Definitions and Characterization of History:

Louis Gottschalk- history came from the Greek word “iotopia” meaning learning (iotopia-
athinai.blogspot.com)

only part of what was observed in the past was remembered by those who observed it.

only part of what was recorded has survived

only part of what has survived has come to the historians’ attention

Greek Philosopher Aristotle- wasn’t able to distinguish its difference from the word “scientia”

History is defined as a systematic account of a set of natural phenomena, whether or not chronological
ordering was a factor in the account; and that usage, though rare, still prevails in English in the phrase
natural history

History was the study of past events which usually conveys the dullness of the discipline as conceived by
lay people

Why do we need to study History?

 Contributes to moral knowledge.

 Provides identity.
 Essential for good citizenship.
 Helps to understand people and societies.

Primary Sources

can be documents, physical objects, and oral/video accounts by an individual or group present at the
time and place being described, e.g. eye-witness of a certain historical event

must have been produced by a contemporary of the events it narrates but this doesn’t always infer that
a primary source needs to be an original source.

A document may be considered as an original source if:

a. It contains fresh and creative ideas;

b. It was not yet translated since it was written in its original language;

c. It is in its earliest and unpolished stage;

d. It is unmodified and untampered, and

e. It is the earliest available source of the information it provides.

provides and contains direct or firsthand evidence about an event, object, person, or work of art.

provides compelling and direct evidence of human activity.

things that were created or in use during the period which is being studied.

these sources are actual records that have survived from the past.

Examples: Autobiography, Photographs, Memoirs, Speeches, Eyewitness Accounts, Videos, Diary, Legal
Documents, Fossils, Ornaments, Relics, Clothing, Letters, Tools

2. Secondary Sources

And materials made by people long after the events being described had taken place

must not be considered as of a lesser value to a primary source since the latter provides first-hand
information/ facts while the former provides important interpretations.

created later or after the historical event which is being studied and provided by the people who were
not present on that event.

describes, discuss, interpret, comment upon, analyze, evaluate, summarize, and process primary source.

usually created by historians and scholastic writers based on their interpretations of the primary
sources.

Examples: The works of known historians: Renato Constantino and Teodoro Agoncillo; Biography,
Movies, News Reports, Textbooks, News Articles, Thesis, Transcriptions, Dissertations, Interviews,
Scholarly Journals

Tertiary Sources.

These are sources that index, organize, or compile other sources. Examples of these are Encyclopedias,
Almanacs, and Dictionaries.
Module 2

Challenges in Learning about History

Being a field of study that heavily-relies on transmission of information from one person or group to
another, history and its study is fraught with many challenges. Oftentimes, history is treated as a slew of
facts that we need to memorize or a "good" story that we need to hear.

One of those challenges is verifying the authenticity of documents and other materials. This has been
one of the main problems of historians and students of history, alike. Especially here in the Philippines,
where teacher heavily-rely on textbooks and other written documents, it's very easy to create
misunderstanding and learning gap if one or more of the references used is forged and/or misleading
people. This can also be said to other materials like painting, audio recordings, and others. Thus, it is
very important for researchers to be able to distinguish hoax from genuine sources of information.

Misleading documents and materials are usually created because of the following reasons: a) to bolster
a false claim; b) to sell counterfeited documents; c) to promote political propaganda; and d) some
documents were based on practical jokes.

Another challenge that most historians encounter is the prevalence of historical revisionism. In essence,
historical revisionism is not entirely bad, as it consists of "revisiting the sources of a historical record or
period with a different perspective or new data that could alter how we see it" (Garcia-Bulle, 2021).
However, what is dangerous is the rampant denial and/or romanticization of historical events, especially
when it's against a specific person, group of people, or popular ideology.

Content and Contextual Analysis

Analyzing, or breaking down, events in history can sometimes be fraught with a lot of complications.
One of these complications is the authenticity of the sources that you have. Another would be the
intention of the writer, particularly if it comes from a secondary source.

