PHILIPPINE HISTORY from the past events, we can manage to
avoid repeating the same mistake.
❖ WHAT IS HISTORY?
History is the science that deals with the
study of past events. The study of
history leads us to analyze the structure
of a society of a given period, its
community and government, languages,
and the emergence of philosophy and
religion.
❖ WHAT IS CULTURE?
Culture is the way of life of a particular
society or group of people, including
patterns of thought, beliefs, behavior,
customs, traditions, rituals, dress, and
language, as well as art, music, and
literature.
❖ IMPORTANCE OF HISORY(BOOK)
1. It expands our knowledge. Through
the study of history, we begin to know
and understand the many contributions
of the different races that have peopled
the earth before us. All things, concrete
and abstract, that define and shape who
we are now are the results of the ideas,
initiatives, and sacrifices of each
generation at certain points in history.
For example:
• The Catholic faith was the legacy of
the Spanish occupation.
• The customs and traditions that define
Philippine culture is a mix of Asian,
Spanish, and American influences.
2. It analyzes and evaluates valuable
lessons from historical events. The
study of history seeks the cause of
certain historical events. Why did the
particular event happen? How did it
happen? The issues and problems that
we face now are linked to the past.
For example:
• The economic development in the
country.
• Preventing international conflict.
• Exercising human rights and achieving
social justice.
Although events in the past can ever
happen again exactly the same manner
now, we witnessed some events in the
present that are parallel to some periods
in the past. By taking heed and learning
3. It is instrumental in forging unity
and cooperation among nations.
Hardly any country in the world now can
assert that it can exist independently
without any help from any other nation.
History has proven repeatedly that each
country is dependent on other in terms
of its economic progress, political
stability, and economic development.
Serious issues and problems can be
resolved with global unity and
cooperation. Indeed, “in unity, there is
strength.”
4. It develops mastery in other skills.
The study of history requires the
application of skills in other areas. It
urges students to achieve a high level of
understanding of and to value written
texts such as personal accounts, official
reports, records, and documents. It also
demands that students are able to
discuss, analyze, and evaluate different
issues critically. Finally, it motivates
students to find realistic and practical
solutions to the need of our country.
Through the study of history, we gain
insights into many different beliefs,
principles, and values that individuals
may hold. This enriches a person’s
holistic development.
More importantly, the study of history
leads one to appreciate the many
changes in society and culture that
taken place through time because of a
generation’s actions and decisions.
An awareness of the past leads to
understanding of one’s rights and
limitation. Most of all, people are
inspired to fulfill their duties and
responsibilities towards their country.
❖ INTRODUCTION TO PHILIPPINES
➢ GEOGRAPHY AND EARLY
EVIDENCE, REGIONS, AND ETHNO-
LINGUISTIC GROUPS (Photocopy)
❖ THE PHILIPPINES BEFORE 1521
(Pre-Hispanic Period)
➢ PEOPLE OF THE PHILIPPINES AND
PRECOLONIAL CULTURE AND
TRADITIONS
 EARLY CIVILIZATION (BOOK)
• The early Filipinos were known as
nomads during the Paleolithic Period
or the Stone Age some 250,000 years
ago between 6,000BC or 8,000BC years
ago.
• They had caves for their shelters
although they did not stay for long in
them. They moved to different places to
forage for food. They would gather fruits,
root crops, and various edible plants.
• Since they were natural-born
hunters, they had special tools and
weapons that helped them in pursuits of
wild animals. Most of them were made
out of stones.
• An example of this is the stone
hammer. It was used to chip off smaller
pieces from a larger rock.
• These sharp chunks were used to
made stakes, to handle and prepare
food, and to kill wild animals.
• Other examples are the round rocks
from the rivers and the hard chert.
• The ways of nomadic living continued
until Neolithic Period or the New Stone
Age (8,000 years ago).
• Early inhabitants during the Neolithic
Period are hunters and fishermen.
• They built their homes in places near
the rivers, lakes and sea where they got
their daily sustenance.
• Aside from fishing, gathering snails
and clams, and hunting, they also knew
how to domesticate plants and animals.
• They followed a system of kaingin, or
slashing and burning the land, to
prepare it for planting.
• Aside from this, they knew how to
make a fire by rubbing two dry sticks or
stones against each other.
• Bronze Age. Settlers during this
period discovered minerals such as
bronze, silver, and gold. This they used
as tools which they made by forging or
pounding hot metal into a desired form.
• Through this process, they were able
to fashion the bolo, blowgun, bow and
arrow, and fine nit comb.
• They also discovered cutting and
slicing using the sharp edges of the
concaves shells, Tridacnagigas.
• Other stone tools that early settlers
used were axe and the chisel.
• These tools helped accomplished
many activities faster. Cutting down
trees, hunting animals, and making
boats became easier to do.
• Based on many researchers, the early
people had their own form of shelter,
their own system of community, culture,
economy, government, education, set of
beliefs, and traditions.
• Similarly, early Filipino settlers seemed
to have already cultivated and enjoyed
harmonious relationship with other Asian
and Arab countries, particularly, China.
• Based on records of the sung Dynasty,
traders arrived from Mai, originally the
province of Mindoro. Batangas and
manila were also mentioned.
 THE CULTURE OF THE ANCIENT
COMMUNITIES (BOOK)
SHELTER
• The homes of early Filipinos were
similar to those in the rural provinces.
Antonio de Morga a Spanish judge and
historian, described the structure and
the materials used in a typical home at
the approach of the 17th century:
O The homes of early natives stood on
posts that were higher than the ground.
O They were made out of wood and
bamboo.
O Nipa was used to cover the roofs and
the walls.
O Each house stood apart from each
other’s.
O The floors were made out of
bamboo slats.
O The ground underneath the house
was used as a holding pen for
domesticated animals such as chicken
and ducks.
O To enter the house, one had to climb
two bamboo steps.

