Preface The Goal-Oriented Instructional Model (GOIM) is the design followed in the preparation of the Teacher’s Manual that accompanies the fourth edition of One Country, One People (OCOP) Worktext series. This model is adapted from the paper presented by Dr. Minda C. Sutaria at the UNESCO Institute for Education. If objectives are not The Model:
The instructional design of the model serves as the “melting pot” of the total instructional system. It is here where materials appropriate for the lesson, be it print or non-print, are utilized to make learning picturesque and the text matter easier to understand. Materials are organized in a logical presentation of topics. Methodologies provide a background information, systematic reviews, and check-up activities.
achieved, adjust
Specification of objectives
PreAssessment
Instruction
Motivational strategies such as advance organizers, puzzles, music, dance springboard, and games are used to the maximum. High level of questioning leads to the development of concepts and challenges the learner to develop higher order thinking skills (HOTS), including creativity, solving problems, and analytical/critical decision-making skills.
Evaluation
Activities and exercises are varied and instructions are suitable for different ability levels or individual differences such as remediatics (slow), reinforcement (average), and enrichment (fast). Assessment of the student’s learning is an ongoing evaluation. It will gauge the student’s attainment of essential learnings starting when he or she is at the beginning of the total essential expectations up to what he or she should be.
If objectives are achieved, augment
In this fourth edition of OCOP, the objectives and skills listed in the Philippine Elementary Learning Competencies (PELC) of the latest Basic Education Curriculum (BEC) issued by the Department of Education (DepEd) were faithfully adhered to by VPHI. The content/subject matter of Social Studies emphasizes universality of concepts and ideas, adaptability, and relevance to the changing times. Furthermore, values pertinent to Social Studies highlights love of and pride in our country as demonstrated by the great Filipinos worth emulating by our young citizens. It is still within the Social Studies area of responsibility to uphold and respect the Constitution and other laws related to it; to respect the cultural diversity of the different ethnic communities, the differentlyabled and the old population of the country. The basic needs of the Filipino family is part of the content that should be understood and addressed. They comprise the population of the community which makes up the nation. Social content is extracted from the sap of our own culture that makes One Country, One People truly a handiwork of Filipino authors.
The evaluation and assessment parts of the instructional design provide appropriate measures and instruments for evaluation of the student’s performance on the three domain of objectives: cognitive, affective, and psychomotor. Features of the Teacher’s Manual The Teacher’s Manual that accompanies each worktext of the OCOP series is just like two peas in a pod, each is useful as enhanced by the other. The OCOP Worktext and Teacher’s Manual are interrelated so that skills, knowledge, and activities stated in the students’ book can be effectively taught with the use of the manual that targets the total development of the child. iii
One Country, One People, in its fourth edition, still carries on the basic tenets of modalities in forging lessons close to reality. Social Studies, better known as life itself, is therefore taught the way life should be lived, the way people should manage a living style towards a better life. After all, Social Studies is about people. The components of the Teacher’s Manual spelled out in every unit and chapter, are as follows: I.
II.
General Objectives for the unit Specific Objectives for the chapter • Cognitive — for knowledge, facts, and skills • Affective — highlights national values to intensify love of country, appreciation of Filipino culture, history, and the arts • Psychomotor — application of all essential learning developed
Main menu for Filipinism CD-ROM 5
Filipinism CD-ROM
Topics Content provided by the major concept for the unit and specific to the chapter
The fourth edition of OCOP series has a complementary Filipinism Interactive CD-ROM for each level. This CD-ROM is designed as a supplemental tool in the students’ mastery of the lessons in Geography, History, and Civics. The CD-ROMs will automatically run on Windows 98 PC. Each CD-ROM has the following features: 1. The content is presented in two languages – English and Filipino. 2. Unit titles comprise of topics which correspond to those in the worktext. By clicking the title, the user can directly go to the presentations. 3. Units are presented in slide show and/or video format. Clickable icons guide the user in switching from one slide or video to the next.
III. Materials Print and non-print and what is most recent in the information technology IV.
Methods For the development of the lesson with adequate preparatory activities and application of skills with pertinent exercises
V.
Evaluation Feedback exercise for non-graded formative evaluation and at the end of the unit, a final test that will determine entry behavior to the next unit
— clicking this icon will lead to slide shows of the subtopics under each unit
VI. Enrichment Activity Searching for further knowledge seems endless. This part calls for a breath and depth of all sorts of multimedia materials within the reachable environment of the learning child. This brings us to a wide spectrum of rainbow-hued modern techniques in our changing world.
— this icon will enable the user to view the slide presentation with audio — this icon will enable the user to read the text of the slide presentation iv
— located at the upper right-hand corner of the slide, this icon opens to the additional relevant or trivia information in each slide
Table of Contents
— this icon will show the enrichment activity integrating livelihood education
Unit
— this icon links to the video presentation of topics in each unit — this icon links to interactive quizzes and exercises that provide fun while assessing the students’ level of learning
Each CD-ROM is best used in the school computer laboratory or through a personal computer (PC) at home. With the teacher’s assistance and/or parents’ guidance, the students can easily follow the instructions under the Things to Learn on My Computer in selected lessons in the worktext. Some of the activities in the CD-ROMs are also published online at www.vibalpublishing. com. Embedded supplementary web links may also be conveniently accessed through this website. The students can directly access the OCOP e-learning supplements through i-learn.vibalpublishing. com by clicking at the Social Studies tab (see photo at left). Interface of OCOP Grade 5 at i-learn.vibalpublishing.com.
THE ANCIENT FILIPINOS ...................................................
2
Chapter
1 System of Government of Ancient Filipinos ……………
2
Chapter
2 The Economic Activities of Ancient Filipinos ……………
4
Chapter
3 Social Conditions of Ancient Filipinos ……………………
5
Chapter
4 The Establishment of Spanish Colonial Order …………
7
Unit
4. Other navigation keys and control keys are readily accessible when exploring specific features, thus making the interactive CD-ROMs user friendly.
I
II
TOWARDS PHILIPPINE REVOLUTION ................................. 12
Chapter
5 Changes in the Life of Filipinos ……………………………
12
Chapter
6 Filipino Resistance to Colonial Rule ………………………
14
Chapter
7 The Development of Filipino Nationalism ………………
16
Chapter
8 The Philippine Revolution …………………………………
19
Unit III
9 The American Colonial Government ………………………
26
Chapter
10 Socio-Economic Changes During the American Period …
28
Chapter
11 The Commonwealth Period …………………………………
31
Chapter
12 The Filipinos Under Japanese Rule ………………………
33
Chapter
UNIT IV
The Author v
TOWARDS PHILIPPINE INDEPENDENCE ............................. 26
THE PHILIPPINES IN THE PRESENT TIME .......................... 40
Chapter
13 Life in the Third Republic …………………………………
40
Chapter
14 The Philippines Under Martial Law ………………………
43
Chapter
15 Restoration of Democracy …………………………………
46
Chapter
16 The Philippines After the People Power 1 Revolution …
48
Scope and Sequence Objectives/Skills I.
6.
Lesson Number
Analyze how Islam religion spread to the different parts of the country 7. Appreciate the culture of the early Filipinos C. Students analyze the livelihood of the early Filipinos 1. Discuss the occupation of the early Filipinos 2. Analyze the technology used by the early Filipinos during the early times
Page in the Book
THE EARLY FILIPINOS Appreciate the kind of life of the early Filipinos A. Analyze the ways and means of governance of the early Filipinos 1. Discuss the kind of governance of the early Filipinos 1.1 Describe the barangay government 1.2 Describe the sultanate government 1.3 C o m p a r e a n d c o n t r a s t t h e sultanate against the barangay government 2. Discuss the importance of laws in the relationship of Filipinos 3. Form conclusion on the ways of governance of the early Filipinos B.
Students take pride on the society and culture of the early Filipinos 1. Explain the society of the early Filipinos 2. Discuss the different levels of one’s stature in society (Luzon and Visayas) 3. Analyze the condition of women in the early society 4. Discuss the education of the early Filipinos 5. Describe Animism and the Islam religion
1
2-13
1
3-7
1
3-7
1
3-7
2, 3
14-23; 24-39
3
26-29
3
26-29
3
30-31
3
31-32
3
32-34
II. THE SPANISH PERIOD Give importance to the changes in the way of life of the Filipinos during the Spanish period A. Students analyze the Spanish administration 1. Discuss the government or administration of the Spaniards 2. Compare and contrast the changes in Spanish administration during the early times B. Students analyze the changes in society and culture during the Spanish period 1. Analyze the changes in settlement of the Filipinos during the Spanish period 2. Discuss the role of the church in spreading Christianity and in governing the country 3. Analyze the reaction of the FiIipinos towards Christianity 4. Analyze the educational system ordered by the Spaniards 5. Analyze the changes in the status of women during the Spanish period 6. Explain the effects of Spanish culture to the culture of the Filipinos
vi
3
35
2,3
14-23; 24-39
2
14-23
2
18-20
2
14-17
4
40-53
4
42-48
4
40-48
4,5
40-53; 54-71
4,5
44-45; 62
5
62-63
5
62-63
5
64
5
64-65
5
66-68
7.
Discuss the great Filipinos in the field of music, art, and literature during the Spanish times C. Students analyze the livelihood of the Filipinos during the Spanish times 1. Analyze the economic policy of the Spaniards 2. Analyze the effects of the economic policy of the Spaniards 3. Discuss the galleon trade and its effects to the country D. Students give importance to the struggle of the Filipinos against the Spaniards 1. Analyze the different rebellions against the Spaniards 1.1 Enumerate the causes of the Filipino uprising 1.2 Analyze the result and effects of these rebellions 2. Analyze the reaction of the non-Christian Filipinos against the Spaniards 2.1 Analyze the Moro-Spanish war 2.2 Analyze the reaction of the Igorots in Cordillera III. THE ORGANIZATION OF THE NATIONALISTIC FILIPINOS AND THE REVOLUTION A. Analyze the events in the organization of the nationalistic Filipinos 1. Analyze the effort of opening the Philippine harbors for international trading system 2. Identify the unification of the ilustrado class 3. Analyze the propaganda movement and its effects 4. A n a l y z e t h e o r g a n i z a t i o n o f t h e Katipunan
5
67-68
5
56-61
5
56-61
5
56-61
5
58-59
6
72-85
6
73-78
6
B.
79-80
7
86-105
7
86-87
7
87-88
7
90-96
7
96-101
Students value the heroism of the Filipinos during the uprising towards the formation of a nation 1. Identify the events during the FilipinoSpanish War Example: 1. Cry of pugad-lawin 2. The first encounters 3. Tejeros convention 4. Agreement in biak-na-bato 2. Discuss the arrival of the Americans and the battle at Manila Bay 3. Value the proclamation of the freedom in Kawit, Cavite 4. Analyze the formation of the Malolos Congress 5. Discuss the proclamation of the First Republic of the Philippines in Malolos, Bulacan 6. Discuss the events in the FilipinoAmerican War Example: 1. First salvo at the corner of Silencio and Sociego, Sta. Mesa 2. Battle of Tirad Pass 7. Analyze the role of women in the revolution 8. Value the heroism shown by the Filipinos to attain freedom 9. Form conclusion on the importance of the revolution in forming a nation
IV. THE AMERICAN PERIOD Give importance to the changes in the means of livelihood or way of living of the Filipinos during the American period A. Analyze the system of government the Americans imposed on the Philippines during their time 1. Discuss the colonial government of the Americans
vii
8
106-127
8
106-112
8
113-116
8
114-115
8
116
8
117
8
118-119
8
120-121
8
120-121
8
106-121
9
128-139
9
129-132
2.
Identify the important events that has something to do with the American administration towards giving the Filipinos the power for self-governance B. Realize the changes in society during the American period 1. Analyze the system of education imposed by the Americans and its corresponding effects 2. Analyze the conditions of health and sanitation of the Filipinos during the American period 3. Analyze the development of transportation and communication and their effects to the Filipino way of life C. Students analyze the changes in the way of life of the Filipinos during the American period 1. Analyze the policy of free trade that the Americans imposed 2. Discuss the effects of free trade Example: 1. Agricultural system 2. Colonial mentality D. Students realize the changes during the time of Commonwealth 1. Analyze the Commonwealth government 2. Analyze the program of government during the Commonwealth administration Example: 1. Social justice 2. Homestead policy 3. Discuss the importance of developing a national language 4. Explain the recognition of women’s suffrage on the right to vote
9
133-136
10
140-151
10
144-145
10
145
10
146
10
140-143
10
140-142
10
140-142
11
152-163
11
153-155
11
154-155
V.
THE JAPANESE PERIOD Give importance to the Filipino way of life during the Japanese regime A. Students analyze the system of government during the Japanese period 1. Analyze the objective of the Japanese occupation during the Second World War 2. Discuss the important events during the Japanese regime Example: 1. Bataan encounter 2. Death march 3. Corregidor encounter 3. Discuss the events towards the establishment of the Second Republic of the Philippines 4. Discuss the guerilla movement against the Japanese B. Analyze the society and way of life during the Japanese time 1. Describe the Filipino way of life 2. Analyze the economy of the Filipinos during the Japanese occupation 3. Analyze the educational system during the Japanese occupation 4. Analyze the situation of women during the Japanese occupation 5. Analyze the situation of arts and literatue during the Japanese occupation
VI. THE THIRD REPUBLIC OF THE PHILIPPINES Give importance to the condition of Filipino way of life during the time of the Third Republic A. Appreciate the important achievements of the presidents of the Philippines during the time of the Third Republic
viii
11, 12 11
156-159; 164-170 156-159
11
158-159
12
165-170
12
166-167
12 12
167-171 168
12
169
12
169-170
12
170
13
178-201
1.
Enumerate the administration of the presidents and their important policies and program of governance
13
182-193
2.
Analyze the economic problems during the Third Republic
13
182-193
B. Analyze the society and give importance on the persistent effort to develop our culture during the time of the Third Republic
13
179-197
1.
Analyze the system of education during the time of the Third Republic
13
194
2.
Explain the ways on how the culture of the Filipinos in different fields was pushed through
13
194-196
3.
B.
2.1 Discuss the program of the administration to push forward the development of our culture during the Third Republic
Analyze the role of women in our society during the Third Republic
A.
13
196-197
VII. THE ERA OF MARTIAL LAW Give importance to the persistent effort of the Filipinos to regain freedom during the time of martial law A. Analyze the changes in the administraion or governance of the country during the time of martial law
14
209
Analyze the social and economic condition of the Filipinos during martial law 1. Analyze the social problems during this time 2. Analyze the economic problems during this time 3. Analyze the reaction of the Filipinos during martial law 4. Form conclusion on the effects of martial law in the way of life of the Filipinos
14
206-208
14
208
14
207-208
14
209
14
209
Students give importance on the persistence of the Filipinos to regain freedom through peaceful means 1. Discuss the events that gave way to People Power 2. Analyze the characteristics of People Power as a peaceful means of change 3. Give importance to the heroism and unity of the Filipinos to regain their freedom and rights
15
214-221
15
214-216
15
217-218
15
217-218
Analyze the important programs of each of the presidents and give importance to their persistent desire to maintain and take care of democracy 1. Discuss the important programs of each president 2. Discuss the ways to take care of and maintain democracy
16
222-239
16
223-234
16
223-234
VIII. THE RETURN OF DEMOCRACY Give importance to the persistence of the Filipinos towards the stability of the Republic
2.2 Recognize the great Filipinos in the different fields in our culture in the Third Republic 3.
Discuss the reaction of the Filipinos to the changes in government during the time of martial law
B. 14
202-213
1.
Enumerate the events that paved the way for the proclamation of martial law
14
202-203
2.
Analyze the government under the regime of martial law
14
203-205
ix
BUDGET OF WORK Unit
Page in the Book
Page in the Teacher’s Manual
THE ANCIENT FILPINOS
2-53
2-11
1
System of Government of Ancient Filipinos
2-13
2-4
9
2
The Economic Activities of Ancient Filipinos
14-23
4-5
13
3
Social Conditions of Ancient Filipinos
24-39
5-7
14
4
The Establishment of Spanish Colonial Order
40-53
7-10
15
54-127
12-25
Lesson
I
II
Lesson Title
TOWARDS PHILIPPINE REVOLUTION
Number of Days
51
52
5
Changes in the Life of Filipinos
55-71
12-14
10
6
Filipino Resistance to Colonial Rule
72-85
14-16
12
7
The Development of Filipino Nationalism
86-105
16-19
14
8
The Filipino Revolution
106-127
19-23
16
TOWARDS PHILIPPINE INDEPENDENCE
128-177
26-39
9
The American Colonial Government
129-139
26-28
12
10
Socio-economic Changes During the American Period
140-151
28-30
14
11
The Commonwealth Period
152-163
31-33
13
12
The Filipinos Under Japanese Rule
164-177
33-36
12
THE PHILIPPINES IN THE PRESENT TIME
178-239
40-52
13
Life in the Third Republic
179-201
40-43
13
14
The Philippines Under Martial Law
202-213
43-46
12
15
Restoration of Democracy
214-221
46-48
10
16
The Philippines After the People Power 1 Revolution
222-239
48-50
16
III
IV
x
Total
51
51
6. They were also known as freemen because they were not obliged to pay tribute to the datu.
PRETEST/POSTTEST I.
Multiple Choice. Encircle the letter of the correct answer. 1. The missionary priests who came to the Philippines collected taxes, bandala, joined the galleon trade and established schools. What does this show?
a. ayuey
c.
b. timawa*
d. tumarumpuk
7. The Filipino who launched the longest revolt in Philippine history
a. The Church was powerful.*
a. Diego Silang
b. The government was powerful.
b. Emilio Aguinaldo
c.
c.