The following are ways on how authors often analyze what has transpired in history:

1. Contextual analysis combines features of formal analysis with features of “cultural archeology”, or the
systematic study of social, political, economic, philosophical, religious, and aesthetic conditions that
were (or can be assumed to have been) in place at the time and place when the text was created. It
means “situating” the text within the milieu of its times and assessing the roles of author, readers
(intended and actual), and “commentators” (critics, both professional and otherwise) in the

reception of the text.

Here are some key questions used for contextual analysis:

a. What does the text reveal about itself as a text?

b. What does the text tell us about its intended audience?

c. What seems to have been the author’s intention?

d. What is the occasion for this text?

e. Is the text as some sort of call to- or for- action?

f. Is the text intended as some sort of call to- or for-reflection or consideration?

g. Can we identify any non-textual circumstances that affected the creation and reception of the text?

2. Content analysis is the study of documents and communication artifacts, which might be texts of
various formats, pictures, audio or video. Social scientists use this to examine patterns in communication
in a replicable and systematic manner.

Here are some key questions used to conduct content analysis:

a. What content am I going to focus on?

b. What unit of media content do I want to consider?

c. What unit of audience content do I want to focus on?

d. What rules do I want to follow as I code the data that I gather?

In a nutshell, in the conduct of historical research, here are the following questions that we can use to
conduct content and contextual analysis:

What is the main idea of the document? (Content)

Who was the author/creator? (Citation)

What is the idea the author trying to convey? (Communication)

What was happening when the document was written? (Context)

What is your newly acquired knowledge? (Connection)

How did it contribute to history? (Conclusion)

Internal and External Criticism

Now that we already know how to breakdown the components and composition of possible sources of
information, let us now then look into how we can establish the validity of a material. This can be done
through internal and external criticism.
Internal Criticism

- focuses on understanding the substance and message that the historical material wants to convey by
examining how the author framed the intent and meaning of a composed material.

-includes looking at the apparent or possible motives of the person providing the data.

-indicates the accuracy and trustworthiness of the materials to which historical data will be based.

External Criticism

identifying who composed the historical material was produced and establishing the material’s
evidential value.

- applies experimental science to certify the authenticity of the material that holds the data in which
historical information will be based.

- entails such physical and technical test as dating of paper where a document is written on.

- involves knowledge of when certain things are possible or impossible to exist.

 MODULE 3

Early Life of Filipinos

1. CAVEMEN

 Java Man, Peking Man, and other Asian Homo sapiens

 250,000 years ago
 lived by hunting and fishing

2. NEGRITOS

 25,000 years ago, first settlers

 naked and were good at hunting, fishing and food gathering
 features: dark skin, thick lips, curly hair, 5 ft in height, round eyes, flat nose

3. INDONESIANS

 skilled in seafaring, by boats

 tools made out of stone and steel ( more advanced )
 materials made of brass; they wore clothing and other body ornaments
 painted their bodies

4. MALAYS

 more than 2,000 years ago

 engaged in pottery, weaving, jewelry making and metal smelting
 introduce irrigation system
 They lived in larger villages, had government, arts and sciences and an advanced
agriculture, mining and trading
 features: brown-skinned and of medium height, with straight black hair and flat nose

Early Shelter

1. Caves

            -early Filipinos believed caves were the safest place to settle.
            -but later, they moved in plains for farming and coastal areas for fishing.

1. cave plains – inhabited for easier access to the fields.

2. coastal caves – inhabited for easier fishing.

2. Nipa Huts

            -made of nipa leaves, wood and bamboo having a square shape and about 1
meter above ground.
           -it was  the most common type of house early Filipino used for shelter

3. Tree Houses

-used to provide safety from attacking enemies and wild animals.

-ladder or ropes are used to access this type of shelter.
 

4. Houses on Stilts

-these are houses near coastal areas which is connected by a pathway.

-this type of shelter was commonly used by merchants in ancient times.
Early Clothing
Male:
Bahag – a strip of cloth wrapped around the waist and between the legs.
Putong – cloth wrapped in the head
     Red – killed a lot of people in war
     Weaved – killed people not less than 7
 
Kangan – a sleeveless coat
     Red – datu and Maharlika
     Blue- average male
 
Female:
baro   - is the upper clothing
saya  - is the lower covering of women.
 
