PHILIPPINE HISTORY EKONOMIYA
umiikot sa barter/trading
(PREHISPANIC ERA)
Known as Aborigins in the Philippines-Negritos
Aborigins means- indigenous or native peoples
who are the original inhabitants of a particular
region or country.
First Migrants- Indones
Last to come- Malays
Highest in the Social Class in Pre-Hispanic Era-
Maharlikans
Wave Migration Theory:
Proposes that human migration occurred in
successive waves, with different groups of
people moving from their places of origin in
distinct periods. (Ex. Negritos)
Proponent; Otley Bayer
Core Population Theory
-F. Landa Jocano (Evolution Theory)
-Tabon Man (discovered by Robert Fox and
Manuel Santiago in Tabon Cave in Palawan)
Pre-Hispanic Period Social Class
-Maharlika
-Timawa (free man)
-Alipin( sagigilid,namamahay)
EDUCATION
First school of Pre-Colonial Filipinos- Bothoan
Symtem of Writing- Baybayin/Alibata
COMMUNITIES
-Igorot in Cordilleras (first for Mumification)
-Tattoed People in Panay (Pintados)
RELIGION
-Paganismo/ Paganism/ Animasm(naniniwala
sa iba't-ibang Diyos)
Prioritizing personal
relationships over institutional or systemic
FIRST TRADES
-Traders from Champa Vietnam (Orang
Dampuans)
-Traders from Indonesia (Banjarmasins)
-Traders during Ming Dynasty (Chinese)
GOVERNMENT
-Datu (tagagawa,tagapagpatupad,taga
interpret)
-Umalohokan (taga anunsyo)
-Trial by Ordeal (way of punishment /painful or
dangerous physical test or task)
FILIPINO TRAITS
Kanya kanya or Tayo Tayo: (crab mentality)
Kanya kanya: A mindset focused on individual
interests.
Tayo Tayo: Emphasizes communal or group
interests.
Prev: Sense of Common Good
Ningas Cogon: (magaling lang sa una)
Eagerness or enthusiasm at the beginning, but
the interest wanes over time.
Manana Habit: (mamaya na yan!)
Procrastination or delaying tasks.
Ethnocentric: (mas mataas tayo sa iba)
Evaluating other cultures based on one's own
cultural standards.
Xenocentric: (mababa tayo sa
iba/humbleness)
Valuing or favoring foreign or external
perspectives.
Extreme Personalism: (namemersonal)
connections and
processes.
Bahala na: (come what may)
An expression conveying a carefree or fatalistic
attitude, often used when facing uncertainty.
Porma Over Substance:
Prioritizing appearance or style over substance
or content.
Remedyo Attitude:
Relying on quick fixes or makeshift solutions.
Cheerful:
Displaying a positive and happy demeanor.
We seal friendship through - Sanduguan
Engagement in Prehispanic Era is called-
Bethrotal
Dowry originated- India
"Mai" means Gold in Mindoro
An Arab Missionary who bought Islam in the
Philippines in 1380 - Makhdum/ Merchants
First Sulu Sultanate founder by Abu Bakr
Pre-colonial Period:
 Indigenous cultures and societies.
 Early forms of governance and social
organization.
 Economic activities, trade routes, and cultural
exchanges.
Spanish Colonial Period:
 Ferdinand Magellan's arrival and the initial
contact with the Philippines.
 Establishment of Spanish colonies and the
Manila-Acapulco Galleon Trade.
 Social, economic, and religious changes under
Spanish rule.
  Resistance movements, including the Dagohoy  Indigenous cultures and traditions.  Included a Bill of Rights to protect civil
Rebellion and the Propaganda Movement.  Contributions of Filipino artists, writers, and liberties.
Philippine Revolution: cultural figures. Recent Amendments:
 Katipunan and its founding members, including National Identity and Patriotism:  Various amendments have been made to the
Andres Bonifacio.  Formation of a Filipino national identity. 1987 Constitution.
