COURSE: GEC 2

COURSE TITLE: Readings in Philippine History

COURSE SCHEDULE: (follow your sched)

COURSE DESCRIPTION:
The course analyzes Philippine history from multiple perspective through the lens of selected
primary sources coming from various disciplines and of different genres. Students are given opportunities
to analyze the author’s background and main arguments, compare different points of view, identify biases
and examine the evidences presented in the document. The discussions will tackle traditional topics in
history and other interdisciplinary themes that will deepen and broaden their understanding of Philippine
political, economic, cultural, social scientific and religious history. Priority is given to primary sources
that could help students develop their analytical and communication skills. The end goal is to develop the
historical and critical consciousness of the students so that they will become versatile, articulate,
broadminded, morally upright and responsible citizens. This course includes mandatory topics on the
Philippine Constitution, agrarian reform, and taxation.

COURSE OUTCOMES:
At the end of the course, the students should be able to:
1. Evaluate primary sources for their credibility, authenticity, and provenance;
2. Analyze the context, content, and perspective of different kinds of primary sources;
3. Determine the contribution of different kinds of primary sources in understanding Philippine History;
4. Use critical and analytical skills with exposure to primary sources and anticipate future scenarios;
5. Demonstrate the ability to use primary sources to argue in favor or against a particular issue;
6. Effectively communicate, using various techniques and genres, their historical analysis of a particular
event or issue that could help others understand the chosen topic;
7. Display the ability to work in a team and contribute to a group project, and
8. Manifest interest in local history and concern in promoting and preserving our country’s national
patrimony and cultural heritage.

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 SUBJECT ORIENTATION

Objectives:
At the end of the module, you should be able to:
a. study carefully the course guide presented;
b. demonstrate understanding on the instructions and guidelines set; and
c. agree on the guidelines set in taking the course subject.

Time Frame: 1 hour

ENGAGE

“I can do all things through Christ which strengtheneth me.”

– Philippians 4:13 (KJV)

Smile! Let’s stay positive and start your orientation for Readings in Philippine History class!

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EXPLORE

In this part of the module, you are going to be oriented about how the class will
run for the first semester. Read and understand the guidelines presented and list all
the questions or concerns that you can think of and don’t be shy to ask from me.
My contact details are provided at the latter part of this orientation.

EXPLAIN

COURSE GUIDE
The key to successfully finish this module lies in your hands. This module was prepared for you
to learn, diligently, intelligently, and independently. As would-be-nurse, doing these will greatly help and
prepare you to become a great nurse. Aside from meeting the content and performance standards of this
course in accomplishing the given activities, you will be able to learn other invaluable learning skills
which you will be very proud of as a responsible learner. The following guides and house rules will help
you further to be on truck and to say at the end of the module, “I did well!”

1. Schedule and manage your time to read and understand every part of the module. Read it over
and over until you understand the point.
2. Study how you can manage to do the activities of this module in consideration of your other
modules from other courses. Be very conscious with the study schedule. Post it on a conspicuous
place so that you can always see. Do not ask about questions that are already answered in the
guide.
3. If you did not understand the readings and other tasks, re-read. Focus. If this will not work,
engage all possible resources. You may ask other family members to help you. If this will not
work again, text me first so that I can call you or text you back for assistance.
4. Do not procrastinate. Remember, it is not others who will be short-changed if you will not do
your work on time. It will be you.
5. Before you start doing your tasks, read and understand the assessment tools provided. Do not
settle with the low standards; target the highest standards in doing your assigned tasks. I know
you can.
6. You are free to browse and read the different units of the module even prior to doing the tasks in
each unit. However, you need to ensure that you will not miss any part of the module and you
will not miss to accomplish every activity unit as scheduled.
7. Before the end of the month, you will be tasked to send back through correspondence the
accomplished and scheduled modules for the month to me. Make sure you will follow it up with
me through text or any other media available to you.

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 8. While waiting for my feedback of your accomplished modules, continue doing the task in the
succeeding units of the module.
9. If needed, do not hesitate to keep in touch with me through any available means. Remember, if
there is a will, there is a way.
10. In answering all the assessment and evaluation activities, write legibly. It will help if you will not
write your answers in the module if you are not yet sure of your answers. You must remember
that all activities in the module are academic activities, which means that the relevant academic
conventions apply. Think before you write.
a. Your answers should be composed of complete and grammatically correct sentences.
Do not use abbreviations and acronyms unless these are introduced in the readings,
and do not write in text-speak. Avoid writing in all caps.
b. In the self-processed discussions, write appropriate and well-thought arguments and
judgements. Avoid merely approving or disapproving with what is expressed on the
material. You need to support your inputs in the discussions from reliable
information or from empirical observation. Do not write uninformed opinions.
c. Do not write lengthy answers. Stick to the point. Be clear with your main point and
express it as concisely as possible. Do not let your discussion do stray. Make use of
the spaces in the module as your guide.
11. Lastly, you are the learner; hence, you do the module on your own. Your family members and
friends at home will support you but the activities must be done by you. As Easterite, we always
need to demonstrate our core values of competence, creativity, social involvement and Christian
spirit.

EVALUATION
To pass the course, you must:
1. Read all course readings and answer all the activities (pre-assessment, quizzes, self-assessment,
reflection questions, assignments, etc.)
2. Answer the print-based discussion activities.
3. Submit major requirements.
4. Do the prelim, midterm and final examination.