Livelihood

 Agriculture – main source of living

 Kaingin System – land was cleared by burning shrubs and bushes.
 Tillage System – land was plowed and harrowed, then followed by planting
 Industries
 Fishing – most common industry.

 - Methods:  use of nets, bow and arrow, lance or spear, the wicker basket, hook and
line and fish poison.

 Mining – one important industry.

-  1569, Miguel Lopez de Legazpi reported that there was more or less gold in the
island.

 Shipbuilding and logging

                     Birey – boats made for 50 to 100 people

                    Biroco – boats made for more than 100 people

 Barter system – goods were brought goods and sold thru trading

                                        - Borneo, Thailand, Cambodia, Sumatra and India

3. Hunting and Gathering

-men were trained to hunt animals for the tribe and women were taught to gather
vegetables and fruits and to do household chores.
-the food was divided among the members of the tribe. The biggest part is given to the
leader and his family.
SOCIAL LIFE

1. Datu

      -he was the tribe leader and the chieftain.

      -in Tagalog region, he was known as Lakan or Gat.
      -he served as the religious leader, can declare war and made important tribal
decision-making.
                *Dayang-dayang - wives of the datu.
2. Maharlika (tumao)

      -considered as the noble and free people.

      -they always travelled with the chieftain.
     -they are merchants in nature. Also, they were assigned to meet foreign traders.

3. Timawa (Timagua)

     -they were composed of soldiers, rowers of boat and datu’s guards.
     -they could live in other barangays as a privilege.

4. Alipin (Oripun)

     -they have the lowest status in the society before.

              3 Types:
       Horo-han – they served their masters as warriors
       Namamahay (freeman) – They can acquire a house and have a family.
       Saguiguilid – They are considered as possession. (war prisoners)
Political System
Barangay
                 – standard unit of government
                  -it consisted of 30 to 100 families.
                  -it was ruled by a chieftain.
 
Powers and Functions of a Datu:

1. Implementing laws and regulations

2. Ensuring peace and order
3. Giving protection to his subjects
4. Act as judge during trials

          * Trial by Ordeal

             - Ancient judicial practice by which the guilt or innocence of the accused was
determined by subjecting them to a painful, or at least an unpleasant, usually dangerous
experience. The proof of innocence was survival.
     Taxation
      -the chieftain’s family,maharlika and timawa were exempted from paying taxes.
      -people pay taxes to the chieftain in exchange of protection they will receive. (Alipin
class)
     -Non- payment of taxes was punishable.
     War Declaration
      -before declaring war against other tribes, the datu and the katalonan were the
people making decisions.
System of Writing
     Baybayin
       - the most common system of writing widely used by the Tagalogs.
       -it literally means “to spell”
      -this was commonly taught to the children of the datu and maharlikas.
       -it was mainly used for trading near coastal areas.
BURIAL CUSTOMS

1. Manunggul jar

- bones of the deceased are buried.

- the two human figures represent the  soul on a journey to the afterlife.

2. Hanging corpse

  – practiced by the Manobos.

  -  wrapped the corpse in mat and bamboo slats to hang up on the tree.

3. Hanging coffins

 – practiced in Sagada, Mt.Province.

 believed to bring the deceased closer to heaven.

4. Tree trunk burial

 –  practiced by the Tagalogs.

 a dying person chooses the tree beforehand when he or she becomes terminally ill,
the corpse is then entombed vertically inside the hollowed-out tree trunk.

5. Wrapped corpse burial

  – practiced by the Apayaos

  - wrap the deceased person in a mat and buried.
Arts
Death Masks:

 These gold masks were buried with the dead to go along with them to the spirit
world. They believed that once they are ferried over a spiritual river to the afterlife,
those who wore gold and are covered with tattoos are recognized by the ancestors
and deities.  They are supposed to wear these to be accepted. The masks usually
covered the eyes, nose and mouth and are delicately decorated depending on social
status.

