INTRODUCTION

Pre- Discussion
Social Studies:
 is the study of human being and his environment.
 is a key learning areas and part of the curriculum in the elementary grades.
 Originated un the Great Britain (United Kingdom) during 1820’s and
quickly move to the United States.
 In 1992, the National Council for Social Studies (NCSS) adopted the
following definition:
Social Studies is the integrated study if the social sciences and humanities
to promote civic competence.
Objectives of Social Studies
1. To understand our environment. Find out its problem and be able to solve
them.
2. To help us understand the laws of our country and be able to obey them.
3. To acquire desirable skills to solve our environmental problems.
4. It helped us to understand the importance of hard work and honesty within
the society.
Purpose
To help young people develop the ability to make informed and reasoned decision
for the public good as citizens of a culturally diverse democratic society.

Goals
Social studies educates students on citizenship providing them with the knowledge,
skills and attitudes that will help them to become competent and responsible
citizens who are informed, truthful, participate

Scope
Includes the content subject matter or the experience that are to be

Five Components
1. Geography
2. History
3. Culture and Society
4. Civic and Government
5. Economics
Characteristics or Features of Social Studies
1. Social Studies is the study of people.
2. Social Studies involved integration if the social sciences and humanities.
 3. Social Studies should help students acquire knowledge, master the social
studies skills.

Benefits of Social Studies

1. Help students grow their critical thinking ability by evaluating decisions
taken by proponent leaders in the past.
2. Students get the advantages of getting knowledge from other people errors
because they discover more about the winning and failed decisions made in
the past.
3. Some educators advocate a social studies curriculum that developed
democratic citizens who are more than loyal and patriotic but also are critics
of their government (Levstik & Tyson, 2008)
2 Types of Social Social Sciences
1. Pure Sciences
2. Applied Social Sciences
Social Science
The study of society and the manner in which people behave and influence the
world around us.
7 branches of Social Sciences
1. Anthropology
2. Economics
3. Sociology
4. Political Science
5. Geography
6. Psychology
7. History
Applied Social Sciences
The study that uses the knowledge based theories, principles, and methods of
interdisciplinary disciplines of basic social science to understand the society and to
help address or solve a social problem or practical problem in society.
3 branches of Applied Social Sciences
1. Counselling -
2. Social Work
3. Communication Skills
Methods of Learning Social Studies
1. Inquiring method
2. Observation method
3. Fieldtrips
4. Learning through concepts
5. Discussion
SUMMARY
Social studies are course of the study or field or discipline originated in Great
Britain in the 1820’s. An attempt to use education as a vehicle to promote civic
consciousness and social welfare. Social studies is the study of man and his
environment.

CHAPTER 3: CONCEPT OF HISTORY

History is the study of changes over time and it covers all aspects of human
society. Studying history allows us to observe and understand how people and
societies behaved.
There are seven concepts of history:
1. Perspective
2. Continuity and change
3. Cause and effects
4. Evidence
5. Significant
6. Contestability
7. Empathy
History is one of the major branches of social sciences. It deals with the
study of the past events, and account of past person or a group of people through
written documents and historical evidences.
It is derived from the Greek word “historia” which means acquired
knowledge through inquiry and investigation.
History as a discipline existed around 2400 years and is as old as
mathematics and philosophy.
The term was then adopted to classical Latin where it acquired a new
definition. ‘Historia” became known as the account if the past of a person, group of
people through written documents and historical evidences.
History become an important academic discipline.
Historian wrote about important individuals and focused on writing about
wars, revolutions and important events.

Key Concepts of History

1. Sources
2. Perspective
3. Continuity and change
4. Cause and effects
5. Evidence
6. Significant
7. Contestability
 8. Empathy
Purpose of History
It is the way of recreating the past so it can be studied in the present and re-
interpreted for the future generations******
Scope of History
Achievements in every field of life – political, economics, social, cultural, scientific,
technological, religious and artistic, etc, and at various levels – local, regional,
national and international. It starts with the past; make present its sheet – anchor
and points to the future.

Why Study History?

1. History help us understand change and how society we lived in came to be.
2. The second reason, history is inescapable as a subject o scripts.
Importance of Studying History
1. Because it allows us to understand our past, which in turns allows us to
understand our present.
2. Can provide us with insights into our cultures of origin as well as cultures
with which we night be less familiar, thereby increasing cross-cultural
awareness and understanding.
Reasons to Study History
1. History helps us understand the world.
2. History helps us who we are.
3. History helps us understand cultures.
4. History helps us judge wisely.
5. History helps understand change.
6. History helps us become good citizens.
7. History helps us to learn of the world events.
Why History matters?
Memory is what makes us who we are. If we lost our memory whenever we
fell asleep at night. It would be the same as we died and a new person wokeup in
our body the next morning.
History is the memory of a nation – Thomas Sowell “The Vision of the
Anointed”.

Skills Development in Studying History

Benefits of Knowing History:
1. Communication
2. Problem solving and analytical skills
3. Time management
 4. Presentation skills
5. Team work
Importance of Historical Documents
Are original documents that contains important historical information about
a person, place or event and can thus serve as primary sources as important
ingredients of the historical methodology.

Importance of Learning the Past

1. History makes us better decision.
2. History gives us the opportunity to learn from the past mistakes. It help us
understand the many reasons.
Types of Historical Sources
1. Primary Sources – is something that originates from the past. It can be
chronicle, a piece of pottery or even a piece of glacial ice that gives us climate
data about the levels of atmospheric carbon one thousand years ago.

Primary sources are those sources produced at the same time as the event,
period or subject being studied.

Includes documents or artifacts created by a witness to participant in an

event. Primary sources includes: diaries, letters, interviews, photographs,
newspaper, articles, government documents, poems, novels, plays and
music.

2. Secondary Sources – sources which were produced by an author who used

primary sources to produced the materials.

Secondary sources are historical sources which study certain history

subjects.

Three Parts of History

1. Ancient History (3600 BC – 500AD)
2. Middle Ages (500 – 1500AD)
3. Modern Ages (1500 – present)
***
BCE – Before Christ Existence
 Irag (Sumerian before)– The first people who have a writing system called
Cuneiform.
 Sumer - is the earliest known civilization, located in the historical region of
southern Mesopotamia (now south-central Iraq)

Historical Methodology
-comprise of certain techniques and rules that historian follow in order to properly
utilize.