TECHNOLOGICAL TOOLS
To be able to accomplish all the tasks in this course, you will need the following software
applications: Word Processing, Presentation, Publication and Spread sheet. These are applications that are
available in your desktop or laptops that will not require internet connection for you to use them. All links
of the materials and activities that will involve discussions on the use of internet will be found on your
module. You need to actualize how these are used in teaching when you will be given the chance to have
a net access. You may also access the Google Classroom prepared for your class and try to participate in
the discussion, if the condition will allow it.

Feedback system will be facilitated through text messaging or messenger chats, hence, you need
to have with you a cell phone. If you need to call or you want to talk to me, send me a message first
through SMS or messenger and wait for me to respond. Do not give my CP number to anybody. I will not

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entertain messages or calls from numbers that are not registered in my phone. Hence, use only the CP
number you submitted to me.
GRADING SYSTEM
PG (Prelim Grade) = 60% Class Standing + 40% Prelim Exam
MG (Midterm Grade) = 60% Class Standing + 40% Midterm Exam
FG (Final Grade) = 60% Class Standing + 40% Final Grade
FFG (Final Final Grade/ Final Rating) = (PG + MG + FG)/3

Reference: Delivering Modules and Creating Learning Packets for Flexible Learning by Dr. Felina Espique, DEAN, SLU-
STELA

ELABORATE

You have to understand that in order to successfully finish this semester, you are somewhat on
your own. You have to be honest and help yourself with the lessons provided unlike when you are inside
the classroom wherein your teacher readily explains and answers your questions right away. Furthermore,
you need internet or data connection. Thus, please answer the following questions for me to assess how
you are going to respond to problems that may arise.

If you don’t have internet or

data connection and there is a
scheduled quiz or lecture.
What will you do?
You have read the lesson and
did additional readings and
research but you can’t still
understand a certain lesson,
what will you do?
What could be the reason/s
why you cannot submit an
activity on time? What
should you do if this
happens?
Do you know how you can
contact your teacher in case
you need to say or ask
something? If yes, good! If
no, what will you do?
You have contacted your
teacher for a particular
concern or reason but you
cannot reach her. What will
you do?
What other possible factors
or problems will you
encounter while taking the
class? How will you deal
with it? Enumerate as many
as you can.

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EVALUATE

Fill in the needed information. A sample is done for you, it is also where you can contact me if
you need to say or ask something.

Christine Joy M. Cuison

Full Name

0909-875-5598
Contact Number

CJ Melican Cuison
Facebook Account

christinejoy@eastercollege.ph
Gmail Address

Maria Basa Pacdal, Baguio City

Current Address

Now it is your turn to fill in all the information needed. For the address, please fill in your current
address while taking your online classes. Moreover, it is important that all the information you
provide are active especially your contact number. Rest assured that all the information you
provide will be for my personal use only and will not be shared with anybody.

Full Name

Contact Number

Facebook Account

Gmail Address

Current Address

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 MODULE 1
INTRODUCTION TO HISTORY

TOPIC 1
HISTORY, THE HISTORIANS, AND THE HISTORICAL SOURCES

COURSE LEARNING OUTCOMES:

At the end of this lesson, you should be able to:
a. identify the definition of history and historical resources;
b. name some ancient and Filipino historians; and
c. answer carefully the given activities.

Time Frame: 3 hours

ENGAGE

“Trust in the Lord with all thine heart; and lean not unto thine
own understanding.” – Proverbs 3:5 (KJV)

Did you know that …

 History comes from the Greek word “historia” means a learning or knowing by inquiry; an
account of one’s inquiries, history, record, or narrative?

 The first modern humans (Homo sapiens) appeared about 130,000 years ago, and they couldn’t
write?

 Written texts only appeared 5,000 years B.C., that is 5,000 years before Jesus Christ was born?

EXPLORE

What does history study?

 History studies the past of humanity.
 History studies only real things that happened to humans in the past.
What doesn’t history study?

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  History does not study the present…
 Or the future, which nobody can study, because it has never existed…
 Or stories invented by human beings…

EXPLAIN
Why do we study our past?
 Curiosity.
 Because we need to understand what happened in the past in order to know who we are.
 Because we want to preserve our knowledge about the past for the future generations, so that they
also know who they are.
 Because we must know what happened in the past, so that we don’t make the same mistakes
again in the future.

How can we know what happened in the past?

We need to study what humans left behind…
 Their mortal remains…
 Their buildings…
 Their paintings…
 Their weapons…
 The things they used for everyday life, like pottery…
 The maps they made…
 Old photographs…
 Coins…
 Old movies…
 Texts that is written documents…
 Letters
 Constitutions
 Laws
 Newspapers
 Treaties between countries

Archaeologist
 A person who studies things that happened in the past before the first written texts appeared.
 A person who studies only the remains (artifacts).

Historian
A person who is an expert in History.

Who are the Ancient Historians?

Here are some of them…
1. Herodotus
 He was born around 485 B.C. in present-day Turkey
 Father of history
 He was credited with essentially inventing the genre, the origins of which lie in epics and
travelogues.

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 2. Thucydides
 An Athenian aristocrat who derived at least part of his wealth from gold mining interests.

3. Titus Livius
 He was born in present-day Padua in northern Italy.
 He penned an astonishing 142 books (only 35 of which still survive).

4. Tacitus
 He was born around 56 A.D., probably in southern Gaul (present-day southeastern
France).
 In 98, he authored his first known works – a biography of his father-in-law and an
ethnographic study of the Germanic tribes – and followed that up with a book on oratory.
 The first writer in the world without a single exception

5. Sima Qian
 The Chinese Herodotus
 An appointed grand historian and astrologer following the death of his father.

6. Ban Zhao
 She was born in 45 A.D. to a prominent family, she married at the age of 14.
 She authored numerous poems and essays, including a guide to women’s conduct that
stressed humility, hard work and religious observance.

Who are the Famous Filipino Historians and Writers?

Here are some of them…
1. Cecilio Lopez
 Elected as Academician in 1978.
 The Father of the Philippine Linguistics
 He is renowned because of his pioneering work in growth of a Filipino custom in the
scientific study of Philippine Language

2. Nick Joaquin
 He was born on May 4, 1917 in Paco, Manila.
 He started to write short stories, poems, and essays in 1934.
 He discovered that he could study more by reading books on his own.

3. Gregorio F. Zaide
 A diligent scholar
 He authored 67 books, some were use as textbooks in history for secondary and colleges
in the country.
 He has also written more than 500 articles in history printed in local and foreign journals.

4. Encarnacion Alzona
 She was a reputed historian and guru to a generation of other famous historians and at the
same time as University of the Philippines professor in history.
 She is a prolific writer

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 5. Teodoro Agoncillo
 He wrote abundant books and papers about Philippine History.

ELABORATE
What are Historical Sources?
 Historical sources are, at their most basic level, something that tells us about history.
 It may be a document, a picture, a sound recording, a book, a cinema film, a television
program, or an object.
 Any sort of artifact from the period in question that conveys information can qualify as a
source.
What are the types of Historical Sources?
1. Primary source
 It is something that originates from the past.
 It can be a 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.

Example:
If one were only to study the Crusades through modern-day books, they would
not be able to understand what would motivate a knight to travel across the world and
engage in warfare against Muslims in his own words. It would be too easy to view his
motivations with our modern-day disapproval of his actions. But if we look at primary
source, we can at least sympathize better with the medieval world that would make the
act of Holy War seem reasonable to him, even if we still strongly disagree with the
outcome.

2. Secondary source
 It is a work that comments on the past.
 It is a book about history.

Example:
 A Roman coin that was made by the Romans is a primary source, but a drawing
of a Roman coin made in 2003 would be a secondary source.
 A book written about the Tudors in 1525 would be a primary source, but a book
written about the Tudors in 1995 would be a secondary source.

3. Tertiary source
 Are sources that identify and locate primary and secondary sources.
 These can include bibliographies, indexes, abstracts, encyclopedias, and other reference
resources; available in multiple formats.

Example: Some are online, others are only in prints.

EVALUATE
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Exercise #1
Answer the following questions.
1. What is the importance of Historical Sources to you as a student?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. Why do we need to study History?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

TOPIC 2
THE LANDFORMS OF THE PHILIPPINES
COURSE LEARNING OUTCOMES:
At the end of this lesson, you should be able to:
a. discuss the concept of geological evolution;
b. describe how Sunda and Sahul appeared in the Southeast Asia; and
c. answer carefully the given activities.

Time Frame: 3 hours

ENGAGE

“Happy is the man that findeth wisdom, and the man that getteth
understanding.” – Proverbs 3:13 (KJV)

Did you know that …

 The Philippine archipelago is found on the western side of the Pacific Ocean?

 The Philippines consists of more than 7,107 big and small islands measuring 115,739 square miles (mi 2) or
299,404 square kilometers (km2)?
 The Philippines is slightly smaller than Japan and its land area is eight times larger than Taiwan and about
two-thirds the size of Thailand?

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  The Philippines seems like broken crystals scattered on the expanse of the seas of Southeast Asia.
However, if closely observed and through creative imagination, a huge triangle may be pictured?

EXPLORE
The earth has undergone what is known as geological evolution. For millions of years, the location and the
magnitude of the earth’s landmasses and bodies of water kept changing. These changes, estimated to last for
thousands of years, were marked by the surfacing of fissures, explosions, volcanic eruptions, and erosions. The
period also caused the extensive melting of mountains of snow in different parts of the world.

Some islands merged while others divided or separated. The different shapes, forms, and sizes of the
islands in the continents surfaced. It is believed that several of the islands are the mouths of volcanoes or the tips of
submerged mountains.

Before we discuss geological evolution, let us define the words erosion, volcanism, and fissures of the
earth.

 Erosion is the loss or the washing away of soil, sand, or stones from a certain place. The causes or agents of
erosion are flowing water, waves, wind, and snow.

 Volcanism is part of the process of bringing material from the deep interior of a planet and spilling it forth
on the surface. Sixty percent of the active volcanoes of the world are found in the Pacific Ocean. This belt
is called the Pacific Ring of Fire. This belt starts in Chile, goes through Peru, Ecuador, Colombia, Central
America, Mexico, Western United States, Canada, Alaska, Kamchatka Peninsula, Kuriles Islands, Japan,
Philippines, Moluccas, and New Zealand. This chain is made up of 600 active, dormant, and extinct
volcanoes.
The Philippines has the most number of volcanoes in this part of the Pacific. There are about 100 volcanoes
in the country. Because of this phenomenon, the Philippine government allocates a considerable amount to
detect or monitor those volcanoes which are getting active, and those which threaten to erupt. In charge of
this task is the Philippine Institute of Volcanology and Seismology (PHIVOLCS).

 Fissures are openings or cracks on the surface of the earth. The fissures on the earth’s crust cause the
change of the shape and measurement of the land. Forces of nature, like earthquakes, cause these cracks.
Ninety percent of strong earthquakes happen in the Pacific area. According to scientists, earthquakes occur
most in the Philippines, Italy, China, Turkey, Japan, Mexico, Greece, West Indies, India, and United States.
According to the data, an earthquake occurs in the Philippines once every two days. These earthquakes are
barely felt but are registered in the instruments set up by PHIVOLCS.

EXPLAIN
Geological Evolution

The world’s climate underwent several significant changes in the past millions of years. The rise and fall of
the level of seawaters occurred during this phase. The entire surface of the earth was initially made up of one huge
continental shelf. As years passed, there were parts which were submerged or which surfaced depending on the
increase of water in the oceans brought about by the melting of the glaciers.

The Ice or Pleistocene Age is responsible for the present physical features of the entire surface of the earth.
Before this period, the whole world was covered by masses of ice. The thickness of these ice masses varied in
different places. The thickest mass of ice was found in Greenland and Antarctica.

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 During the Ice Age (glaciation), the sea level decreased because so much water was trapped in the ice. In
Southeast Asia, the decrease was more or less 100 meters, causing some land bridges to appear. These land bridges
connected the other islands in Asia to China. In the middle of this phase, the climate changed, causing the ice to
melt. The waters then returned to their former sea level. This phenomenon (the changing of the sea level due to
changes in temperature) repeatedly occurred.

The Last Ice Age is estimated to have occurred 70,000 years ago and ended 10,000 years ago. Each Ice Age
approximately lasted up to 10,000 years. Eight hundred years ago, it was estimated that 30% of the surface of the
earth was covered by ice.

There were four occurrences of the Ice Age, four occurrences of melting, and four occurrences of
submersion and resurfacing of land bridges in the different islands of the world. During these times, the different
continents, islands, and other physical features of land and water were formed.

ELABORATE
Effects of the Pleistocene Period in Southeast Asia and the Philippines

The melting of ice in the whole world caused the merging and separation of islands and continents. In
Southeast Asia, two huge landmasses appeared: the Sunda and the Sahul. Between these two masses of land were
the small islands which formed several archipelagoes. The irregular shapes and forms of the islands proved that
these were the tips of submerged mountains. The depth of the seas between these islands ranged from 1,200 to 6,000
meters.

The entire land and water features of the islands of the Philippines, Borneo, Java, Bali, Sumatra, and
Celebes form the subcontinent of Southeast Asia and several islands of North China Sea and the Gulf of Siam. All
the submerged parts of these lands comprised the Sunda.

All parts of Sunda used to be wide, dry land. It measured 1,800 km 2. When Sunda was still visible,
Australia, New Guinea, and the islands of Timor were connected by the land mass called Sahul.

The surfaces of these two masses of continental land were coarse and uneven. The two landmasses
remained visible until toward the end of the Pleistocene. A series of isthmuses connected the landmasses of Sunda
and Sahul. From the landmass Sunda, the Philippines was connected by a series of narrow islands now known as
Balabac, Palawan, and Calamianes. Mindanao was then connected to Borneo through the Sulu Archipelago. Celebes
was connected by the isthmus of the Sangi Island; New Guinea by Talao, Gitalo, Ternate, and Tidore. Geologists
agree that there was no outright connection between Borneo and Celebes except the Philippines.

When the Cenozoic period passed, the stone and soil deposits of the old archipelago increased.
Consolidation forced and cracked the framework. This resulted in changes in the lineup and arrangement of the
islands in the archipelago.

According to scientists, the Philippines has a physical relationship with the other nearby countries in Asia.
This is proven by the geological data that plants and trees in the Philippines have similarities with those in the other
countries in Asia especially during the Pleistocene period. The bones of mammals, like the stegodon, rhinoceros,
and the ancestors of the elephants known as elephas have been excavated in the Philippines. These animals may
have reached the Philippines during the Pleistocene period through the land bridges.

In the north, the archipelago was connected to Formosa, now known as Taiwan. This connection was
proven through the similarities of the stone and soil deposits and other plants found in Formosa and the Philippines.
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However, the land bridge connecting the two countries was not so stable. After some time, the land bridge was
believed to have sunk and there is no trace of any geological connection left.

In the south, Mindanao and Celebes were connected by land bridges. It is said that the islands of Palawan,
Calamianes, and Northern Borneo were part of a big continent. The waters between the islands as well as those in
Zamboanga, Jolo, Borneo, Brunei, and other parts of the southern portion of Vietnam have a depth of just over 91
meters.

In the west, the land bridge that connected Palawan and Borneo became dry land. The eastern land bridge
that connected Moindanao, Celebes, and Papua New Guinea remained a series of small islands.

While these changes occurred, changes in the internal structure of the archipelago also happened. The
bahura, marla soil, and stony sands became abundant. Because of this, elevated lands were flattened and a great part
of the archipelago was covered with water. The plains of Luzon, Cagayan Valley, and regions of Central Mindanao
were submerged.
Meanwhile, small islands and narrow rows of lands in different parts of the country appeared. The areas
that were not submerged were Davao, Samar, Leyte, and the eastern coast of Luzon, Bondoc Peninsula, Sulu,
Western Panay, and Masbate.

At the end of the Pleistocene period, Mindanao was divided into five big islands: Surigao in the northeast,
Agusan in the central eastern side, Lanao in the central region, Cotabato in the south, and Zamboanga in the west.