    Kinnari

 The Kinnari was excavated in Surigao at around 1981. It is a gold artifact that
symbolizes the feminine beauty for it is a half-woman, half- bird, and a religious
significance for it encapsulates grace and accomplishment.

     Jewelry

 Filipino upper-class society, warriors, common people and slaves wore gold even to
their grave.  Of course, the intricacy depends on their social status but imagine how
rich the Philippines was then.  It was part of their everyday clothes. 

 
Courting and Marriages
   A man must serve the family of the woman for several years before marrying the
woman.

 Cleaning the house

 Gathering food and firewood
 Fetching water
 Killing enemy tribes
 Dowry- giving a part of wealth to each family.

 
THINGS USED
SURVIVAL

1. nipa palm and bamboo – building houses.

2. jar – storing foods to preserve it for a long time.
3. pot – cooking foods.
4. gold – trading
5. stones (grounded and smoothened type) – carving woods.
6. flake stone – cutting, slicing and grating.
7. leaves and bamboos – “paper”

WEAPONRY

1. balaraw – a dagger with a single-edged leaf shaped blade and a cross shaped hilt.
2. kampilan – long and straight with a single edge which widens to a dual point.
3. lantakas – small cannons.
 MODULE 4

The Battle of Mactan by Pigafetta

From our history books and the lessons in elementary and high school history classes,
we all know that a fierce battle happened right after the discovery of the Philippines. We
all know that it involved two of the most famous men in our country's history, Ferdinand
Magellan and Datu Lapu-lapu and the shores of an island in the Visayas witnessed how
Magellan's journey around the world was cut short.
 
To those who are contented with what's written on the history books, good for you guys.
But for those who want to read the account of an eyewitness of the battle, here is an
excerpt from the book of Antonio Pigafetta, an Italian scholar, explorer and chronicler of
Magellan's Voyage.
 
"On Friday, April twenty-six, Zula, a chief of the island of Matan, sent one of his sons to
present two goats to the captain-general, and to say that he would send him all that he
had promised, but that he had not been able to send it to him because of the other chief
Cilapulapu, who refused to obey the king of Spagnia. He requested the captain to send
him only one boatload of men on the next night, so that they might help him and fight
against the other chief. The captain-general decided to go thither with three boatloads.
We begged him repeatedly not to go, but he, like a good shepherd, refused to abandon
his flock. At midnight, sixty men of us set out armed with corselets and helmets,
together with the Christian king, the prince, some of the chief men, and twenty or thirty
balanguais.

We reached Matan three hours before dawn. The captain did not wish to fight then, but
sent a message to the natives by the Moro to the effect that if they would obey the king
of Spagnia, recognize the Christian king as their sovereign, and pay us our tribute, he
would be their friend; but that if they wished otherwise, they should wait to see how our
lances wounded. They replied that if we had lances they had lances of bamboo and
stakes hardened with fire. [They asked us] not to proceed to attack them at once, but to
wait until morning, so that they might have more men. They said that in order to induce
us to go in search of them; for they had dug certain pitholes between the houses in
order that we might fall into them.
 
When morning came forty-nine of us leaped into the water up to our thighs, and walked
through water for more than two crossbow flights before we could reach the shore. The
boats could not approach nearer because of certain rocks in the water. The other
eleven men remained behind to guard the boats. When we reached land, those men
had formed in three divisions to the number of more than one thousand five hundred
persons. When they saw us, they charged down upon us with exceeding loud cries, two
divisions on our flanks and the other on our front. When the captain saw that, he formed
us into two divisions, and thus did we begin to fight. The musketeers and crossbowmen
shot from a distance for about a halfhour, but uselessly; for the shots only passed
through the shields which were made of thin wood and the arms [of the bearers]. The
captain cried to them, " Cease firing! cease firing I " but his order was not at all heeded.
When the natives saw that we were shooting our muskets to no purpose, crying out they
determined to stand firm, but they redoubled their shouts. When our muskets were
discharged, the natives would never stand still, but leaped hither and thither, covering
themselves with their shields. They shot so many arrows at us and hurled so many
bamboo spears (some of them tipped with iron) at the captain-general, besides pointed
stakes hardened with fire, stones, and mud, that we could scarcely defend ourselves.
Seeing that, the captain-general sent some men to burn their houses in order to terrify
them.
 