The people were obedient to the missionaries.
2. A Tagalog slave that lived separately from the datu
8. The program implemented by American government wherein political power was gradually transferred from the Americans to the Filipinos.
a. ayuey b. tumataban
a. Recocentration Act
aliping saguiguilid
b. Filipiniziation Program*
d. aliping namamahay*
c.
3. If you want to help make your country an industrialized one, which field of study will you take?
Benevolent Assimilation
d. Greater East Asia Co-prosperity Sphere
a. cottage industry
9. The Visiting Forces Agreement was ratified under the administration of this President
b. industrial engineering c.
Francisco Dagohoy*
d. Apolinario dela Cruz
d. The Church and government had a conflict.
c.
tumataban
a. Gloria Macapagal-Arroyo
science and technology*
b. Corazon C. Aquino
d. vocational and agricultural
c.
4. The system of government of the Filipinos before the Spaniards arrived a. sultanate
c.
b. balangay
d. both a and c*
d. Fidel V. Ramos
barangay
10. The leader who called on the Filipino people to go to EDSA to protect Fidel V. Ramos and Juan Ponce Enrile during the People Power revolution in 1986.
5. They were the ones who showed love and loyalty to the country. a. datu
c.
b. heroes*
d. aliping namamahay
Joseph E. Estrada*
timawa
xi
a. Jaime Cardinal Sin*
c.
Salvador Laurel
b. Corazon Aquino
d. June Keithley
B. True or False. Write True if the statement is correct and false if not. ________ (True)
1.
Before the Spaniards arrived, the Filipinos had already established trade relations with some foreign countries.
Mag-anito ______________________
3. The Tagalog's main way of worshipping which included dancing, ringing of bells, singing, and drinking spree
jihad ______________________
4. The holy war of the Muslims
Jacob Schurman ______________________
5. Headed the first commission sent by the American government to the Philippines on March 4, 1899
________ (True)
2.
Tagalog became the basis of the national language of the Philippines by virtue of an order by President Manuel L. Quezon on December 30, 1937.
________ (False)
3.
Legazpi's group was able to land on Cebu without any resistance from the natives.
Aves de Rapina ______________________
One of the powers of the governor-general was to decide whether the laws from Spain should be implemented in the colony.
6. Title of an editorial that criticized an American official in the Philippines
El Renacimiento ______________________
7. Name of the newspaper where the editorial referred to in item 6 was published
Pearl Harbor ______________________
8. American naval base in the Pacific which was attacked by the Japanese in 1941
President Fidel Ramos ______________________
9. He signed a peace agreement with the National Liberation Front in 1993
________ (True)
4.
________ (True)
5.
Corruption became rampant in the colonial government when the Philippines was open to world trade.
________ (True)
6.
The soldiers who were part of the Death March were jailed at Camp O'Donnel in Capas, Tarlac.
________ (True)
7.
The datu's wealth was measured by the number of slaves and the amount and quality of golds he possesed.
________ (True)
8.
Better system of transportation and communication is necessary for the development of a country.
________ (False)
9.
The trading of the Muslims with the Spaniards resulted to the Muslims’ defeat.
________ (True) 10.
President Manuel Quezon died in Saranak Lake in New York.
Jonathan Wainwright 10. Last American general who defended ______________________ Corregidor IV. Enumeration. Give the answers being asked in each item. 1. Two theories about the origin of the Philippines a. (Volcanism) b. (Diastrophism)
III. Identification. Write on the blank before the number what is referred to in each item. ______________________ William Grayson
1. American soldier who triggered the outbreak of the Filipino-American War
______________________ Pensionados
2. Filipinos who were sent to the United States to study
2. Three divisions of the prehistoric period a. (Old Stone Age) b. (New Stone Age) c. xii
(Age of Metals)
7. Constitutions in the history of the Filipinos
3. Religious orders who came to the Philippines during the Spanish period
a. (Biak-na-Bato Constitution)
a. (Augustinians)
b. (Malolos Constitution)
d. (Dominicans)
c.
b. (Franciscans) e.
(Recollects)
f.
(Jesuits)
d. (1943 Constitution)
4. Social strata in the early Filipino society
c.
a. (Manuel Roxas)
a. (Corazon C. Aquino)
(Ramon Magsaysay)
b. (Fidel V. Ramos)
d. (Carlos Garcia)
(Ferdinand Marcos)
c.
(Joseph E. Estrada)
d. (Gloria Macapagal-Arroyo) 10. Spain’s main motives for colonizing the Philippines
6. Foreigners who occupied the Philippines
a. (To expand its empire)
a. (Spaniards)
b. (To gain acces to spices in Asia)
b. (Americans) c.
(Graciano Lopez Jaena)
9. Philippine Presidents under the Fifth Republic
b. (Elpidio Quirino)
f.
(Freedom Constitution)
b. (Marcelo del Pilar)
5. Presidents under the Third Republic
(Diosdado Macapagal)
f.
a. (Jose Rizal)
(slaves)
e.
(1973 Constitution)
8. Leading Filipino reformists in the 19th century
b. (timawa or maharlika)
c.
e.
g. (1987 Constitution)
a. (datu)
c.
(1935 Constitution)
c.
(Japanese)
xiii
(To spread Roman Catholicism in the world)
UNIT
I
THE ANCIENT FILIPINOS
There are four chapters in this unit. Chapter 1 System of Government of Ancient Filipinos Chapter 2 The Economic Activities of Ancient Filipinos Chapter 3 Social Conditions of Ancient Filipinos Chapter 4 The Establishment of Spanish Colonial Order
GENERAL OBJECTIVE To appreciate and value the civilization of the ancient Filipinos
Chapter 1
SYSTEM OF GOVERMENT OF ANCIENT FILIPINOS (9 days)
MAJOR CONCEPT
C.
Gather pictures of a datu, sultan, and barangay captain performing their duties
II. TOPICS The Barangay System, pages 3-7; The Sultan and the Sultanate, pages 8-9
III. MATERIALS Basic text; pictures of datu, sultan and barangay captain and other officials performing their duties; present barangay center and activities in the barangay; Filipinism CD-ROM 5; computer with internet connection
IV. METHODS A. Preparation 1. Show pictures of a barangay center, officials, and activities in the barangay. Ask the students what the pictures are about. 2. Ask the students: “Do you know your barangay captain and other officials in your barangay? What do they do for your barangay? How are they chosen? 3. Guide the students in using Filipinism CD-ROM 5. Read the instructions under Things to Learn on My Computer on page 13.
The ancient Filipinos had their own system of government and laws long before the coming of the Spaniards.
I.
SPECIFIC OBJECTIVES A.
Cognitive 1. Describe the barangay system of the ancient Filipinos 2. Analyze the functions of the datu and compare these with the barangay captain 3. Discuss the role of the babaylan in the barangay 4. Explain how the ancient Filipinos made their laws 5. Compare the sultanate with the barangay system 6. Explain the duties of the sultan
B.
Affective 1. Show pride in the civilization of the ancient Filipinos 2. Admire the effects of the ancient Filipinos in developing a civilization of their own 3. Value the barangay as a system of government
2
Psychomotor
B.
Development of the Lesson 1. Tell the students that the present barangay is different from the ancient barangay in many ways. 2. Ask the students to study the pictures on pages 3 and 7. Have them describe what is shown in the pictures. 3. Have the students perform the activity, “This is what i know about… .” Let the students talk on what they know about the following: a. political structure of the barangay b. the datu and his duties
c. laws in the barangay d. role of the babaylan in the barangay 4. Tell the students to compare the functions of the datu with the barangay captain.
C.
Application of Skills 1. Have the students read and explain the concepts under Things to Remember on page 10. 2. Ask the class to answer Things I Will Do and Things I Can Do on page 13. 3. Have the students study the pictures on pages 8 and 9. Ask them what the pictures tell about the sultan and the sultanate.
V.
EVALUATION 1. Have the students answer the Check Yourself questions on pages 7 and 9. 2. Let the students answer Things I Learned on pages 10 and 12.
ANSWERS TO THE EXERCISES IN CHAPTER 1 ˛
˛
Check Yourself, page 7 1. Each barangay existed freely and independently from each other. Some barangays formed themselves into an alliance. Each barangay had its own chief who served as its political leader. 2. Pupils’ answers may vary. 3. To avoid misunderstanding and war with other barangays and to establish trade with each other. Check Yourself, page 9 1. Because the sultan was the political, religious, economic, and military leader of the sultanate. 2. Under the traditional way of portioning lands, the coasts were given to him and when his men would play his gong or drum, all lands that could be reached by the sound of his gong were considered part of his sultanate.
3.
˛
Shariff Kabungsuan, a Muslim nobility went to Mindanao after the Kingdom of Johore (now Malaysia), was captured by the Portuguese. He married the daughter of Tabunaway, the chief of Buayan. Kabungsuan is considered the first Muslim to have brought Islam in the Pulangi River Port (now Cotabato).
Things I Learned, pages 10-12 A. 1. b 4. d 2. c 5. c 3. b 6. a B. 1. barangay — system of government of the ancient Filipinos 2. sultanate — a form of government headed by the sultan 3. kaharaan — a bigger and more complex form of government headed by an older rajah and a younger rajah 4. Islam — religion of the Muslims founded by Muhammad 5. adat — customary laws and tradition of the natives 6. kaharian — alliances of barangays 7. aristocracy — government by a privileged minority or class 8. alliance — a close association for a common good forming a connection 9. tradition — a long established custom, belief, and practices 10. government — an established system of political administration by which a nation is governed C. 1. c 4. d 2. a 5. b 3. e D. 1. w, barangay 4. w, oral or written laws 2. w, protection 5. True 3. w, Spaniards E.
Barangay Captain
Datu 1. 2. 3. 4. 5.
Made and executed laws Acted as judge in criminal or civil cases Managed the affairs of the community Looked after the welfare of his people Led his warriors in times of war
1. 2. 3.
4.
Implements the barangay ordinances Settles family and community disputes Manages the affairs of the communities which are within his jurisdiction Looks after the welfare of the people in the barangay
3
VI. ENRICHMENT ACTIVITIES 1.
Let the students do Things to Learn on My Computer on page 13 of the textbook. Alternatively, this activity may be accessed online at i-learn.vibalpublishing.com by clicking the Social Studies tab. 2. Have the students visit i-learn.vibalpublishing.com to access a detailed discussion about the Austronesians.
Chapter 2
THE ECONOMIC ACTIVITIES OF ANCIENT FILIPINOS (13 days)
MAJOR CONCEPT
II. TOPICS Paleolithic Age, pages 14-15; Neolithic Age, pages 15-16; Metal Age, pages 16-17; Livelihood of Ancient Filipinos, pages 18 to 20
III. MATERIALS Basic text; pictures of the livelihood activities and fishing devices of the ancient Filipinos during the three sub-periods in Philippine prehistory
IV. METHODS A. Preparation
The ancient Filipinos engaged in different livelihood activities to meet their daily needs.
I.
SPECIFIC OBJECTIVES A. Cognitive 1. Describe the life of the ancient Filipinos during the three sub-periods in Philippine prehistory 2. Explain the technology used by the ancient Filipinos 3. Identify the different livelihood activities of ancient Filipinos 4. Express opinions on their two methods of farming 5. Discuss their varied means of livelihood
B.
Affective 1. Admire the diligence of the ancient Filipinos in engaging in varied livelihood activities 2. Observe carefully how one or two livelihood activities are done
C.
Psychomotor 1. Draw pictures showing the different livelihood activities of the ancient Filipinos 2. Observe strictly how fishing devices are used today in comparison to those used in ancient times
4
1. Draw three big picture frames on the board. Below the frames, write: What was life in the Philippines before the Common Era? 2. Ask the students to illustrate inside each frame their answers to the questions. 3. Let the students study the pictures they have drawn. 4. Post three pictures showing the life of our ancestors during the three periods in Philippine prehistory. 5. Have students compare the two sets of pictures. 6. Show pictures of different means of livelihood of the ancient Filipinos. Have the students identify them.
B.
Development of the Lesson 1. Have the students identify the three periods in Philippine prehistory using the pictures posted on the board. Have them describe each picture. 2. Have the students point out how our ancestors were able to survive during the periods. 3. Ask the students to study the pictures on page 16. Ask: How did our ancestors use these tools? 4. Let the students answer Check Yourself on page 17. 5. Have the students perform a pantomime, using only gestures and actions to describe each means of livelihood of ancient Filipinos.
6. After each presentation, have other students describe the gestures and actions performed by the first group of students to identify each means of livelihood. 7. Ask: Are there similarities and differences between our means of livelihood today and those of our ancestors? 8. Let the students answer Check Yourself on page 20.
C.
˛
Things I Learned, pages 21-22 A. 1. c 2. c 3. b B.
Application of Skills 1. Have the students read by groups Things to Remember on page 21. 2. Ask the students to answer Things I Will Do and Things I Can Do on page 23.
V.
4. 5. 6.
EVALUATION
7. 8. 9. 10.
1. Let the students answer the Check Yourself questions on pages 17 and 20. 2. Let the students answer Things I Learned on pages 21 and 22.
ANSWERS TO THE EXERCISES IN CHAPTER 2 ˛
˛
Check Yourself, page 17 1. Fire kept them warm, warded off wild animals and made cooking possible. 2. When people started using metal as materials for their tools and polish their stone tools for better use. The tools paved the way for better hunting and discovery of other means of gathering food. Livelihood activities became varied with the discovery of agriculture, horticulture, fishing, pottery, and domestication of animals. 3. The use of metal tools made life easier and more convenient for the Filipinos. The Filipinos began to form institutions that enabled them to live a civilized way of life. Check Yourself, page 20 1. By engaging in farming, fishing, raising animals, mining, trading, weaving, pottery making, and boat building. 2. The early Filipinos learned gold mining, weaving, and pottery.
1. 2. 3.
4. 5.
c b
kaingin system — clearing a patch of land through burning Homo sapiens — scientific name for species of human being Tabon Cave — a cave in Quezon, Palawan where the remains of the Tabon Man were excavated Cagayan Man — Homo erectus philippinensis Neolithic Age — period when men started to use metals as tools in their livelihood activities gold mining — the process of removing gold ore from a gold mine Paleolithic Age — the time when stone tools were used barter — trading by exchanging goods without using money hunting — catching wild birds or animals for food Metal Age — the period when man used tools made of metals.
VI. ENRICHMENT ACTIVITY Visit a fishing village in your place. Find out the fishing tools and equipment used by the fishermen. Compare these tools with those used by the ancient Filipinos. Report these in class.
Chapter 3
SOCIAL CONDITIONS OF ANCIENT FILIPINOS (14 days)
MAJOR CONCEPT The existence of social classes, religion, shelter, and education of our ancestors proved that they possessed an advanced culture.
I.
SPECIFIC OBJECTIVES A.
Cognitive 1. Describe the types of shelter of the ancient Filipinos 2. Discuss their social classes 5
B.
3. Prove that women enjoyed rights and privileges 4. Explain the education and system of writing of ancient Filipinos 5. Analyze their religious beliefs 6. Trace the spread of Islam in the Philippines
B.
1. Ask the students which of the two sets of collage shows the social life of the ancient Filipinos. Have them focus their attention on this collage. 2. Group the students into five. Have each group get pictures from one of the collage that show the social life of the ancient Filipinos and group them based on the following: a. Group I — shelter b. Group II — social class c. Group III — status of women d. Group IV — educational system and system of writing e. Group V — religious belief 3. Have the class check the work of each group. Have them put the pictures in their right grouping. 4. Ask the class to describe the corrected group of pictures. 5. Have the class answer Check Yourself on pages 25, 29, and 34. 6. Have two students perform a map talk, jointly relating the story of the spread of Islam in the Philippines using a map of the Philippines.
Affective 1. Show respect for the religious beliefs of ancient Filipinos 2. Admire the efforts of the Ancient Filipinos to improve their social conditions 3. Value the status enjoyed by women
C.
Psychomotor 1. Illustrate pictures of the types of dwellings of our ancestors 2. Use a map and collage in group activities
III. TOPICS Shelters of Ancient Filipinos, pages 24-25; Social Classes in Luzon and Visayas, pages 26-29; Status of Women, pages 30-31; Education and System of Writing, pages 31-32; Religious Beliefs of Ancient Filipinos, pages 32-34; The Spread of Islam in the Philippines, page 35
III. MATERIALS
C.
Basic text; pictures of nipa hut and clothes of ancient Filipinos; map of the Philippines; Filipinism CD-ROM 5; computer with internet connection
IV. METHODS A. Preparation 1. Present to the class two sets of collage, the pictures of which can be pulled out. 2. Tell the students to study and analyze the two sets of collage. 3. Ask the students what the two collage represent. 4. Tell the students to provide a caption for the two collage. Ask them to explain each based on the captions provided. 6
Development of the Lesson
Application of Skills 1. Have the class read and explain the concepts under Things to Remember on page 36. 2. Let the students accomplish the activities under Things I Will Do and Things I Can Do on pages 38-39.
V.
EVALUATION 1. Let the students answer the Check Yourself questions on pages 25, 29, and 34. 2. Let the students answer Things I Learned on pages 36-37. 3. Have the students take the interactive quiz as presented in the second activity under Things to Learn on My Computer on page 39.