 The Cry of Pugad Lawin and the outbreak of  Role of national heroes and patriotic  Amendments include changes in economic
the Philippine Revolution. movements. provisions and the extension of term limits for
 Declarations of independence and the local officials.
establishment of the First Philippine Republic. PHILIPPINE GOVERNMENT Executive Branch: Ehekutibo
Philippine-American War: Malolos Constitution (1899): Function: Implements and enforces laws.
 Causes and events leading to the conflict.  Context: Drafted during the First Philippine -Nangangasiwa at nagpapatupad ng mga batas.
 Key figures, including Emilio Aguinaldo and Republic. Leadership: Headed by the President or Prime
General Arthur MacArthur.  Features: Minister.
 Impact on Philippine society and the transition  Modeled after Western constitutions. Responsibilities: Enforces laws, manages
to American colonial rule.  Provided for a republican form of government. government agencies, conducts foreign affairs,
American Colonial Period:  Emphasized civil liberties and human rights. and executes policies.
 Policies and governance under American 1935 Constitution:
colonial rule.  Context: Enacted during the Commonwealth Legislative Branch: Legislatibo
 Educational reforms and changes in period under President Manuel Quezon. Function: Makes laws.
administration.  Features: - Naglilikha at nagpasa ng mga batas.
 Economic developments and the introduction  Established the Commonwealth of the Leadership: Composed of a bicameral (two
of new industries. Philippines. houses) or unicameral (one house) legislature,
Japanese Occupation:  Provided for a presidential form of such as the Senate and the House of
 Events during World War II and the Japanese government. Representatives.
invasion of the Philippines.  Set the foundation for the future Republic of Responsibilities: Drafts, debates, amends, and
 Resistance movements and notable the Philippines. passes laws; controls finances; represents the
personalities. 1973 Constitution: interests of the people.
 Liberation and the aftermath of the war.  Context: Enacted during the martial law regime
Post-World War II Era: of President Ferdinand Marcos. Senate: 24 members (Decide) "upper house"
 The grant of Philippine independence on July Purpose: Represents states or regions at the
 Features:
4, 1946. national level.
 Shifted to a parliamentary form of
 Post-war reconstruction and economic Functions: Confirms appointments, ratifies
government.
development. treaties, conducts impeachment trials, and
 Extended the term limits of the president.
 Political events, including presidential provides a more deliberative legislative
 Increased executive powers.
administrations and significant milestones. process.
1987 Constitution:
Contemporary Period:  Context: Enacted after the People Power
 Martial law under President Ferdinand Marcos. -Blue Ribbon Commitee
Revolution, ending the Marcos regime.
 People Power Revolution in 1986. investigate (issues related to corruption)
 Features:
monitor (laws involving public funds and
 Recent political, social, and economic  Restored the presidential form of government.
government operations)
developments.  Emphasized checks and balances among the recommend (measures and action)
Cultural Heritage: branches of government. Congress
 -existence of war
House of Representatives: maximum of 297
members (impeach) "lower house"
Purpose: Represents the population at the
national level.
Functions: Initiates revenue-related bills,
impeaches federal officials, and reflects the
direct will of the people in legislative matters.
Judicial Branch: Hudikatura (9 Justices)
Function: Interprets laws and ensures their
constitutionality.
Who will be impeach: President,
commissioners, supreme court, chief justices.
(supreme court 9 justices)
Function: Interprets laws and ensures their
constitutionality.
-Nag-iinterpret ng mga batas at nagtataguyod
ng katarungan.
Leadership: Headed by a system of courts,
often with a Supreme Court at the highest
level.
Responsibilities: Reviews laws, resolves legal
disputes, interprets the constitution, and
ensures justice.
Members: Supreme Court, Courts of Appeals,
District Court, specialized Court
Checks and Balance: measures of 3 branches
to prevent any single branch from gaining too
much control or abusing its authority.
LIFE OF RIZAL
Early Life:
 Born on June 19, 1861, in Calamba, Laguna,
Philippines.