O There was an open space in front of
the house for the family member in
charge of looking after it for one day.
O Parents and children lived together in
one roof.
O There were few unique accents.
O And fanciful decorations, called
bahandin.
• The Ifugao’s Rice Terraces in Banaue,
is an example that shows the creativity
and the ingenuity of early Filipino
settlers. And even the structure and the
style of early homes.
• Early Filipinos could build their shelters
using:
O Wood
O Bamboo
O Nipa
• They knew how to adapt
their homes to physical features
of the area and to their basic needs.
Example:
O Badjao – they made their boats as
their homes since they spent most of
their times in the water. Their houses
stood on post above the water.
O Ilongot&Kalingas (North Luzon) /
Mandayas&Bagobos – build their homes
on treetops.
These gave the early people
an advantage over potential enemies
who threatened to invade their
communities, and also as protection
against wild animals the roamed the
area.
SOCIETY
Early Filipinos were divided into 3
classes. These were:
1. The MAHARLIKA
O This include the children of the
datu, which titles such as lakan
or gat.
O Some carried the title raja (an Indo-
Arabian word meaning “king”) or the
Tagalog datu (nobleman).
O If a person had a number of subjects,
he may be called a datu and may also
be regarded as a warrior.
2. The MALAYA or TIMAWA
(Timagua)
O This includes the free individuals.
O There were certain classes of people,
who were considered free, yet do not
enjoy and privileges. They could only
depend on the people who gave them
their freedom.
3. The ALIPIN
O These were considered the lowliest of
people in early society.
O However, according to the Spanish
point of view, they were considered as
slaves.
O But at present, they could be more
aptly described as “dependents” (they
were considred slaves because of their
debts).
O Nevertheless, there were two kinds of
slaves:
a. The ALIPING NAMAMAHAY or the
Visayan tumarampuk (tumaranpuc or
tumarampu).
O Were allowed to have their own
possessions.
O However, they were obliged to share
their harvests to the datu or to serve him
for one day within four planting seasons.
O They may also be elevated to the
class of free people.
b. The ALIPING SAGUIGUILID
(saguiguilir) in Tagalog and the ayuey
in Visaya.
O These include those who were
captured or imprisoned during a battle,
those who incurred a huge debt that
could not be paid, and those who
were born as slaves.
O They were not allowed to have their
own possessions and could only marry
with the permission of their masters.
O They could also be buried alive
alongside their masters should the latter
die.
O However, they could not be sold,
unless they were already slaves before
they were even captured during battle,
incurred a huge debt that could no
longer be paid, or were slaves before
they were born.
O They had the right to a part
of their harvest, equivalent to three out
of the four days that they served their
masters.
GOVERNMENT
• Because of the geographical division
that separated the islands, different
groups emerged among the early
Filipinos. Consequently, there was no
central government that rules the
whole archipelago.
• Instead, what was known as
Balanghai or Balangay (now known as
barangay) was considered to be the
basic unit of society wiith its 30 to 100
families.
• It was ruled by a maguinoo or a datu.
• Usually, the rule of a barangay was
inherited.
• However, there were times when a
person was made ruler because of his
bravery, heroism, wealth, or virtue.
• Each ruler was responsible for his
subjects and provided them with their
needs.
• In return, the subjects followed their
ruler:
O They ploughed his fields without being
paid and wages, apportioned part of the
fish they caught for him, built his house,
and protected him during battle.