ANSWERS TO THE EXERCISES IN LESSON 3 ˛
˛
˛
˛
Check Yourself, page 25 1. Caves protected the early Filipinos from wild animals, sheltered them from bad weather. 2. To wait until the soil became rich again Check Yourself, page 29 1. To enable them to know their functions in society that would result in maintaining order in the community. 2. By beheading a number of enemies and engaging in inter island and international trading for those people who could withstand the dangers of the sea. 3. The Tagalogs held celebrations in honor of their dead and invited them as guests of honor. They crowned him with a gold-covered carabao horn. 4. They helped the datu maintain peace and order in the barangay by defending their territory from other barangays. Check Yourself, page 34 1. Filipino women during ancient times had the right to own, dispose, and inherit property. They could transact business negotiations by themselves. They had the right to give names to their babies. They could choose whom to marry. They also had the right to divorce their spouse and remarry. They acted as spiritual leaders and helped the datu maintain peace and order. During the Spanish period, their rights and privileges were taken away. 2. Ancient Filipinos had various language because of the existence of numerous groups of people in the country. 3. Ancient Filipinos were taught the art of protecting themselves and other livelihood skills such as fishing, doing household chores, and weaving. Boys were taught by their fathers activities such as hunting and work in the fields. Girls were taught household chores. 4. Ancient Filipinos believed that the environment was sacred and that there were elements in nature that they must respect and worship. Things I Learned, pages 36-37 A. 1. c 6. d 2. a 7. d 3. a 8. b 4. c 9. b 5. c 10. b
B.
1. 2.
3. 4.
5.
datu — protected his people against their enemies, led the community during wars, and settled disputes timawa — engaged in different economic activities, accompanied the datu in his fishing and hunting expeditions, helped in building the datu’s house, and acted as a mediator in arranging marriages. maharlika — helped the datu maintain peace and order in the barangay aliping namamahay — prepared the food and all the things needed by the datu in his journey, gave around tributes, and supplied the datu with one jar of wine from sugar cane aliping saguiguilid — served the datu day and night in his house without receiving any salary.
VI. ENRICHMENT ACTIVITIES 1. Refer the students to the weblink on page 35 of the textbook for more information about Islam in the Philippines. This may also be accessed at i-learn.vibalpublishing.com. 2. Let the students do the first activity on Things to Learn on My Computer, page 39. This activity is also found online at i-learn. vibalpublishing.com.
Chapter 4
THE ESTABLISHMENT OF SPANISH COLONIAL ORDER (15 days)
MAJOR CONCEPT The Spanish rule brought about political changes in the life of the Filipinos.
I.
SPECIFIC OBJECTIVES A.
Cognitive 1. Explain the reasons for the expansions of Europe 2. Discuss the rivalry between Spain and Portugal in the exploration of new territories 3. Trace the events that led to the Spanish colonization of the Philippines 7
4. Analyze the motives of Spain in colonizing the Philippines 5. Describe the Spanish colonial government in the Philippines
B.
Affective 1. Share opinions on the Spanish political influence in the Philippines 2. Value the good Spanish influences in the country
C.
Pyschomotor 1. Draw a diagram of the political organization of the Philippines under Spain 2. Collect pictures of personalities discussed in the lesson
II. TOPICS Reasons for European Expansion, pages 40-43; Spanish Colonial Government, pages 44-48
III. MATERIALS Basic text; pictures of Ferdinand Magellan and a datu; diagram of the structure of the Spanish colonial government; maps of the world and the Philippines
IV. METHODS A. Preparation 1. Show a picture of a datu to the class and ask: Can you identify this man? What was his role in ancient Filipino society? 2. How was the life of the ancient Filipinos in the barangay? 3. Tell the students that the quiet and simple life of the ancient Filipinos was affected by events happening in Europe. 4. Use the map of the world. Circle the countries in Europe. 5. Ask some of the students to locate in the map the countries in Europe. Let them name these countries. Tell them to put a mark on Spain and Portugal. 8
B. Development of the Lesson 1. Ask: What was the Age of Discovery and Exploration? What countries led in the exploration? 2. Ask the students to answer question no. 1 in Check Yourself on page 43. 3. Ask what countries were reached and discovered by Portugal and Spain. Tell them to mark these places on the world map. 4. Ask how the rivalry between these two countries was settled. 5. Show a picture of Ferdinand Magellan. Ask the students to identify him. 6. Ask the students to mark on the map of the Philippines the places reached by Magellan and ask what happened in these places. 7. Ask the students to study the picture on page 42 and ask why a Lapu-Lapu monument was built. 8. Ask the students to answer question no. 2 in Check Yourself on page 43. 9. Have two students relate the story on how Miguel Lopez de Legazpi succeeded in establishing Spanish colonialism in the Philippines. Have them use the map of the Philippines in showing the places where Legazpi established Spanish settlements and events leading to the conquest of Manila. 10. Show a diagram of the structure of the Spanish colonial government. Ask the students to fill this out. 11. Have at least six students to play the role of heads of local government units: alcalde mayor, corregidor, alcalde ordinario, gobernadorcillo, and cabeza de barangay. Have each one of them tell their duties. 12. Have the students compare the political set up in their barangay with that during the Spanish times. 13. Tell the students to answer Check Yourself on page 48.
C.
Application of Skills 1. Have the students answer Things I Will Do and Things I Can Do on page 51. 2. Let the students read and explain Things to Remember on page 45. 3. Let the students answer the following: a. Why is it important to have a centralized government? b. How is a country administered under a centralized government?
V.
˛
EVALUATION 1. Let the students answer Things I Learned on pages 49-50. 2. Let the students answer Summary- B on pages 52-53.
ANSWERS TO THE EXERCISES IN CHAPTER 4 ˛
Check Yourself, page 43 1. The reasons for European expansion explorations were gospel, gold, and glory. They felt it was their moral obligation to spread Christianity to save the natives’ soul. They were also in search of colonies that would give them gold and silver. The territories could bring them more wealth and prestige. 2. Spain colonized the Philippines to make itself the most powerful empire in the world; to gain access to spices in Asia; and to spread the Roman Catholic religion in many countries.
˛
Check Yourself, page 48 1. The Philippines was divided into provinces and the provinces into municipalities. Each municipality consisted of several barangays. The colonial government was composed of two branches —the executive which was vested in the governor-general; and the judiciary , which was in the hands of the Royal Audiencia or Supreme Court. There was no legislative branch. All laws in the Philippines came from the king of Spain. 2. The governor-general was the highest official in the Philippines. He had the power to execute laws and to appoint and remove government officials. All government agencies were under his supervision. He also heads the Spanish armed forces in the colony.
˛
Things I Learned, pages 49-50 A. 1. a 2. c 3. c B. 1. c 2. d 3. b 4. a 5. g C. 1. Portugal 2. c 3. c 4. c 5. c 6. unknown territories
4. 5. 6. 6. 7. 8. 9. 10. 7. 8. 9. 10. 11. 12.
c b b e i k j f one ship c Ayuntamiento or cabildo Portugal c c
Summary, pages 52-53 B. 1. By establishing trade relations with each other by forming alliances and conducting sanduguan by intermarriages. 2. Because of the existence of barangays and larger and more complex political units. 3. Stronger and larger boats were made which could travel long distances, people were able to cut tall trees and helped much in farming. 4. Ancient Filipinos had a system of government, social classes, engaged in different economic activities, used implements first made of stone and later of metals, a system of writing and language, and religious beliefs. 5. The existence of burial sites, the painting or drawing in the Manunggul Jar, the burying of a datu with his slaves, weapons, and other important things. 6. The alcadias, corregimientos, pueblos, ayuntamiento, and barangays. 7. He was the head of the barangay, recruited polistas who rendered forced labor and maintained peace and order in the barangay. 8. Local government units implement national laws and ordinances. Awareness of the problems and needs of small local units can easily be attended to through their officials.
9
VI. ENRICHMENT ACTIVITY Ask the students to make a research on the present local government units in the Philippines. Have them find out the main functions of each and its chief official. Ask them to make a written report on this
UNIT TEST I.
IDENTIFICATION Read the following and write the letter of the correct answer. 1. Which of the following describes the Austronesians? a. They were wanderers. b. They came from Malaysia. c. They were great boat builders.* d. They belonged to the Caucasian race. 2. What role did the babaylanes play? a. spiritual leader* c. teacher b. political leader d. judge 3. What was the religion of the ancient Filipinos? a. Islam b. ancestor worship c. nature worship d. a blend of ancestor and nature worship* 4. During what pre-historic period were barangays formed? a. Paleolithic Age c. Metal Age* b. Neolithic Age d. Iron Age 5. What foreign power spread Christianity in the Philippines? a. American c. Japanese b. British d. Spanish* 6. What were the first dwellings of the early Filipinos? a. caves* c. nipa hut b. dugouts d. trees
10
7. With what countries did the early Filipinos have trade relations? a. American countries c. Asian countries* b. African countries d. European countries 8. What treaty settled the conflict between Spain and Portugal? a. Treaty of Paris b. Treaty of Lisbon c. Treaty of Tordesillas* d. Treaty with Portugal and Spain 9. What did the victory of Lapu-Lapu in the Battle of Mactan show? a. The Filipinos were willing to die for freedom.* b. The Filipinos’ hatred for foreigners. c. The bravery of the Filipinos. d. The Filipinos were fighters. 10. Who was the highest official in the Philippines during the Spanish Period? a. king of Spain c. alcalde mayor b. governor-general* d. corregidor
II. TRUE OR FALSE Write T if the statement is true, if not, write F and correct the underlined word/s. (T) 1. During the Age of Discovery and Exploration, the _____ Europeans began to conquer new lands. (F) 2. Ferdinand Magellan was a Spaniard. (Portuguese) _____ (T) 3. Miguel Lopez de Legazpi succeeded in establishing _____ colonialism in the Philippines. (F) 4. The Philippines had a central government when the _____ Spaniards conquered the country. (had no central government) (T) 5. During the Spanish colonial period, the encomienda _____ system was replaced by local government units. (F) 6. A datu had limited powers. (extensive) _____
(T) 7. The early Filipinos had written and oral laws. _____ (F) 8. The datu was the highest official of the sultanate. _____ (sultan) (F) _____ 9. During the Paleolithic Age, the early Filipinos used polished stone tools. (crude) (F) 10. Women dyed clothes using flowers of plants. (saps) _____ (T) 11. The early Filipinos used jars and pots as secondary _____ burials. (T) 12. The batalan was a part of the nipa hut. _____ (T) 13. The datu was the protector of his people. _____ (F) 14. Slaves in ancient Filipino society had no rights. (enjoyed _____ some rights) (T) 15. The early Filipinos believed in life after death. _____
III. MATCHING TYPE Find in column B the concept being described in column A. Write only the letter of the correct answer. (i) ____ (j) ____ (c) ____ (g) ____ (k) ____ (a) ____ (e) ____ (b) ____ (d) ____ (h) ____
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
A system of settlement blood compact religious leader system of writing free people slaves bride gift spirits religious ritual Islamic school
a. b. c. d. e. f. g. h. i. j. k.
B alipin anitos babaylanes baki bigay-kaya batalan baybayin madrasah reduccion sanduguan timawa
IV. ANALYSIS Write the letter of the word that does not belong to the group. 1. Political leader a. babaylanes* c. lakan b. datu d. sultan
2. Prehistoric periods a. Metal Age c. Neopolitic* b. Neolithic Age d. Paleolithic Age 3. Social classes a. alipin c. maharlika b. maginoo d. ummah* 4. Writing surfaces used by early Filipinos a. bamboo tubes c. paper* b. banana leaves d. bark of trees 5. Pillars of Islam a. salat c. ummah* b. Shahadah d. zakat 6. Reasons for European expansion a. glory c. gospel b. gold d. grandeur* 7. Local government units under Spain a. alcaldia c. corregidor* b. ciudad d. pueblo 8. Place in the Philippines where Magellan met Filipino chief of islands a. Cebu c. Limasawa b. Iloilo* d. Mactan 9. Leaders of Spanish expeditions sent to the Philippines and the Moluccas a. Ramon Blanco* b. Sebastian Cabot c. Ruy Lopez de Villalobos b. Miguel Lopez de Legazp 10. Rights enjoyed by early Filipino women a. right to divorce b. right to own property c. right to hold political position* d. right to choose whom to marry 11
UNIT
II
TOWARDS PHILIPPINE REVOLUTION
There are four chapters in this unit. Chapter 5 Changes in the Life of Filipinos Chapter 6 Filipino Resistance to Colonial Rule Chapter 7 The Development of Filipino Nationalism Chapter 8 The Philippine Revolution
GENERAL OBJECTIVES To appreciate the beneficial changes in the life of the Filipinos brought by Spanish colonialism
Chapter 5
CHANGES IN THE LIFE OF FILIPINOS (10 days)
MAJOR CONCEPT
C.
1. Draw pictures related to the economic, social, and cultural influences of Spain in the Philippines 2. Perform individual and group activities in class
II. TOPICS Economic Changes, pages 56-61; Social Changes, pages 62-65; Cultural Changes, pages 66-68
III. MATERIALS Basic text; pictures of Spanish influences in the Philippines like churches and dances; Filipinism CD-ROM 5; computer with internet connection
IV. METHODS A. Preparation
Spain influenced the economic, social, and cultural life of the Filipinos.
I.
1. Structure the classroom with pictures of Catholic churches in the Philippines, picture of the University of Santo Tomas and pictures of Spanish dances such as pandango and rigodon.
SPECIFIC OBJECTIVES A.
2. Write on the board some Spanish street names in the country and Filipino names derived from Spanish names.
Cognitive Discuss the economic policies of Spain in the Philippines Explain the effects of the policies to the Filipinos Describe the changes in the dwelling places of the Filipinos State the role of the Church in the spread of Christianity Describe the schools established by the priests and missionaries 6. Discuss the status of women 7. Tell how Spain enriched Filipino culture
1. 2. 3. 4. 5.
B.
Affective 1. Show respect for the culture of other countries 2. Manifest a desire to improve his/her economic and social status
12
Psychomotor
3. Write some Spanish greetings on the board. 4. Tell the students to study the pictures and writings on the board. Ask them what these pictures and writings on the board represent. Encourage them to talk about these pictures and writings.
B.
Development of the Lesson 1. Distribute some pictures for interpretation to a group of students. Tell them that these pictures are about the economic policies of Spain in the Philippines. Tell them to identify and describe the economic policy in each picture. 2. Tell the class that each picture also shows the effects of each policy to the Filipinos. Ask the class to explain these effects.
3. Ask the students what they feel about these policies.
V.
EVALUATION
4. Ask one student to play the role of Governor General Basco in implementing economic reforms in the country.
1. Let the students read and explain the concepts under Things I Learned on pages 69 and 70.
5. Ask the class for their reactions on these economic reforms.
2. Have the students take the interactive quiz as presented in the third activity under Things to Learn on My Computer on page 71.
6. Tell the class to answer Check Yourself on page 61. 7. Ask at least one or two students to make a sketch of a cabecera on the blackboard. Have them explain the structure of the cabecera and compare it with the present one. 8. Form four groups with two members in each group who will perform a joint storytelling activity on: the reduccion, the spread of Christianity, the Spanish educational system, and the status of women. The two members in each group will help each other tell the story/topic assigned to them. At the end of the groups’ presentation, the class may obtain more information regarding the topics presented by letting the students ask questions. A free discussion or exchange of ideas may be held concerning the topics.
ANSWERS TO THE EXERCISES IN CHAPTER 5 Ë›
Check Yourself, page 61 1.
The Hacienda system started as a large piece of land given to the friars as a reward for spreading Christianity and for facilitating reduccion.
2.
The inquilinos engaged in a lucrative business when the Phillippines was opened to world trade.
3.
The polistas were taken from their fields even during planting and harvesting season.
4.
No. The only role played by the Filipinos in the Manila-Acapulco trade was as builders of galleons. Only little products from the Philippines were shipped in these galleons.
5.
The Filipinos performed forced labor. They tilled the soil in the encomienda and the encomenderos could sell them as slaves.
6.
Farmers were deceived by government agents in selling their tobaccos which were bought at very low prices but were sold to the government at very high prices.
9. Ask the class if the social change meant an improvement on the social conditions of the Filipinos. 10.
Ask the class which of these social changes do they appreciate most and why.
11.
Ask the class how the Spaniards enriched our culture.
12.
Tell them to name some Filipinos who proved their worth in music, arts, and literature.
13.
B.
Ask the students to answer Check Yourself on pages 61 and 68.
Application of Skills 1. Have the students answer Things I Will Do and Things I Can Do on pages 70 and 71. 2. Prepare a chart on the economic, social, and cultural influences of Spain in the Philippines.
Ë›
Check Yourself, page 68 1.
Filipinos accepted Christianity, adopted Spanish architecture in their houses, Spanish dishes became part of the cuisine, and changed their manner of clothing.
2.
Society was made up of three classes which were the peninsulares and the insulares as the highest class, next was the mestizo class, and the lowest class were the Filipinos.
3.
Some Filipinos won major prices abroad in the field of painting and sculpture while others proved their worth in other fields.
13
˛
B. Things I Learned, pages 69 -70 A. 1. falla 2. ilustrado 3. bandala 4. hacienda 5. encomienda 6. galleon trade 7. Real Compania de Filipinas B.
1. 2. 3.
d d b
8. 9. 10. 11. 12. 13. 4. 5.
kasama religious missionaries cigarreras baro’t saya zarzuela insulares a a
VI. ENRICHMENT ACTIVITIES 1. Have the students look up the website provided for on page 65. This may also be accessed at i-learn.vibalpublishing.com. 2. Let the students do activities 1 and 2 under Things to Learn on My Computer, page 71. They may choose to access online the video on the galleon trade (activity #2) at i-learn.vibalpublishing.com.