Historical Skills
-historical thinking is a set of critical literacy skills for evaluating and analyzing
primary source documents to construct a meaningful account of the past.

Four Categories of Historical Thinking Skills

1. Analyzing historical sources and evidences
2. Making historical connections
3. Chronological reasoning and;
4. Creating and supporting a historical argument.

Five C’s of Historical Thinking

1. Change over time
2. Causality
3. Context
4. Complexity
5. Contingency

EEdSSC2: PHILIPPINE GOVERNMENT & POLITICS

LESSON 1. PRE-HISTORY, PRE-COLONIAL GOVERNMENT
The pre-colonial Philippines boasted advanced cultural and technological
achievements among its indigenous inhabitants. Beginning with Negritos around
15,000 to 30,000 BC, they were skilled hunters and gatherers. The Proto-Malays
arrived in 2500 BC, bringing expertise in sea farming and various skills. Later, the
Duetero-Malays introduced advanced cultures from India, China, Siamese, and
Arabic origins. By the 15th century, when the Spaniards arrived, the Philippines
already had established industries like mining, agriculture, fishing, and pottery,
with long-standing contacts with other Asian nations.
In terms of governance, pre-colonial Philippines featured a decentralized
system with independent village-states called barangays. These settlements, like
Sugbo, Maktan, Bigan, and Maynila, each housing 30 to 100 families, had no
national government. Some barangays formed confederations for collective
governance.
o The term barangay was derived from the Malay word barangay or
balangay, which means sailboat.
o Each barangay was ruled by a datu or village chief who was also known as
raha or rajah.
 o The primary duty of the datu was to rule and govern his subjects and to
promote their well-being. In Western Visayas it was not uncommon for the
datu to be the babaylan, as well.
According to Renato Constantino (1975), datu is not an absolute ruler, but
rather a respected community figures whose authority is limited by traditional
customs and procedures. The subject on their part serve the datu during wars and
voyages. Moreover, they paid tributes or buwis to their datu in the form of farm
products.
The datu, a chieftain in a barangay, typically gained his position through
inheritance or through battle prowess or leadership skills. In succession matters,
the first son usually succeeded the datu, and if the first son died without an heir,
the second son succeeded. In the absence of a male heir, the eldest daughter could
become a chieftain. Women’s rights and abilities were recognize during pre-
spanish times. If a datu died without an heir, a man was chosen based on wisdom,
wealth, and physical strength.
SOCIAL STRATIFICATION
Pre-Spanish Filipinos were divided into social classes namely:
o Nobles/nobility or Maginoo (the highest class/royal blood) - composed of
rulers and their families; usually addressed as Gat, Lakan, Raja, or Datu.
o Maharlika (warriors) – They are the well respected warriors of the barangay.
They have the same rights as the Timawa but doesn’t pay taxes
o Freemen or Timawa (the middle class) - the working class. They are is made
up of the commoners of a community. They are given the privilege to acquire
property, have any job, pick their own wives, and also have a slave.
o Slaves (the lowest class) Slaves are divided into to two:
o The Nerfs or Aliping Namamahay - not full-fledged slaves; had their
respective families and houses; only required to serve their masters during
planting and harvesting period.
o Aliping Sagigilid - they were the ‘real’ slaves; homeless, forbidden to form
their own families required to stay with their master’s dwelling and may be
used as a payment of debt.
How do they pay taxes?
o Freemen were the ones required in paying taxes
o The tax collected was called buwis or handog. They paid taxes for
protection and security from the datus.
o The chieftain’s family members were an exemption in paying taxes.
o Non-payment of taxes was already punishable.

THE DATU ASCENSION PROCESS

o The birth of a nation.

In the precolonial times, when a victorious datu, a chief of a

barangay, sakop, or village, had expanded his territory and other chiefs
pledged their support and alliances to him, that victorious datu would
ascend to become the datu of datus.
o The lord paramount.

The supreme datu, influenced by his religious convictions, would

modify his title to indicate his new role as the ultimate ruler — the monarch
of a bayan, banwa, bansa, or nation. The most frequently documented titles
for precolonial Malayan Filipino kings include lakan, raja, and sultan.
o The council formation.

The more villages and islands the lakan, raja, or sultan had or
influence over, the more administering he had to perform. Hence, to uphold
his rule and manage his growing kingdom, that ruler formed an elite state
council, which might be called the Pulong, the Kasapulan, or the Ruma
Bichara.
o The Pulong

In the barangay-type coastal societies of the Tagalogs in Luzon, their

state council might be called the Pulong, also known as Lipon or Lupon, and
its council member was titled as kapulong or kagawad.
o The Kasapulan

The Visayas, which had the banwa-type settlements, their state

council might be called the Kasapulan while its council member was
called kasapul.
o The Ruma Bichara

In Mindanao, the sultanates that had the banwa-type groups referred

their councilman as mantiri, and the Tausugs called their state council as
the Ruma Bichara, while the Maguindanaons called theirs as the Bichara
Atas.
A Dynastic Royal Council.
The early Malayan state councils were composed of the most royal datus or
the barabangsa datus.
o The Barabangsa Datu

A precolonial state council is also a royal council.

o The Maginoo Caste

It is evident that political dynasties held power in the past, and this
introduced an elite form of social stratification
The state council.
A state council was made of one ruler and few councilors — one
sultan and four councilors in the early years of the Sulu Sultanate — and its
members increased since then and up to the years of the Spanish
colonization of the Philippines.
 Political structure.
When the Castilians conquered Luzon and the Visayas in the 16th
century, the state councils of the ancient Philippines were destroyed, except
for the Mindanao sultanates.
The state and religion
Precolonial supreme rulers were also seen as the corporeal
representatives of their deities as hinted by their titles, such as the paduka
is an incarnate of a Hindu god, the batara is derived from the god Bathala,
and the sultan is the shadow of Allah.
SUMMARY
The cultural achievements of pre-colonial Philippines are rooted in the
prehistory and early history of the archipelago, showcasing the advanced culture
and technology of its indigenous inhabitants. Early Filipinos, including the Negritos
and Proto-Malays, contributed to the development of ancient Philippine civilization
through their skills in hunting, agriculture, and boat-building. The pre-colonial
government system was characterized by independent village-states known as
barangays, each led by a datu. The datu's role included governance, legislation, and
military command, and their authority was limited by traditional customs. Social
stratification consisted of nobles, freemen, and slaves, with different classes subject
to various roles and responsibilities, including the payment of taxes.
The birth of a nation involved the ascension of a victorious datu to become
the datu of datus, eventually leading to the formation of a dynastic royal council.
The political structure included titles such as lakan, raja, and sultan, with state
councils playing a crucial role in decision-making. The precolonial state councils
were later dismantled by the Spanish, except for the Muslim kingdoms in
Mindanao, where the political structure continued to thrive. State and religion were
intertwined, with supreme rulers seen as corporeal representatives of deities,
guided by spiritual leaders such as babaylan for animistic kingdoms and kali for
Moro monarchies.
LESSON 2. SPANISH EXPEDITIONS SETTLEMENT AND COLONIAL
GOVERNMENT

The Magellan Expedition

○ Ferdinand Magellan a Portuguese in the service of the Spanish crown, was
looking for a westward route to the to the Spice Islands of Indonesia.
○ March 16, 1521, Magellan's expedition landed on Homonhon island
○ April 17, 1521, Magellan sailed to Mactan
○ Out of the five ships and more than 300 men who left on the Magellan
expedition in 1519
○ Only one ship (the Victoria) and 18 men returned to Seville, Spain on
September 6, 1522.
Spain sends another expedition
o Garcia Jofre Loaisa
o Sebastian Cabot
o Alvaro de Saavedra
o Rudy Lopez de Villalobos
o Miguel Lopez de Legazpi

The Vilalubos Expedition

○ Ruy Lopez de Villalobos set sail for the Philippines from Navidad, Mexico on
November 1, 1542.
○ reached Mindanao on February 2, 1543
○ He established a colony in Sarangani
“Islas Filipinas”
The Legazpi Expedition
○ The Spanish expedition to the Philippines, led by Miguel López de Legazpi,
played a crucial role in the early stages of Spanish colonization in the
archipelago. This expedition, which commenced in 1564 and culminated
with Legazpi's arrival in Cebu in 1565, marked the start of a significant
chapter in Philippine history.
○ The expedition departed from Mexico in 1564 and set sail for the Philippines.
○ On February 13, 1565, Legaspi's expedition landed in Cebu island. After a
short struggle with the natives, he proceeded to Leyte, then to Camiguin and
to Bohol. There Legaspi made a blood compact with the chieftain, Datu
Sikatuna as a sign of friendship. Legaspi was able to obtain spices and gold
in Bohol due to his friendship with Sikatuna. On April 27, 1565, Legaspi
returned to Cebu; destroyed the town of Raja Tupas and establish a
settlement. On orders of the King Philip II, 2,100 men arrived from Mexico.
They built the the port of Fuerza de San Pedro which became the Spanish
trading outpost and stronghold for the region.
○ In 1571, Legaspi ordered the construction of the walled city of Intramuros
and proclaimed it as the seat of government of the colony and the capital of
the islands. In 1572, Legaspi died and was buried at the San Agustin
Church in Intramuros. In 1574, Manila was bestowed the title "Insigne y
Siempre Leal Ciudad de España" (Distinguished and ever loyal city of Spain)
by King Philip II of Spain.
Expedition and Colonization:
The Spanish arrived in the Philippines and formed friendly relations with Rajah
Tupas in Cebu, where they refueled and repaired their ships. In return, Legazpi
pledged protection to Tupas and his people. Afterward, Legazpi targeted Luzon,
facing resistance from local Muslim leaders. In 1571, he defeated Rajah
Sulaiman's forces in the Battle of Manila, establishing the city as the capital of
the new Spanish colony.
 Establishment of Settlements:
The Spanish colonization of the Philippines began with Ferdinand Magellan's
expedition in 1521, but the first permanent settlement was established by
Miguel López de Legazpi in Cebu in 1565. This marked the start of over three
centuries of Spanish rule. The Spanish aimed to expand influence, spread
Christianity, and control trade routes. Due to conflicts, they moved the capital
to Manila in 1571, strategically centralizing their control. This marked Manila's
transformation into a major trade and cultural center. The Spanish presence
profoundly impacted local culture, introducing Christianity, Roman law, and
the Spanish language.
The Philippines remained a Spanish colony until 1898 when the United States
acquired it after the Spanish-American War. The establishment of Spanish
settlements played a crucial role in shaping the archipelago's history and
identity within the broader Spanish colonial network in Asia and the Pacific.
Colonial Government:
The Philippines was governed by the Spanish through the Captaincy General of
the Philippines, which was part of the Spanish East Indies. The Governor-
General, appointed by the Spanish crown, was the highest-ranking official in
the colony. The Spanish colonial government was characterized by a
hierarchical structure, with various administrative divisions. Local governance
was implemented through the encomienda system, where Spanish
encomenderos were granted control over a certain area and its inhabitants.
Social Classes
o Peninsulares - enjoyed exclusive occupations, high-ranking government
roles, and significant control over land ownership.
o Insulares - Spaniards born in the Philippines or the Marianas, the second
lowest racial class in Spanish hierarchy.
o Ilustrados (The Enlighted Ones) - are the Filipino educated class during the
Spanish colonial era in the late 19th century, who were middle men who
were exposed to the ideals of Spanish liberty.
o Principalia - the privileged class of the Spanish colonial period in the
Philippines, who were the ruling elite and the link between the people and
the administration.
o Mestizos (Mestizo De Sangley, Mestizo De Espanol, Tornatras) - is a term for
a person of mixed blood, especially of Indian and European ancestry in
Central and South America.
o Indios - the native indigenous peoples in the Spanish American and Asian
possessions, including the Mariana Islands, before the 17th century.

Governor-General:
• The highest authority in the Philippines was the Governor-General, who was
appointed by the Spanish crown. The Governor-General served as the head
of both the civil and military administration in the colony.
• The Philippines was part of the Captaincy General of the Philippines, a term
that denoted its status as a military district. The Governor-General had
 significant powers and responsibilities, overseeing both governance and
defense.
Political Structure

• Governor-General - was the title of the government executive

• Residencia - a judicial examination held, given of the official acts of an
executive or judicial.
• Visita – temporary stay
• Royal Audiencia - served as an advisory body to the Governor General

Economic Structure
• Galleon Trade - refers to the Spanish trading ships
• Polo y servicio - was the forced labor system without compensation
• Bandala - locals were forced to sell their agricultural products at low prices
• Tributo - Filipinos paid taxes to Spain

Administrative Divisions
The Spanish colonial government established administrative divisions to efficiently
manage the vast territory of the Philippines. These divisions included provinces,
towns, and barangays.

Provinces were headed by alcaldes mayores, who were responsible for both civil and
military matters within their jurisdiction.
Towns were governed by gobernadorcillos and were further divided into barangays,
the smallest administrative units.
Local Government
• Alcadia - the administrative and judicial head of a town or village
• Corregimiento – term used for country subdivisions for royal administrative
purposes, ensuring districts were under crown control as opposed to local
elites

Encomienda System:
• The encomienda system was a significant aspect of Spanish colonial
governance. Through this system, Spanish encomenderos (landowners) were
granted the right to extract forced labor from indigenous communities in
exchange for "protection" and religious conversion.
• While theoretically, the encomienda system aimed to Christianize and
protect the indigenous populations, it often led to abuse and exploitation.

Role of the Catholic Church:

 • The Spanish colonial government worked closely with the Catholic Church,
and the Church played a central role in governance, education, and culture.
• Missionaries, such as the Franciscans, Dominicans, and Jesuits, were
instrumental in spreading Christianity throughout the archipelago. They
established missions, schools, and churches, contributing to the conversion
of the local population.
• The friars wielded considerable influence and power, often intertwining
religious authority with political influence. They played a role not only in
spiritual matters but also in shaping local policies and societal norms.

Impact on Society:
The Spanish colonial government and the Catholic Church had a profound
impact on Philippine society. The introduction of Christianity led to the integration
of Spanish cultural and religious elements into the local culture.
The Spanish system of governance, along with the encomienda system,
contributed to the formation of a hierarchical social structure. This structure
persisted even after the end of Spanish rule.

Economic Policies:
Spanish economic policies were primarily focused on extracting resources
from the Philippines for the benefit of the Spanish crown. This often resulted in
economic hardships for the local population.
Trade restrictions were imposed, and the galleon trade between Manila and
Acapulco became a crucial link in the global trade network. The Philippines
supplied goods such as spices, silk, and porcelain to the Americas, while silver
from Mexico flowed back to Manila.

LESSON 3. PROPAGANDA MOVEMENT, PHILIPPINE REVOLUTION,

DICTATORIAL AND REVOLUTIONARY GOVERNMENTS, & FIRST PHILIPPINE
REPUBLIC

Propaganda Movement
PROPAGANDA – Message designed to persuade its intended audience to think and
behave in a certain manner.
PROPAGANDA MOVEMENT – A peaceful crusade or campaign for reform was done
by means of pen and tongue to pressure the Spanish government.

Propaganda Movement
It took place during the late 19th century, specifically from the 1870s to the 1890s.
It was a period of Filipino nationalist activism against Spanish colonial rule in the
Philippines.
The Filipino exiles of 1872 and many patriotic students abroad met in Hong Kong,
Singapore, Barcelona, Madrid, Paris, London and other foreign cities.
It was organized and prepared by the Ilustrados.

 Dr. Jose Rizal

 Marcelo H. Del Pilar
 Graciano Lopez Jaena
Reforms Desired by the Propaganda Movement
• Equality of Filipino and Spaniards before the laws;
• Restoration of the Philippine representation in the Spanish Cortes;
• Filipinization of the Philippine parishes and the expulsion of the friars;
• Human Rights for Filipino.
• Assimilation of the Philippines as a regular province of Spain.

The Propagandists
LA SOLIDARIDAD – A newspaper that served as the main platform for the ideas
and the goals of the movement.
The propaganda movement came to an end in the late 19th century after rizal’s
arrest on December 30, 1896 and the collapse of the La Liga Filipina. La
Solidaridad went out of business in November 1895, and in 1896 both Del Pilar
and Lopez Jaena died in Barcelona, worn down by poverty and disappointment.

Philippine Revolution
The Revolution against Spain had two phases: the first from the declaration of
defiace against Spanish rule on August 23, 1896 till the conclusion of a truce in
December 14, 1897.
Katipunan
Katipunan - Kataas-taasan, Kagalang-galang Katipunan ng mga Anak ng Bayan
(KKK) or (Highest and Most Honorable Society of the Children of the Nation).
Katipunan's goals was for the archipelago to achieve independence through an
armed revolution. The anti-colonial secret organization eventually attracted people
from lower and middle classes across the country, enjoining them in an armed
revolt against Spain.
On July 7, 1892, the revolutionary society was established by Filipino nationalists
Deodato Arrellano, Teodoro Plata, Valentin Diaz, Ladislao Diwa, Andres Bonifacio,
and Jose Dizon.
On August 19, 1896, Katipunan was discovered by a Spanish friar, which resulted
in the start of the Philippine Revolution.

Cry of Pugad Lawin

• To symbolize the commitment of the an armed struggle, Bonifacio led his men in
a mass tearing of cedulas (community tax certificates), officially marking the start of
the Philippine Revolution against Spain. Shouting: “Mabuhay ang Filipinas!” (“Long
live the Philippines”).
• The revolt flared up in the surrounding provinces, including Central Luzon, San
Juan del Monte and Southern Tagalog which is why this is also known as the
Tagalog War.
The Katipunan was divided into two councils, namely the Magdiwang and Magdalo
– that is, those who favoured Aguinaldo and those who favoured Bonifacio.
• On March 22, 1897, the Tejeros Convention was established. This assembly of
officials was intended to unite the two factions and elect officers for the
revolutionary government.

The Pact of Biak-na-Bato

• On December 14, 1897, established a truce between the Spanish colonial
government and the Filipino revolutionaries. They received 400,000 pesos from the
Spanish Government.
• On April 25, 1898, marked the second phase of the Philippine Revolution. After a
US Navy warship exploded and sank in Havana harbor, the Americans declared a
war against Spain.
• On June 12, 1898, Aguinaldo declared the country’s independence and the birth
of the Philippine Republic. The Philippines’ National Anthem, “Lupang Hinirang”
was first heard by the Filipino people.
• It was December of that year when the Spanish government ceded the Philippines
to the United States through the Treaty of Paris. It is required that the United
States pay $20 million USD in recompense to the Spanish government.

Dictatorial and Revolutionary Governments

• A dictatorship is a form of government characterized by the rule of one person or
a small group of people who have no checks and balance on their power.
Dictators wield complete power and often inflict human rights abuses on other
citizens.
 o Ruler often raise to power out conflict.
o Dictators control all branches of government and the media.
o Intimidation, murder, imprisonment, violence, and other human rights are
used to control the population.

Dictatorial Government
The Dictatorial Government of the Philippines (Gobierno Dictatorial De Filipinas)
was established by Emilio Aguinaldo during the Spanish-American war on May 24,
1898, after returning from exile in Hong Kong, and formally established the
government on June 18. It was characterized by centralized power under
Aguinaldo’s rule.
Characteristics of Aguinaldo’s Dictatorial Government:
• Centralized Authority: Aguinaldo held control over the military,
government, and civil administration to strengthen resistance.
• Martial Law: enforcing strict law
• Resistance Focus: Aguinaldo’s main goal was organizing resistance
against American occupation forces.
• On June 23, Aguinaldo issued another decree, this time replacing the
dictatorial government with a revolutionary government.

Revolutionary Government
The Revolution Government is another government established by Gen. Emilio
Aguinaldo on June 23, 1898.

This government aims to struggle for the Philippine independence.

On June 20, Aguinaldo issued a decree organizing the judiciary, and on June
23, again upon Mabini's advice, major changes were promulgated and
implemented:
• Change of government from dictatorial to revolutionary.
• Change of the executive title from dictator to president.
• establishment of four major departments including foreign affairs,
navy and commerce.
• Agriculture and manufacture industries.
• Appointment of delegates to the revolutionary congress from the the
non-liberated provinces.
 • Creation of the Executive Board of the Revolutionary Committee at
Hong Kong.
As Mabini envisioned it, the Revolutionary Congress created by the June 18
decree had several aims: to promote the interest of the Filipinos, through the
passage of relevant laws and to serve as the Executive advisory body.
On September 15, Aguinaldo formally opened the revolutionary congress at the
church of Barasoain in Malolos.
• Later the representatives elected their officers:
• President: Pedro Paterno
• Vice- President: Benito Legarda
• First Secretary: Gregorio Araneta
• Second Secretary: Pablo Ocampo

It was not long after their first convening that the Malolos Representatives ran
into conflict with Mabini.
Congress prevailed over Mabini and began their constitutional work.
There were three draft constitution presented by:
• Pedro Paterno
• Apolinario Mabini
• Felipe Calderon

First Philippine Republic

The First Philippine Republic and also referred to by historians as the Malolos
Republic, was established in Malolos, Bulacan during the Philippine Revolution
against the Spanish Empire (1896–1898) and the Spanish–American War between
Spain and the United States (1898).
• Through the promulgation of the Malolos Constitution on January
22, 1899, succeeding the Revolutionary Government of the
Philippines. It was formally established with Emilio Aguinaldo as
president. It maintained governance until April 1, 1901.
 • In December 1898, Spain and the United States signed the 1898
Treaty of Paris, ending the Spanish-American war. As part of the
treaty, Spain ceded the Philippines to the United States.
• In February 4, 1899, fighting had erupted in Manila between
American and Filipino forces in what developed into the Philippine–
American War.
• After, Aguinaldo was captured by the American forces on March 23,
1901, in Palanan, Isabela. He declared allegiance to the U.S. on April
19, 1901, effectively ending the Philippine Republic.
The constitution written by the Malolos Congress was proclaimed on January 22,
1899, creating what is known today as the First Philippine Republic, with
Aguinaldo as its president. The constitution was approved by delegates to the
Malolos Congress on January 20, 1899, and sanctioned by Aguinaldo the next
day.
Parts of the constitution gave Aguinaldo the power to rule by decree. The
constitution was titled "Constitución política", and was written in Spanish.

LESSON 4. AMERICAN OCCUPATION AND GOVERNMENT COMMONWEALTH

AMERICANS IN THE PHILIPPINES

American settlement in the Philippines (Filipino: paninirahan sa Pilipinas ng mga

Amerikano) began during the Spanish colonial period. The period of American
colonialization of the Philippines was 48 years. It began with the cession of the
Philippines to the U.S. by Spain in 1898 and lasted until the U.S. recognition of
Philippine independence in 1946.
The United States invaded the Philippines, then governed by Spain as the Spanish
East Indies, during the Spanish–American War. During that war, Philippine
revolutionaries declared independence.
But the US imposed its own control, holding the Philippines until granting full
independence on July 4, 1946.

The Education Act of 1901 authorized the colonial government to recruit

American teachers to help establish an English-language educational system to
replace the Spanish one. These teachers became known as the Thomasites.
Besides English, the Thomasites taught agriculture, reading, grammar, geography,
mathematics, general courses, trade courses, housekeeping and household arts
(sewing, cooking, and crocheting), manual trading, mechanical drawing, and
freehand drawing. They also taught sports (baseball, track and field, tennis, indoor
baseball and basketball). Many of these people settled in the Philippines and had
Filipino spouses.
“Civilizing” Filipinos was largely accomplished through the education system. The
US vastly reformed education in the Philippines, as it had been severely lacking
under Spanish rule, where only the very elite could access it (Onorato 22).
They built around 10,000 schools, increasing the total number from 3,000 schools
to 13,000 open to the general public spanning the years from 1903 to 1940
(Mojares 11).
Americans hoped that educating the general public of the Philippines would tamp
down on objections to American colonial rule as students would learn about the
benefits of an American system of government, and officials hoped students
would diffuse these ideas out into their communities (Paulet 179, 191).
It’s important to note that American objectives shaped the education process
more than the Filipinos it was created to serve. The US wanted to teach Filipino
society to become virtually the same as American society (Paulet 192-3).
American control of the education system, which was facilitated in English,
instilled a reverence for American heroes like George Washington and Abraham
Lincoln, the notions of freedom and democracy, and individualism (Onorato 24).
Filipinos even celebrated America-specific holidays, such as the Fourth of July.
Furthermore, though the US government asserted their education was for the
eventual self-governance of Filipinos, when Filipinos would gain said independence
was ultimately to be determined by America (“The Philippines”).

