This is a primary activity administered to determine your baseline

knowledge and preparedness for the lesson.

Activity: Historical Background of Philippine Literature

I. Direction: Read in advance the history of Philippine Literature and tell us
how our literature evolves in the following periods.

1. Pre-colonial Period
Philippine literary forms in the pre-colonial era were spoken, sung, or chanted with
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the intent of entertaining, promoting community values, accompanying rituals or imparting
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wisdom. These come in the form of riddles, poems, lullabies, courtship songs,
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lamentations, and carousels. Meanwhile, epics such as the Ifugao Hudhud, the Hinalawod
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from Panay, and the Darangen of the Maranao people were orally passed down, and only
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recorded in written form in the 20th century.
2. Spanish Colonization Period
Philippine literature in Spanish includes all the poems, stories, novels, and
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essays written by Filipinos in the Spanish language. This literature began as a tool in
______________________________________________________________________
the religious and political conquest of the Philippines in the 16th century, but
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eventually blossomed into a literature of protest against the Spanish colonizers and
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later the American rulers.
______________________________________________________________________

3. Nationalistic/Propaganda and Revolutionary Period

This period marked the beginning of the awakening of our sense of nationalism.
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The seeds of the liberty, equality, and fraternity are all starting to germinate from the
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many failures experienced by the early waves of armed insurrections which were
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largely self-contained isolated and doomed from the start.
______________________________________________________________________
______________________________________________________________________

4. American Colonial Period

Philippine literature during the American rule was influenced by two factors,
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first of which is, education. With the Americans providing free education, many were
______________________________________________________________________
given the chance to study and English was used as the language of instruction. Unlike
______________________________________________________________________
the Spanish, the foreigners were willing to teach their language to the Filipinos. Free
______________________________________________________________________
education serves as the stepping stone for others to improve their social status.
______________________________________________________________________

Chapter II: Historical Background of Philippine Literature 1

 5. Japanese Occupation
During the Japanese period, the invaders saw to it that Filipino
______________________________________________________________________
movements be limited. The writers stop wielding pens and started wielding guns.
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Philippine literature in English came to a halt. Except for the Tribune and the
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Philippine review, almost all newspapers in English were stopped by the Japanese.
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The only contact with the outside world was done with utmost secrecy through the
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underground radio program called "Voice of Freedom".

6. Contemporary/Modern Period
The flowering of Philippine literature in the various language continue
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especially with the appearance of new publications after the Martial Law years and the
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resurgence of committed literature in the 1960s and the 1970s. Filipino writers continue
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to write poetry, short stories, novellas, novels and essays whether these are socially
______________________________________________________________________
committed, gender/ethnic related or are personal in intention or not.
______________________________________________________________________

Chapter II: Historical Background of Philippine Literature 2