Chapter 6
FILIPINO RESISTANCE TO COLONIAL RULE (12 days)
MAJOR CONCEPT The Filipinos expressed indignation over Spanish abuses and oppressions by rising in revolts.
I.
SPECIFIC OBJECTIVES A.
C.
Pyschomotor 1. Show on the map of the Philippines the provinces that rose in revolt 2. Construct a visual story related to the Filipino revolts against Spain
II. TOPICS Types of Revolts, pages 72-78; Outcome of the Revolts, page 78; Muslim Struggle, pages 78-79; The Igorots’ Resistance to Colonial Rule, pages 79-80; External Threats, pages 81-82; Implications of the External Threats, page 82
III. MATERIALS Map of the Philippines; poster board; chart
IV. METHODS A. Preparation Have a recall of the changes in the Philippines during the Spanish rule. Ask the students to write these in the chart. CHANGES IN THE PHILIPPINES UNDER SPANISH RULE Political
Economic
Social
Cognitive 1. 2. 3. 4. 5. 6.
14
Affective 1. Admire the courage of the Filipinos in rising against a colonial power 2. Form sound judgement on the decision of the Filipinos to rise in revolt
Explain the types of Filipino revolts against Spain Discuss the causes of the revolts Name the leaders of the revolts Analyze the results of the revolts Discuss the external threats to the Spanish rule Express ideas on the effects of external threats to Spanish rule
1. Ask the students which of these changes would most likely give rise to revolt against Spain. 2. Tell the students to prove their point.
B.
Development of the Lesson
C.
1. Hang around the room storyboards on the different revolts staged by the Filipinos against Spain. Ask the students to walk around the room and view them. a. Assign pairs or trios to a particular storyboard. b. Ask each pair/trio to brainstorm the ideas or the scene depicted in their storyboard. c. Ask each pair/trio to provide a caption for their storyboard. d. Have them tell the story as shown in their storyboard. e. Have them analyze the causes of the revolts. f. Ask the class if the Filipinos were justified in rising against Spain. Give time for class interactions. g. Have the class analyze the outcome of the revolts. 2. Have two students play the role of a Muslim and an Igorot. Have them tell how their group resisted Spanish rule. 3. Draw a graphic organizer on the board. Ask the class to write on the main branches the four external threats to Spanish rule and below each the causes and outcome. PO
Cause
RT U
Result
S
ND
L
A HIN
su
V.
EVALUATION 1. Have the students answer Check Yourself on pages 75, 77, and 82. 2. Have the students read and explain Things I Learned on pages 83 to 84.
ANSWERS TO THE EXERCISES IN CHAPTER 6 ˛
Check Yourself, page 75 1. The Filipinos revolted against Spain. 2. The former datus wanted to regain their political power while the former chiefs of different places wanted to drive the Spaniards away. The economic causes were against the economic policies of Spain like: the abuses of polo y servicio, collection of tribute, abuses of indulto de commercio, bandala, and monopoly on wine. 3. Answers may vary. The students will give their own answer.
˛
Check Yourself, page 77 1. The refusal of the priests to bless the dead body of Dagohoy’s brother who died in a duel. The Brother had died without returning to the faith.
BRI
TAI N
use
Ca
Re
N
1. Have the students locate on the map of the Philippines where the revolts took place. Have them mark these provinces. 2. Make a list of opinions related to the lesson discussed in class. Write each opinion in an index card and distribute three or four cards to each of the four groups. Tell each group to reach a consensus on the opinions given to them. Tell them to respect the minority viewpoints. 3. Have the students answer Things I Will Do on page 85. 4. Have the students do the activities listed in Things I Can Do on page 85. Let them do these with their classmates. 5. Use again the chart on the changes under Spanish rule. Have the students put a check on the changes against which the Filipinos revolted. Ask the students to formulate a general statement based on what they have learned in this lesson.
Cause
Result
t sul
e us
H ET
Re
Ca
A RL
E
External Threats Against the Spanish Rule lt
C
GA
4. Ask the students the role played by the Filipinos during the foreign threats against Spanish rule. 5. Tell the students to answer Check Yourself on page 82.
Application of Skills
15
VI. ENRICHMENT ACTIVITY 2. 3. ˛
Check Yourself, page 80 1. The Muslims were bold, powerful, and united against the Spaniards. They fought hard to defend their religion. 2. The Filipino revolts failed because the revolts were confined only in the provinces where the revolts began. There was also lack of coordination and unity among the Filipinos. The divide and rule policy of the Spaniards was also the reason why the revolts failed. 3. To secure the source of gold and to Christianize the Igorots 4. The Sultan of Sulu recognized the authority of Spain in Mindanao in exchange for an annual pension for the Sultan’s family.
˛
Check Yourself, page 82 1. The Filipinos served the Spanish Army, cut down trees and built Spanish warships, served as rowers of Spanish ships and provided the materials needed in the war. 2. The realization of Spain’s weakness inspired the Filipinos to stage revolts against the colonizers.
˛
Things I Learned, pages 83-84 A. 1. religious 2. economic 3. political 4. economic 5. religious B.
16
Answers may vary. The students may give different leadership qualities of Dagohoy. The people had strong faith in their old religion. They could not simply throw it away.
6. 7. 8. 9. 10.
economic economic political economic religious
1. 2. 3.
d b a
4. 5.
e f
C. 1. 2. 3. 4.
d d c c
5. 6. 7.
c a d
Ask the students to make a research on the life of a leader in the Filipino revolt they admire most. Tell them to make a written report on this.
Chapter 7
THE DEVELOPMENT OF FILIPINO NATIONALISM (14 days)
MAJOR CONCEPT Filipino nationalism blossomed during the long period of struggle and bloodshed under Spanish rule.
I.
SPECIFIC OBJECTIVES A.
Cognitive 1. Explain the factors that contributed to the development of Filipino nationalism 2. Analyze the goals of the Propaganda Movement 3. Describe the role played by the reformists in the Propaganda Movement 4. Narrate the founding of the Katipunan 5. Tell the story of the life of Andres Bonifacio 6. Describe the role of Emilio Jacinto in the Katipunan
B.
Affective 1. Appreciate the legacy of the Propaganda Movement 2. Form sound judgment on the decisions of the Filipinos to use armed struggle against Spain 3. Show, through words and actions, love and loyalty to the Philippines
C.
Psychomotor 1. Construct a concept map and fill it with a major concept and related concepts 2. Present a dialogue, role-playing, and a skit on the topics for discussion
II. TOPICS
B.
The Opening of Philippine Ports to World Trade, pages 86-87; The Emergence of the Ilustrado Class, pages 87-88; The GomBurZa Execution, 88-90; The Reformists, pages 91-96; The Founding and Relevance of the Katipunan, pages 96-101
1. Choose or form four groups of students with three members. Tell them to present a dialogue on the factors that contributed to the development of Filipino nationalism. Assign one factor to each group or their topic of conversation. a. Group 1 — the opening of the Philippines to world trade
III. MATERIALS
b. Group 2 — the emergence of ilustrado class
Basic textbook; pictures; concept map; chart
c.
IV. METHODS A.
Development of the Lesson
d. Group 4 — the GomBurZa execution
Preparation
Tell the students that the following questions will serve as their guide in their discussions:
Ask the students to draw a concept map on the board and write the concept nationalism in the center. Ask the students to write words related to nationalism. Rel ate d
t
cep
n d co
con cep t
e
pt nce d co
•
How did each factor contribute to the development of Filipino nationalism?
•
Were there negative effects in each factor? Explain.
•
What were the significance of the death of the three priests.
e elat
R
NATIONALISM
at Rel
Group 3 — the opening of the Suez Canal
Ask the rest of the class to react to the presentation of each group. Rel
ate
d co
Ask the class to answer the first two questions under Check Yourself on page 90.
nce
pt
1. Tell the students to explain the related concepts. 2. Ask the students to draw symbols of their related concept. 3. Tell the students to explain these symbols. 4. Ask: How do you show these related concepts in your daily life? 5. Was nationalism manifested by the Filipinos during the early years of Spanish rule? Explain your answer. 6. Is it manifested or shown today? Explain your answer. 7. Relate this to the present lesson.
2. Tell the class to participate in the open discussion on the Reform Movement. Start by asking the following questions. a. What was the Reform Movement? b. Why was it organized? c.
What were its goals?
d. Were the goals achievable? e.
Do you think the Spaniards would grant the reform?
Encourage the students to answer the questions related to the topic or give their reactions. Additional information may be given. 17
3. Ask three volunteers to play the roles of Graciano Lopez Jaena, Marcelo H. del Pilar, and Jose Rizal. Tell them to describe their respective roles in the Propaganda Movement. a. Tell the students to give their reaction for the presentation of the role playing. b. Tell them to ask questions. c. Have the students answer the third question in Check Yourself on pages 90 and page 93. d. Ask the students about the result of the Reform Movement. Ask them why it failed. 4. Ask the students to relate the founding of the Katipunan using the following chart. Who?
What?
Where?
When?
7. Ask at least one student to present a monologue on the role of Emilio Jacinto in the Katipunan. Ask: Do you think our leaders today possess the same qualities of leadership of the reformists and leaders of the Katipunan? 8. Have the students answer Check Yourself on pages 98 and 101. 9. Ask the students to read the Decalogue: The Duties of the Sons of the People and the Kartilla of the Katipunan on page 100. Ask them to choose one member in the Decalogue and then one in the Kartilla that they would like to remember. Ask them to explain the reasons for their choice.
C.
Why?
Application of Skills 1. Have the class read and explain the concepts under Things to Remember on page 102. 2. Have the students answer Things I Will Do page 105. Ask them to explain their answer. 3. Have the class perform Things I Can Do on page 105 and present the activities in the class.
V. 5. Ask a group to present a skit showing the process of recruiting members to the Katipunan. a. Ask the class to react to the presentation of the skit. b. Ask them why the Katipuneros used this method of recruiting members. 6. Have a class discussion on the life of Andres Bonifacio and his influence in the Katipunan. Ask the class the following questions: a. How did Bonifacio make up for his lack of formal education? b. In what ways did he show his love for his country? c. Do you think he was qualified to head the Katipunan? 18
EVALUATION Have the students read and explain Things I Learned on pages 102-104.
ANSWERS TO THE EXERCISES IN CHAPTER 7 Ë›
Check Yourself, page 90 1. With the opening of the Philippine ports to world trade, liberal ideas from the west spread in the colony. 2. The execution of the GomBurZa brought the idea that whoever experienced the harsh policies of the Spaniards belonged to one community. 3. The ilustrados were Filipinos who gained wealth and education.
˛
˛
Check Yourself, page 93 1.
The reformists wanted equality between Spaniards and Filipinos, Filipino representation in the Spanish Cortes, secularization of Filipino priests, and freedom of speech and assembly, and assimilation.
2.
By writing books, pamphlets, and launching of newspapers
3.
Graciano Lopez Jaena wrote articles in Madrid campaigning for reforms in the Philippines. He joined Jose Rizal and Marcelo del Pilar in launching the newspaper of the Reform Movement, the La Solidaridad, and became its first editor. Marcelo H. del Pilar was among the greatest journalists of the Reform Movement. He was a co-founder of the first bilingual newspaper in the Philippines where he published his nationalistic articles. He succeeded Jaena as editor of La Solidaridad. Jose Rizal published his important work in La Solidaridad. He published Noli Me Tangere, and El Filibusterismo, and other works which inspired the reformists and other Filipinos.
˛
˛
Check Yourself, page 98 1.
The Propaganda Movement advocated for reforms by writing books, pamphlets, and publishing newspapers. The Katipunan advocated armed struggle to attain freedom from Spain.
2.
According to Bonifacio, the Tagalogs refer to all inhabitants of the archipelago who lived near bodies of water.
Check Yourself, page 101 1.
To make it difficult to discover the members of the Katipunan
2.
Love of God and love of country, devotion to one’s duty, diligence, etc.
3.
To attain freedom from Spain: Member of the Katipunan were recruited through the triangle method.
4.
As editor-in chief of Kalayaan, as secretary, fiscal, and adviser in the KKK.
Things I Learned, pages 102-103 A. 1. a 8. 2. a 9. 3. a 10. 4. b 11. 5. a 12. 6. b 13. 7. c
c a b c d c
B.
1. 2. 3.
tenants plantation non-religious
4. 5.
middle class revolt
C.
1. 2. 3.
a a a
4. 5. 6.
b b d
VI. ENRICHMENT ACTIVITIES 1. Read some of the poems and essays written by Jose Rizal. Write the main ideas or message in these works. 2. For the students to know more about Kartilya ng Katipunan and the initiation rites of the Katipunan, ask them to check on its weblink on i-learn.vibalpublishing.com.
Chapter 8
THE PHILIPPINE REVOLUTION (16 days)
MAJOR CONCEPT The Philippine Revolution was the Filipinos’ national struggle for independence against Western colonizers.
I.
SPECIFIC OBJECTIVES A.
Cognitive 1. Trace the events that led to the outbreak of the Philippine Revolution 19
2. Analyze the events that ended Bonifacio’s leadership in the Katipunan
IV. METHODS A.
3. Describe the leadership of Aguinaldo in the revolution 4. Tell Mabini’s role in the Revolution 5. Explain the Pact of Biak-na-Bato 6. Discuss the events that led to the inauguration of the First Philippine Republic 7. Explain the events leading to the American colonization of the Philippines 8. Describe the role of women in the revolution
B.
Affective 1. Value the heroic deeds of men and women in the Philippine Revolution 2. Participate in projects for the good of the community
C.
Psychomotor 1. Trace on the map of Metro Manila the spread of the Philippine Revolution 2. Draw pictures of events and prominent personalities involved in the Philippine Revolution
Preparation 1. Have the pupils analyze the picture on page 106. 2. Guide the pupils by asking the following questions: a. What is the picture about? b. What does the picture tell you about revolution? c. What does revolution mean? d. Why do people rise in revolt? e. What do you think the people in the picture feel as expressed in their faces and actions? f. Look at the picture again. What do you think are the conditions in the country during the revolution? 3. Relate the discussions to the new lessons.
B.
Development of the Lesson 1. Ask some students to write two sentences below each frame about the captions written in it. Ask the rest of the class to give orally additional information. Ask the students: a. Do you think the Filipinos were ready for the revolution? b. Was there a chance for them to win against the Spaniards?
II. TOPICS The First Phase of the Philippine Revolution, pages 106-112; The Second Phase of the Philippine Revolution, pages 113-119; The Outcome and Legacy of the Philippine Revolution, page 120; The Role of Women in the Revolution, pages 120-121
III. MATERIALS Basic text; pictures of revolts against Spain; map of the Philippines; story map; picture frame; computer with internet connection 20
Discovery of the Katipunan
Cry of Pugad Lawin
Outbreak of the Revolution
Spread of the Revolution
2. Ask the students to locate on the map of Metro Manila where the revolutions spread.
d. June 23, 1898 — establishment of the Revolutionary Government
3. Have a storytelling on how Bonifacio’s leadership in the Katipunan ended.
e.
September 15, 1898 — inauguration of the Malolos Congress
f.
January 23, 1899 — inauguration of the First Philippine Republic
a. Ask the students’ reaction on the fate of Bonifacio. b. Ask them the following: •
Why was the Tejeros Convention held?
•
Why do factions exist in an organization?
9. Explain the meaning of dictatorial and revolutionary governments. Ask the students the following questions: a. Why was there a need to establish a dictatorial and revolutionary government?
4. Have the students write on the blackboard the achievements of Aguinaldo as the leader of the revolution.
b. How did the Malolos Congress prepare the Filipinos to govern themselves?
a. Ask the students to analyze what they wrote on the board. b. Have them draw a conclusion on the leadership of Aguinaldo. 5. Ask the students to present a mock interview of Apolinario Mabini on his role in the revolution. Ask: What is most admirable in Mabini while performing his duties as a member of Aguinaldo’s Cabinet fighting the Spaniards?
c. 10.
Ask the students to answer the third and fourth questions under Check Yourself on page 117.
Have the class present a story map to explain the events leading to the American colonization of the Philippines. Ask the students to arrange chronologically the events written inside the geometric figures. Have them discuss each event. Tell the students to answer the first two questions under Check Yourself on page 117.
6. Have the class answer Check Yourself on page 112. 7. Have the class analyze the Pact of Biak-na-Bato entered into between the Spaniards and the Filipinos. Ask the class to give their reactions to this agreement.
Mock Battle of Manila
Treaty of Paris
Battle of Manila Bay
Outcome of the War
8. Have the students analyze the important events and changes in the government prior to the establishment of the First Philippine Republic. a. April 25, 1898 — US declaration of war on Spain b. May 24, 1898 — establishment of a dictatorial government c.
June 12, 1898 — proclamation of the Philippine Independence
Outbreaks of the FilipinoAmerican War
Alliance between the Americans and Aguinaldo
IMPORTANT EVENTS DURING THE WAR
21
11. 12.
13.
C.
Tell the students to answer Check Yourself on pages 117 and 121.
˛
Ask one student to call out a name of a woman in the revolution. Have another student tell her role in the revolution. Continue the activity until the pupils have mentioned old names involved in the revolution. Ask the students to check out the website provided for on page 121 about Teresa Magbanua and her heroic deeds. They may easily access this website by clicking on its link at i-learn. vibalpublishing.com.
Application of Skills 1. Have the students read and explain the generalizations under Things to Remember on page 122.