 A multi-talented individual, excelling in arts,
literature, and sciences from a young age.
 Came from a well-educated and affluent
family.
Education:
 Pursued higher education in Europe, studying
in Madrid, Paris, and Heidelberg.
 Earned degrees in various fields, including
medicine and philosophy.
Literary Contributions:
 Authored the novels "Noli Me Tangere" and "El
Filibusterismo," exposing the injustices under
Spanish colonial rule.
 Wrote numerous essays, poems, and letters
advocating for social and political reforms.
Nationalism and Reform:
 Advocated for peaceful reforms through
education and enlightenment.
 Active involvement in La Liga Filipina, a
reformist organization.
Exile and Imprisonment:
 Exiled to Dapitan in Mindanao by Spanish
authorities.
 Continued his intellectual pursuits,
contributing to science and community
development.
 Arrested and imprisoned upon his return to
the Philippines.
Love Life:
 Involved in various romantic relationships,
including Leonor Rivera and Consuelo Ortiga.
 The romance with Leonor Rivera was
significant, influencing his literary works.
Execution and Legacy:
 Executed on December 30, 1896, in
Bagumbayan (now Rizal Park or Luneta).
 His death became a catalyst for the Philippine
Revolution.
 Jose Rizal is celebrated as the national hero of
the Philippines, symbolizing patriotism and the
quest for freedom.
RIZAL’S WORKS
NOVELS:
Noli Me Tangere (Touch Me Not):
 Original Title: "Noli Me Tangere"
 Explanation: A novel that exposes the abuses
and corruption of the Spanish colonial
government in the Philippines. It follows the
character of Crisostomo Ibarra as he seeks
reforms and encounters the injustices suffered
by Filipinos.
El Filibusterismo (The Subversive):
 Original Title: "El Filibusterismo"
 Explanation: A sequel to Noli Me Tangere, it
delves into more radical themes of revolution
and resistance. Simoun, a wealthy jeweler,
becomes a symbol of the desire for change.
POETRY:
Mi Ultimo Adios (My Last Farewell):
 Original Title: "Mi Ultimo Adios"
 Explanation: Rizal's farewell poem expressing
his love for his country and his acceptance of
death as he faced execution.
To the Philippine Youth:
 Original Title: "A la Juventud Filipina"
 Explanation: An essay in verse encouraging the
Filipino youth to strive for education and
contribute to the welfare of the nation.
Sa Aking Mga Kabata (To My Fellow Youth):
 Original Title: "Sa Aking Mga Kabata"
 Explanation: One of Rizal's early poems,
emphasizing the importance of the Filipino
 language and expressing nationalistic
sentiments.
ESSAYS:
The Indolence of the Filipino:
 Original Title: "La Indolencia de los Filipinos"
 Explanation: An essay that addresses the
alleged laziness of the Filipino people,
exploring its historical and cultural roots.
The Philippines A Century Hence:
 Original Title: "Filipinas Dentro de Cien Años"
 Explanation: An essay envisioning the future of
the Philippines, discussing issues related to
colonialism, education, and national identity.
The Noli Me Tangere in Brussels:
 Original Title: "El Filibusterismo"
 Explanation: Rizal's reflections on the
completion and publication of Noli Me
Tangere, written while he was in Brussels.
OTHER WORKS:
Letter to the Women of Malolos:
 Original Title: "Sobre la Indolencia de los
Filipinos"
 Explanation: A letter commending the courage
and efforts of the women of Malolos in seeking
education and enlightenment.
An Eagle Flight:
 Original Title: "Ave Patria"
 Explanation: A letter expressing Rizal's
concerns about the situation in the Philippines
under Spanish rule and the need for reform.
Letter to the Young Women of Malolos:
 Original Title: "Sa Mga Kababaihang Taga
Malolos"
 Explanation: A letter encouraging the young
women of Malolos to pursue education and
fight for their rights.