O They also paid him taxes through their
harvest.
ARTS
• Devising Implements
O The early Filipinos showed
exceptional skills in making
weapons and tools made of:
 Stone
 Clay
 Wood
 Iron
 Gold
O The Manunggul Jars discovered in
the caves of Manunggul in Palawan
were proof of these skills.
 The jars seemed to have held the
remains of the dead.
 The dead were believed to have been
buried first in the ground.
 After some years, the remains were
dug up so that hematite, a red mineral,
could be applied on the bones of the
skeleton.
 The lid of the jar was adorned
with a picture or carving of a person on
a boat (bangka).
• Clothing
Men
O The different colors of men signified
their status in society.
O The datu usually wore red and his
subjects would wear blue or black.
O Thus, men of ordinary means wore a
short-sleeved upper garment in blue or
black, called kangan.
O The lower garment was called
bahag. It consisted a cloth band from
the waist to the thighs.
O There were also some areas whose
people wore clothing made out of wood
or leaves that were bundled together.
Women
O Women wore an upper garment called
the baro. This looked like a jacket with
its long sleeves.
O This was matched with a saya, or
loosely flowing skirt. In the Visayan
dialect this was called the patadyong.
O The outfit was completed with a
tapis, a red or white piece of fabric that
was worn over the skirt and tied around
the waste.
O The women also wore a pandong or
a shawl, a kurong, a short blouse or
skirt, and a baliskuskus or a knotted
blanket worn over the body instead the
usual skirt.
• Tattoos
O The early man’s tattoos were also
testaments of creativity and artistry.
O Symbolizes one’s bravery or
heroism.
O Thus, the early Filipinos, most
especially the Cebuanos, were also
known as pintados by the Spaniards.
• Music & Dance
Music
O In Cebu, various instruments:
 Timbal
 Timbrel
 Cynbals
 Drums
O In Samar:
 Kudyapi, a small guitar
O The Negritos:
 Bansic, an instrument with four holes
that is made of bamboo
 Gangsa, a variation of the guitar
O Igorots of Bontoc origin from Northern
Luzon:
 Subbing, or a harp
 Their own version of a gangsa
 Drum, covered in animal hide
 Abafi
O Tagbuan from Palawan:
 Harp (an instrument that looked like a
drum made out of a shark’s skin)
 Bamboo Flute
 Guitar with abaca strings
 Brass Gongs
O Ilocanos:
 Kutibeng a guitar with five strings
 Flute
 Kudyapi
Dance
The early Filipinos dramatized their
customs through dances.
• Iniirog (One who is Loved) was a
dance with the man going round and
round the woman.
• Pagpapahirap (Suffering) was a
dance that depicts the torment of one
who was surrounded by his enemies.
• Then there was the classic
Dandansoy and Balitaw, two of the
most popular Visayan dances. In the
Tagalog region, dance, music and
drama were combined in harmonious
blend of artistry.
Examples:
 Kumintang
 Balatong
 Dalit
 Tagayan
 Salampati
Some examples of folk songs:
 Ifugao: “Ayegkha”
(TakipsilimsaPalayan)
 Igorot: “Cjua-ay” (AwitsaPangkasalan)
 Iloko: “Bagkat, Bagkat, Bagkat”
 Negrito: “Aliri”
 Cebuano: “UgBinhi” (AngBinhi)
 Tausug: “Tap-tap Mamayan” (AngPag-
ibigNatin)
 Tagalog: “Soliranin”
(Awitngmgamanggagaod)
EDUCATION
The family is the basic unit of society.
The parents are the ones responsible for
rearing their children as they grow.
Hence, the home is where children
receive their first education. Some of the
more important values that children
learn at home are:
• Good manners that shows respect and
obedience.
• House chores such as cooking, and
taking care of domesticated animals.
• Practical; skills for older children such
as weaving, hunting, planting and
fishing.
• LANGUAGE
• The first alphabet had 17 letters
• made up of 3 vowels: A, E/I & O/U
• & 14 consonants: B, D, G, H, K, L,
M, N, NGA, P, S, T, W, Y
• They may have written on barks of