Samar and Leyte were made up of a series of small islands. Bohol was covered by shallow water. One
chain of corals made up the island of Cebu which, in its present form, merged to form the land.

Luzon was likewise divided into different islands. Bondoc, in southern Luzon was an island separated from
Camarines by a channel. A big portion of Albay and Sorsogon was underwater. During those times, a water form
was found between Manila and the Gulf of Lingayen. The Batanes group of islands separated from Luzon because
of volcanic eruptions.

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 VOCABULARY

1. Archipelago – a landform made up of small and big islands

2. Bahura – rocky and sandy soil
3. Cenozoic phase – in geology, this was the period of rapid evolution of mammals and birds but with little
change in the invertebrates
4. Century – a hundred years
5. Channel – a strait or narrow sea between two landmasses
6. Continent – a huge mass of land surrounded by water
7. Continental shelf – a shallow submarine plain of varying width forming a border of a continent
8. Erosion – the washing out or removal of soil, sand, and stones from a certain place
9. Evolution – period by period events or ongoing events
10. Geological evolution – geological transformation of the earth through time
11. Geology – science that deals with the history of the earth and its life as recorded in rocks
12. Glacier – large body of ice moving slowly down a slope or valley or spreading outward on a land surface
13. Gulf – a part of ocean or sea extending into the land
14. Isthmus – a narrow slip of land connecting two larger land areas
15. Marla – a soil composed of clay and calcium carbonate used in making cement
16. Sea level – the level of the surface of the sea
17. Volcanism – process of bringing material from the deep interior of a planet and spilling it forth on the
surface

EVALUATE
Exercise # 1
Discuss the following terms based on what you have learned from the topic.

1. Sunda and Sahul

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
____________________________________________________________________________________________

2. Geological Evolution

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

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3. Pleistocene Period

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

TOPIC 3
THE MAP OF THE PHILIPPINES
COURSE LEARNING OUTCOMES:
At the end of this lesson, you should be able to:
a. identify the different regions in the Philippines;
b. give the factual information about the Philippines; and
c. answer carefully the given activities.

Time Frame: 3 hours

ENGAGE
“Give instruction to a wise man, and he will be yet wiser: teach a
just man, and he will increase in learning.” – Proverbs 9:9 (KJV)

Did you know that …

 On May 29, 2015, President Benigno Aquino III signed Executive Order 183 forming the new region
known as Negros Island Region?
 The National Capital Region is composed of 16 cities and only 1 municipality?

 The Philippines is in the path of severe tropical cyclones, which move westward?

 Autonomous Region in Muslim Mindanao is become Bangsamoro Autonomous Region in Muslim

Mindanao?
 The Philippines has 17 regions?

EXPLORE
There are four special conditions that explain the change of climate in the Philippines.
 The location of the Philippines in Asia places the country in the direction of the continental winds, storms,
and other wind forces.
 The archipelagic nature of the Philippines ensures a great change in the elements of the earth’s climate.
 The Philippines is in the path of severe tropical cyclones, which move westward.
 Most of the big islands of the Philippines are mountainous.

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KINDS OF CLIMATE IN THE PHILIPPINES
 Koeppen Climate Classification System
 Thornthwaite Classification System

KINDS OF SOIL IN THE PHILIPPINES

 Shale
 Sandy Soil
 Lime Soil
 Alluvium Soil
 Volcanic Soil

DOMESTIC HARVESTS
 Rice
 Corn
 Root Crops

EXPORTED HARVESTS
 Coconut
 Sugarcane
 Abaca
 Tobacco
 Other Minor Harvests

EXPLAIN
17 REGIONS IN THE PHILIPPINES

LUZON

CAR
REGION I
CORDILLERA ADMINISTRATIVE REGION
ILOCOS REGION
Abra
Ilocos Norte
Apayao
Ilocos Sur
Benguet
La Union
Ifugao
Pangasinan
Kalinga
Mountain Province

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 REGION III
REGION II
CENTRAL LUZON
CAGAYAN VALLEY
Aurora
Batanes
Bataan
Cagayan
Bulacan
Isabela
Nueva Ecija
Nueva Vizcaya
Pampanga
Quirino
Tarlac
Zambales

NCR
NATIONAL CAPITAL REGION REGION IV-A
CALABARZON
Caloocan City Pasig City
Valenzuela City Makati City Cavite
Manila City Taguig City Laguna
Malabon City Pasay City Batangas
Quezon City Parañaque City Rizal
San Juan City Las Piñas City Quezon
Mandaluyong City Muntinlupa City
Marikina City Pateros

REGION IV-B
MIMAROPA

Mindoro Occidental
Mindoro Oriental
Marinduque
Romblon
Palawan

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 VISAYAS

REGION V REGION VI
BICOL REGION WESTERN VISAYAS

Albay Aklan
Camarines Norte Antique
Camarines Sur Capiz
Catanduanes Guimaras
Masbate Iloilo
Sorsogon Negros Occidental

REGION VIII
REGION VII EASTERN VISAYAS
CENTRAL VISAYAS
Biliran
Bohol Eastern Samar
Cebu Leyte
Negros Oriental Northern Samar
Siquijor Samar (Western Samar)
Southern Leyte

MINDANAO

REGION IX REGION X
ZAMBOANGA PENINSULA NORTHERN MINDANAO

Zamboanga del Norte Bukidnon

Zamboanga del Sur Camiguin
Zamboanga Sibugay Lanao del Norte
City of Isabela Misamis Occidental
Misamis Oriental