˛
2. Have the students answer Things I Will Do and Things I Can Do on page 125.
V.
1.
To save the honor of Spain by showing that the Spaniards did not surrender without a fight. They did not want to surrender to the Filipinos but to the Americans.
2.
After the mock battle, the Filipino troops were not allowed to enter the city and because American reinforcements kept coming despite the surrender of the Spanish forces.
3.
The establishment of the Malolos Congress, the writing of the Malolos Constitution, the inauguration of the First Philippine Republic with the officials to run the government.
4.
The Malolos Constituton provided for the separation of the Church and State, three branches of the government, and the Bill of Rights.
Check Yourself, page 121 1.
Because an American, Private Grayson, shot a Filipino soldier in the intersection of Sociego and Silencio Streets in Sta. Mesa, Manila.
2.
To delay the Americans who were pursuing Aguinaldo, del Pilar stayed behind at Tirad Pass. He fought with his men defending the Pass where he was killed with all his men.
3.
Because of the implementation of the Reconcentration Act and the Promise of Amnesty if the Filipino leaders would surrender voluntarily
4.
The Filipinos were defeated with an estimated 500,000 Filipino casualties
5.
Some women fought in the battlefield, one was a document keeper, taking care of wounded soldiers and officers and members of the women’s chapter of the Katipunan.
EVALUATION Have the students answer Things I Learned on pages 122-124.
ANSWERS TO THE EXERCISES IN CHAPTER 8 ˛
Check Yourself, page 112 1.
The Katipunan was discovered through Teodoro Patiño, a Katipunero. He told his sister about the existence of the Katipunan.
2.
The Cry of Pugad Lawin was an event where the Katipunan promised to liberate the country from Spain.
3.
22
Check Yourself, page 117
It was held to settle the dispute between the Magdalo and the Magdiwang factions.
˛
Things I Learned, pages 122-124 A.
1.
b
7.
a
2.
a
8.
a
3.
d
9.
b
c
10.
d
11.
c
4.
Bonifacio was accused of treason and sedition.
4.
5.
Because of his vital recommendation to the government and preparing the Constitution for the Malolos Republic, the Decalogue, and other important documents
5.
c
6.
d
VI. ENRICHMENT ACTIVITY B.
Ë›
1. 2. 3.
f g a
4. 5.
e d
C. 1. 2. 3.
C A D
4. 5.
B E
D.
agreement armistice humane pardon phony
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
Have the students read and make additional research about the following topics: a. The life of women who played an important role during the Philippine Revolution. Make a written report on this. b. Biography of Andres Bonifacio and Emilio Aguinaldo. Submit a written report to the teacher. c. The dictatorial and revolutionary governments d. How other Filipinos secretly helped the Katipunan
argue lawful order splinter group conquer
Summary, page 126 B. 1. The Americans gained a foothold in the Philippines and finally colonized the country. 2. After the mock battle of Manila when the Spaniards signed a surrender agreement allowing the Americans to occupy Intramuros but barred the Filipinos from entering the city. American troops also kept arriving in the Philippines. 3. Answers may vary. 4. They were officials and members of the women’s chapter of the Katipunan, served as document keepers, fought in the battlefield, secretary of the KKK and fed and took care of the wounded and sick soldiers. 5. The Balangiga Massacre was an example of the brutality of the American soldiers. To avenge the death of American soldiers stationed in Balangiga, Samar, General Smith ordered the killing of all Filipinos from age 18 and above who were capable of carrying arms and fighting the Americans and burned Balangiga. 6. The Malolos Congress approved the constitution drafted by Felipe Calderon. The Constitution was responsible for the creation of a Filipino state whose government was based on democracy. 7. It declared that the goal of the American colonization of the Philippines was to educate and civilize the Filipinos. 8. Answers may vary.
UNIT TEST I.
MULTIPLE CHOICE Write the letter of the correct answer. 1. The first economic policy implemented by Spain in the Philippines was _________ . a. cash crop economy
c.
hacienda system
b. encomienda system*
d. tobacco monopoly
2. Filipinos who did not want to render polo had to pay the ______. a. falla *
c.
services of a worker
b. penalty
d. a sum of money
3. The main source of income of the Spaniards in the Philippines was ________. a. agriculture
c.
galleon trade*
b. fishing
d. manufacturing
4. The haciendas were given to the _______ . a. governor-general
c.
Filipinos
b. friars*
d. farmers
5. Education during the Spanish rule was controlled by the _____. a. government
c.
b. church*
d. wealthy
private organizations
23
II. FACT AND OPINION
6. All the revolts of the natives _______. a. failed*
Write F if the statement states a fact and O if it states an opinion.
b. succeeded c.
(F) _______ 1. The aim of the American colonization of the Philippines was to educate and civilize the Filipinos.
partly succeeded
d. had no definite outcome 7. Reason why the Spaniards failed to defeat the Muslims in Mindanao was _______. a. Muslim unity* b. strong Muslim defense c.
8. Aside from Spain, the other European country that invaded and occupied Manila was _______. a. Portugal
c.
Britain*
b. France
d. Italy
9. An important effect of the opening of the Suez Canal was _____.
24
(F) _______ 6. The payment of taxes was a heavy burden to the Filipinos. (F) _______ 7. The Filipinos benefited from the economic reforms of Governor-General Jose Basco y Vargas. (O) _______ 8. The Filipinos welcomed the policy of reduccion.
b. dumping of European goods to the Philippines
(F) _______ 9. The Filipino women lost their high positions in society under the Spanish rule.
improved trade relations with countries in Europe
d. increased number of Europeans in the Philippines
12.
(F) _______ 5. The Spaniards considered the Filipinos as savages.
a. spread of liberal ideas from Europe* c.
11.
(O) 3. It was not the Americans’ intention to massacre the people _______ of Balangiga. (O) 4. Women did not play an active participation in the Filipino_______ American War.
use of Muslim weapons
d. strong Muslim resistance
10.
(F) _______ 2. The Philippine Revolution against Spain was supported by the United States.
Bonifacio’s leadership was challenged by the Katipunan in the province of _______. a. Pampanga
c.
b. Cavite*
d. Rizal
Laguna
The Biak-na-Bato Republic was established in _______. a. Bulacan*
c.
Bataan
b. Manila
d. Pangasinan
(F) 10. The ilustrados played an important role in the campaign _______ for reform. (O) 11. Many Filipinos doubted the innocence of the GomBurZa _______ in the mutiny. (O) 12. While in exile in Dapitan, Rizal no longer played an active _______ role in the community. (O) 13. The Reform Movement failed to achieve the desired reform _______ for the Philippines.
As part of the Pact of Biak-na-Bato, Aguinaldo agreed to be exiled in _______.
(F) 14. Andres Bonifacio became known as the Supremo of the _______ Katipunan.
a. Japan
c.
b. Hong Kong*
d. Saudi Arabia
(F) 15. The Battle of Tirad Pass was an act of heroism of Gregorio _______ del Pilar and his men.
Australia
III. CATEGORIZATION
8. Works of Jose Rizal
Write the letter that does not belong to the group.
a. Noli Me Tangere
1.
b. El Filibusterismo
Filipino reformists a. Jose Rizal
c.
b. Graciano Lopez Jaena
d. Marcelo del Pilar
c.
Andres Bonifacio*
2. Economic policies of Spain a. bandala
c.
tributes
b. polo y servicios
d. reduccion*
La Soberania Monacal*
d. The Indolence of the Filipinos 9. They played an important role in the Philippine Revolution against Spain a. Andres Bonifacio b. Emilio Aguinaldo
3. Leader of revolts against Spain a. Diego Silang
c.
b. Macario Sakay*
d. Apolinario Mabini
c.
10.
Francisco Maniago
b. desire to return to folk religion
4. Social changes under Spain a. reduccion
c.
b. public schools*
d. Catholic churches
zarzuela
5. Regarded as the lowest level of society under Spain a.
c.
b. infidels
d. Moro
ilustrado*
6. Foreign threats against the Philippines a. Chinese
c.
b. Dutch
d. Portuguese
French*
7. Factors in the development of Filipino nationalism b. the rise of the middle class c.
the coming of the Americans*
d. the opening of the Suez Canal
Causes of religious revolts a. desire to become a priest
d. Juan dela Cruz Palaris
a. the GomBurZa execution
Gregorio del Pilar*
c.
loss of power of the babaylanes
d. desire to head the Catholic Church*
IV. MATCHING TYPE Match the causes in column A with the effects in Column B. B
A _______ 1. Tobacco monopoly (c)
a. secularization issue
_______ 2. Spread of liberal ideas (a) from Spain
b. e m e r g e n c e o f t h e wealthy middle class
_______ 3. Boom in agricultural (b) production
c.
_______ 4. Economic policies of (d) Spain _______ 5. Real Compania de (f) Filipina
source of abuse
d. exploited the Filipinos and their resources e.
Filipinos served in the Spanish army
f.
improved the economy 25
UNIT
III
TOWARDS PHILIPPINE INDEPENDENCE
B.
1. Show appreciation for the efforts of the Americans in training the Filipinos for self-government 2. Strengthen the desire to protect democracy in the Philippines
There are four chapters in this unit. Chapter 9 The American Colonial Government Chapter 10 Socio-economic Changes During the American Period Chapter 11 The Commonwealth Period Chapter 12 The Filipinos Under Japanese Rule
GENERAL OBJECTIVE To appreciate the struggle of the Filipinos against the Americans and against the Japanese to gain their independence
Chapter 9 THE AMERICAN COLONIAL GOVERNMENT (12 days) MAJOR CONCEPT The Filipinos experienced transformation in their political life during the American rule.
I.
SPECIFIC OBJECTIVES A.
Cognitive
C.
Psychomotor 1. Perform a monologue and a dialogue in class 2. Make use of the response-reaction cards in class discussions
II. TOPICS Military Government, page 129; Civil Government, pages 129130; Philippine Bill Act of 1902, pages 130-131; American Pacification Policies, page 131; The Pen’s Power, pages 132-133; Filipinization Program, page 133; Jones Law, page 134; Campaign for Independence, pages 135-136
III. MATERIALS Basic text; pictures of the OsmeĂąa-Roxas independence mission and Franklin D. Roosevelt signing the Tydings-McDuffie Act; KKK flag and Philippine flag; responsive-reaction cards and strips of paper
IV. METHODS A. Preparation
1. Describe the military and civil governments established in the Philippines under the American rule
1. Show the class two flags, the KKK flag and the present Philippine flag. Ask the class the following:
2. Explain the provisions of the Philippine Bill of 1902
a. What are these flags? b. What do they symbolize? c. Why were they made? d. Was the goal achieved? e. Do you think the Filipinos gave up their goal? 2. Have the class recall how the United States acquired the Philippines. Relate this to the new lesson
3. Discuss the American pacification policies 4. State the means used by Filipino writers to promote nationalism 5. Discuss the implementation of the Filipinization program 6. Narrate the campaign for Philippine independence 7. State the provisions of the Hare-Hawes-Cutting Act 26
Affective
B.
Development of the Lesson 1. Form the students in the class into learning partners. Have all the students seated on the right side of the room discuss the American military government with the student seated next to them. The students on the left side of the room will discuss with the students next to them the civil government. a. Have a representative of each group explain the concepts in military government and civil government. b. Have them explain the significance of the political changes under each type of government. 2. Ask the students to share in the open discussion. Ask a question on the Philippine Bill of 1902 and open it up to the entire class. Ask: How would the Philippine Bill of 1902 train the Filipinos for self-government? What provisions do you consider most important and why? What provisions do you not want and why? 3. Ask some students to participate in the response-reaction cards. Pass out index cards and request students holding response cards to explain the pacification policy written in their cards. Students holding reaction cards will give their reaction to the pacification policy that has been explained. Ask the class: Do you think that the Filipinos stopped their struggle for independence? Would you do the same if you were there? 4. Ask the students to answer Check Yourself on page 131. 5. Ask the students to participate in round robin. Tell the students to take turns in giving answers or ideas orally to the following questions. Ask them to answer these questions: a. How did Filipino writers promote nationalism during the American rule? b. How did the Americans react to the Filipino plays? c. What do you think of the Filipinos’ method of promoting nationalism? d. What do you suggest is the best method of promoting nationalism? Explain your answer.
6. Distribute strips of paper to at least five students. Ask them to explain the terms written in the strips in relation to the American Filipinization policy. Tell the students that they may ask the help of their classmates in performing the activity. Ask the class to give their reactions to the Filipinization policy. Local Governance System of Education Philippine Commissions Educational Act of 1901 Civil Service Act 7. Form four groups. Have each group brainstorm the provisions of the Jones Law. Have a class discussion at the end of the brainstorming in each group. 8. Ask the class to answer Check Yourself on page 134. 9. Ask at least two students to perform a dialogue and play the role of OsmeĂąa and Roxas conversing about their independence mission and the Hare-Hawes-Cutting Act. Let one student perform a monologue and play the role of Manuel Quezon and talk about the Tydings-McDuffie Act. 10. Have a class interaction on the Hare-Hawes-Cutting Act and Tydings-McDuffie Act. 11. Ask the class to answer Check Yourself on page 136.
C.
Application of Skills 1. Have the class read and explain Things to Remember on page 137. 2. Have the class answer Things I Will Do and Things I Can Do on page 139.
V.
EVALUATION Have the students answer Things I Learned on pages 137-138. 27
ANSWERS TO THE EXERCISES IN CHAPTER 9 ˛
˛
˛
˛
28
Check Yourself, page 131 1. By reorganizing the Supreme Court and appointing of Filipino judges and maintaining the municipal government in the pacified provinces. 2. Because this gave the Filipinos training for self-government as election was held and Filipinos were elected as members of the Philippine Assembly. 3. The Americans implemented pacification policies. Check Yourself, page 134 1. By writing plays and publishing newspapers criticizing the American government. 2. By the gradual transfer of political power from the Americans to the Filipinos. 3. Worcester believed he was the American official referred to in an editorial who allegedly used his position to gain wealth. 4. It gave hope to the Filipinos that independence would be granted. Check Yourself, page 136 1. Filipino leaders went to the United States to campaign for independence. 2. Because of the provisions on the presence of the US military bases and the trade provision. 3. It provided for a ten-year transition period of self-rule after which the US would grant independence to the Philippines. Things I Learned, page 137 A. 1. d 6. a 2. h 7. k 3. g 8. b 4. f 9.e 5. j 10. i B. 1.pen 2. did not stop their oppositions 3. similar to 4. true 5. true
C.
1.The Philippine Bill of 1902 provided for the holding of elections for representatives to the Philippine Assembly.
2.
The establishment of a system of government similar to that of the United States and the Lower House with members elected by the people.
3.
The Tydings-McDuffie Act provided for a ten-year transition period of self-rule after which the United States would grant independence to the Philippines.
D.
1.SA 4. RA
2.
AL5. SA
3.
BA
VI. ENRICHMENT ACTIVITY Ask the students to perform the activities in Things to Learn on My Computer on page 163.
Chapter 10 SOCIO-ECONOMIC CHANGES DURING THE AMERICAN PERIOD (14 days) MAJOR CONCEPT The social and economic changes introduced by the Americans greatly affected the life of the Filipinos.
I.
SPECIFIC OBJECTIVES A.
Cognitive 1. Discuss the social and economic changes in the Philippines during the American period 2. Analyze the effects of these changes on the life of the Filipinos 3. Compare the social and economic life of the Filipinos under the Americans with that of the Spaniards
B.
Affective 1. Form sound judgement on the policies implemented by the Americans in the Philippines 2. Listen critically and purposively in class discussions
C.
Psychomotor 1. Present a scene in dramatic formation on economic changes in the Philippines 2. Make a visual display on a poster board or social changes in the Philippines
II. TOPICS Economic Changes, pages 140-143; Social Changes, pages 144-147
III. MATERIALS Basic text; Filipinism CD-ROM 5 pictures of the Philippine General Hospital and the Thomasites; flash cards; visual display on a poster board; computer with internet connection
IV. METHODS A. Preparations 1. Flash a number of cards to the class. Ask the students to give their reaction to the concept written on each flash card. a. Brigandage Act b. Philippine Bill of 1902 c. Filipinization Program d. The rule of an American civil governor in the Philippines e. Flag Law f. Tydings-McDuffie Act 2. Relate the responses with the new lesson and ask the following questions: a. What do you think were the economic and social changes under the Americans? b. Would the Filipinos be finally satisfied with their condition in life?
B.
Development of the Lesson 1. Form three teams. Have each team present a scene in dramatic formations of the economic changes in the Philippines during the American period. Have each team do the following: a. Line up facing the audience and form the scene assigned to each group. b. The narrator of the team explains the scene and what each member in the formation portrays. c. Ask the team to line up and explain viewpoints on the economic changes presented and answer questions from the class. d. Each team presents the following economic change and their effects in dramatic formation: • Team 1 — free trade • Team 2 — taxation • Team 3 — land policy 2. Give additional information about each subtopic and facilitate the flow of comments from students. 3. Ask the class to answer Check Yourself on page 143. 4. Form five groups and have each group prepare a visual display on a poster board on the social changes introduced by the Americans. Have each group discuss the social changes assigned to them. 5. Stimulate class participation in exchanging points on the social changes discussed by each group. 6. Ask the class the following questions: a. Which of the social changes do you think would be a great help in preparing the Filipinos for self-government? b. Do you think the Americans were sincere in promising independence to the Filipinos? Prove your answer. 7. Have the class formulate a generalization on the topics discussed. 8. Ask the class to answer Check Yourself on page 147. 9. Have the class make a comparison on the economic and social conditions under the Spaniards and the Americans. 29
C.
Application of Skills 1. Have the students read and explain Things to Remember on page 148. 2. Have the students answer Things I Will Do and Things I Can Do on pages 150-151.
V.
B.
1. 2.
EVALUATION Have the students answer Things I Learned on pages 148-150.
ANSWERS TO THE EXERCISES IN CHAPTER 10 ˛
˛
˛
30
Check Yourself, page 143 1. Rice planting was neglected in favor of crops that were in demand in US markets. • Philippine industries were neglected because their development would cost more. Certain agricultural products were more in demand in the US. • Filipino landlords benefited from free trade because they owned the lands where export crops were cultivated. 2. Taxes collected from the Filipinos were used for the needs of the colony such as for the establishment of schools, bridges, and railroads. Check Yourself, page 147 1. Railroad and maritime transportation were developed. Trucks and trains were used as means of transportation. Telephone lines were installed and services in radio and televisions began. 2. Education improved the status in life of the Filipinos, health and sanitations ensured a healthier life, and transportation and communication allowed faster mobility and better communication. The social changes made the Philippines safe for the Americans. 3. The schools and colleges established by the Spaniards were intended to accommodate the children of the Spaniards in the Philippines and to keep the Filipinos ignorant, to justify their colonization of the Philippines. The American educational system, on the other hand, resulted in an increase in the number of educated Filipinos. Things I Learned, page 148-150 A. 1. a 5. c 2. b 6. a 3. c 7. b 4. a 8. d
Answers may vary. a. It granted land title to a person residing in the place which signified his ownership of the land. b. Land title was granted to a person who resided in the place for five years, cultivated the land, and paid 20 pesos. c. Ownership of the land was transferred from the friars to the government and landlords who purchased them.
C.
Economic Changes
SOCIO-ECONOMIC CHANGES UNDER THE AMERICAN GOVERNMENT
Positive: Philippine exports to US without tariff Removal of quota on Philippine products exported to the US Negative: Economic dependence of the Philippines on the US Rice planting was neglected
Positive: Improvement in health and sanitation Social Changes
Development of transportation and communications Negative: Strengthened colonial mentality Social changes served the American interest
VI. ENRICHMENT ACTIVITY Let the students accomplish the activities listed under Things to Learn on My Computer on page 151. The slideshow on socio-economic changes during the American period (Activity #2) may also be accessed online at i-learn.vibalpublishing.com..
Chapter 11 THE COMMONWEALTH PERIOD (13 days) MAJOR CONCEPT The Commonwealth prepared the ground for the granting of Philippine independence.
I.
SPECIFIC OBJECTIVES A.
III. MATERIALS Basic text; Filipinism CD-ROM 5; graphic organizer; collage; newspaper clippings; computer with internet connection
IV. METHODS A.
Cognitive 1. Show through a tableau the significant events leading to the establishment of the Philippine Commonwealth 2. Describe the Commonwealth government under President Quezon 3. Describe the programs of the government 4. Make a report on the outbreak of the Second World War in the Philippines 5. Describe the events that led to the fall of Philippines in the hands of the Japanese
B.
Affective 1. Appreciate the programs of the government that aimed to promote the social welfare and political rights of the people and strengthened the defense of the country 2. Value the patriotism of the Filipinos and American soldiers during the war
C.
Psychomotor 1. Prepare a radio news report on the outbreak of the Second World War in the Pacific 2. Collect pictures about the Second World War in the Philippines
II. TOPICS The 1935 Constitution, pages 152-153; The Commonwealth Government, page 153; Government Programs, pages 153-155; Outbreak of Second World War, pages 156-159
Preparation 1. Ask the students the following questions: a. What aspect of the American rule in the Philippines do you like most? Why? b. Ask the students how would they feel if they were present in the following events in the country. • For the first time after long years under two colonial powers, a Filipino was having his oath-taking as President of the Philippines • Suddenly in December, Japan invaded the Philippines • Learning about the abuses and sufferings of the Filipinos in the hands of the Japanese 2. Encourage the students to participate in the discussion and expression of their feelings on important events in the country.
B.
Development of the Lesson 1. Have the students present a tableau by arranging themselves into a picture to illustrate some historical scenes. Ask the narrator to describe the scene and read some of the provisions of the 1935 Philippine Constitution. 2. Ask the students to show the following scenes: a. inauguration of the Constitutional Convention b. signing of the 1935 Philippine Constitution by US President Roosevelt c. elections for the Commonwealth government d. oath-taking of President Quezon 3. Group the students into four and ask them to discuss the events presented in the tableau. 31
4. Have the students describe the Commonwealth government using a graphic organizer like the one below.
b. Have a partner newscaster report on the Greater East Asia Co-prosperity Sphere. 11. Ask the students to present monologues portraying the thoughts and feelings of the following personalities as they describe the events in the Philippines during the war: a. ordinary Filipinos b. Filipino soldiers c. General Masaharu Homma d. General Mac Arthur e. President Manuel Quezon f. General Edward King g. General Jonathan Wainwright 12. Facilitate the students’ reaction and interaction on the activities presented and the events described by the participants. 13. Have the students answer question numbers 4-8 under Check Yourself on page 159.
Commonwealth Government
Executive Branch
Legislative Branch
Judicial Branch
President
Philippine Assembly
Supreme Court
Departments
Representatives
Lower Courts
5. Ask the students to compare the structure of the Commonwealth government with the present government. Let the students use the weblink on page 154 to know more about the bases of the Commonwealth government. This weblink may easily be accessed at i-learn.vibalpublishing.com. 6. Ask the students to answer Check Yourself on page 154. 7. Have the students present a panel discussion on the programs of the Commonwealth government. Choose four student panelists and four reactors on the following government programs. a. national defense c. national language b. social justice and welfare d. education 8. Have the rest of the class give reactions on the programs. 9. Ask the class to answer question numbers 1-3 under Check Yourself on page 159. 10. Radio/TV news break report. Have one student perform the role of a newscaster reporting the outbreak of the Second World War in the Pacific with the bombing of some countries in Asia, including the Philippines. Have another student show pictures of this event. a. Have other students assist the radio/TV newscaster mark on the map of Asia the countries bombed by Japan. 32
V.
EVALUATIONS Let the students answer Things I Learned on pages 160-163.
ANSWERS TO THE EXERCISES IN CHAPTER 11 ˛
Check Yourself, page 154 1. To draft the framework of the Constitution of the Philippines as provided in the Tydings-Mc Duffie Act. 2. The government had three branches namely the executive branch headed by the President, the legislative branch represented by the Philippine Assembly, and the judicial branch composed of the Supreme Court and lower courts
˛
Check Yourself, page 159 1. President Quezon issued a directive making Tagalog as the basis of the national language and later ordered the teaching of Tagalog in all public and private schools. 2. A national language helps in the development of nationalism; it intensifies unity among the people and forms a major part of our identity as a unified people.
3. 4. 5. 6. 7.
8. ˛
By campaigning for suffrage, playing active roles in feminist movements. Because of Japan’s bombing and invasions of Manila and other countries in Asia after the attack on Pearl Harbor President Quezon and other officials left Manila to Corregidor and later flew to Australia and then to the United States. As head of the United States Army Forces in the Far East. It was a long march by captured Americans and Filipino soldiers from Mariveles, Bataan to San Fernando, Pampanga. The soldiers marched without food and water. Some of them drank from canals. Many were wounded and died on the way. They signified the life and death struggle of the Filipinos for freedom.
Things I Learned, pages 160-161 A. 1. b 6. c 2. c 7. b 3. a 8. a 4. c 9. c 5. c 10. d B. 1. Implementation of the social justice programs which promoted equal rights to laborers and strengthened institutions that helped the poor, the needy, and the rich. 2. Having a national language which intensified national unity. 3. Allowing women to exercise the right to vote and the right to hold public office. Women participated in the political affairs of the country. C.
Government Programs under the Commonwealth
c c b
4. 5. 6.
c b b
Ask the students to perform the activity under Things to Learn on My Computer on page 163.
Chapter 12 THE FILIPINOS UNDER JAPANESE RULE (12 days) MAJOR CONCEPT The Japanese rule changed the way of life of the Filipinos.
I.
SPECIFIC OBJECTIVES A.
Cognitive 1. Describe the Japanese military government 2. Discuss the establishment of the Second Philippine Republic 3. Analyze the social and economic conditions in the Philippines under the Japanese rule 4. Narrate the events leading to the end of the Japanese rule
Affective 1. Form sound judgement on the decision of some Filipinos who cooperated with the Japanese government 2. Appreciate the moves taken by the guerillas against the Japanese government
Social Justice
C. National Language
1. 2. 3.
VI. ENRICHMENT ACTIVITY
B.
National Defense
Women’s Suffrage
D.
Psychomotor 1. Collect pictures related to the lesson under discussion 2. Draw a cline on a big sheet of Manila paper and fill it with significant dates related to the end of the Japanese rule 33
II. TOPICS
Suggested questions after the group presentation:
Under the Japanese Gun, pages 164-165; The Second Philippine Republic, pages 165-170; The End of the Japanese Rule, pages 170-171
•
III. MATERIALS Basic text; Filipinism CD-ROM 5; pictures and a cline drawn on a manila paper; computer with internet connection
3.
IV. METHODS A.
Preparation 1. Ask the students to give their reaction on the following events: a. the establishment of the Philippine Commonwealth b. allowing women to vote and hold public office c. the Greater East Asia Co-prosperity Sphere d. outbreak of the Second World War e. Death March 2. After the class reactions and interactions on the events given above, ask the following questions: a. What do you think would your life be under the Japanese? b. How would you receive the harsh and oppressive Japanese rule?
B.
5. 6.
Development of the Lesson 1. Present pictures related to the lesson. Tell the students to use these pictures during the presentation of their activities. 2. Have a group present a press conference with Jorge B. Vargas as the chairman of the Philippine Executive Commission answering questions from the press. A group of students will act as the media people asking questions to the Chairman regarding administration of the Japanese military government.
34
4.
7.
Why is a military government immediately established upon the foreign conquest of a country? • How is the life of the people controlled under this type of government? • Is there a way of evading personally being under the control of the conqueror? How? Have the students present an activity entitled, the Power of Two on the following topics on pages 165-177. a. The establishment of the Second Philippine Republic b. The guerilla movement c. Society under the Japanese In this activity, ask the students to answer individually questions on a sheet of paper. After completing their answers, arrange the students into pairs and ask them to share their answers with their partners. Ask the students to add new answers to those given by their partner, improving on each individual answer. Ask the students to compare their answers with their respective partners. Suggested questions after the activity: • Why did Jose P. Laurel accept the position of President of the Second Philippine Republic? What is your reaction to this decision? • Why was the guerilla movement formed? How did the movement operate? Would their movement not endanger the life of many people? • Why was the Japanese period considered the darkest interlude in the history of the Filipinos? Have a group present a pantomime on the economic activities of the Filipinos during the war. Ask the following questions after the activity: a. How did Filipinos meet their basic needs under the Japanese rule? Were there other ways of meeting their needs? What do you suggest?
b. How did President Laurel help the Filipinos? c. What did the economic difficulties teach the Filipinos? 8. Ask one student to play the role of the Commissioner of Education reporting on the implementations of a new curriculum. a. Encourage the class to react to the new curriculum. b. Ask the students: • Why were vocational courses emphasized in the new curriculum? • Would you welcome learning Nippongo during these period? 9. Have another group present an interview of some women during the Japanese occupation on their status. Suggested questions after the activity: • How did some women evade Japanese cruelties? • What is the reaction to women cooperation with Japanese officials to protect their life? • Why did some women dare come out and share their sad experiences under the Japanese? • Would you like their stories to be included in Japanese history textbook? Why? 10. Have the students present a radio broadcast on the events leading to end the Japanese rule. Have a student newscaster and radio reporter in the field describe the happenings. Ask the students to fill out the cline as the events are being described. August 15, 1945 July 4, 1945 September 3, 1945 October 23-26 1944 January 9, 1945 October 20, 1944 August 9, 1944
11.
C.
Suggested question after the activity: • Have the pupils analyze the dates and events in the cline. • How would you have reacted during the strikes? • How would you describe General Douglas MacArthur or a military official? • How would you describe the Japanese forces on their last activities in Manila and other places? Ask the students to answer Check Yourself on page 171.
Application of Skills 1. Let the students read and explain by groups the concepts learned in Things to Remember on page 172. 2. Have the students answer Things I Will Do and Things I Can Do on page 175.
IV. EVALUATION 1. Have the students accomplish Things to Learn on My Computer on page 175 of the textbook. 2. Have the students answer Things I Learned on pages 172-174.
ANSWERS TO THE EXERCISES IN CHAPTER 12 ˛
Check Yourself, page 167 1. The Japanese Military Administration was headed by a directorgeneral. It declared martial law, imposed curfew and black-outs and confiscated all ammunition and firearms. All forms of communications were not allowed. 2. The guerilla movement was formed against the Japanese maltreatment of Filipinos. 3. To protect the Filipinos from Japanese aggressions and to unite them. 4. The Filipinos suffered much under Japanese rule. They resorted to different means of livelihood when they lost their jobs as a result of the war.
35
˛
˛
Check Yourself, page 171 1. The Filipinos resorted to barter, made imitations of original products, planted and raised animals for food. 2. Some women fought the Japanese during the war, nursed and fed the sick soldiers, and joined guerilla movements. 3. The Japanese encouraged the use of Tagalog. English plays were adapted into Tagalog and Filipino writers used it to propagate nationalism. 4. Education was used to destroy the Filipino’s faith in Western culture, Nippongo was taught in schools and emphasized elementary and vocational courses in line with the Japanese goals. 5. Women were forced to become comfort women or were abducted to provide the Japanese with sexual services. Others were raped and tortured. 6. The towns from Central Luzon to Manila were recaptured by the Americans with the help of Filipino guerillas. Things I Learned, pages 172-174 A. 1. c 2. f 3. g 4. d 5. a B. 1. military government 2. September 2, 1945 3. Tagalog C. 1. d 2. b 3. b D.
6. 7. 8. 9. 10. 4. 5.
j e i b k c c
4. 5. 6.
b c d
January 2, 1942 — The Japanese entered Manila
Febuary 18, 1942 — President Quezon left Corregidor for Australia March 11, 1942 — MacArthur escaped to Australia April 19, 1942 — Fall of Bataan March 6, 1942 — Fall of Corregidor
36
E.
Changes under the Japanese rule CHANGES UNDER THE JAPANESE RULE IN THE PHILIPPINES
Society
Economy
Education Niponggo was taught in schools
Arts and Literature
newspapers were censored
Filipinos engaged in barter trade
Writers used Tagalog
Nippongo was taught in schools
made imitations of emphasized dramatic plays were original products vocational courses staged
curfew was implemented Filipinos were tortured and executed
˛
Summary, pages 176-177 1. Pacification policies of the Americans — Sedition Act, Brigandage Act, Reconcentration Act, Flag Law 2. The removal of the provision regarding the establishment of the American bases in the Philippines 3. Filipinos did not own lands and their lands did not have titles 4. Because if the lands remained in the hands of the friars, this could lead to continued resistance against the government 5. To teach the Filipinos the concept of self-governance 6. It ensured an easier transport of goods from farmlands to marketplaces and linked provinces to Manila, the center of economy. 7. So that they can participate in the affairs of the government 8. Guerillas attacked Japanese garrisons and installations and helped the Americans in liberating the Philippines from the Japanese. 9. In the early part of the American rule, Filipinos were appointed to government positions. Later, elections were held for representatives to the Philippine Assembly and during the Commonwealth period, Filipinos began ruling the country. 10. American influenced the way of life of the Filipinos socially, economically, culturally, and politically.
VI. ENRICHMENT ACTIVITY Ask the students to check out the weblink about the Mickey Mouse money at i-learn.vibalpublishing.com.
UNIT TEST I.
MULTIPLE CHOICE A. Write the letter of the correct answer to complete the statement. 1. An important provision of the Philippine Bill of 1902 was _____. a. the granting of suffrage to women b. the transfer of political power to the Filipinos c. the election of Philippine president under the Americans d. the holding of elections for representatives to the Philippine Assembly* 2. The Filipino leaders worked for the granting of Philippine independence by _________. a. holding protest rallies b. by boycotting American products c. encouraging a nationalistic strike d. going to the United States to campaign for independence* 3. The Philippine Legislature did not approve the Hare-HawesCutting Act because of the _________. a. American pacification policies b. strict provisions on the holding of presidential elections c. presence of the U.S. military bases and the trade provision* d. injustices committed by the Americans against the Filipinos 4. The primary reason of the Americans in acquiring the Philippines was _________. a. religion c. political b. cultural d. economic* 5. The system of share tenancy worsened under the Americans because of the _________. a. abusive farmers b. non-cooperation of the farmers c. poor implementation of the system d. demand of landlords for greater share in the harvest*
6. At the start of the military, American soldiers served as teachers in the _________. a. colleges c. public schools* b. universities d. private schools 7. The style of architecture brought to the Philippines was _________. a. classical c. European style b. neo-classical* d. American style 8. The centerpiece of President Quezon’s administration was _________. a. political c. economic b. cultural d. social justice* 9. The Second World War in the Pacific broke out on ________. a. December 8, 1941* c. December 18, 1941 b. December 10, 1941 d. December 28, 1941 10. The Death March included captured _________ soldiers. a. Filipino b. American c. foreign d. American and Filipino* 11. The President of the Second Philippine Republic was _____. a. Jose Vargas c. Artemio Ricarte b. Manuel Quezon d. Jose P. Laurel 12. During the Japanese rule, the Filipinos lived in fear because of the _________. a. Kalibapi b. guerillas c. kempeitai* d. Japanese military administration 13. The purpose of the Brigandage Act was to _________. a. send Filipinos to other countries b. promote American interest in the Philippines c. limit the movement of the Filipinos in the country d. punish Filipinos who joined a movement against the U.S.* 37
14.
A negative effect of free trade was _________. a. influx of local goods b. colonial mentality* c. local industries flourished d. production of poor quality goods 15. The 1935 Constitutional Convention was presided by _________. a. Manuel Roxas c. Sergio Osmeña b. Manuel Quezon d. Claro M. Recto* B. Write the letter of the correct answer. 1. Why did the Americans establish a military government at the beginning of their rule in the Philippines? a. to create fear among the people b. to get the cooperation of the people c. to assure a peaceful takeover of the country d. to suppress the Filipino struggle against the Americans* 2. The Filipinos held positions in the national civil government. Why was this not fully welcomed? a. because only college graduates were appointed b. because the Filipinos did not have power in the government* c. because the Filipinos wanted high positions in the government d. because only few Filipinos were appointed to government positions 3. Why did the Americans implement pacification policies? a. to have peace in the country b. to prepare the Filipinos for self-government c. to suppress Filipino struggle against the Americans* d. to get the cooperation of the people against the guerillas 4. Why were the Filipinos against free trade? a. because not everybody were interested b. because there were many requirements 38
5.
6.
7.
8.
9.
c. because only the U.S. would benefit from it d. because it would lead to Philippine economic dependence on the United States* Why was the pensionado system implemented? a. to help the poor b. to pacify the guerillas c. to train would-be teachers and officials* d. to train the Filipinos for self-government Why did the Commonwealth government not have the right to establish diplomatic relations with other countries? a. The Second World War broke out. b. No diplomat was appointed by the President. c. The Philippines was not yet recognized as an independent nation.* d. The Philippines was not ready to have relations with other countries. Why was President Quezon’s social justice program not fully implemented? a. The poor were not interested. b. Most lands were not good for farming. c. It was not easy to purchase the farmlands. d. The local landlords resisted the policies on ownership of lands.* Why was the Philippines involved in the Second World War? a. because of the country’s rich natural resources b. because the Philippines had no strong military defense c. because the Philippines had no diplomatic relation with Japan d. because of the presence of American forces in the Philippines* How was the life of the Filipinos under Japanese rule? a. The Filipinos suffered.* b. The Filipinos enjoyed much freedom.
10.
c. The Philippines prospered economically. d. The Filipinos were granted equal rights as the Japanese. How did the Filipino writers used Tagalog against the Japanese? a. by speaking Tagalog to the Japanese b. by making posters against the Japanese c. by hiding their criticisms of the Japanese* d. by using Tagalog names to hide their identity
C. Write the letter that does not belong to the group. 1. Filipino reformers a. Jose Rizal c. Marcelo H. del Pilar b. Andres Bonifacio* d. Graciano Lopez-Jaena 2. Socio-conomic changes under the United States a. free trade c. homestead program b. tributes* d. pensionado system 3. Leader of revolts against Spain a. Diego Silang c. Francisco Maniego b. Macario Sakay* d. Juan dela Cruz Polaris 4. Three of the eight provinces that revolted against Spain a. Manila c. Bulacan b. Cavite d. Pangasinan* 5. Officials of the Biak-na-Bato Republic a. Mariano Trias c. Apolinario Mabini* b. Emilio Aguinaldo d. Antonio Montenegro 6. Types of government established by Aguinaldo during the revolution a. military* c. dictatorial b. republican d. revolutionary 7. Filipino leaders during the Filipino-American War a. Miguel Malvar c. Vicente Lukban b. Macario Sakay d. Isabelo Artacho*
8. Foreign powers who colonized the Philippines a. Spain c. Japan b. China* d. United States 9. Women who played an active role in the Filipino-American War a. Maria Legarda c. Melchora Aquino* b. Susana Nacional d. Teresa Magbanua 10. Events during the Filipino-American War a. guerilla movement c. Battle of Tirad Pass b. Balangiga Massacre d. millenarian movement*
II. MODIFIED TRUE OR FLASE Write T if the statement is true, if not, write F and change the underlined word or words with the answer that will make the statement correct. (T) 1. The Flag Law prohibited the display of the Philippine _____ flag. (T) 2. The Supreme Court served as a venue for Filipinization. _____ (F) 3. The Hare-Hawes-Cutting Act was not accepted by _____ Manuel Quezon. (Philippine Legislature) (T) 4. Colonial mentality was a negative effect of free trade. _____ (F) 5. The pensionado system was implemented by the _____ Spaniards. (Americans) (T) 6. The Commonwealth government was replaced by _____ a republic. (F) 7. Social justice program was the centerpiece of the admin_____ istration of President Roxas. (President Quezon) (F) 8. The Americans propagated the slogan, “Asia for the _____ Asians”. (Japanese) (F) 9. Manuel L. Quezon declared Manila an “Open City” _____ during the Second World War. (MacArthur) (T) _____10. The guerilla movement was a reaction against Japanese rule. 39
UNIT
IV
THE PHILIPPINES IN THE PRESENT TIME
B.
1. Apprepciate the efforts of the presidents of the Third Republic in their socio-economic and cultural programs in the country
There are four chapters in this unit.
2. Form sound judgment on the administrations of the six presidents of the Third Republic
Chapter 13 Life in the Third Republic Chapter 14 The Philippines under Martial Law Chapter 15 Restoration of Democracy
C.
GENERAL OBJECTIVE
Chapter 13 LIFE IN THE THIRD REPUBLIC (13 days) MAJOR CONCEPT The Presidents of the Third Republic exerted efforts in addressing the problems of the newly-independent Philippines.
I.
SPECIFIC OBJECTIVES A.
Cognitive 1. Describe the economic conditions in the Philippines after the Second World War 2. Explain the economic relations between the Philippines and the United States 3. Discuss the measures taken by the six presidents of the Third Republic to improve the economy of the country 4. Describe education under the Third Republic 5. Explain the role of some Filipinos in enriching Philippine culture 6. Discuss the role of women during the post-war era
40
Psychomotor 1. Draw a graphic organizer and a K-W-L chart on the topics under discussion
Chapter 16 The Philippines After the People Power 1
To value the efforts of the government in pursuing its goals of attaining peace, political stability, and socio-economic development of the country.
Affective
2. Collect or draw pictures of the six presidents of the Third republic
II. TOPICS Economic Conditions, pages 179-181; the Roxas Administration, pages 182-184; The Quirino Administration, pages 184-185; The Magsaysay Administration, pages 186-187; The Garcia Administration, pages 188-189; The Macapagal Administration, pages 190-191; The Marcos Administration, pages 192-193; Society and Culture During the Third Republic, pages 194-197
III. MATERIALS Basic text; pictures of the six presidents of the Third Republic, diagram, K-W-L chart, graphic organizer
IV. METHODS A.
Preparation 1. Ask the students the following questions: a. What comes to your mind when you hear the words “world war?� b. How do you picture the conditions in the country after the world war? c.
How do leaders meet the problems after the war?
2. Show the pictures of President Osmeña and the six presidents of the Third Republic. Ask the students the following questions: Do you know these personalities? What do you know about them? 3. To facilitate the students’ prior knowledge about the personalities, ask them to accomplish the K-W-L technique. Tell them that they will accomplish the last column at the end of the lesson. K — What I Know
W — What I Want to Know
L — What I Learned
d. Another group will role play the collaboration issue. Have one student play the role of President Osmeña and another student will represent the American government explaining their stand on the issue. Have them brainstorm the issue on how to solve the collaboration issue until they come up with the idea of putting up a People’s Court. e. Encourage the group to analyze the provision of the Bell Trade Act and the Tydings Rehabilitation Act. f. Encourage a class discussion on the topic discussed by the group. 3. Ask one group to present a panel discussion on the Roxas administration with the discussion centered on: a. The treaties and military agreements signed by the United States and the Philippines b. Guerilla issue Have another group of students compose the panel of reactions to the panel discussion. 4. Ask the class to answer Check Yourself on page 183. 5. Have one group discuss the Quirino administration using a graphic organizer. Weekly news conference
B.
Loss of Faith in the Government
Development of the Lesson 1. Tell the students that they will now find out the condition in the country after the war and the measures taken by the six succeeding presidents to recover from its destruction. 2. Ask one group to present a television broadcast on the condition of the Philippines after the war. a. One student will play the role of President Osmeña of the Philippine Commonwealth to report to the people on the destruction caused by the war. b. Other members of the group will show pictures of the destruction caused by the war. c. One student will play the role of Senator Millard Tydings and report on the American assistance to the Philippines.
PACSA Minimum Wage Law Establishment of the Central Bank Aqriculture and Industrialization
Quirino Administration Peace and Order
Policy of Attraction Mutual Defense Act
a. Ask the group to fill in the boxes and lines in the graphic organizer with the two major problems of the Quirino administration and opposite each box, the solutions. b. Ask the group to discuss the completed organizer. 41
6.
7.
8. 9.
10. 11.
42
c. Encourage class interaction on the group’s presentation. d. Process the topic discussed by the group. Group the students into four. Each group will discuss one program of the Magsaysay administration. Give each group enough time for a group discussion. At the end of the group discussion, have each group give a summary of their discussion before the class. a. Encourage class interaction on the topic assigned to the group. b. The teacher will process the topic under discussion. Facilitate a class discussion on the Garcia administration. After the class discussion, put a reaction wheel before the class. Ask one student at a time to rotate the wheel and when it stops, ask one of the policies of Garcia. Ask at least two or three students to give their reaction on that policy. Repeat the process until several students have given their reaction to the policies. Ask the students to answer Check Yourself on page 189. Have one group present a cabinet meeting of President Macapagal discussing with the cabinet members the programs of his administration. a. Have a class interaction after the activity. b. Suggested questions after the activity: • In what way was the land reform program of Macapagal a help to the tenants? • Do you approve in changing the date of Philippine independence from July 4 to June 12? Explain your answer. • How did President Macapagal try to stop graft and corruption? • Why is it so hard to stop graft and corruption in the country? Ask the students to answer Check Yourself on page 191. Have one student play the role of President Marcos delivering a State of the Nation Address (SONA) before the Congress with the entire class serving as the lawmaking body. Ask some students to play the role of law makers giving their reaction to the SONA.
12.
Ask a group to conduct an interview of former government officials. Assisted by an anchor man, the roving reporter will ask questions to the officials intended to bring out the conditions in the society and culture during the Third Republic. After the interview, ask the students to write statements about the topic or to complete the following stems: • Education during the Third Republic was ________. • The choice of Tagalog as the basis of the national language resulted in ________. • Women during the Third Republic were ________. Ask the students to read their statements. 7. Ask the students to answer Check Yourself on page 197.
C.
Application of Skills 1. Ask the students to read by groups Things to Remember on page 198. 2. Have the students answer Things I Will Do and Things I Can Do on page 201.
V.
EVALUATION Ask the students to answer Things I Learned on pages 198-200.
ANSWERS TO THE EXERCISES IN CHAPTER 13 ˛
Check Yourself, page 183 1. Collaboration issue pertains to Filipinos accepting office during the Japanese occupation. A People’s Court fined all suspected collaborators. Those who were found guilty were imprisoned. 2. The Philippines was granted financial aid for the rehabilitation and reconstruction of the country. 3. Because the Huks were accused of being communists
˛
Check Yourself, page 189 1. Because of alleged electoral frauds and intimidations committed by the Huks in Central Luzon 2. No, because it did not provide for an automatic military reactions.
3.
4.
5.
6. ˛
˛
˛
Magsaysay issued agricultural lots to farmers and granted them easy-term credit. He resettled families in public lands in different parts of the country and built barrio roads and irrigation projects. Because of ways of approaching the common people like shaking their hands, eating with them with his bare hands and talking to them about their grievances. By implementing his Filipino First Policy, encouraging the consumption of local products, prioritizing Filipino businessmen over foreigners, and encouraging Philippine folk dance groups. Because the business and trading rights of foreign businessmen were limited in the country.
˛
B.
Check Yourself, page 191 1. By replacing the share tenancy system in agriculture with the leasehold system 2. It was considered a nationalistic move of recognizing the heroism of Filipinos during the Philippine Revolution Check Yourself, page 193 1. By borrowing heavily from multilateral financial institutions, launching the Green Revolution, campaigning for the use of the miracle rice, establishing the NEDA, and his large scale infrastructure projects. 2. By borrowing money from multilateral financial institutions. 3. Because this is one way of promoting peace and stability not only in the country but in the whole world. The Philippines will benefit much by having relations with them. Check Yourself, page 197 1. By adapting the American style of education, emphasizing American democracy, and using English as a medium of instruction 2. To help improve the condition of the community 3. Filipino writers wrote essays, novels, poems, and short stories in Tagalog. Magazines in Filipino also emerged and they became effective instruments for the propagation of Philippine nationalism. 4. Women were discriminated and oppressed, received lower salaries than men, experienced domestic violence and other forms of abuses. 5. By organizing women’s movements that worked for reforms and campaigning for women’s suffrage
Things I Learned, pages 198-200 A. 1. a 6. c 2. b 7. c 3. d 8. a 4. a 9. b 5. b 10. d
11. 12. 13. 14.
Set 1 1. f 2. d 3. e 4. a
5. 6. 7.
b h i
Set 2 1. d 2. c 3. g
4. 5.
a b
c b b a
VI. ENRICHMENT ACTIVITY Read the biography of the six presidents of the Third Republic.
Chapter 14 THE PHILIPPINES UNDER MARTIAL LAW (12 days) MAJOR CONCEPT Under Martial Law, people’s rights were curtailed, basic freedom was suppressed, and lives were changed.
I.
SPECIFIC OBJECTIVES A.
Cognitive 1. Describe the conditions in the Philippines before the declaration of martial law 2. Analyze the reasons for the declaration of martial Law in the Philippines 43
3. Describe the structure of the government under Martial Law 4. Discuss life under the New Society 5. State the reactions of the people to martial law
B.
Affective 1. Value the love of Filipinos for freedom 2. Assume responsibility in protecting democracy
C.
Psychomotor 1. Make a collage showing events in the Philippines before martial law 2. Prepare a skit on the New Society
II. TOPICS Philippine Society Before the Declaration of Martial Law, pages 202-203; Leadership Under Martial Law, pages 203-205; The New Society, pages 206-209
III. MATERIALS Basic text, collage, picture of President Marcos; Filipinism CDROM 5
IV. METHODS A. Preparations 1. Show the picture of President Ferdinand Marcos to the class. Ask them the following: a. Do you know this man? b. What do you remember about him? c. How was he as the sixth president of the Third Republic of the Philippines? d. From a score of 1-10, how would you rate him during his first term of office as the president of the country? Explain. 2. Ask the group to explain to the class the collage they have prepared showing conditions in the Philippines before martial law. Encourage class interaction based on the groups’ presentation. 44
3. Have one student play the role of President Marcos as he appears in national television declaring martial law in the country. Encourage class reaction to the role-playing. Some may suggest questions during the processing of the activity. • Were the conditions of the country then so bad that there was a need to declare martial law? • What could have been President Marcos’ other options instead of declaring martial law? • Do you agree with President Marcos that to achieve economic prosperity, there must be peace and order in the country? 4. Ask another group of students to describe the structure of the government under martial law using a graphic organizer. Suggested questions after the group activity: • What were the changes made under the new structure of the government? • Why were several amendments made in the 1973 constitution? • Why did President Marcos become powerful under this set up? 5. Have the students answer Check Yourself on page 205. 6. Have another group of students present a skit on the New Society showing the following: a. excesses of martial law b. economic problems c. social problems The teacher will process the activity by asking some questions. 7. Divide the students into subgroups of three or more to share in the discussion on the reaction of the Filipinos to martial law and on the effects of martial law. The teacher will process questions and issues after the subgroups’ discussion. 8. Ask the students to answer Check Yourself on page 209.
C.
Application of Skills 1. Read by groups Things to Remember on page 210. 2. Have the pupils answer Things I Will Do and Things I Can Do on page 213.
V.
˛
EVALUATION
Check Yourself, page 209 1.
Some of the abuses committed under martial law were violation of human rights, adoption of cronyism in political and business dealings in government, and maintenance of luxurious lifestyle by government officials.
2.
The economy worsened during the martial law period because of the many excesses and wrong economic moves by the government. The government loaned heavily from foreign banks to finance its many projects. It also imposed monopoly on coconut and sugar industries which were badly managed by Marcos cronies. Thus, these industries were badly hit when the prices of these two major export commodities of the country crashed.
Let the students answer Things I Learned on pages 210-112. ANSWERS TO THE EXERCISES IN CHAPTER 14 ˛
Check Yourself, page 205 1. Widespread poverty, the threat of the National People’s Army, the Muslims’ fight for equal treatment from the Philippine government were just three of the immediate grievances by the people in the numerous unrest staged before the declaration of martial law. This unrest was marked by protests, rallies, and bombings, as what happened on August 21, 1971 at the Plaza Miranda in Manila. 2. President Marcos implemented martial law because according to him, it was only with an iron hand that he can establish the New Society. His opponents, however, believed that with the imposition of martial law, Marcos effectively extended his term of office which was supposed to end in 1973. 3. President Marcos declared martial law so that he can continue his term of office and assume dictatorial powers. Together with his allies in Congress, he passed the 1973 Constitution which he said legitimized and justified the extension of his term. 4. Under martial law, the government became parliamentary in form wherein there were still three branches — the executive which was headed by the President and Prime Minister. The President is the head of State and the chief executive of the Republic. The Prime Minister, on the other hand, holds the real executive power who is assisted by Cabinet ministers. The legislative branch was represented by the Batasan Pambansa while the Supreme Court still held the judicial branch. 5. Because he made so many amendments to the 1973 Constitution which led to his assumption of the dual role of President and Prime Minister. He also used the military in governing the country.
˛
Things I Learned, pages 210-211 A.
B.
C.
D.
1.
c
6.
d
2.
a
7.
c
3.
c
8.
a
4.
b
9.
b
5.
d
10.
c
1.
C
6.
C
2.
W; malevolent
7.
C
3.
W; deteriorated
8.
W; government offices
4.
C
9.
C
5.
C
10.
1.
c
4.
e
2.
a
5.
g
3.
f
1.
cronyism — the act of giving favors to relatives, friends, and allies to advance their business or political interests
2.
desaparecidos — civilians who were arrested but were never seen again
3.
writ of habeas corpus — a written court order requiring a person under arrest to be brought before a court to investigate the lawfulness of his/her detention
W; Mindanao
45
4. 5. 6.
martial law — a military government involving the suspension of ordinary laws kickback — money pocketed from certain projects curfew — a signal that everyone must be indoors at a certain time
VI. ENRICHMENT ACTIVITY Let the students do the activity in Things to Learn on My Computer on page 213 of the textbook.
Chapter 15 RESTORATION OF DEMOCRACY (10 days) MAJOR CONCEPT The assassination of Ninoy Aquino, Jr., the events that followed it, and the People Power Revolution ended the rule of President Marcos and restored democracy.
I.
C.
1. Prepare newspaper models and interaction frames in class discussions 2. Participate actively in group activities
II. TOPICS Events Leading to People Power 1 Revolution, pages 214-216; People Power Revolution, pages 217-218
III. MATERIALS Basic text; pictures related to the EDSA revolution; newspaper model; and interaction frames; Filipinism CD-ROM 5; computer with internet connection
IV. METHODS A.
Cognitive 1. Narrate the events that led to the People Power or EDSA Revolution 1 2. Describe People Power Revolution 3. Name some important personalities involved in the People Power Revolution
B.
Affective 1. Help strengthen democracy in the country 2. Show an admiration for the people who worked hard to restore democracy in the Philippines 3. Collect pictures about the EDSA Revolution
46
Preparation 1. Show the pictures of Ninoy Aquino, Corazon Aquino, and events in the EDSA Revolution 1. Ask: a. What do these pictures remind you of? b. What stories are you reminded of in relation to these pictures? c. Ask the students to analyze the pictures of the oath taking of Corazon Aquino and the EDSA Revolution 1. 2. Have the class sing songs that were sang during the EDSA Revolution 1. Ask the class what they feel when they hear or sing these songs. Ask them the message in these songs.
SPECIFIC OBJECTIVES A.
Psychomotor
B.
Development of the Lesson 1. Group the class into two. Let them discuss the events leading to the EDSA Revolution 1 using the newspaper model. One student will narrate the events and another student will accomplish the newspaper model. Example: presidential election of 1981
WHO
WHAT
WHEN
WHERE
WHY
HOW
Qualified voters
Presidential election
1981
Philippines
To show that Marcos was sincere in bringing back democracy
By going to the polls
V.
EVALUATION Have the students answer Things I Learned on pages 219-221.
ANSWERS TO THE EXERCISES IN CHAPTER 15 ˛
The second and third groups will discuss the other two events: a. Assassination of Benigno “Ninoy”Aquino, Jr. b. Snap elections of 1986 Encourage class interaction after the three activities. 2. Ask the students to answer Check Yourself on page 216. 3. Have the students discuss the People Power Revolution using the interaction frame. As strategy, let the two groups position themselves as contending parties in the People Power Revolution. Interaction frames are organized around the following questions: a. What are the goals of the various groups? b. What actions did they take to accomplish their goals? c. How did the groups get along? d. What happened as a result of contact among groups? The groups under discussion are: • Enrile, Ramos, and the rebel groups • Marcos and Ver • Corazon Aquino and other sectors of society 4. Ask the students to answer Check Yourself on page 218.
C.
Application of Skills 1. Ask the class to read and explain Things to Remember on page 219. 2. Have the class answer Things I Will Do and Things I Can Do on pages 220-221.
˛
˛
Check Yourself, page 216 1.
A national election was held in 1981 to show that Marcos was sincere in bringing back democracy.
2.
Ninoy Aquino, Jr. was jailed during martial law because he was very critical of the leadership of President Marcos.
3.
The assassination of Ninoy Aquino, Jr. in 1983 eroded the trust of the Filipino people to the government as well as to foreign investors and the international community. This led to numerous demonstrations and rallies. Eventually, Marcos called for a snap election in 1986 to prove that he still had the legal mandate to lead the nation.
Check Yourself, page 218 1.
The Filipinos ended Marcos’ rule via People Power.
2.
The People Power Revolution showed that Filipinos can resolve their political issues through peaceful means.
Things I Learned, pages 219-220 A.
B.
C.
1.
✓, ✗
5.
✗, ✓
2.
✓, ✗
6.
✓, ✗
3.
✗, ✓
7.
✗, ✓
4.
✓, ✗
8.
✓, ✗
1.
martial — military
2.
snap — easily accomplished
3.
assassinate — kill
4.
dictator - tyrant
5.
revolution — overthrow of a government
1.
C
4.
B
2.
A
5.
E
3.
D
47
VI. ENRICHMENT ACTIVITIES
C.
1. Participate in an informal class debate 2. Draw an accordion book, narrative writing web, and a PMC chart
1. Refer the students to the weblink about the heroism of Benigno Aquino, Jr. found on page 215 of the textbook. They may easily access this weblink at i-learn.vibalpublishing.com. 2. Let the students do the activities listed under Things to Learn on My Computer on page 221. The video about the snap elections of 1986 and the People Power Revolution may also be accessed online at i-learn.vibalpublishing.com.
Chapter 16 THE PHILIPPINES AFTER THE PEOPLE POWER 1 REVOLUTION (16 days) MAJOR CONCEPT After the EDSA revolution, the Fifth Republic was established with President Corazon Aquino as the first president and later followed by Fidel Ramos, Joseph Estrada, and Gloria Macapagal- Arroyo, each facing the challenges of the times.
I.
OBJECTIVES A.
Cognitive
Psychomotor
II. TOPICS The Aquino Administration, pages 223-226; The Ramos Administration, pages 227-229; The Estarda Administration, pages 230-231; The Macapagal-Arroyo Administration, pages 232-234
III. MATERIALS Basic text; pictures of the presidents after the EDSA Revolution; accodion book; narrative writing web; and a PMC chart; Filipinism CD-ROM 5
IV. METHODS A.
Preparation 1. Show an accordion book containing significant events as scenes about the EDSA Revoution. 2. Ask the class to explain each scene. 3. Have them give their reactions or feeling about each scene.
1. Name the president of the Philippines after the EDSA revolution 2. Analyze the administration of each president 3. Explain the measures taken by each president to carry out the goals of the EDSA revolution
B.
Affective 1. Sustain interest in the administration of the Philippines by officials elected by the people 2. Show admiration for the Filipinos who struggled to regain freedom and democracy in the country
48
4. Ask the class: What do you expect from the presidents of the Philippines after the EDSA revolution?
B.
Development of the Lesson
2. After the discussion on the administration of each president, ask the class to accomplish Check Yourself on pages 226, 229, 231, and 234. 3. After the presentation of the narrative writing web, have the class analyze the administration of each president using the Plus, Minus, and Challenging points.
1. Post on the blackboard the pictures of the four presidents of the Philippines after the EDSA revolution. Below each picture, draw a narrative writing web as shown below. Have the class accomplish the narrative web as a guide in the discussion of the administration of each president.
Plus
l
Ec
ca liti o P
Minus
Challenging
on
om
ic
A
nts me __ e v ie __
___chieve ___ ____ments ___ ____ ____ ___ ___ ___ _ __
Ach ____
_ ___ _ _ _ _ _ _ _ __ __ ___ ____ ___
4. After the discussion of the PMC of each president, have the class decide who among the four was the best president or rank them according to their choice. 5. Have an informal class debate before the class. Give their decision.
Administration of President Aquino
C.
1. Have the class read by groups Things to Remember on page 235. 2. Have the students answer Things I Will Do and Things I Can Do on page 237.
Achievements
___________ ___________ ___________
Social
Application of Skills
V.
EVALUATION 1. Have the students answer Things I Learned on pages 235-236. 2. Have the students take the interactive quiz as presented in the second activity under Things to Learn on My Computer on page 237. 49
ANSWERS TO THE EXERCISES IN CHAPTER 16 ˛
˛
50
Check Yourself, page 226 1. President Aquino exercised her executive powers by reorganizing the government, rebuilding the Philippine society, and restoring democratic institutions. 2. Under the Freedom Constitution, President Aquino was given the power to reorganize the government. She abolished some government offices such as the Batasang Pambansa and the Office of the Prime Minister. She also renamed ministries into departments, headed by secretaries. 3. By creating the Presidential Commission on Good Government which was tasked to investigate and sequester the ill-gotten wealth allegedly stolen by the Marcos family and cronies. 4. The main objective of the Comprehensive Agrarian Reform Law was to transfer ownership of farmlands to the tenants from the landowners. 5. There were many critics of President Corazon Aquino many of whom cast doubts on the legitimacy of her presidency. It was mainly because of this issue that seven coup attempts to overthrow her administration were staged during her term. Check Yourself, page 229 1. President Fidel V. Ramos implemented his economic programs by adopting three primary policies: trade liberalization, deregulation of industries, and privatization of certain government corporations. 2. With the removal of tariffs on foreign imports, these products became cheaper and competed directly with local products. This led to an imbalance between local businessmen whose capital is much smaller compared with foreign companies. 3. By being actively involved in international organizations, the Philippines clearly sent the message that it is supportive and adhering to the idea of globalization as an important step towards economic growth and development. 4. Through these state visits, President Ramos was able to encourage foreign investors to the country which led to the generation of new jobs for Filipinos. 5. President Ramos created the National Unification Commission to manage and implement the government’s reconciliation program with Muslim secessionist groups. Peace negotiations with the Moro National Liberation Front (MNLF) were also held in Jakarta, Indonesia.
˛
˛
˛
Check Yourself, page 231 1. Answers may vary depending on the students. 2. People Power 2 was staged because of the people’s loss of confidence in the presidency of Joseph Estrada. His short terms was plagued by many issues and accusations of graft and corruption, specifically his unexplained wealth, untruthful declaration of his statement of assets and liabilities, and his string of mistresses. The jueteng issue between him and Ilocos Governor Luis Singson ignited the people to once again converge in EDSA and demand for his removal from office. Check Yourself, page 234 1. By distributing land titles and health cards; creating livelihood projects; implementing the Electric Power Industry Reform Act of 2001 2. Because prices of goods and services increased with the passing of E-VAT Things I Learned, page 235 A. 1. b 4. a 2. f 5. e 3. d B. 1. globalization 4. liberalization 2. deregulation 5. Constitution 3. privatization C. 1. d 4. d 2. a 5. a 3. d D. 1. C 4. W; poverty 2. W; Cecilia Munoz-Palma 5. C 3. C
VI. ENRICHMENT ACTIVITIES 1. Refer the students to the weblink about recollections and insights on EDSA People Power 2 found on page 231 of the textbook. This link may also be accessed at i-learn.vibalpublishing.com. 2. Let the students do the activities listed under Things to Learn on My Computer on page 221. The video about the snap elections of 1986 and the People Power Revolution may also be accessed online at i-learn.vibalpublishing.com.
UNIT TEST I.
KNOWLEDGE OF TERMINOLOGY
Test your recall of the concepts discussed in this unit by giving your own definition of the concepts listed below. Write your answer in the lines after each concept 1. Land Reform Program — (the program of government regarding the right of farmer to own and till their own land) 2. Southeast Asia Treaty Organization — (the organization formed by the United States, United Kingdom, Australia, France, New Zealand, Pakistan, Thailand, and the Philippines in 1954 that aimed to counter the spread of communism in the region) 3. Filipino First Policy — (the central program adopted by the administration of Carlos P. Garcia wherein he promoted economic nationalism among Filipinos) 4. Martial Law — (the rule imposed by President Ferdinand Marcos when he issued Proclamation No. 1081 on September 21, 1972. Under this, Marcos ruled with an iron fist, with the backing of the military) 5. New Society — (the centerpiece program of President Marcos during the martial law period. Under this, he worked towards cultivating a positive image of the Philippines through different policies that actually led to abuse of power and curtailment of people’s rights)
9. Visiting Forces Agreement — (the military agreement between the Philippines and the United States signed during the term of President Joseph Estrada. Under this agreement, Filipino and American troops will hold joint military exercises within the Philippine territory) 10.
Snap election — (the unscheduled election called by Ferdinand Marcos in 1986 to prove that he still had the mandate to lead the country)
II. IDENTIFICATION Recall the personalities being described in each item. Write only the name of the person on the space provided before each number. ____________
1. He placed the Philippines under martial law. (Ferdinand Marcos)
____________
2. He changed the date of Philippine independence from July 4 to June 12. (Diosdado Macapagal)
____________
3. This leader of the Democratic Alliance was removed from Congress in order to amend the 1935 Constitution and to pass the bill on parity rights. (Luis Taruc)
____________
4. She was the first woman elected as senator. (Geronima Pecson)
____________
5. She was awarded the National Artist for Dance in 1973 for her contributions in the field of folk dance. (Francisca Reyes-Aquino)
____________
6. The staunchest critic of President Marcos, he was gunned down in the tarmac of Manila International Airport on August 21, 1983. (Benigno “Ninoy” Aquino, Jr.)
____________
7. She ruled early in her term under the power of the Freedom Constitution. (Corazon Aquino)
____________
8. He was the running mate of Corazon Aquino during the 1986 snap election. (Salvador Laurel)
6. Dictatorship — (the type of leadership wherein the power of the government or State is wielded by only one person) 7. Freedom Constitution — (the temporary Constitution used by Corazon Aquino when she assumed the presidency after Ferdinand Marcos. Under this Constitution, Aquino was able to reorganize the government and started the restoration of basic freedom and revitalization of the economy) 8. People Power — (the peaceful movement used by Filipinos in ousting a leader such as Ferdinand Marcos and Joseph Estrada due to their abuse of power)
51
____________
9. He won the presidential election in 1998 with the most number of votes ever received by a presidential candidate in Philippine history. (Joseph Ejercito Estrada) ____________ 10. She became the second woman president of the Philippines in 2001. (Gloria Macapagal-Arroyo)
8. President Roosevelt wanted that the collaborators be _______. a. imprisoned b. pardoned c. removed from position of power * d. given more influence in the government 9. The military bases agreement between the US and the Philippines provided for the _______. a. establishment of US military bases in the Philippines* b. appointment of Filipino officials in the bases c. recruitment of Filipino soldiers d. removal of military bases in the Philippines 10. The centerpiece of President Aqunio’s program was _______. a. education b. peace and order c. culture d. Comprehensive Agrarian Reform Law
III. MULTIPLE CHOICE Write the letter of the correct answer. 1. The Reparation Agreement between the Philippines and Japan was signed during the term of _______. a. Elpidio Quirino c. Carlos Garcia b. Ramon Magsaysay* d. Manuel Roxas 2. Martial Law in the Philippines was declared in ____. a. 1970 c. 1982 b. 1972* d. 1986 3. The office that has the duty to investigate anomalies involving any government official or employee is _______. a. Supreme Court c. Trial Court b. Court of Appeals d. Tanod Bayan* 4. The gravest abuse of Martial Law was _______. a. human rights violations* c. closing of schools b. amassing ill-gotten wealth d. setting of curfew 5. The most popular opposition leader during Marcos’ rule was _______. a. Ninoy Aquino* c. Salvador Laurel b. Juan Ponce Enrile d. Fidel Ramos 6. In the snap election of 1986, the Batasang Pambansa proclaimed as the elected president _______. a. Arturo Tolentino c. Ferdinand Marcos* b. Corazon Aquino d. Salvador Laurel 7. The president under whose administration “holiday economics” was adopted was _______. a. Corazon Aquino c. Fidel Ramos b. Gloria Macapagal-Arroyo* d. Joseph Estrada 52
V.
CAUSE AND EFFECT RELATIONSHIP Match the cause in column A with the effect in column B. B A (e) ______ 1. Declaration of Martial a. Restoration of Democracy Law b. People Power 2 (h) ______ 2. Monopoly of coconut and c. Confusion on the actual sugar historical date in Philip(i) ______ 3. Death of Ninoy Aquino pine history (j) ______ 4. People Power 1 Revolu- d. Imprisonment of political tion opponents of Marcos (a) ______ 5. End of Marcos dictatore. Violation of human rights ship (g) ______ 6. Abolition of US military f. Political and economic control of weak countries bases (b) ______ 7. Controversies of the g. Restoration of sovereignty over Philippine territory Estrada Administration h. Worsening economic crises (c) ______ 8. Holiday economics (d) ______ 9. Suspension of the writ of i. Massive protests against Marcos habeas corpus (f) 10. Neocolonialism ______ j. Ended Marcos rule