trees, leaves or bamboo, using
sharpened writing tools as rocks, sticks
and metals.
• They may have used the sap from
leaved as an ink or they may have
carved letters and symbols on the
leaves and barks of trees.
❖ SPANISH REGIME
➢ SPANISH EXPEDITION,
HISPANIZATION, POLITICAL,
ECONOMIC, SOCIO-CULTURAL
CONDITIONS AND REFORMS &
REVOLUTIONS
 THE SPANISH OCCUPATION
(BOOK)
SPANISH AIMS FOR COLONIZATION
1. ECONOMIC OBJECTIVES (GOLD)
• Spanish power and influence was
concentrated on the wealth it
accumulated in gold and silver, the
exportation of agricultural and industrial;
products and its monopoly of the galleon
trade.
2. POLITICAL OBJECTIVES (GLORY)
• Spain aimed to be a powerful nation. It
was known to be the most powerful
country in the world during the 1600’s.
the Philippines was its only colony in
Asia.
3. SPREADING CHRISTIANITY
(GOD/GIFT)
NOTEBOOK
HISPANIC PERIOD
1521 – of Magellan
Samar - 1st Island they landed
Antonio Pigafetta (returned to Spain)
King of Spain asked for series of
expedition to the Philippines
MIGUEL LOPEZ de LEGAZPI
- He is the 1st Governor-General in the
Philippines.
His Observations:
• Composed of many Islands
(Archipelago)
• Some are populated (near the sea
cost/ river)
• Mountains are inhabited (there were
no large towns)
• Not subjected to any law (no king/lord)
• The people do not act/ obey to any
ruling body and does what
he pleases and only cares for himself.
• He owns most slaves (strongest)
• No law binds family (selfish)
• No person favors other unless it is for
his own interest
• Slaves (serving them under certain
conditions)
• Slaves (liberty to sell them if not
satisfied)
• Favors must be paid in double even
between parents and sibling
• They sell their own children
(necessities/ no family ties)
• They declare was among themselves
at the slightest provocation
• No treaty of peace (enemies)
• Occasionally, the rob each other
• No order and arrangements
• Land is fertile
• Natives are the laziest people in the
world
• Sometimes they are force to live their
towns due to war
• No cultivation (no farming)
• Lack of provisions (so little of authority
over slaves)
• They do not work instead they rob at
each other
• They do not cultivate
• Gold is found in all of this islands
(rivers, mines---where natives wok)
• They work only when needed
• They do not try to become wealthy (no
ambitions)
• The Chief---possess jewelries/ gold’s,
they do not work until it’s all used up and
then they seek for more
• The land possess much gold for all
men
• Too many ships come to the island
every year (trading)
• They could yield great quantity of gold
with the Spaniards
• They work (for trading)
• Uncivilized people---natives
• They wanted to conquer the
Philippines
• We were lazy people
• We do not have government and laws
SPANISH COLONIZATION 1400’s
Strongest Countries: ITALY,
PORTUGAL, and SPAIN
There is an exchange of goods between
Europe and Asia
3 Routes:
1. NORTH
2. SOUTH
3. CENTRAL
When the Turks took control of
Constantinople, they closed the North
and Central Routes.
• The VENECIAN (Venice, Italy)
controlled the South Route
• They made it not open for Spain and
Portugal
• They monopolized the goods from Asia
and the prized was very high, this led for
the Spain and Portugal the search for
other routes.
TREATY OF TORDESILLAS (between
Spain and Portugal)
• POPE ALEXANDER VI --- allowed
them to conquer other territories as long
as they will spread Christianity
Spain – WEST Portugal - EAST
FERDINAND MAGELLAN - Executive - appoints the leader; head
(Portuguese) of the Supreme Court; head of the
Church & Military
• Offered his services to the King of
Portugal but was rejected. So he went to Spanish Cortez – makes law for the
the King of Spain, where he was colony of Spain
granted.
- Legislative
• They travelled almost 2 years - Judiciary

• They had problems with the change of Alcalde Mayor

weather - Former encomendero

• He was able to pass Pacific Ocean, - Collects taxes

where he named it Pacific meaning
“calm” - Privileges: Indulto de Comercio
• (monopolize the economic act.)
First landed on Samar then Cebu
• - Bandala System: the gov’t has the right
He was marked to be killed by Lapu- to monopolize the economic act. The
Lapu people are obligated to sell their goods
to the gov’t and they can’t privately trade
• 1st Raja: Samar- Kulambo to other countries.

Cebu –Humabon (who fought against Gobernadorcillo

Lapu-Lapu) - Assist the Alcalde Mayor in proving the
tribute list base on baptismal certificate
• Legazpi established the first settlement
in the Philippines (1565) - The Parish Priest gives names

GOVERNMENT - The Gobernadorcillo and the Priests

CENTRALIZED form of gov’t creates the List
Has only one ruler: The King of Spain
Cabeza de Barangay
KING OF SPAIN - Head of Peace & Order
I
V - Ruling class/family especially who
VICEROY OF MEXICO embrace Christianity
I
V SOCIAL CLASSES
GOVERNOR
-
GENERAL
I
V
ALCALDE MAYOR
I
V
GOBERNADORCILLO
I Governor-general – Peninsulares
V
CABEZA de BARANGGAY Alcalde M. - Principalia/Insulres
(monopolize the business)
Viceroy of Mexico
- Mexico is nearer to our country Gobernadorcillo – Principalia &
- Office in Mexico --- Acapulco downwards

Governor Settlements/ Community: Reduccion/

- general Pueblo
- Highest governing power
- the people/ houses near the pueblo
are the rich ones
- Moros&Infieles are out of the Pueblo
(mountain)
- you are still a part of the Pueblo if you
can still hear the Church Bell
ECONOMY
• Encomienda / Hacienda (for big cities)
– land entrusted to loyal Spaniards
O Private Ecomienda – King,
Encomiendero & the Working People
The Entrusted land Problem: It was only
given to them not owned by them
O Real Encomienda – King of Spain
Hacienda System/ Mass System
O Before: Domestic Production (produce
crops they only need) People were not
allowed to plant their own crop/food
O For exports in the Galleon trading
O Problems: Starvation; Land Grabbing
Owner of the Land - encomiendero
associated by the Priest People will
have to pay taxes to the Encomiendero
now the Alcalde Mayor
Problem: Increase in Tax; they were
obliged to work for the gov’t
POLO Y SERVICIO
- forced labor/ community labor
• Galleon Trading- main economic
activity
Route: Acapulco- Manila
- Filipinos were Porters
SPANISH COLONIOZATION
Purpose: ECONOMIC
Obligation: Spreading Christianity
(Treaty of Trodesillas)
- They increased the number of
Missionaries by asking their youth to be
one. (Priesthood)
- So they can go to other countries and
earn money
- Prayers were at first spoken in Latin
- The people could not
understand it so they just
memorized the Latin Prayers
- @ 3:00pm the Church bell rings:
everyone must stop and kneel if not
there will be a punishment
- They used the concept of Heaven and
Hell to let the people be submissive (to
submit to their will)
SECULARIZATION ISSUE
- The class between the Regular Priest
(parts of the Orders) and the Secular
Priest (from school)
- The Regular P. prohibits the Secular P.
to perform services with payment:
(3 rites)
- Baptism
- Wedding
- Burial Rites
- The Secular P. perform only Masses
- This issue led to the death of the
GOMBURZA
SCHOOL
- Formal education made by the Church
- Teachers: Priest
- Formal schools were dominated by the
Priests
CULTURAL TRANSFORMATION
• Barong Tagalog
Before: Kanggan
- it is see-through --- to see if the Indios
were wearing any weapons or to see if
the stole something
• Baro’tSaya - worn by the Indios
• Kimona&Filipiniana
LEGACY of the Spaniards in the
Philippines
• IDENTITY
REFORM & REVOLUTION MOTIVES
(REVOLTS):
1. PERSONAL
Ex. Lapu-Lapu Vs. Humabon
Lakandula – his territory was
invaded
2. RELIGIOUS
Ex. Dagohoy of Bohol who
revolted for 81 years
His brother died and they asked for
burial rites but was not given because
they had no money to pay for it
FAILURE OF EARLY REVOLTS
Objectives:
1.Assimilation
The king of Spain will recognize the
Philippines as province of Spain not as a
territory.
2. Representation in the Spanish
Cortez
They did not want Independence
because they could gain benefit
from the Spaniards
• Katipunan
- Andres Bonifacio, Jacinto, Mabini
- Revolutionary Movement

• No sense of unity Objectives:

• No communication/ Communication 1. Independence

Gap Indios who suffered from the abuse of
the Spaniards
• Absence of Lingua franca (national
language) TACTICS

LLF: REFORM (Pen/Words)-

ILLUSTRADOS (Rizal, del Pilar, Lopez
Jaena)

K: REVOLUTION (Swords) – INDIOS

Emilio Aguinaldo: 1st President of the

Philippines
WHAT BROUGHT NATIONALISM IN - He killed Bonifacio and del Pilar
THE PHILIPPINES FACTORS: (love rivalry)

1. The participation of the Philippines

In the World Commerce

- Galleon Trading: aside from goods,

Ideas were also exchanged

2. The rise of the Middle Class

(Principalia)

- natives who can own lands

- liberal

3. European Liberalism

4. Racial Discrimination

5. Regular & Secular Conflicts

Idea of Nationalism – United; formed

Organizations

• La Liga Filipina
- diplomatic; No violence
- Reform/ Propaganda Movement