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 REGION XI REGION XII
DAVAO REGION SOCCSKSARGEN

Compostela Valley North Cotabato

Davao del Norte (Davao) South Cotabato
Davao del Sur Sultan Kudarat
Davao Occidental Sarangani
Davao Oriental General Santos City

BARMM
REGION XIII BANGSAMORO AUTONOMOUS REGION
CARAGA REGION IN MUSLIM MINDANAO

Agusan del Norte Basilan

Agusan del Sur Cotabato City
Dinagat Islands Lanao del Sur
Surigao del Norte Maguindanao
Surigao del Sur Sulu
Tawi Tawi
63 Villages (North Cotabato)

ELABORATE
The Map of the Philippines has different types according to its usage. In every map you can see factual
information about every province in their respective regions. The capitals, population, and major languages or
dialects are one of the information that you can look at your map.

EVALUATE
Exercise #1
As a Filipino, give one thing that you can be proud of and why?

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 TOPIC 4
THE ARRIVAL OF THE SPANIARDS
COURSE LEARNING OUTCOMES:
At the end of this lesson, you should be able to:
a. discuss how the Spaniards arrived in the Philippines;
b. describe how Magellan persuaded the people of the Philippines to become Christians; and
c. list other expeditions that were sent out in connection to Magellan’s tragedy.

Time Frame: 3 hours

ENGAGE

“I love them that love me; and those that seek me early shall find
me.” – Proverbs 8:17 (KJV)

What if Spain did not conquered Philippines? Are we still the same as what we are today?

EXPLORE
THE PAPAL ORDER

From the Middle Ages up to the early Modern Period, the Christian nations acknowledged the absolute
power of the Pope to allocate to Christian states the territories outside of Europe in order to spread the benefits of the
Catholic religion and Western culture.

In 1487, the Portuguese, headed by Vasco da Gama, rounded the Cape of Storms (now Cape of Good
Hope) and sailed eastward. He reached Goa, India and was brought by the Indian traders to the Spice Islands
(present day Moluccas Island of Indonesia). He established a trade route between Portugal and Indonesia.

In 1492, Christopher Columbus, under the power of the king of Spain, set out for the Atlantic Ocean and
landed in a group of lands now known as America. These discoveries led to an intense rivalry between the two
Catholic countries, Spain and Portugal. In an attempt to mediate between the two, Pope Alexander VI issued the
Inter Caetera Bull on May 4, 1493. The Pope divided the world by drawing an imaginary line running from the
North Pole to the South Pole. All lands west of the Azores Islands belonged to the Spanish sphere while those east
of the line belonged to the Portuguese sphere. The Pope further declared that these two Catholic countries had the
right to explore, migrate, and live in their respective spheres. Included in this Papal Bull was the mandate to improve
non-Christian lands through conversion to Catholicism of the pagan inhabitants. Missionaries and priests
knowledgeable in the Catholic doctrines were sent with the expeditions.

On October 6, 1493 the Pope ordered that the territories and the right to establish communities in the Far
East were to be awarded to Spain. This was justified by stating that the explorers under the Spanish flag discovered
the eastern lands. They sailed westward from Spain. This brought protests from the Portuguese king who claimed
that these territories were under the Portuguese sphere.

To pacify both parties, the Pope issued the Treaty of Tordesillas in 1494. The imaginary line of the Inter
Caetera Bull was moved 370 leagues west of Cape Verde Island. All lands west of the imaginary line were
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designated as Spanish territories and all lands east of the imaginary line were designated as Portuguese territories.
This Papal Bull fired the enthusiasm of the two monarchies to undertake more expeditions to discover more lands.

EXPLAIN
FERDINAND MAGELLAN

Fernando Magallanes (Ferdinand Magellan) was born in Sabrosa, Portugal in 1480. His family was like any
ordinary Portuguese family. During his younger years, he visited the imperial court and mingled with the members
belonging to this court.

At twenty-five years of age, he was already with the Portuguese expedition that went to the East Indies.
This was composed of twenty ships under the leadership of Francisco de Almeida. He was one of the soldiers who
reached Malacca in 1512. After his military service, he returned to Portugal but his service to the navy was not given
importance by the Portuguese king. He felt slighted by this omission. He went to Spain with Ruy Faleiro and
Cristobal Haro, his Portuguese friends.

In Seville, Spain, he met the influential Don Juan Barbosa, the arsenal mayor of Seville. Through this
mayor, he was introduced to the Casa de la Contratacion. This Casa was the maritime center of Spain. It was here
where he made studies, preparations, and reports on naval expeditions. Together with Ruy Faleiro and Juan de Anda
of the Casa, he submitted their suggestion of sailing westward to reach the East Indies. Magellan’s proofs were
based on the reliable reports of Francisco Serrano – reputed to be the first European to each Moluccas and also a
very close friend of Magellan when he was in the Moluccas.

King Carlos I signed the capitulacion on March 22, 1518. The King agreed to the suggested expedition of
Magellan. On August 10, 1519, Magellan started with his historic journey toward the Far East.

The capitulacion signed by the king contained the following conditions:

1. Within ten years, the two had the exclusive right to the route to be used going to the East Indies.
2. Under no circumstance were they allowed to travel in the zones reserved for the Portuguese.

3. The titles adelantado and gobernador of the lands to be discovered could be transferred to
their successors.
4. They had the right to the twentieth portion of the profit or whatever interest they got from the
lands discovered.
5. They had the right to import and export trade items worth (but not to exceed) 1, 000 ducats
and only the twentieth portion would be subject to tax.
6. The first six islands belonged to the King of Spain and they could choose two islands from
which they would get 15% profit or whatever income that may be generated. Five percent of
the interest of the entire expedition would go to them.

ELABORATE
MAGELLAN’S JOURNEY

The expedition was made up to five ships: Trinidad – the primary ship; Concepcion, Victoria, San Antonio,
and Santiago. Two hundred thirty-five persons accompanied the expedition. There were Portuguese, English,
Italians, Germans, Swiss, French, and others. The chronicler of the expedition was Antonio de Pigafetta.

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 Their provisions included wine, biscuits, and other food items. They brought with them more than 200
small brimless but colorful cups, 10, 000 finishing items, 20, 000 small bells, 500 pieces of colorful crystals, and 1,
100 small mirrors. These were used as trade items.

The long and hard sea journey was extremely difficult for the people. They experienced hunger, sickness,
storms, and mutiny from the people. After a year, only three boats reached Pacific Ocean. The Santiago was
destroyed and sunk while the Antonio sailed back to Spain.

On March 6, 1521, Magellan’s expedition reached the Mariana Islands which he called Ladrones. Ladrones
is a Spanish word that means “robbers”. This was because the natives of the island robbed their small boat that went
ashore.

The people of Magellan saw the outlines of an island on March 6, 1521. This was the island of Samar and
the island of Homonhon was nearby. Magellan dropped anchor on Homonhon. It was the feast day of St. Lazarus so
he called the island “Isla de San Lazaro”.

From Homonhon, Magellan went on with his journey. He passed several islands before he and his men
stopped at Limasawa Island. The leader of the island was Rajah Colambu.

Through two slave interpreters, Enrique and Omatu, communication and conversation was easy between
Magellan and the native population. Enrique was a Malay while Omatu was a Chamarro, a native of Mariana
Islands.

Magellan and his companions were extremely amazed by the opulence of the rajah. His attire was made of
expensive textile; his arms, fingers, neck, and head were bedecked with expensive gold jewelry. Even the scabbard
of his sword and his shield were made of glittering gold. This proves that even before the Europeans stepped into the
soil of the country, the Filipinos already had a highly developed culture.

On March 31, 1521, a Sunday, Mass was celebrated in Limasawa Island. Fr. Pedro Valderrama celebrated
the first mass.
From Limasawa, Magellan went to Cebu, which at that time was under the leadership of Rajah Humabon.
Rajah Humabon and his wife were later persuaded by Magellan to convert to Christianity. They were baptized on
April 14, 1521. They were given the Christian names Carlos and Juana in honor of King Carlos and his mother
Queen Juana. As a souvenir, a Sto. Niño image was given to the rajah’s wife.

Rajah Humabon pledged his loyalty and service to the king of Spain when he accepted the Catholic faith. In
exchange, Magellan promised to protect him and his people from their enemies. Magellan conferred to Rajah
Humabon the title of “Overall Head of the Islands of Cebu”.

Not all of the Filipino leaders showed their pleasure to the Spaniards. Mactan, under the leadership of Datu
Zula and Datu Lapulapu, was divided. Datu Zula submitted to Rajah Humabon but Datu Lapulapu firmly refused.
When Magellan learned of Lapulapu’s refusal, he decided to punish him in order to teach him and everyone
a lesson. After the women and children were evacuated, Magellan ordered Bulaia, the capital of Mactan, burned.
Magellan hoped that Lapulapu would accept Rajah Humabon’s leadership and pay taxes. A messenger was sent to
persuade the datu but the messenger failed.

When Datu Zula attempted to pay taxes to Rajah Humabon, he was blocked by Lapulapu. Unknown to
Lapulapu, Zula ordered his son to go to Cebu to report Lapulapu’s deed. This gave Magellan a reason to call on his
officials and suggested that this was the proper time to force natives to honor their promise to Rajah Humabon.
Against the counsel of his officers, Magellan decided to invade Mactan.

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 Rajah Humabon showed his joy at Magellan’s decision and offered 1, 000 of his men as an addition to the
Spanish forces. Magellan valiantly refused the offer since he wanted to demonstrate to the native population their
ability to defeat the forces of Lapulapu.

Magellan’s group was composed of sixty people. Early in the morning of April 27, 1521, they set off for
Mactan together with forty-eight of his men. Eleven were left on their ship as guards. The coastal area was very
stony and shallow; thus the ship could not anchor nearer the land.

They were met by 1, 500 disciplined soldiers of Lapulapu. They were armed only with spears and shields.
Another row of Lapulapu’s soldiers had bows and arrows with poisoned tips.

The fight between the groups was horrible. The Spaniards were outnumbered. Magellan got hit by an arrow
on his leg so he ordered the retreat of his soldiers. Chaos among the Spaniards resulted and only eight people
remained surrounding the wounded leader.
The defenders took advantage of the situation and assaulted the fallen invader. The battle in Mactan was
only the start of several conflicts between the Filipino and Spaniards. In this chapter of history, Lapulapu is
acknowledged as the heroic savior of the race. He was the first recorded Filipino who showed bravery and love for
his place of birth.

OTHER EXPEDITIONS

The discovery of the Philippines and Magellan’s tragedy encouraged the Spanish monarchy to send other
expeditions. The King desired to have definite information on the surviving crew of Magellan. The succeeding
expeditions aimed to save these people and trace the route of Magellan to the East Indies.

The following were the other expeditions sent by the King of Spain.

Expedition/Head – Francisco Garcia de Loaisa

Departure Date – July 24, 1525
Number of Transport vessels – 7 (Sta. Maria de la Victoria, Espiritu Santo, Anunciada,
San Gabriel, Sta. Maria del Parral, San Lesmes, Santiago)
Number of People/Crew – 450
Outcome: The journey was unfortunate. A strong storm met the flotilla at the Magellan Strait in
South America. Three ships were lost. On July 30, 1526, Loaisa died. He was
replaced by Elcano who also died on the trip. Alonso Salazar took over as the
leader. He also died after a month. Under the leadership of Yñiguez, they reached
Mindanao, Visayas, and the Moluccas. Yñiguez, unfortunately, died of food
poisoning. De la Torre replaced him as leader. They stopped at Tidore to wait for
help from Spain.

Expedition/Head – Alvaro de Saavedra

Departure Date – October 31, 1528
Number of Transportation – 3 (Florida, Santiago, and Espiritu Santo)
Number of People/Crew – 115
Outcome: Saavedra reached Surigao, in Mindanao. He save some of Loaisa’s crew from the
natives of Sarangani. They fought against a Portuguese ship. They reached Tidore
where they met the group of De la Torre at their established port. They left Tidore
and started to sail back to Spain. Saavedra died during the trip while in the Pacific
Ocean. The next leader decided to return to Tidore and surrender to the Portuguese.

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Expedition/Head – Ruy Lopez de Villalobos
Departure Date – November 1, 1542
Number of Transportation – 6 (Santiago, San Jorge, San Antonio, San Juan de Letran,
San Cristobal, San Martin)
Number of People/Crew – 400
Outcome: Villalobos reached Mindanao which he named Caesarea Caroli in honor of King
Charles I of Spain. They experienced famine when the natives refused to give them
food. While in search for food, they reached Samar. They named the area Felipinas
in honor of Prince Philip (Felipe) of Asturias who later became the king of Spain.
When they decided to go back to Spain, they met a strong storm which forced them
to return to the Philippines. From there, they proceeded to Tidore where Villalobos
died. During his sickness, he was taken care of by St. Francis Xavier.

The expedition ended with the death of Villalobos. His people were ordered to go back to Spain. Like the
previous expeditions, the Villalobos group was a failure. They were not able to establish a community in the
Philippine archipelago. They were not able to convert or spread the Christian faith. Most of all, they did not find the
route back to Spain from East Indies.

Villalobos’ failure caused the ire of King Carlos of Spain. The primary cause was the intrusion of
Villalobos into Portuguese territory. The objective of the expedition was the establishment of a Spanish community
in the archipelago and the spread of Christian faith. The second objective of the expedition was the search and
establishment of a route from the Philippines going back to Spain.

Spain was not interested in the Moluccas Islands since Spain signed the Treaty of Zaragoza in 1529.

Thirteen years passed before another expedition was launched from Spain. The objective was to establish a
Spanish community in the archipelago. The monarch at that time was King Philip. His interest grew when he learned
that the islands in the east were named after him.

Like the Villalobos expedition, the trip started in Mexico. It was headed by Miguel Lopez de Legazpi and
the chronicler was Fr. Andres de Urdaneta.

Expedition/Head – Miguel Lopez de Legazpi

Departure Date – November 20, 1564
Number of Transportation – 4 (San Pedro, San Pablo, San Juan de Letran, San Lucas)
Number of People/Crew – 400
Outcome: The expedition reached the Philippines safely. Miguel Lopez de Legazpi had a
sandugo with Rajah Sikatuna of Bohol. When the expedition went to Cebu, they
found the Sto. Niño image that was given to the queen of Cebu. He established
Cebu as the first city of the Philippines. When he transferred to Manila, he
established the city as the capital of the Philippines. He became the first Spanish
governor-general of the Philippines. He had friendly relations with Lakan Dula, Rajah
Matanda, and Rajah Sulayman of Manila and Tondo. Under his administration, he
established the Spanish government in the country. He died in the Philippines and
his body was interred at the San Agustin Church in Manila.

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 VOCABULARY

Caesarea Caroli – the name given by Villalobos to Mindanao in honor of Spain’s King Charles I who also
became Emperor Charles V of the Holy Roman Empire
Capitulacion – a Spanish contract
Caravel – refers to the sailing ships built by the Spaniards during the fifteenth and sixteenth centuries
Casa – a Spanish word meaning “house”
Ducat – any of various gold coins formerly used in certain European countries
Expedition – a journey or travel across the seas
Flotilla – a group of water transport vessels
Ladrones – thieves or robbers
Sanduguan – a ritual during the ancient times where two people lacerate their forearm, draw blood, gather these
in a drinking vessel, add wine and drinks this. Since they have exchanged blood, they are
recognized as blood brothers.

EVALUATE
Exercise #1
Complete the chart.

Number of
Expedition / Head Departure Date Number of Crew Outcome
Transportation

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REFERENCES

Agoncillo, T. A. (1980). History of the Filipino People. Quezon City: GAROTECH

Atutubo, J.C. et al. (2005). Philippine History and Government. Quezon City: Phoenix.

Historical Sources. Retrieved August 19, 2020 from https://www.historyonthenet.com/what-are

historical-sources

Prepared by: Checked by:

CHRISTINE JOY M. CUISON EUGENIA C. SUMAWANG, PhD
Instructor Dean

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