When they saw their houses burning, they were roused to greater fury. Two of our men
were killed near the houses, while we burned twenty or thirty houses. Many of them
charged down upon us that they shot the captain through the right leg with a poisoned
arrow. On that account, he ordered us to retire slowly, but the men took to flight, except
six or eight of us who remained with the captain. The natives shot only at our legs, for
the latter were bare; and so many were the spears and stones that they hurled at us,
that we could offer no resistance. The mortars in the boats could not aid us as they
were too far away. So we continued to retire for more than a good crossbow flight from
the shore always fighting up to our knees in the water. The natives continued to pursue
us, and picking up the same spear four or six times, hurled it at us again and again.
Recognizing the captain, so many turned upon him that they knocked his helmet off his
head twice, but he always stood firmly like a good knight, together with some others.
Thus did we fight for more than one hour, refusing to retire farther.
 
An Indian hurled a bamboo spear into the captain's face, but the latter immediately killed
him with his lance, which he left in the Indian's body. Then, trying to lay hand on sword,
he could draw it out but halfway, because he had been wounded in the arm with a
bamboo spear. When the natives saw that, they all hurled themselves upon him. One of
them wounded him on the left leg with a large cutlass, which resembles a scimitar, only
being larger. That caused the captain to fall face downward, when immediately they
rushed upon him with iron and bamboo spears and with their cutlasses, until they killed
our mirror, our light, our comfort, and our true guide. When they wounded him, he
turned back many times to see whether we were all in the boats. Thereupon, beholding
him dead, we, wounded, retreated, as best we could, to the boats, which were already
pulling off.
 
The Christian king would have aided us, but the captain charged him before we landed,
not to leave his balanghai, but to stay to see how we fought. When the king learned that
the captain was dead, he wept. Had it not been for that unfortunate captain, not a single
one of us would have been saved in the boats, for while he was fighting the others
retired to the boats. I hope through [the efforts of] your most illustrious Lordship that the
fame of so noble a captain will not become effaced in our times. Among the other
virtues which he possessed, he was more constant than ever any one else in the
greatest of adversity. He endured hunger better than all the others, and more accurately
than any man in the world did he understand sea charts and navigation. And that this
was the truth was seen openly, for no other had had so much natural talent nor the
boldness to learn how to circumnavigate the world, as he had almost done. That battle
was fought on Saturday, April twenty-seven, 1521.
 
The captain desired to fight on Saturday, because it was the day especially holy to him.
Eight of our men were killed with him in that battle, and four Indians, who had become
Christians and who had come afterward to aid usi were killed by the mortars of the
boats. Of the enemy, only fifteen were killed, while many of us were wounded.

In the afternoon the Christian king sent a message with our consent to the people of
Matan, to the effect that if they would give us the captain and the other men who had
been killed, we would give them as much merchandise as they wished. They answered
that they would not give up such a man, as we imagined [they would do], and that they
would not give him for all the riches in the world, but that they intended to keep him as a
memorial."
VOYAGES/EXPEDITIONS IN THE PHILIPPINES
 

1. 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. On March 16, 1521,
Magellan's expedition landed on Homonhon island in the Philippines.
Humabon wanted Magellan to kill Lapu-Lapu while Magellan wanted to convert Lapu-
Lapu into Christianity. On April 17, 1521, Magellan sailed to Mactan and ensuing battle
killed Magellan by the natives lead by Lapu-Lapu.
 

 Juan Sebastian de Elcano, the master of ship "Concepcion" took over the command
of the expedition after the death of Magellan and captained the ship "Victoria" back
to Spain. He and his men earned the distinction of being the first to circumnavigate
the world in one full journey.
 Only one ship (the Victoria) and 18 men returned to Seville, Spain on September 6,
1522. Nevertheless, the said expedition was considered historic because it marked
the first circumnavigation of the globe and proved that the world was round.