COMMONWEALTH GOVERMENT
Early on, at the start of the American occupation, the United States had
established local governments with local elected town and provincial officials.
Afterward came a gradual expansion of national legislative representation,
beginning with the Philippine Assembly (or Lower House) in 1907.
It was not until the Jones Law of 1916 that the pledge of eventual
independence—once Filipinos were ready for self-governance—was made. The
Jones Law led to the creation of an all-Filipino legislature composed of the
Philippine Senate and House of Representatives. However, the position of Chief
Executive—the Governor-General—and what was considered the most important
cabinet portfolio—Public Instruction (precursor to the Department of Education)—
were reserved for American officials appointed by the President of the United
States. Half of the Philippine Supreme Court was reserved for Americans as well.
Independence Missions from 1919 were periodically sent to the U.S. Congress and
the White House to lobby for and negotiate independence.
• In 1931, the OsRox Mission (which stands for “Osmeña and Roxas”)
successfully lobbied for the enactment of the Hare-Hawes-Cutting Act, which
was passed over President Herbert Hoover’s veto in 1932. This was, however,
rejected by the Philippine Legislature.
• In 1934, a new mission (the QuAquAl Mission, made up of Quezon, Benigno
Aquino Sr., and Rafael Alunan) negotiated the Tydings-McDuffie or the
Philippine Independence Act, which set a ten-year transition period to be
 known as the Commonwealth of the Philippines, followed by the recognition
of the independence of the Philippines by the United States.

The Tydings-McDuffie Act established the parameters for the preparatory period.
Some powers of supervision were reserved to the United States, as well as foreign
diplomacy and currency. In all other respects, the Philippines became self-
governing.
Among the provisions was the election in 1934 of a Constitutional Convention to
draft the constitution of the incoming commonwealth government. Its was presided
over by Claro M. Recto with 202 elected Filipino delegates.

The convention finished its work on February 8, 1935 and submitted it to

the President of the United States for certification that its provisions complied with
the Philippine Independence Act. It was certified on March 25, 1935 and it was
subsequently ratified by the Filipino people in a plebiscite on May 14, 1935. Aside
from the certification by the President of the United States of the draft constitution
for the Commonwealth of the Philippines, the United States government also
reserved certain powers: currency, coinage, imports, exports, and immigration laws
would require the approval of the President of the United States.

The United States could also intervene in the processes of the

Commonwealth of the Philippines via Proclamation by President of the United
States. All decisions of the courts of the Philippines were also subject to review by
the Supreme Court of the United States. However, these powers were exercised
rarely.

The Commonwealth period (1935-1946) saw significant increases of

American presence in the Philippines. By 1941, more than 20,000 U.S. military
personnel were assigned to the Philippine Department of the United States Army
Forces in the Far East when the Japanese invaded the Philippines. Many
Americans were captured and imprisoned by Japanese forces. This U.S. military
presence increased substantially during the U.S. Army actions to liberate the
Philippines.

LESSON 5. WORLD WAR II, JAPANESE OCCUPATION, AND JAPANESE

SPONSORED

What is World War II?

World War II, the largest and deadliest conflict in human history, involved
more than 50 nations and was fought on land, sea and air in nearly every part of
the world. Also known as the Second World War, it was caused in part by the
economic crisis of the Great Depression and by political tensions left unresolved
following the end of World War I.

When World War II was began?

World War II began in Europe on September 1, 1939,
when Germany invaded Poland. Great Britain and France responded by declaring
war on Germany on September 3. The war between the U.S.S.R. and Germany
began on June 22, 1941, with Operation Barbarossa, the German invasion of the
Soviet Union. The war in the Pacific began on December 7/8, 1941, when Japan
attacked the American naval base at Pearl Harbor and other American, Dutch, and
British military installations throughout Asia.
By the end of World War II, an estimated 60 to 80 million people had died,
including up to 55 million civilians, and numerous cities in Europe and Asia were
reduced to rubble.
Among the people killed were 6 million Jews murdered in Nazi concentration
camps as part of Hitler’s diabolical “Final Solution,” now known as the Holocaust.
The legacy of the war included the creation of the United Nations as a peacekeeping
force and geopolitical rivalries that resulted in the Cold War.
The main combatants were the Axis powers (Germany, Italy, and Japan) and
the Allies (France, Great Britain, the United States, the Soviet Union, and, to a lesser
extent, China).
The main Allied powers were Great Britain, The United States, China, and
the Soviet Union. The leaders of the Allies were Franklin Roosevelt (the United
States), Winston Churchill (Great Britain), and Joseph Stalin (the Soviet Union).
The common purpose of the Allies was to defeat the Axis powers and create a
peaceful post-war world. Its creation was a response to the aggression and
unprovoked war the Axis had unleashed upon the world. Each country had
different ideas about what this post war world would look like. Churchill and
Britain wanted to create a post-war Europe that would prevent Germany from
rising again. Roosevelt and the United States wanted a permanent end to the
fascist regimes of Germany, Italy and Japan and to foster democracy throughout
the world. Stalin and the Soviet Union wanted to both crush Germany and gain
influence over Europe. The United States, Great Britain and the Soviet Union
coordinated their foreign and military policies and created institutions in common
to support these policies and win the war.

The main Axis powers were Germany, Japan and Italy. The Axis leaders were
Adolf Hitler (Germany), Benito Mussolini (Italy), and Emperor Hirohito (Japan).
The Axis alliance began with Germany partnering with Japan and Italy and
was cemented in September 1940 with the Tripartite Pact, also known as the
Three-Power Pact, which had the “prime purpose to establish and maintain a new
order of things… to promote the mutual prosperity and welfare of the peoples
concerned.” They supported each other’s goal for territorial expansion, wanted the
destruction of the Soviet Union and acknowledged each other’s supremacy in their
respective geographic areas.
On December 8, 1941, Japan launched an attack on Commonwealth of the
Philippines, ten hours after their attack on Pearl Harbor. The Philippines at this
time was a semi-independent commonwealth government under the colonial rule of
the United States of America. Filipino and American soldiers were defeated a the
Battle of Bataan and the Battle of Corregidor in April 1942. The Japanese
occupation of the Philippines occurred between 1942 and 1945 during WWII.
Filipinos staged guerrilla resistance against the Japanese until 1945. The
Philippines was liberated from Japanese control by Allied forces in 1944. The
Philippines was granted full independence by the United States in 1946.
On May 8, 1945, Germany surrendered. After the atomic bomb was dropped
on Hiroshima and Nagasaki, Japan surrendered on September 2, 1945, and the
Second World War came to an end. The war cost the lives of more than 330,000
American soldiers. Many more were permanently injured or maimed.
With Adolf Hitler leading a German invasion of Poland in 1939, World War
II was launched, a deadly global conflict waged across Europe and the Pacific until
1945. Bloody battles raged between the Allied powers, which included Britain,
France, the Soviet Union and the United States, along with other nations, and the
Axis, notably Germany and Japan.

JAPANESE OCCUPATION OF THE PHILIPPINES

Japan occupied the Philippines for over three years, until the surrender of
Japan. A highly effective guerilla campaign by Philippine resistance forces
controlled sixty percent of the islands, mostly jungle and mountain areas.
MacArthur supplied them by submarine, and sent reinforcements and officers.
The Japanese occupation of the Philippines occurred between 1942 and
1945 during WWII. Filipinos staged guerrilla resistance against the Japanese until
1945. The Philippines was liberated from Japanese control by Allied forces in 1944.
The Philippines was granted full independence by the United States in 1946.
Under the pressure of superior numbers, the defending forces withdrew to
the Bataan Peninsula and to the island of Corregidor at the entrance to Manila
Bay. Manila, declared an open city to prevent its destruction, was occupied by the
Japanese on 2 January 1942.

JOSÉ P. LAUREL
Laurel, born on March 9, 1891, Tanauan, Luzon, Philippines—died
November 6, 1959, Manila), Filipino lawyer, politician, and jurist, who served as
president of the Philippines (1943–45) during the Japanese occupation during
World War II.
 The Japanese planned to occupy the Philippines as part of their plan for a
“Greater East Asia War” in which their Southern Expeditionary Army Group
seized sources of raw materials in Malaya and the Netherlands East Indies while
the Combined Fleet neutralized the United States Pacific Fleet.
The invasion of the Philippines started on 8 December 1941, ten hours after
the attack on Pearl Harbor. As at Pearl Harbor, American aircraft were severely
damaged in the initial Japanese attack. Lacking air cover, the American Asiatic
Fleet in the Philippines withdrew to Java on 12 December 1941.

JAPANESE SPONSORED
On September 4, 1943, the Japanese-sponsored 1943 Constitution was
signed and ratified in a general assembly and two days later by 117 members of the
Kapisanan sa Paglilingkod sa Bagong Pilipinas (KALIBAPI), the only political
organization allowed during the Japanese occupation.
The Second Philippine Republic, officially known as the Republic of the
Philippines (Tagalog: Repúbliká ng Pilipinas; Spanish: República de Filipinas;
Japanese: フィリピン共和国, Firipin-kyōwakoku) and also known as the Japanese-
sponsored Philippine Republic.

SECOND REPUBLIC OF THE PHILIPPINES

The 1943 Constitution was the constitution of the Japanese-sponsored
Second Republic of the Philippines (1943-1945). It was recognized as legitimate and
binding only in Japanese-controlled areas of the Philippines but was ignored by the
United States government and the Philippine Commonwealth government in-exile.
José P. Laurel, (born March 9, 1891, Tanauan, Luzon, Philippines—died
November 6, 1959, Manila), Filipino lawyer, politician, and jurist, who served as
president of the Philippines (1943–45) during the Japanese occupation during
World War II.
Laurel was highly regarded by the Japanese for having openly criticized the
United States for the way it ran the Philippines.
Laurel had a degree from Tokyo International University.

LESSON 6. AN INDEPENDENT PHILIPPINES AND POST WAR REPUBLIC

1946 TO PRESENT DAY

 It was a time of great rejoicing. But as the new era dawned, there were
numerous sticking points—the US bases, the Bell Trade Act, Philippine war
damage claims, and discriminatory treatment of Filipino WWII veterans. The
Military Bases Agreement was to last for 99 years, during which period there was
no clear cut guarantee that these bases would protect the Philippines. The bases
agreement was shortened in 1966, and finally lapsed in 1991. The Bell Trade Act
extended free trade and required the granting of parity rights to American
nationals, which in turn required amending the 1935 Constitution, which had
reserved numerous rights to only Filipino citizens.
July 4, 1946 thus saw the birth of the Philippine Republic, but with lots of
unfinished business. And this amidst the backdrop of the developing Cold War, a
civil war, and deep rooted problems.
The independence that was gained (restored, according to some pundits,
referring to the 1898 declaration) was questioned—was it a real, total
independence? In addition, Philippine Independence Day celebrations coincided
with US Independence Day, resulting in some confusion in the Philippines and
abroad. In 1962, President Diosdado Macapagal moved Philippine Independence
Day to June 12, commemorating the 1898 Filipino proclamation.

The Philippine Independence Medal from

the collection of Dr. Ricardo T. Jose.

The event 75 years ago was much welcomed at the time and did see the end
of formal aspects of colonial rule. There was no longer direct US oversight, no more
American High Commissioner, the Philippine flag flew alone (except in the US
bases) and the Philippine National Anthem was played alone.

The Color on Top of the Philippine Flag differs during times of war
The Philippines flag is unusual in that its colors are utilized to signify the
country’s current situation. The flag is raised with a blue strip on top during
peaceful times. Conversely, establishments and institutions will display the flag
with red on top during war times.

Who designed the Philippine flag?

Aguinaldo himself created the design of the Philippine flag, and he
presented it in person to Marcela Agoncillo, who was living in Hong Kong at the
time. Agoncillo and her two assistants worked for five days to complete the flag.
The different colors of the flag
The color red signifies Filipino courage, blue stands for the willingness of
Filipinos to die rather than surrender to colonizers, and white represents our
ancestor’s passion for peace.
Similarly, the white triangle represented the blood covenant of the
Katipuneros, who battled for the country’s freedom from the inquisition, which had
lasted over 300 years. The triangle symbol also relates to the Katipunan’s recruiting
procedure called the "triangle method," which included the act of blood compact.

POST WAR REPUBLIC

 It is a period in Philippine History that started in 1945 (the time when the
Japan surrender to the U.S) until 1970.
 It is also known as a "Recovering Era"
 It is the period when the Philippines gained independence from the Japanese
and Americans
The Post-War Republic of the Philippines refers to the period following World
War II when the Philippines regained independence from Japanese occupation
and transitioned from being a U.S. territory to a fully sovereign nation.

POST-WAR REHABILITATION
As the war ended, the Philippines counted the cost. Over a million Filipinos
had died or were killed, out of a population of 18 million. Manila and most of the
major cities were in ruins. Severe inflation had set in as a result of the Japanese
occupation, and farms were fallow; farm animals too had died because of the war.
Industries, transportation, and communication facilities were destroyed.
Apart from the physical destruction and the loss of lives, the Philippines was
divided: there had been those who had collaborated with the Japanese, while most
had resisted either directly or indirectly. The country was split on whether the
collaborators were to be dealt with harshly or not. Many key government officials
from before the war had—willingly or not—served in the Japanese-controlled
administration.
There was an immediate need for relief. People had to be fed, clothed, and
given shelter. All the basic necessities were initially provided by the US Army—
water, clothing, food, power, communications, and jobs. Other assistance came in
from the United States and the United Nations Relief and Rehabilitation
Administration as the piers were restored, and ships arrived.
An ally of the Philippines in Washington was Senator Millard Tydings, co-
author of the pre-war Philippine Independence Act. He sponsored a bill granting
what he felt were sufficient funds for rehabilitation. On a personal visit to the
Philippines, however, he found out that earlier estimates had been underestimated,
and that more funds were needed. His bill did allot a generous $620 million—later
raised to $800 million—to the Philippines.
 The Rehabilitation Bill was, however, tied to a trade bill, authored by
Representative Jasper Bell. The Bell Trade bill sought to extend the free trade
relations between the United States and the Philippines for another eight years,
after which tariffs would be gradually imposed for 20 years.

PHILIPPINE COMMONWEALTH ELECTION OF 1946

As the date of independence approached, a multitude of problems had to be
solved. Amidst the disunity, tension, and uncertainty of the immediate post-war
Philippines, there had to be a final election for the Commonwealth. Osmeña chose
to run for reelection; Manuel Roxas, ambitious contender and also Quezon’s own
choice as successor, ran against him. While Roxas had participated in the defense
of the Philippines, he had also served in the Japanese-sponsored government
under Jose P. Laurel.
Roxas won the election of April 1946, but by only a slim margin, garnering
some 54 percent of the votes cast. He took his oath of office on May 28, 1946, in a
temporary stage built in front of the ruins of the Legislative Building, as the third
and last president of the Philippine Commonwealth.
Prior to his assumption of office, Roxas went to the United States via Tokyo,
where he paid a visit to MacArthur. Roxas’ Washington visit was a frenzied week-
long one, meeting with President Truman and ranking American officials to discuss
Philippine affairs and concretize plans for US assistance to the Philippines.

3RD REPUBLIC PRESIDENTS

The Third Republic of the Philippines was inaugurated on July 4, 1946. It
mark the culmination of the peaceful campaign for Philippine Independence- the
two landmarks of which where the enactment of the Jones Law in 1916 and the
Philippine Independence Act of 1934 which put in place a ten-year transition period
during which Philippines had Commonwealth status.

MANUEL A. ROXAS
Last President of the Common Wealth
Term: May 28, 1946 – July 4, 1946
First President of The Philippine Republic
Term: July 4, 1946 – April 14, 1946

Programs/Achievements
 Philippine Rehabilitation Act - provided the Philippines with $620 million for its
rehabilitation after the Second World
War.

ELPIDIO QUIRINO
Term: April 17, 1948 – November 10, 1953
Programs/Achievements
Economic Development through establishment of - PACSA (President’s Action
Committee on Social Amelioration) - ACCFA (Agricultural Credit Cooperatives
Financing Administration) - Labor Management Advisory Board - Rural Banks -
Development roads and irrigation systems

RAMON D. MAGSAYSAY
Term: December 30, 1953 – March 17, 1957
Programs/Achievements
Creates Presidential Complaints & Action Committee to attend directly to
people’s complaints.
Agricultural Credit and Cooperative Financing Administration ( ACCFA) and
Farmers Cooperative Marketing Association ( FACOMA)
Fall of great numbers of HUK leaders.

1957 as part of Magsaysay’s peace initiative with returning HUK rebels, 978
surrenderees’ families are lodged in the EDCOR agricultural camps in Mindanao
and in Isabela Province.

Agrarian Reform- implemented NARRA ( National Ressettlement and

Rehabilitation Administration)

CARLOS P. GARCIA
Term: March 18, 1957 – December 30, 1961
Programs/Achievements
Filipino First Policy - prioritized Filipino local businessmen and their
businesses - promoted Filipino products.
 The Austerity Program- was implemented by Garcia in order to curt the
rampant graft and corruption within the country. The program centered on wise
spending, industry, thrift, trustworthiness, integrity and honesty. He also urged
people to avoid luxury items and to live a simple life and reminded government
officials and employees’ corruption destroys the peoples trust in the government.

DIOSDADO MACAPAGAL
Term: December 30, 1961 – December 30, 1965
Programs/Achievements
Anti-Graft and Corruption Policies - dismissed official who were not able to
explain their wealth.