Definition:
 Philosophy of Man: Also known as
"Philosophy of Human Nature" or
"Anthropology," it examines the
nature, essence, and purpose of
human existence.
Central Questions:
 Identity: What defines human identity,
and what distinguishes humans from
other beings?
 Consciousness: How do human
consciousness, self-awareness, and
reasoning function?
 Free Will: To what extent do humans
have free will and moral agency?
Major Themes:
 Existentialism: Emphasizes individual
freedom, choice, and responsibility.
Key thinkers include Jean-Paul Sartre
and Albert Camus.
 Humanism: Focuses on human
potential, dignity, and the importance
of human values and achievements.
 Metaphysics of the Self: Explores the
nature of the self, the mind-body
relationship, and personal identity.
Philosophers and Theories:
 Socrates: "Know thyself." Emphasized
self-awareness and the pursuit of
wisdom.
 Rene Descartes: "Cogito, ergo sum" (I
think, therefore I am). Explored the
relationship between mind and body.
 Jean-Jacques Rousseau: Emphasized
the natural goodness of humans and
the impact of society on human
nature.
 Sigmund Freud: Introduced
psychoanalysis, exploring the
unconscious mind and the impact of
early experiences on behavior.
Ethics and Morality:
 Moral Philosophy: Examines questions
of right and wrong, good and evil, and
the nature of ethical behavior.
 Ethical Systems: Utilitarianism,
deontology, virtue ethics, and
relativism are theories that address
moral questions.
Religious Perspectives:
 Theology: Explores the relationship
between humans and the divine,
addressing questions of purpose and
existence.
 Secular Humanism: An ethical and
philosophical stance that emphasizes
the value and agency of human beings.
Relevance to Society:
 Social Philosophy: Examines the
relationship between individuals and
society, addressing issues of justice,
equality, and human rights.
 Political Philosophy: Explores the
nature of political authority and the
rights and responsibilities of citizens.
Implications for Education:
 Educational Philosophy: Considers the
purpose of education in shaping the
character and intellect of individuals.
Cultural Perspectives:
 Cultural Anthropology: Studies
different cultures to understand
variations in beliefs, values, and
practices related to human nature.
Holistic Approach:
 Holistic Anthropology: Advocates for a
comprehensive understanding of the
human being, integrating biological,
 psychological, social, and cultural 3. Socialism: the monarch has almost complete
dimensions.  Social Equality: Aims to reduce social control, or constitutional, where their
and economic inequalities. powers are limited by a constitution or
POLITICAL IDEOLOGIES  Collective Ownership: Advocates for laws.
. Liberalism: shared ownership of means of 4. Totalitarianism:
 Individual Rights: Emphasizes production.  Definition: A system in which the
protecting personal liberties and  Social Welfare: Supports social government recognizes no limits to its
freedoms. programs for basic needs. authority and seeks to regulate every
 Equality: Advocates for equal Approach to Governance: aspect of public and private life.
opportunities and legal treatment.  Active Government: Favors Individual rights are often suppressed,
 Rule of Law: Stresses the importance government involvement in economic and the state exercises control over
of a legal framework applicable to all. planning. the economy, media, and other
Approach to Governance:  Democratic Socialism: Supports a mix institutions.
 Limited Government: Supports of socialist economic policies in a 5. Authoritarianism:
government intervention to protect democratic system.  Definition: A system of government
rights but not excessively.  Workers' Rights: Advocates for strong characterized by strong central power
 Social Justice: Promotes policies labor protections. and limited political freedoms. The
addressing social inequalities. Examples in Governance: government typically holds significant
 Democratic Principles: Favors  Universal healthcare, public ownership control over the economy and may
representative democracy with regular of industries. restrict civil liberties to maintain order
elections. and stability.
Examples in Governance: GOVERNMENTS 6. Socialism:
 Social programs, civil liberties. 1. Democracy:  Definition: An economic and political
 Definition: A form of government in system in which the means of
2. Conservatism: which political power is vested in the production, distribution, and exchange
 Traditional Values: Values tradition, hands of the people. Citizens typically are owned or regulated by the
stability, and established institutions. participate in decision-making through community as a whole. It often seeks
 Order: Emphasizes social order and voting in elections or direct to reduce economic inequality through
maintenance of societal structures. participation in policy formulation. public ownership or control of key
 Individual Responsibility: Stresses 2. Republic: industries.
individual responsibility and self-  Definition: A political system in which 7. Communism:
reliance. the head of state is an elected or  Definition: A political and economic
Approach to Governance: appointed official, rather than a ideology advocating for a classless and
 Limited Government: Advocates for monarch. The leader is usually chosen stateless society where the means of
minimal government intervention. through democratic processes, and production are collectively owned. In
 Preservation of Institutions: Supports there is an emphasis on the rule of practice, this often involves a
existing social structures. law. transitional stage led by a vanguard
 Nationalism: Emphasizes national 3. Monarchy: party.
identity and sovereignty.  Definition: A form of government 8. Federalism:
Examples in Governance: where a single person, the monarch  Definition: A system of government in
 Free-market capitalism, law and order (king or queen), holds political power. which power is divided between a
policies. Monarchies can be absolute, where central (national) government and
 regional (state or provincial)
governments. Each level of
government has its own sphere of
authority and can make decisions
independently within that sphere.
9. Parliamentary System:
 Definition: A system of government
where the executive branch derives its
legitimacy from and is accountable to
the legislative branch. The head of
government is often the leader of the
majority party in the legislature.
10. Oligarchy:
 Definition: A form of power structure
in which power resides in the hands of
a small number of people, often from
the same social, economic, or political
class.
These definitions provide a broad
overview, and real-world political
systems may exhibit characteristics of
more than one type of government.
 Definition: Power division between
central and regional governments,
each with distinct authority.
 GEOMETRY  Similar Figures: Figures that have the
1. Basic Geometric Shapes: same shape but may have different
 Points, Lines, and Planes: sizes.
Understanding the basic building
blocks of geometry. Length Conversions:
 Angles: Types of angles (acute, obtuse, 1 meter (m) = 100 centimeters (cm)
right, straight), angle measurement, 1 kilometer (km) = 1,000 meters
and angle relationships. 1 inch = 2.54 centimeters
2. Polygons: 1 foot = 0.3048 meters
 Triangles: Properties, types 1 yard = 0.9144 meters
(equilateral, isosceles, scalene), and 1 mile = 1.60934 kilometers
the sum of interior angles.
 Quadrilaterals: Properties of squares, Volume Conversions:
rectangles, parallelograms, rhombuses, 1 liter (L) = 1,000 milliliters (mL)
and trapezoids. 1 liter = 0.001 cubic meters (m³)
 Pentagons, Hexagons, etc.: General 1 cubic meter = 1,000 liters
properties of regular and irregular 1 gallon (US) = 3.78541 liters
polygons. 1 gallon (UK) = 4.54609 liters
3. Circles:
 Circumference and Area: Formulas for Weight (Mass) Conversions:
calculating the circumference and area 1 kilogram (kg) = 1,000 grams (g)
of a circle. 1 gram = 0.001 kilograms
 Arcs and Chords: Understanding 1 metric ton (tonne) = 1,000 kilograms
circular arcs and chords. 1 pound (lb) = 0.453592 kilograms
 Sector and Segment: Definitions and 1 ounce (oz) = 28.3495 grams
calculations related to circle sectors
and segments.
4. Three-Dimensional Geometry:
 Prisms and Pyramids: Volume and
surface area calculations.
 Cylinders and Cones: Volume and
surface area formulas.
 Spheres: Properties, surface area, and
volume.
5. Transformations:
 Reflection, Rotation, Translation: Basic
transformations in the coordinate
plane.
6. Congruence and Similarity:
 Congruent Figures: Figures that have
the same shape and size.