 
**Five subsequent expeditions were then sent to the Islands. These were led by Garcia
Jofre Loaisa (1525), Sebastian Cabot (1526), Alvaro de Saavedra (1527), Rudy Lopez
de Villalobos (1542) and Miguel Lopez de Legazpi (1564). Only the last two actually
reached the Philippines; and only Legazpi succeeded in colonizing the Islands.
 

1. GARCIA JOFRE DE LOAISA’S EXPEDITION

Parents: ALVARO LOAISA AND MARIA GONZALEZ DE YANGUAS

 Francisco Garcia De Loaisa(brother)

 SPANISH EXPLORER
 BORN IN CIUDAD REAL
 DESCENDANT OF THE FIRST KING GUIDO JOFRE OF JERUSALEM

Garcia Jofre De Loaísa was named captain along with Juan Sebastián Elcano, who had
reached the Spice Islands in 1521 during the Magellan expedition.
De Loaísa was ordered to seek Trinidad (sister ship of Victoria) that was last seen
attempting to return home (during the Magellan expedition).
Significant events:
de Loaísa was assigned seven vessels and a total of 450 men

 August 24, 1525 – departed from Coruna in Galicia (North-eastern corner of Spain)

      - sailed westwards across the Atlantic to the Americas

 Storm in Strait of Magellan – one crew rebelled, the captain of one of the ships killed
by his own sailors

       - Loaisa got ill and died

 Elcano then assumed complete charge of the seven ships and led them into the
Pacific.
 eventually four vessels on bad weather reached the Pacific Ocean on May but then
again face another storm, San Lesmes disappeared during the storm

       

 Yñigez, Andres Urdaneta and other crew reached Mindanao and Visayas in the
Philippines and Moluccas but they were poisoned through food
 Urdaneta and 24 other crew only survived from the island of spice
 1536 they returned to Spain in Portuguese India and under Portuguese guards

1. SEBASTIAN CABOT EXPEDITION

BIOGRAPHY
BORN:1474 in Venice
NATIONALITY: Italian
DIED: December 1557 at the Age of 83
SPOUSE(S): Joanna (Dead), Married Again to Catalina De Medrano
-He’s an explorer together with his dad John Cabot, also an explorer.
-His from a family of merchants in the lucrative spice trade.
 
EVENTS:

 April 3, 1526 - Sailed with 4 ships and 250 men.

 
-Sebastian attempt to enter Philippines but he was busy finding something so he
decided to go back to Spain and abandoned his team. (He abandoned his charge and
explored the interior of the Río de la Plata along the northern border of present-day
Argentina.)

 He was banished in Spain to Oran, Africa because he did not follow the command.
 He stayed in Russia for so long time and he became navigator again until he died.

1. ALVARO DE SAAVEDRA CERON EXPEDITION

GOALS:

 To see what might have happened to the survivors of the Magellan expedition
 To look for Trinidad which had not been heard from
 To inquire about what became of the Cabot expedition
 To see what happened to the Loaisa Expedition

 
EVENTS:

 Left Zihuatanejo, Mexico on Nov. 1, 1527

 Experienced a violent storm while sailing
 They reached Guam on Dec. 29 and took possession of Yap Island
 Early 1528 they landed in Mindanao
 Saavedra steered his ship to Cebu
 Landed in Tidore
 October 9, 1529, he died on the sea because he was ill.
 On the way to Tidore his men were captured by Portuguese

 Expedition composition:
 3 ships; Florida, Santiago, and Espiritu Santo
 120 men

1. RUY LOPEZ DE VILLALOBOS EXPEDITION

 BIOGRAPHY

 He was a Spanish sailor that was born in Malaga, Crown of Castile and died in
Amboina (1500 –1544)
 He was known for giving the name Las Islas Filipinas to the Philippines to honor
Philip II of Spain

EVENTS:
 November 1, 1542 – He started his expedition to the Philippines from Barra de
Navidad, New Spain or Nueva Espana.
 He was appointed to command the expedition by Antonio de Mendoza – his
brother-in-law and viceroy of New Spain.

 Between January 6 to 23, 1543 – one galleon was separated from the fleet during a
severe storm. This ship eventually reached the island of Mazaua, a place where
Magellan anchored in 1521.

 February 2, 1543 – He reached Mindanao.

 February 29, 1543 – They entered Baganga Bay, eastern coast of Mindanao. They
stayed for 32 days. After several days of struggle, they reached Sarangani.

 The galleon that had been driven ashore on Mazaua, appeared unexpectedly with a
load of rice and other foods.

 August 4, 1543 – 2 galleon ships were sent back to Leyte and Samar for more food,
with the other to stock up for the Pacific crossing and to proceed to Mexico.

 August 7, 1543 – A Portuguese contingent arrived and delivered a letter form Jorge
de Catro, governor of the Moluccas.

 August 9, 1543 – Villalobos responded.

 August 27, 1543 – The other galleon ship left for Mexico with Bernardo de la
Torre as captain.
 First week of September – Another letter from Castro arrived with the same protest.

 
 September 12, 1543 – Villalobos wrote a reply with the same message as his first.

 April 1544 – He sailed for the Island of Amboina. He and his crew members then
made their way to the islands of Samar and Leyte, which he named Las Islas
Filipinas (The Philippine Islands) in honor of the Prince of Spain, Philip II.
 April 4, 1544 – Villalobos died in his prison cell on the island of Amboina, caused by
a malignant fever on Good Friday of 1544.

1. MIGUEL LOPEZ DE LEGAZPI EXPEDITION

 
BIOGRAPHY

 The youngest son of Don Juan Martínez López de Legazpi and Elvira
Gurruchategui.

 was born into a noble family in the Basque town of Zumárraga (Guipúzcoa Province)
in 1502

 From 1526 to 1527, the young Legazpi worked as a councilor in the municipal
government of his home town.
 Married Isabel Garcés and they had 9 children

EVENTS:

 The only expedition that was successful in colonizing the Philippines

 After the unsuccessful expedition of Villalobos, King Charles I decided to stop
sending colonizers to the Philippines
 When his son, King Philip II took over, he continued the expeditions.
 King Philip sent Miguel Lopez de Legazpi and Fray Andres de Urdaneta (who
survived the de Loaisa expedition).

 February 13, 1565

 Legazpi’s Expedition landed in Cebu Island.
 After short struggle with the natives, he proceeded to Leyte, then to Camiguin, and
to Bohol.
 There, Legazpi made a blood compact with the chieftain, Datu Sikatuna, as a sign of
friendship.
 Legazpi was able to obtain spices and gold in Bohol due to his friendship with
Sikatuna.
 

 April 27, 1565

 Legazpi returned to Cebu.
 The head of Cebu was Rajah Tupas who waged war against Legazpi.
 The Spaniards established a colony, naming the settlements "Villa del Santisimo
Nombre de Jesús" (City of the Most Holy Name of Jesus) after an image of Sto.
Niño in one of the native houses.
 1569
 Due to scarcity of food provisions in Cebu, Legazpi transferred and they founded a
second settlement on the bank of the Panay River.

 1570
 Having heard of the rich resources in Luzon, Legazpi dispatched Martín de Goiti to
explore the northern region. Landing in Batangas with a force of 120 Spaniards and
600 Visayans from Cebu and Panay islands.
 De Goiti explored the Pansipit River, which drains Taal Lake.
 May 8,1570
 They arrived in Manila Bay.
 -Forming an alliance with the Muslim leader, Tariq Suleiman.
 -Legazpi wanted to use Manila's harbor as a base for trade with China, but
Sulayman refused.
 May 24,1570
 After disputes and hostility had erupted between the two groups, the Spaniards
occupied the Islamized states of Tondo and Manila
 June 24,1571
 Legazpi 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.
 1572
 Legazpi died and was buried at the San Agustgin Church in Intramuros
 1574
 Manila was bestowed the title: