OCOP 5 - Vibal Publishing

Transcription

VGEOGRAPHY, HISTORY, and CULTURE
FOURTH EDITION
5
An Instructional Plan
Based on UbD
One COUNTRY
One PEOPLE
Dolores M. Torcuator
Evelina M. Viloria, Ed.D.
Authorr Editor
Grace Estela C. Mateo, Ph.D.
Consultant
i
This Teacher's Manual is intended only for teachers who use a Vibal CTLP.
© Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.
V CIVICS AND CULTURE SERIES
One Country, One People 5
An Instructional Plan Based on UbD
Fourth Edition 2010
ISBN 978-971-07-2691-2
Copyright © 2010 by Vibal Publishing House, Inc. and Dolores M. Torcuator.
All rights reserved. No part of this book may be reproduced or transmitted
in any form or by any means, electronic or mechanical, including photocopying,
recording or any information storage and retrieval system without permission in
writing from the publisher and authors.
Published and printed by Vibal Publishing House, Inc.
Main Office:
1253 Gregorio Araneta Avenue, Quezon City, Philippines
Regional Offices:
Unit 202 Cebu Holdings Center, Cebu Business Park, Cardinal Rosales Ave.
Cebu City
Kalamansi St. cor. 1st Avenue, Juna Subdivision, Matina, Davao City
Unit 6 144 M. H. del Pilar St., Molo, Iloilo City
Bldg. A Unit 4 Pride Rock Business Park, Gusa, Cagayan de Oro City
Member: Philippine Educational Publishers’ Association; Book Development
Association of the Philippines; Association of South East Asian Publishers; Graphic
Arts Technical Foundation
ii
Preface
Teaching Geography, History and Civics is no easy task. This subject
area aims to mold students into nationalist young citizens who value
our history and culture and possess a clear vision of their future role as
tomorrow’s leaders. It is therefore imperative that we teachers should be
armed with the necessary knowledge and skills so that we could equip
the students with the necessary learning.
essential questions serve as motivation for the students to think and seek
the essential understanding.
Assessment serves as proof and yardstick for the students’ learning.
This instructional plan, replete as it is with different kinds of traditional
assessment, is made even more relevant by the inclusion of different
authentic tasks that students should do to show proof of their understanding of the lessons. These authentic tasks are accompanied by rubrics (see Appendix) which indicate performance criteria and indicators.
Authentic assessment serves as a valuable tool for you to ensure that
your students achieve higher order thinking skills or HOTS. In adherence to UbD, this manual also takes into consideration the six facets of
understanding which measure and show evidence that the students have
acquired the essential knowledge.
In light of the above, we offer you, Geography, History and Civics
teachers, this Instructional Plan Based on UbD. This learning plan
is organized based on the teaching-learning framework known as
Understanding by Design (UbD) introduced by Grant Wiggins and
Jay McTighe.
This Instructional Plan Based on UbD is designed to help you
better to teach – and your students to better understand – the lessons
contained in Vibal Publishing House’s Social Studies textbook series
One Country, One People (OCOP). It is aligned with the three stages
in UbD, namely:
•
Stage 1: Identifying Desired Results or Outcomes;
•
Stage 2: Assessment; and
•
Stage 3: Instructional Plan or Learning Plan.
This instructional plan is organized in accordance with the aims of the
Philippine Elementary Learning Competencies (PELC) of the Department
of Education. Each lesson or series of related lessons has a corresponding instructional plan. Each plan aims to discover, firm up and deepen
the students’ knowledge and skills, after which these are applied in or
transferred to other contexts.
Aside from being in accordance with UbD, another essential feature
of this instructional plan is the use of the Filipinism/Makabayan CDROM and weblinks as teaching aids to make learning more enjoyable
for your students. This instructional plan identifies lessons contained in
the Filipinism/Makabayan CD-ROM which you could use to impart additional knowledge to your students. This instructional plan also identifies appropriate weblinks which your students could access through the
Internet for them to gain additional information about the lessons. It is
imperative that you provide the necessary guidance to your students as
they use these teaching aids.
The first two stages are subsumed under each unit’s instructional
plan. The four instructional plans in this manual correspond to the four
units of OCOP or the four grading periods. Meanwhile, the third stage
will serve as your guide in your day-to-day teaching so that your students
could realize the desired outcomes or results.
Identifying Desired Results or Outcomes is centered on identifying
knowledge (big ideas, concepts, principles and issues) and skills that the
students should acquire at the end of the unit. These content and performance standards are clearly spelled out in the first stage. This stage
also identifies the essential understanding or the enduring ideas that the
students should be able to learn. Such knowledge will be arrived at with
the help of the essential questions, also identified in this stage. These
To sum up, this instructional plan aims to identify essential knowledge
and skills which you should be able to effectively teach, and your students
should be able to have enduring understanding of. This will serve as our
foundation in molding nationalistic Filipino students.
iii
About the Filipinism CD-ROM
— located at the upper right-hand corner of the slide, this icon
opens to the additional relevant or trivia information in
each slide
— these icons will show the enrichment
activities integrating Values, Music, Arts,
and P.E. (MAPE)
— this icon links to the video presentation of topics in
each unit
— this icon links to interactive quizzes and exercises
that provide fun while assessing the pupils’ level of
learning
4. Other navigation keys and control keys are readily accessible when
exploring specific features, thus making the interactive CD-ROM
user friendly.
Each CD-ROM is best used in the school computer laboratory
or through a personal computer (PC) at home. With teacher’s
assistance and/or parents’ guidance, the pupils can easily follow
the instructions under the Things to Learn on My Computer in
selected lessons in the textbook.
Some of the activities in the CD-ROM are also published
online at www.vibalpublishing.com. Embedded supplementary
web links may also be conveniently accessed through this website.
The pupils can directly access the OCOP e-learning supplements
through i-learn.vibalpublishing.com. Guide your students in
accessing the book support site for the OCOP textbook series at
i-learn.vibalpublishing.com.
The fourth edition of OCOP series has a complementary Filipinism Interactive CD-ROM for each level. This CD-ROM is designed as a
supplemental tool in the students’ mastery of the lessons in Geography,
History and Civics.
The CD-ROM will automatically run on Windows 98 PC. It has the
following features:
1. The content is presented in two languages – English and Filipino.
2. Unit titles comprise of topics which correspond to those in the
textbooks. By clicking the title, the user can directly go to the
presentations.
3. Units are presented in slide show and/or video format. Clickable icons
guide the user in switching from one slide or video to the next.
I-learn
— clicking this icon will lead to slide shows of the subtopics
under each unit
1. Log-on to i-learn.vibalpublishing.com and then click
SOCIAL STUDIES from
subject tabs.
— this icon will enable the user to view the slide presentation with audio
— this icon will enable the user to read the text of the slide
presentation
iv
Table of Contents
Unit
2. Choose the textbook.
3. Choose UNIT then click
LESSON.
I-teach
Teachers should log on to i-teach.vibalpublishing.com
for easy access of the book sites.
THE ANCIENT FILIPINOS...................................................
2
Chapter
1 System of Government of Ancient Filipinos ……………
2
Chapter
2 The Economic Activities of Ancient Filipinos ……………
6
Chapter
3 Social Conditions of Ancient Filipinos ……………………
7
Chapter
4 The Establishment of Spanish Colonial Order …………
9
Unit
1. Log-on to i-teach.vibalpublishing.com and then click
SOCIAL STUDIES from
subject tabs.
I
II
Chapter
5 Changes in the Life of Filipinos ……………………………
13
Chapter
6 Filipino Resistance to Colonial Rule ………………………
14
Chapter
7 The Development of Filipino Nationalism ………………
15
Chapter
8 The Philippine Revolution …………………………………
17
Unit III
3. Choose UNIT then click
LESSON.
4. Access the PDF of the instructional plan/Teacher’s
Manual here.
The Authors
v
TOWARDS PHILIPPINE INDEPENDENCE ............................. 20
9 The American Colonial Government ………………………
21
Chapter
10 Socio-Economic Changes During the American Period …
22
Chapter
11 The Commonwealth Period …………………………………
23
Chapter
12 The Filipinos Under Japanese Rule ………………………
24
Chapter
UNIT IV
2. Choose textbook.
TOWARDS PHILIPPINE REVOLUTION ................................. 12
THE PHILIPPINES IN THE PRESENT TIME .......................... 28
Chapter
13 Life in the Third Republic …………………………………
29
Chapter
14 The Philippines Under Martial Law ………………………
30
Chapter
15 Restoration of Democracy …………………………………
32
Chapter
16 The Philippines After the People Power 1 Revolution …
33
Appendix ………………………………………………………
36
Scope and Sequence
Objectives/Skills
6.
Lesson
Number
Page in
the Book
C.
I.
THE EARLY FILIPINOS
Appreciate the kind of life of the early
Filipinos
A.
B.
Analyze the ways and means of governance
of the early Filipinos
1. Discuss the kind of governance
of the early Filipinos
1.1 Describe the barangay government
1.2 Describe the sultanate government
1.3 C o m p a r e a n d c o n t r a s t t h e
sultanate against the barangay
government
2. Discuss the importance of laws in the
relationship of Filipinos
3. Form conclusion on the ways of governance of the early Filipinos
1
2-13
1
3-7
Students take pride on the society and
culture of the early Filipinos
1. Explain the society of the early
Filipinos
2. Discuss the different levels of one’s
stature in society (Luzon and Visayas)
3. Analyze the condition of women in the
early society
4. Discuss the education of the early
Filipinos
5. Describe Animism and the Islam
religion
1
3-7
1
3-7
2, 3
14-23; 24-39
3
26-29
3
26-29
3
30-31
3
31-32
3
32-34
Analyze how Islam religion spread to
the different parts of the country
7. Appreciate the culture of the early
Filipinos
Students analyze the livelihood of the early
Filipinos
1. Discuss the occupation of the early
Filipinos
2. Analyze the technology used by the
early Filipinos during the early times
II. THE SPANISH PERIOD
Give importance to the changes in the
way of life of the Filipinos during the Spanish
period
A. Students analyze the Spanish administration
1. Discuss the government or administration of the Spaniards
2. Compare and contrast the changes in
Spanish administration during the
early times
B. Students analyze the changes in society and
culture during the Spanish period
1. Analyze the changes in settlement
of the Filipinos during the Spanish
period
2. Discuss the role of the church in spreading Christianity and in governing the
country
3. Analyze the reaction of the FiIipinos
towards Christianity
4. Analyze the educational system
ordered by the Spaniards
5. Analyze the changes in the status of
women during the Spanish period
6. Explain the effects of Spanish culture
to the culture of the Filipinos
vi
3
35
2,3
14-23; 24-39
2
14-23
2
18-20
2
14-17
4
40-53
4
42-48
4
40-48
4,5
40-53; 54-71
4,5
44-45; 62
5
62-63
5
62-63
5
64
5
64-65
5
66-68
7.
Discuss the great Filipinos in the field
of music, art, and literature during the
Spanish times
C. Students analyze the livelihood of the Filipinos during the Spanish times
1. Analyze the economic policy of the
Spaniards
2. Analyze the effects of the economic policy
of the Spaniards
3. Discuss the galleon trade and its effects
to the country
D. Students give importance to the struggle of
the Filipinos against the Spaniards
1. Analyze the different rebellions against
the Spaniards
1.1 Enumerate the causes of the Filipino
uprising
1.2 Analyze the result and effects of
these rebellions
2. Analyze the reaction of the non-Christian
Filipinos against the Spaniards
2.1 Analyze the Moro-Spanish War
2.2 Analyze the reaction of the Igorots
in Cordillera
III. THE ORGANIZATION
OF THE NATIONALISTIC
FILIPINOS AND THE REVOLUTION
A. Analyze the events in the organization of the
nationalistic Filipinos
1. Analyze the effort of opening the Philippine harbors for international trading
system
2. Identify the unification of the ilustrado
class
3. Analyze the propaganda movement and
its effects
4. A n a l y z e t h e o r g a n i z a t i o n o f t h e
Katipunan
5
67-68
5
56-61
5
56-61
5
56-61
5
58-59
6
72-85
6
73-78
6
B.
79-80
7
86-105
7
86-87
7
87-88
7
90-96
7
96-101
Students value the heroism of the Filipinos
during the uprising towards the formation of
a nation
1. Identify the events during the FilipinoSpanish War
Example:
1. Cry of Pugad Lawin
2. The first encounters
3. Tejeros Convention
4. Agreement in Biak-na-Bato
2. Discuss the arrival of the Americans and
the battle at Manila Bay
3. Value the proclamation of the freedom in
Kawit, Cavite
4. Analyze the formation of the Malolos
Congress
5. Discuss the proclamation of the First
Republic of the Philippines in Malolos,
Bulacan
6. Discuss the events in the FilipinoAmerican War
Example:
1. First salvo at the corner of Silencio
and Sociego, Sta. Mesa
2. Battle of Tirad Pass
7. Analyze the role of women in the
revolution
8. Value the heroism shown by the Filipinos
to attain freedom
9. Form conclusion on the importance of the
revolution in forming a nation
IV. THE AMERICAN PERIOD
Give importance to the changes in the means
of livelihood or way of living of the Filipinos during
the American period
A. Analyze the system of government the
Americans imposed on the Philippines during
their time
1. Discuss the colonial government of the
Americans
vii
8
106-127
8
106-112
8
113-116
8
114-115
8
116
8
117
8
118-119
8
120-121
8
120-121
8
106-121
9
128-139
9
129-132
2.
Identify the important events that has
something to do with the American
administration towards giving the Filipinos the power for self-governance
B. Realize the changes in society during the
American period
1. Analyze the system of education
imposed by the Americans and its
corresponding effects
2. Analyze the conditions of health and
sanitation of the Filipinos during the
American period
3. Analyze the development of transportation and communication and their
effects to the Filipino way of life
C. Students analyze the changes in the way
of life of the Filipinos during the American
period
1. Analyze the policy of free trade that the
Americans imposed
2. Discuss the effects of free trade
Example:
1. Agricultural system
2. Colonial mentality
D. Students realize the changes during the time
of Commonwealth
1. Analyze the Commonwealth government
2. Analyze the program of government
during the Commonwealth administration
Example:
1. Social justice
2. Homestead policy
3. Discuss the importance of developing a national language
4. Explain the recognition of women’s
suffrage on the right to vote
9
133-136
10
140-151
10
144-145
10
145
10
146
10
140-143
10
140-142
10
140-142
11
152-163
11
153-155
11
154-155
V.
THE JAPANESE PERIOD
Give importance to the Filipino way of life
during the Japanese regime
A. Students analyze the system of government
during the Japanese period
1. Analyze the objective of the Japanese
occupation during the Second World
War
2. Discuss the important events during the
Japanese regime
Example:
1. Bataan encounter
2. Death march
3. Corregidor encounter
3. Discuss the events towards the establishment of the Second Republic of the
Philippines
4. Discuss the guerilla movement against
the Japanese
B. Analyze the society and way of life during
the Japanese time
1. Describe the Filipino way of life
2. Analyze the economy of the Filipinos
during the Japanese occupation
3. Analyze the educational system during
the Japanese occupation
4. Analyze the situation of women during
the Japanese occupation
5. Analyze the situation of arts and literatue during the Japanese occupation
VI. THE THIRD REPUBLIC
OF THE PHILIPPINES
Give importance to the condition of Filipino way of life during the time of the Third
Republic
A. Appreciate the important achievements of
the presidents of the Philippines during the
time of the Third Republic
viii
11, 12
11
156-159;
164-170
156-159
11
158-159
12
165-170
12
166-167
12
12
167-171
168
12
169
12
169-170
12
170
13
178-201
B.
1.
Enumerate the administration of the
presidents and their important policies
and program of governance
13
182-193
2.
Analyze the economic problems during
the Third Republic
13
182-193
Analyze the society and give importance on
the persistent effort to develop our culture
during the time of the Third Republic
13
179-197
1.
Analyze the system of education during
the time of the Third Republic
13
194
2.
Explain the ways on how the culture
of the Filipinos in different fields was
pushed through
13
194-196
3.
B.
2.1 Discuss the program of the administration to push forward the development of our culture during the Third
Republic
Analyze the role of women in our society
during the Third Republic
A.
13
196-197
VII. THE ERA OF MARTIAL LAW
Give importance to the persistent effort of
the Filipinos to regain freedom during the time
of martial law
A. Analyze the changes in the administraion or
governance of the country during the time of
martial law
14
209
Analyze the social and economic condition of
the Filipinos during martial law
1. Analyze the social problems during this
time
2. Analyze the economic problems during
this time
3. Analyze the reaction of the Filipinos
during martial law
4. Form conclusion on the effects of martial
law in the way of life of the Filipinos
14
206-208
14
208
14
207-208
14
209
14
209
Students give importance on the persistence
of the Filipinos to regain freedom through
peaceful means
1. Discuss the events that gave way to
People Power
2. Analyze the characteristics of People
Power as a peaceful means of change
3. Give importance to the heroism and unity
of the Filipinos to regain their freedom
and rights
15
214-221
15
214-216
15
217-218
15
217-218
Analyze the important programs of each of
the presidents and give importance to their
persistent desire to maintain and take care
of democracy
1. Discuss the important programs of each
president
2. Discuss the ways to take care of and
maintain democracy
16
222-239
16
223-234
16
223-234
VIII. THE RETURN OF DEMOCRACY
Give importance to the persistence of the
Filipinos towards the stability of the Republic
2.2 Recognize the great Filipinos in the
different fields in our culture in the
Third Republic
3.
Discuss the reaction of the Filipinos to
the changes in government during the
time of martial law
B.
14
202-213
1.
Enumerate the events that paved the way
for the proclamation of martial law
14
202-203
2.
Analyze the government under the
regime of martial law
14
203-205
ix
BUDGET OF WORK
Unit
Page in the
Book
Page in the
Teacher’s
Manual
THE ANCIENT FILPINOS
2-53
2-11
1
System of Government of Ancient Filipinos
2-13
5-6
9
2
The Economic Activities of Ancient Filipinos
14-23
6-7
13
3
Social Conditions of Ancient Filipinos
24-39
7-9
14
4
The Establishment of Spanish Colonial Order
40-53
9-10
15
54-127
12-19
Lesson
I
II
Lesson Title
TOWARDS PHILIPPINE REVOLUTION
Number
of Days
51
52
5
Changes in the Life of Filipinos
55-71
13-14
10
6
Filipino Resistance to Colonial Rule
72-85
14-15
12
7
The Development of Filipino Nationalism
86-105
15-17
14
8
The Philippine Revolution
106-127
17-18
16
TOWARDS PHILIPPINE INDEPENDENCE
128-177
20-25
9
The American Colonial Government
129-139
21-22
12
10
Socio-Economic Changes During the American Period
140-151
22-23
14
11
The Commonwealth Period
152-163
23-24
13
12
The Filipinos Under Japanese Rule
164-177
24-25
12
THE PHILIPPINES IN THE PRESENT TIME
178-239
28-36
13
Life in the Third Republic
179-201
29-30
13
14
The Philippines Under Martial Law
202-213
30-32
12
15
Restoration of Democracy
214-221
32-33
10
16
The Philippines After the People Power 1 Revolution
222-239
33-34
16
III
IV
x
Total
51
51
6. They were also known as freemen because they were not obliged
to pay tribute to the datu.
PRETEST/POSTTEST
I.
Multiple Choice. Encircle the letter of the correct answer.
1. The missionary priests who came to the Philippines collected taxes,
bandala, joined the galleon trade and established schools. What
does this show?
b. timawa*
d. tumarumpuk
b. Emilio Aguinaldo
c.
The people were obedient to the missionaries.
Francisco Dagohoy*
d. Apolinario dela Cruz
d. The Church and government had a conflict.
8. The program implemented by American government wherein
political power was gradually transferred from the Americans to
the Filipinos.
2. A Tagalog slave that lived separately from the datu
a. ayuey
b. tumataban
a. Recocentration Act
aliping saguiguilid
b. Filipiniziation Program*
d. aliping namamahay*
c.
3. If you want to help make your country an industrialized one, which
field of study will you take?
Benevolent Assimilation
d. Greater East Asia Co-prosperity Sphere
9. The Visiting Forces Agreement was ratified under the administration of this President
a. cottage industry
b. industrial engineering
c.
tumataban
a. Diego Silang
b. The government was powerful.
c.
c.
7. The Filipino who launched the longest revolt in Philippine history
a. The Church was powerful.*
c.
a. ayuey
a. Gloria Macapagal-Arroyo
science and technology*
b. Corazon C. Aquino
d. vocational and agricultural
c.
4. The system of government of the Filipinos before the Spaniards
arrived
a. sultanate
c.
b. balangay
d. both a and c*
d. Fidel V. Ramos
barangay
10. The leader who called on the Filipino people to go to EDSA to
protect Fidel V. Ramos and Juan Ponce Enrile during the People
Power revolution in 1986.
5. They were the ones who showed love and loyalty to the country.
a. datu
c.
b. heroes*
d. aliping namamahay
Joseph E. Estrada*
timawa
xi
a. Jaime Cardinal Sin*
c.
b. Corazon Aquino
d. June Keithley
Salvador Laurel
B. True or False. Write True if the statement is correct and false if not.
________
_
_
1.
Before the Spaniards arrived, the Filipinos had
already established trade relations with some foreign
countries.
______________________
__________
3. The Tagalog's main way of worshipping which included dancing, ringing
of bells, singing, and drinking spree
h d
______________________
______
4. The holy war of the Muslims
bS h
______________________
5. Headed the first commission sent by
the American government to the Philippines on March 4, 1899
________
_
_
2.
Tagalog became the basis of the national language
of the Philippines by virtue of an order by President
Manuel L. Quezon on December 30, 1937.
________
__
_
3.
Legazpi's group was able to land on Cebu without any
resistance from the natives.
Aves de Rapina
______________________
_______________
One of the powers of the governor-general was to decide
whether the laws from Spain should be implemented
in the colony.
6. Title of an editorial that criticized an
American official in the Philippines
l
______________________
7. Name of the newspaper where the
editorial referred to in item 6 was
published
l
b
______________________
8. American naval base in the Pacific
which was attacked by the Japanese
in 1941
d
d l
______________________
9. He signed a peace agreement with the
National Liberation Front in 1993
________
_
_
4.
________
_
_
5.
Corruption became rampant in the colonial government when the Philippines was open to world trade.
________
_
_
6.
The soldiers who were part of the Death March were
jailed at Camp O'Donnel in Capas, Tarlac.
________
_
_
7.
The datu's wealth was measured by the number of
slaves and the amount and quality of golds he possesed.
________
_
_
8.
Better system of transportation and communication
is necessary for the development of a country.
________
__
_
9.
The trading of the Muslims with the Spaniards
resulted to the Muslims’ defeat.
________
_
_ 10.
President Manuel Quezon died in Saranak Lake in
New York.
h
h 10. Last American general who defended
_____________________
______________________
Corregidor
IV. Enumeration. Give the answers being asked in each item.
1. Two theories about the origin of the Philippines
a. (Volcanism)
b. (Diastrophism)
III. Identification. Write on the blank before the number what is referred
to in each item.
______________________
________________
y
1. American soldier who triggered the outbreak of the Filipino-American War
______________________
2. Filipinos who were sent to the United
States to study
2. Three divisions of the prehistoric period
a. (Old Stone Age)
b. (New Stone Age)
c.
xii
((Age of Metals)
3. Religious orders who came to the Philippines during the Spanish
period
7. Constitutions in the history of the Filipinos
a. (Biak-na-Bato Constitution)
a. (Augustinians
(
)
b. (Malolos Constitution)
d. (Dominicans)
c.
b. (Franciscans)
e.
(Recollects)
f.
(Jesuits)
d. (1943 Constitution)
4. Social strata in the early Filipino society
a. (datu)
f.
(Freedom Constitution)
g.
(1987 Constitution)
b. (Marcelo del Pilar)
c.
a. (Manuel Roxas)
(Graciano Lopez Jaena)
9. Philippine Presidents under the Fifth Republic
b. (Elpidio Quirino)
a. (Corazon C. Aquino)
(Ramon Magsaysay)
b. (Fidel V. Ramos)
d. (Carlos Garcia)
c.
e.
(Diosdado Macapagal)
f.
(Ferdinand Marcos)
(Joseph E. Estrada)
d. (Gloria Macapagal-Arroyo)
10. Spain’s main motives for colonizing the Philippines
6. Foreigners who occupied the Philippines
a. (To expand its empire)
a. (Spaniards)
b. (To gain acces to spices in Asia)
b. ((Americans)
c.
(1973 Constitution)
a. (Jose Rizal)
(slaves)
5. Presidents under the Third Republic
c.
e.
8. Leading Filipino reformists in the 19th century
b. (timawa or maharlika)
c.
(1935 Constitution)
c.
(To spread Roman Catholicism in the world)
(Japanese)
1
UNIT
I.
I
2. Discuss the motive of Spain in colonizing the Philippines
3. Describe the political organizations established during the
ancient period
THE ANCIENT FILIPINOS
Number of days: 51 days
STAGE 1 : DESIRED RESULTS/OUTCOMES
Content Standard
Performance Standard
1. The student analyzes the political,
economic, social, and religious conditions of the ancient Filipinos before the coming of the Spaniards.
The student analyzes critically
the political, economic, social, and
religious conditions of the ancient
Filipinos through writing an essay.
2. The student traces the foundation of Spanish colonization beginning with the coming
of the Spanish explorers up
to the establishment of the Spanish
colonial order in the Philippines.
Essential Understanding
Essential Questions
1. The ancient Filipinos had already an
advanced state of civilization even
before the Spaniards arrived in the
Philippines.
1. What type of civilization did the
ancient Filipinos possess?
2. Why did Spain colonize the
Philippines?
2. Spain colonized the Philippines for
three main reasons: gospel, gold,
and glory
II. STAGE 2 : ASSESSMENT
Evidence at the Level of Understanding
A. Explanation
1. Explain the political, economic, social, and religious conditions
in the Philippines during the ancient period
2
B. Interpretation
1. Interpret the meaning of some ancient customs and traditions
worthy of emulation by the Filipino youth
2. Translate excerpts of important verses from ancient epics and
myths
C. Application
1. Make a play showing the extent of powers exercised by the
datu and sultan during the ancient period
2. Make a checklist of ancient customs and traditions worthy
of emulation
3. Make a checklist of good values practiced by the ancient
Filipinos
D. Perspective
1. Support groups who are working for the conservation and
preservation of the country’s national treasures
2. Express one’s opinion regarding the attitude of some Filipinos
towards manual labor
E. Empathy
1. Accord due respect to Filipino women and elders
2. Respect the customs and traditions being practised by different ethnic groups
F. Self-knowledge
1. Be proud of the ancestry of the Filipinos
2. Realize that many of the values Filipinos hold on to goes back
from the ancient times
3. Realize that the culture of the ancient Filipinos is a legacy
to the present and future generations
4. Participate in making one’s community a better place
to live.
Evidence at the Level of Performance (Performance Task)
☛ Authentic Assessment
The students will write an essay analyzing the political, economic,
social, and religious conditions in the Philippines during the ancient
period.
☛ Traditional Assessment
A. Knowledge of Terminology. Write the term being defined or
described in each number.
______________________
1. It is the system of government of the
(barangay)
ancient Filipinos.
______________________
2. The head of a barangay.
(datu)
______________________
3. The form of government in Sulu and
(sultanate)
Mindanao.
______________________
4. The origin of the word “barangay.”
(balangay)
______________________
5. The meaning of the word “balan(boat)
gay.”
______________________
(babaylan
or katalonan) 6. The title given to the spiritual leader
in the barangay.
______________________
7. A blood compact entered into by
(sanduguan)
members of one barangay with those
of another barangay.
______________________
8. The head of a sultanate.
(sultan)
______________________
9. The system of writing of the ancient
(baybayin)
Filipinos.
______________________
10. The period in Philippine history when
(prehistory)
there were still no written records of
history.
(Paleolithic Age)
______________________
11. The period from 250,000 B.C.E to
3,000 B.C.E when humans used
crude tools for hunting.
(Metal Age)
______________________
12. The period between 5,000 B.C.E up
to the arrival of the Spaniards when
people used metal tools in their daily
activities.
______________________
13. The method of clearing a patch of
(kaingin)
land in the lowlands or mountains
by burning.
______________________
14.
The extension of the nipa hut which
(batalan)
is used as a place for washing dishes
or storing pots and pans.
______________________
15. The highest class in Tagalog
(maginoo)
society.
______________________
16. The lowest class in Visayan society.
(alipin)
______________________
17. Islamic schools.
(madrasah)
______________________
(Bathalang Maykapal) 18. Chief god of the Tagalogs.
______________________
19. System of resettlement whereby
(reduccion)
natives were forced to transfer from
their original settlements to pueblos
or towns.
______________________
20. An investigation conducted on the
(residencia)
governor-general at the end of his
term regarding the performance of
his duty.
______________________
21.
Highest court in the country during
(Royal Audiencia)
the Spanish period.
______________________
22. Pacified provinces or areas where
(alcaldias)
peace and order has prevailed.
______________________
(indulto de comercio) 23. Authority to engage in business.
______________________
24. Smallest unit of the colonial
(barangay)
government.
______________________
25.
Term
given by the Spaniards to the
(indio)
Filipinos.
B. Knowledge of Specific Facts. Write the letter of the correct
answer.
(c)
______
1. A small barangay consisted of at least _____ families.
a. 10
c. 30
b. 20
d. 40
3
(a)
______
2. Most barangays were located _____ .
a. along the coasts
c. hill tops
b. mountain tops
d. interior
(b)
______ 3. The first group of people who arrived in the Philippines
were the _____.
a. Negritos
c. Indonesians
b. Austronesians
d. Malays
(b)
______
4. The indigenous people in the Philippines are the
______.
a. Austronesians
c. Malays
b. Negritos
d. Indonesians
(d)
______
5. The cultural ancestors of the Filipinos were the ____.
a. Chinese
c. Arabs
b. Hindus
d. Austronesians
(d)
______
6. The Austronesians were skilled in _____.
a. metal works
b. making gunpowder
c. trade and commerce
d. boat building and navigator
(a)
______
7. The first sultan in Mindanao and Sulu was _____.
a. Abu Bakr
b. Rajah Soliman
c. Rajah Baguinda
d. Rajah LakanDula
(b)
______
8. The sultanate form of government is being practiced
in _____.
a. Luzon
c. Davao
b. Cotabato
d. Sarangani
(d)
______
9. The spread of Islam to Luzon was prevented with the
coming of the _____.
a. Chinese
c. Japanase
b. Hindus
d. Spaniards
4
(c) 10. Farming was introduced in the Philippines during the
______
period of _____.
a. Ice Age
c. Neolithic Age
b. Paleolithic Age
d. Metal Age
(a) 11. Ancient Filipinos engaged in trade with _____.
______
a. Chinese
c. Spaniards
b. Americans
d. Portuguese
(d) 12. A product that foreigners bought from Filipinos
______
was _____.
a. silk
c. gunpowder
b. cotton
d. bird’s nest
(d) 13. The Manunggul Jar was excavated in _____.
______
a. Batangas
c. Sarangani
b. Cagayan
d. Palawan
(d) 14. Rope was made from _____.
______
a. banana leaves
c. bamboo
b. coconut leaves
d. abaca fibers
(b) 15. Anthropomorphic jars were discovered in ______.
______
a. Cotabato
c. Batangas
b. Sarangani
d. Cagayan
C. Analysis. Analyze the following statements. Write True if the statement is true and if false, change the underlined words to make
the statements correct.
(True)
___________
1. Women had a high place in society in ancient
times.
(Spaniards)
___________ 2. The women’s status in society declined with the
coming of the Americans.
(had)
___________
3. A slave did not have the opportunity to become
a freeman in ancient times.
(knew)
___________
4. The Filipinos did not know how to read and write
during the ancient period.
(True)
___________
5. The number of tattos a warrior had was a sign
of how brave he was among the Visayans.
D. Knowledge of Cause and Effect. Choose the correct effect to the
cause given in each sentence. Encircle the letter of the correct
answer.
1. The Tabon Man chose to live in a cave because ________.
a. the cave was located in a high place
b. it served as a protection against wild animals
c. it served as a protection against bad weather
d. all of the above*
2. The ancient Filipinos had a civilized way of life because
_____.
a. they lived in caves
b. they were nature lovers
c. they lived by hunting and gathering fruits
d. they had a system of government called barangay and
sultanate*
3. Ancient Filipinos settled along bodies of water because ____.
a. they enjoyed swimming in the water
b. they travelled mostly by water transportation*
c. they avoided ethnic groups living in the mountains
d. the body of water was a protection against wild animals
4. Social classes existed in the ancient period to determine
______.
a. number of population
b. who will form the highest class
c. functions of everyone in society*
d. occupations of people in the community
5. Not everyone can become a datu because the qualifications
were ______.
a. elderly, good health, lawgiver
b. bravery, wealth, and strength*
c. inheritance, good looks, skilled warrior
d. skilled tradesman, belonging to nobility, religious leader
III. STAGE 3: INSTRUCTIONAL PLAN
Chapter 1 System of Government of Ancient Filipinos
✏ Activities and Strategies
A. Explore
1. Have the class watch a video about how the barangay first
came about in the Philippines using the Filipinism CD-ROM
5. Click the Life of the Filipinos and the topic, The Birth of the
Barangay.
2. Display pictures of the following and ask the students what
they know about them:
a. ancient Filipino heroes such as Rajah Soliman, Lapu-Lapu,
Rajah Lakandula, and the sultans of Sulu
b. the present sultanates in Sulu and Mindanao
c. balangay
3. Put up a map of Asia showing the direction of expansion of
the Austronesians to other parts of Asia.
4. Ask the students: How did the ancient Filipinos govern themselves?
B. Firm Up
1. Divide the class into four groups and give one of the following
topics to each group to research and report to the class:
a. the Austronesians
b. the barangay, datu, laws in the barangay and relationship
with other barangays.
c. the babaylan
d. the sultan and the sultanate
2. Have each group present a short skit about their assigned
topic such as:
a. A group of Austronesians from Southern China on board
a balangay arriving in the shores of Philippine island.
b. Encounter between the Austronesians and the Negritos
and the exchange of culture between the two
5
c.
Datu consulting with the Consul of Elders, dispensing
justice, supervising the barangay
d. A babaylan performing a religious ritual before planting
time.
e.
The sultan exercising his powers as chief of the sultanate.
C. Deepen
1. Lead the class in discussing the origin of the Austronesians,
the reasons for their leaving their country, and the impact of
the Austronesians to the Philippines.
2. Have the class react to the extensive powers granted to the
datu.
3. Have the students cite some reasons why the sultanate in
Sulu and Mindanao still exist.
4. Have the class form a generalization about the system of
government of the ancient Filipinos.
D. Transfer
1. Compare the barangay with the sultanate form of government.
2. Compare the barangay form of government during the ancient
times with the present barangay based on the following:
a. manners of selecting the head of the barangay
b. powers of the head
c.
activities of the barangay
E. Valuing
Ask the students: As a member of a barangay, enumerate ways by
which you can help improve the life in your community.
✏ Resources/Materials
Textbook, map of Asia, map of the Philippines, pictures of the
ancient kingdoms of Manila and Tondo, pictures of datus and sultans,
Filipinism CD-ROM 5
6
Chapter 2 The Economic Activities of Ancient Filipinos
A. Explore
1. Display pictures or drawings showing ancient Filipinos engaged in different economic activities.
2. Show examples of different handicrafts made by ancient Filipinos such as pottery, baskets, woven cloth.
3. Show pictures or drawings describing the three periods in the
Philippine prehistory.
4. Acrostic. Have the students recall important terms learned
in the first chapter. Have them think of terms beginning
with the letters of the word barangay and then define
the term:
BARANGAY
B is for _____ barangay, balangay, babaylan
A is for _____ Austronesians, alliance
R is for _____ rajah, Rajah Matanda, Rajah Muda, Rajah
Baguinda
A is for _____ anitera (Ilocano term for babaylan), asog
(Ilocano/Bicolano term for male babaylan)
N is for _____ Negritos
G is for _____ government
A is for _____ Abu Bakr
Y is for _____ younger rajah
5. Have the students study all the audiovisual materials displayed around the room. Ask the students: What type of economic activities did ancient Filipinos engage in?
B. Firm Up
1. Have the students participate in a tableau on the economic
activities of the ancient Filipinos.
a. The three periods in the Philippines prehistory
• Scene 1 — Life of the Tabon Man in the Tabon Cave
(Paleolithic Age)
•
•
Scene 2 — Life of the Ifugaos in the Banaue Rice Terraces (Neolithic Age)
Scene 3 — Life of Lapu-Lapu in Mactan and Rajah
Soliman in Tondo (Metal Age)
b. Economic activities of the ancient Filipinos
• Scene 4 —Have the students demonstrate in action
some of the economic activities engaged in by ancient
Filipinos
C. Deepen
1. Let the students make a list of the facts they have
gathered from the tableau using a graphic organizer. Discuss
the facts the students included in the organizer.
2. Have the class portray in visual form the seven economic
activities of ancient Filipinos engaged in. Arrange these activities in mural form and put them up on the wall.
Have the students describe the economic activities in two
or three sentences.
3. Study the economic map of the Philippines. Locate the places
or provinces wherein these activities are still present.
D. Transfer
1. Make a listing of specific economic activities which are still
being done at present. Indicate the provinces where these are
still the main economic activities.
2. What other economic activities the Filipino should focus on?
3. To have an idea of how ancient Filipinos make necklaces,
assess the link at i-learn.vibalpublishing.com
E. Valuing
Ask: What good qualities of the ancient Filipino workers are
worthy of emulation by Filipinos today?
Textbook, economic map of the Philippines, pictures of the
economic activities of ancient Filipinos, pictures of the Philippines
during ancient times
Chapter 3 Social Conditions of Ancient Filipinos
A. Explore
1. Display pictures of the different types of dwellings of the
ancient Filipinos: cave, tree house, boat house, nipa hut,
lean to. Let the students take note of the differences in these
dwellings.
2. Put up a chart showing the different classes of people in society
during the ancient period.
3. View a slide show about the culture of the early Filipinos in
the Filipinism CD-ROM 5. Click The Life of Early Filipinos
and the topic, The Culture of Early Filipinos.
4. Display pictures of mosques and activities of Muslims related
to the practices of their religion.
5. Show a chart of the baybayin.
6. Pantomime. Call on the students to act out the economic activities the early Filipinos engaged in. Have the rest of the class
guess what activity the student is acting out. The following
are examples of what to act out:
a. Man throwing a net into the sea
b. Man boring holes into the ground and dropping corn and
palay seedlings
c. Man diving for pearls in the sea
d. Man panning for gold in the river bed
e. Woman weaving cloth in a loom
f. Filipinos engaged in barter with a Chinese trader
7. Pose this question to the class as review: What conclusion
can you give with regards to the economic life of the early
Filipinos?
B. Firm Up
1. Discussion of the types of shelters used by early Filipinos. Ask
the following questions:
a. What importance do Filipinos give to owning a house?
7
b. Enumerate the type of houses the ancient Filipinos
lived in.
c. What factors were considered by the ancient Filipinos in
their choices of shelters?
2. Make a comparison of the social classes adapted by the Tagalogs and the Visayans. Fill in the following chart.
Social Classes
Tagalogs
Visayans
a. What religious beliefs did the ancient Filipinos practice?
b. Why were they called animists?
c.
What were their beliefs about death?
d. What gods and goddesses did they worship?
7. Using a map of Asia, have the students trace the route taken
by Muslim traders and missionaries in bringing Islam to the
Philippines.
Highest class
Second class
8. Have the class identify the Muslims responsible for the spread
of Islam in Sulu and Mindanao. Let them answer the following
short quiz.
Lowest class
Match the items in column A with the items in
column B.
3. Show pictures of ancient Filipino women leaders like
Princess Urduja and the babaylanes. Ask the following
questions:
a. How were women treated during the ancient period?
b. What rights were enjoyed by Filipino women?
4. Write a situation showing how children were taught/educated
during the ancient time. Have a student read it before the
class. Ask the following questions:
a. How did children learn in ancient times?
b. Did children know how to read and write during ancient
times?
c. What evidences are there to show that the ancient Filipinos had their own system of writing?
5. Call a student who can speak Ilocano, Tagalog, Pampango,
Bicolano, or Visayan. Tell them to say hello, good morning,
good afternoon, thank you in their own dialect. Ask: Why did
so many dialects or languages develop during the ancient
period?
8
6. Pose the following question to the class: Were the ancient
Filipinos religious? Prove this by answering the following
questions:
(f) 1.
_____
(e)
_____
(a)
____
(b)
_____
(d)
_____
2.
3.
4.
5.
A
Tuan Masha’ika and
Tuan Maqbalu
makhdumins
Rajah Baguinda
Sharif-ul-Hashim
Sharif Muhammad
Kabungsuan
B
a. chief of Buansa
b. founded the first
settlements in Sulu
c. introduced Islam in
Cebu
d. spread Islam in Mindanao
e. missionaries belonging to Sufi Islam
f. Muslim traders who
brought Islam in
1280 C.E.
9. Using a Philippine map, have the students locate the provinces
where Islam have taken route.
10. Show pictures of a mosque. Have the students describe the
exterior and interior of this place of worship.
11. Enumerate the Five Pillars of Islam.
C. Deepen
1. Have the students interpret through drawings the topic discussed in Chapter 3.
2. Have the students write a short essay about the kind of
life of the ancient Filipinos had before the coming of the
Spaniards.
3. Assign students to access the topic Islam and Muslims in the
Philippines at i-learn.vibalpublishing.com.
D. Transfer
1. Have the students write a short letter using the baybayin.
2. Find evidences to prove that the cultures of the ancient Filipinos still exist today.
3. Prepare a report on the holy places in Mecca and the religious
ceremonies that take place inside the mosque.
4. Use encyclopedia or biographies of Muhammad to prepare a
report on his life and teachings.
5. Form a small group of students to build a miniature mosque.
Have one member research in the library to find out about
how the insides of mosque look like. Have another member
design the building plan. Have two members collect the building materials.
6. Have the students write their first name in the center of a sheet
of paper. Then work the letters into a design in the way that
the Muslims make Arabic letters become part of an intricate
design.
E. Valuing
Have the students interview their grandparents and find out
what customs and traditions which they observe at home date
back to the ancient period.
Textbook, Philippine map, pictures of different types of Philippine dwellings, Filipinism CD-ROM 5, pictures of mosque, pictures
of Muslim, rattans, pictures of ancient Filipino women leaders, map
of Asia, baybayin
Chapter 4 The Establishment of Spanish Colonial Order
A. Explore
1. Put up pictures of scenic views of Spain and Portugal, King
Ferdinand and Queen Isabella of Spain.
2. Display pictures of Spanish conquistadores Ferdinand
Magellan and Miguel Lopez de Legazpi.
3. Display pictures of Lapu-Lapu, Rajah Soliman, Rajah
Lakan-Dula
4. Display pictures of Manila in pre-Spanish times and during
the Spanish period.
5. Show pictures of Intramuros, Malacañang, Manila Cathedral,
San Agustin Church, Casa de Manila, town plaza, galleons,
guardia civil, friars.
6. Rearrange the scrambled letters and let the students discover
each word based on the given definition.
DRA
HAS
MA
a. Islamic schools which teach children the basics
of religion (madrasah)
TON
IA
GAM
b. Spiritual offering of the early Filipinos (maganito)
YAB
AY
BIN
c. S y s t e m o f w r i t i n g o f e a r l y Fi l i p i n o s.
(baybayin)
G I YA
B A K YA
d. Dowry given, by the groom’s parents to the bride
(bagay-kaya)
NAB
UL
LUB
e. Legendary woman political leader (lubluban)
9
KILA
RAH
AM
f. Class of warriors (maharlika)
AM
I-G
OON
g. Highest class of ancient Filipinos (maginoo)
7. Pose this question for review: How would you describe
the social relationships ancient Filipinos had with one another?
B. Firm Up
1. Re-create the world scenarios in 1492. Show to the class a
drawing or picture of a crown and scepter, cross and gold. Ask
the students: What did they symbolize?
2. Locate on a world map or map of Europe, Portugal, and
Spain. Have the class give some information about the two
kingdoms.
3. Introduce to students King Ferdinand and Queen Isabella of
Spain and Prince Henry the Navigator of Portugal. Have the
students cite the role played by these monarchs in the exploration of new lands.
4. The Ferdinand Magellan’s story. Have the students narrate
Magellan’s expedition to the East from the time he left Spain
up to the time of his death in Mactan.
Using a Philippine map, have the students visualize the
Magellan expedition until it reached Cebu.
5. Lead the class in the analysis of the colonization of the Philippines by Spain by asking the following questions:
a. Why did Spain colonize the Philippines?
b. How did Miguel Lopez de Legazpi conquer the Philippines
and place it under Spanish control?
10
6. Show a flashcard with the word “government” written on it.
Have the students define the word. Show the structure of
government established by Spain in a diagram form. Have
the students identify and define each term and its functions
in the government.
7. Play the game, Who Am I? Call on students to describe an
official during the Spanish government and have the rest of
the class guess the person being described.
8. Present through a series of pictures or situations the changes
that happened in the lives of the Filipinos during the Spanish
period. Have the class analyze each one of them.
C. Deepen
1. Prepare a listing of the events which took place at the beginning of Spanish colonization. Have the students explain what
each event is all about.
2. Have a parade of pictures of the important personalities which
played an important role during the early part of Spanish colonization. Have the students identify them and the importance
they played in Philippine history.
D. Transfer
Have the students make a comparison between the structure
of the barangay during the pre-Spanish period with that of the
barangay under the Spanish period as to powers of the chief,
qualifications, and privileges.
E. Valuing
Ask the class to enumerate some political changes which happened with the colonization of the Philippines by the Spaniards.
Opposite these changes, state how ancient Filipinos addressed
these changes.
Textbook, map of the world, map of the Philippines, pictures of
Spanish governor-generals, Lapu-Lapu, Rajah Soliman, Ferdinand
Magellan, Miguel Lopez de Legazpi, pictures of Manila during the
Spanish period, pictures of crown and scepter, cross and gold
UNIT TEST
A. Identification. Read the following and encircle the letter of the correct
answer.
1. Which of the following describes the Austronesians?
a. They were wanderers.
b. They came from Malaysia.
c.
They were great boat builders.*
d. They belonged to the Caucasian race.
2. What role did the babaylanes play in prehistoric Philippine
society?
a. spiritual leader*
c.
b. political leader
d. judge
teacher
3. What was the religion of the ancient Filipinos?
a. Islam
b. nature worship
c.
ancestor worship
d. a blend of ancestor and nature worship*
4. During what prehistoric period were barangays formed?
a. Paleolithic Age
c.
Metal Age*
b. Neolithic Age
d. Iron Age
5. What foreign power spread Christianity in the Philippines?
a. American
c.
Japanese
b. British
d. Spanish*
6. What were the first dwellings of the early Filipinos?
a. caves*
c.
nipa hut
b. dugouts
d. trees
7. With what countries did the early Filipinos have trade
relations?
a. American countries
c.
Asian countries*
b. African countries
d. European countries
8. What treaty settled the conflict between Spain and Portugal?
a. Treaty of Paris
b. Treaty of Lisbon
c. Treaty of Tordesillas*
d. Treaty with Portugal and Spain
9. What did the victory of Lapu-Lapu in the Battle of Mactan show?
a. The Filipinos were willing to die for freedom.*
b. The Filipinos’ hatred for foreigners.
c. The bravery of the Filipinos.
d. The Filipinos were fighters.
10. Who was the highest official in the Philippines during the
Spanish period?
a. king of Spain
c. alcalde mayor
b. governor-general*
d. corregidor
B. True or False. Write T on the blank if the statement is true. If not,
write F and correct the underlined word/s.
_____ 1. During the Age of Discovery and Exploration, the
Europeans began to conquer new lands. (T)
_____ 2. Ferdinand Magellan was a Spaniard. (Portuguese)
_____ 3. Miguel Lopez de Legazpi succeeded in establishing
colonialism in the Philippines. (T)
_____ 4. The Philippines had a central government when the
Spaniards conquered the country. (had no central
government)
_____ 5. During the Spanish colonial period, the encomienda
system was replaced by local government units. (T)
_____ 6. A datu had limited powers. (extensive)
_____ 7. The early Filipinos had written and oral laws. (T)
_____ 8. The datu was the highest official of the sultanate.
(sultan)
_____ 9. During the Paleolithic Age, the early Filipinos used
polished stone tools. (crude)
_____ 10. Women dyed clothes using flowers of plants. (saps)
11
UNIT
II TOWARDS PHILIPPINE REVOLUTION
A. Explanation
I.
1. Explain the changes brought about by the Spanish colonial
rule to the life of the Filipinos
Content Standard
2. Describe how the Filipinos reacted to changes brought about
by the Spaniards to the life of the Filipinos
The student understands the
changes in the life of the Filipinos during the Spanish rule which
led to Filipino resistance against
such rule, the development of
Filipino nationalism and the Philippine
Revolution.
1. The student describes clearly the
economic, social, and cultural
changes in the life of the Filipinos
during the Spanish rule and the
effects of the changes through a
retrieval chart.
3. Explain the factors that led to the development of Filipino
nationalism
2. Relate the factors that led to development of the Filipino nationalism
and how these factors inspire the
Philippine Revolution
4. Explain the first and second phases of the Philippine
Revolution
B. Interpretation
1. Give meaning to the statement, “Christianity was the greatest
legacy of the Spaniards”
2. Interpret why all the revolts against Spain failed.
Essential Questions
1. The major changes primarily
exploited the human and natural
resources of the country, brought
miseries to Filipinos, undermined
our ancient civilization and one
beneficial effect, the enrichment
of the Filipino culture.
1. How did the major changes in the
different aspects of life affect the
Filipinos?
2. Filipinos reacted variedly to the
coming of the Spaniards. Some
accepted and embraced Christianity but many resisted colonial
rule which led to numerous revolts, the development of Filipino
nationalism, and eventually a
struggle for independence.
2. How did the Filipinos react to the
changes brought about by the
Spaniards?
12
3. Show the importance of cultural changes to the life of the
Filipinos
C. Application
1. Make a list of the changes/contribution of Spain which are
beneficial to us or which contributed to the development and
progress of the country
2. Find ways to improve on them to make them more advantageous to us
D. Perspective
1. Analyze from the point of view of a young Filipino why revolts
and other struggles for freedom always failed
2. Take a critical stance on why Filipinos easily embraced
Christianity
E. Empathy
1. Sympathize with our forefathers’ hardships and personal
grievances against the Spanish rule
2. Appreciate the patience shown by the early Filipinos from the
injustices they suffered from Spain
3. Be proud to be a Filipino with a deep sense of nationalism
F. Self-knowledge
Realize that the long years of struggle for freedom was fortified by love of country and the pride of being a nation, unified by
a shared culture, tradition and history
and religious statues, images and processions; haciendas and
vast tracts of land; galleon trade; literary pieces and others.
2. Add more to these pictures by listing down Spanish names,
greetings and prominent families of Spanish blood.
3. Tell the class that those in the pictures were legacies of Spain
or they were introduced to Filipinos by Spain.
4. Introduce the lessons on the changes brought about by Spain
to the Philippines which affect the life of the Filipinos.
B. Firm Up
1. Let the class identify terms and names of persons which will
contribute to the understanding of the lesson.
2. Present a matrix chart for all the members of the class to fill
in. Let them classify the changes into the following:
Economic Changes
Social Changes
Cultural Change
Prepare a retrieval chart to show the changes brought about by
Spain to the Filipinos and construct a cause and effect chart to show
factors that led to the development of nationalism and national revolution.
Have the students answer Things I Learned on pages 69-70, 83-84,
102-104, and 122-124 of the textbook.
Chapter 5 Changes in the Life of Filipinos
A. Explore
1. Display pictures or come up with a picture parade. On the
walls of the classroom, put up the following pictures: houses
in cobblestreets of Vigan; structures in Intramuros; churches
3. After all categories are completed, divide the class into three
groups. Each group will show by means of an organizer, panel
discussion, drawing or caricature the effects of those changes
on the life of the Filipinos and how they felt/reacted on the
changes. From these changes, ask the students which do
they appreciate or which they think contributed to Filipino
culture.
4. The class may continue the discussion on these aspects.
C. Deepen
1. Let the class answer the following questions to gauge their
understanding of the following topics:
a. Why economic changes introduced by the Spaniards were
detrimental to the Filipinos?
13
b. Why were the Filipinos uprooted from their place of livelihood and placed in a compact village?
c. Do you believe that because of the cultural changes introduced by Spain to Filipinos, they had changed the Filipinos’
way of life from barbaric to civilized one? Defend your
answer.
2. Let the class read Things to Remember on page 69 of the textbook.
D. Transfer
1. Ask the class to answer Things I Will Do on page 70 and do
Things to Learn on My Computer on page 71 of the textbook.
2. Go over the retrieval chart and find ways on how to redirect
the negative changes into something useful for us.
E. Valuing
The students should be able to show respect for women and
religious beliefs and be proud and appreciative of Filipinos who
excelled in the field of the arts.
Basic textbook, pictures, drawing materials, Filipinism
CD-ROM 5, computer with internet connection
5. Write the word REVOLT and ask students to think of terms
which has something to do with it.
aggression
conflict
REVOLT
armed
resistance
B. Firm Up
1. Divide the class into four groups. Give the following topics to
each group:
a. Group 1: Revolts due to political reasons
b. Group 2: Revolts due to economic reasons
c. Group 3: Revolts due to personal reasons
d. Group 4: Religious revolts
e. Group 5: Agrarian revolts
2. Each group will prepare a retrieval chart and present this
chart to the class for comments and questions. Use the map
of the Philippines to locate the places of revolts.
Name
of Revolt
Known
Leader
Date
Place
Causes
Results
Chapter 6 Filipino Resistance to Colonial Rule
A. Explore
1. Have a recall of the changes in the Philippines during the
Spanish rule. Ask the students to read the chart that they
completed in the previous lesson.
2. Ask them which of these changes would most likely give rise
to resistance and revolts and let them prove their point.
3. Display a map of the Philippines to show places which play a
vital role in the different revolts
14
3. Conduct a mock interview having two students play the role
of Muslim and Igorot. The TV host will ask how they resisted
Spanish rule in their places.
4. Draw a graphic organizer on the board. Ask the students
to write on the main branches the four external threats to
Spanish rule and under each, the causes and the outcomes.
PO
RT
U
Cause
S
ND
GA
Result
L
Cause
Result
BRI
TAI
N
t
use
Ca
sul
Ca
TH
NE
Re
lt
su
Re
C
e
us
E
Resistance
Against the
Spanish Rule
A
HIN
A
RL
5. Let the students analyze the organizer and ask them the role
played by the Filipinos during their resistance to Spanish
rule.
C. Deepen
1. To summarize, let the students show by means of a cause and
effect chart why revolts failed. The cause and effect chart will
look like this.
2. Formulate generalizations based on the data presented by the
group.
3. Choose one leader of a revolt and write a character analysis
of such leader. Make a conclusion in relation to the failure of
revolts.
D. Transfer
1. Have the students do Things I Will Do on page 85 of the textbook.
2. There are bloodless revolts in our midst. Ask: As a young citizen, what lessons could you share in order to minimize revolts
of any kind?
3. Form dyads and confer with the answers of the students on
this question: Were the Filipinos justified in staging these
revolts? Defend your answer.
E. Valuing
1. Guide the students in presenting an informal debate on the
following topics: When do you say that a person is courageous?
When is courage admirable and worth emulating?
2. Making a sound judgement. Have the students narrate an
incident in their life when they made a momentous decision.
Basic text, map of the Philippines, drawing materials
Chapter 7 The Development of Filipino Nationalism
Lack of unity
Geographic features
Failure of Revolts
A. Explore
Lack of good leaders
1. Write the statement, “Nationalism in the Philippines is a
reaction to colonialism.”
Fragmented causes
2. Call on students to give their own meaning or interpretation of
the statement. Ask them also if they believe in the statement
and let them explain.
15
3. Construct a concept map and ask the students to write or even
draw symbols to explain nationalism.
Nationalism
2. Ask the class for more reactions. Let them do Check Yourself
on page 90 of the textbook.
3. Divide the class into three groups. Each group will choose any
of the literary works, painting, speech, drawing or oration of the
reformists. They have to emphasize how such work developed
the spirit of nationalism among Filipinos
a. Group 1 — Draw the caricature portraying Fray Botod,
then discuss how this famous work of Jaena inspired
Filipinos to fight for freedom
b. Group 2 —The Noli Me Tangere and El Filibusterismo of
Dr. Jose Rizal
c. Group 3 — The works of Marcelo H. del Pilar
4. Let the students complete the “Banner of Awareness” chart on
Andres Bonifacio and the Katipunan after the failure of the
Propaganda Movement
4. Let the students form a good definition of nationalism based on
the clues. Introduce the lesson on the development of Filipino
nationalism.
B. Firm Up
1. Divide the class into four groups. Each group will be represented by one number in a panel discussion on the factors that
led to the development of Filipino nationalism. Use the map
of the world or map of the Philippines to support your story.
a. Group 1 — Opening of the Philippine to world trade
b. Group 2 — Emergence of ilustrado class
c. Group 3 — Opening of Suez Canal
d. Group 4 — GomBurZa execution
Tell the students that the following questions will serve
as their guide in their discussion in the panel.
a. How did each factor contribute to the development of
Filipino nationalism?
b. Were there negative effects in each factor? Explain.
c. What were the significance of the death of the three
priests?
16
FREEDOM
Advocated armed
struggle
Free the Philippines
from Spain
Writings of Bonifacio
and Lopez-Jaena
Triangle
method;
using of codes
For 1, 2, 3 and 4, write the events, goals, methods by which
the Katipunan was created. For number 5, write what Bonifacio and other Katipuneros envisioned the Philippines to be
under the Katipunan.
C. Deepen
1. For in-depth discussion, let the class do Things I Can Do on
page 105 of the textbook.
2. Read the Decalogue:The Duties of the Sons of the People and
the Kartilla of the Katipunan on page 100 of the textbook.
Discuss the meaning of the duties of the sons of the people as
envisioned by the Katipunan.
3. Let them choose one duty and make it into a poster or
sign, which will serve as a reminder for them about love of
country.
4. Let the class analyze the character of Andres Bonifacio through
the following questions:
Chapter 8 The Philippine Revolution
a. What are the main themes of the teachings?
b. Do the teachings revealed that Bonifacio is a violent man
or a man of advocacy? Defend your answer.
C. Transfer
1. Have the students answer Things I Will Do on page 105 of the
textbook.
2. Do a “Scavenger Hunt.” Distribute strips of paper to each
student where they will write a quality or characteristics of a
reformist or Katipunero which they appreciate.
2. Ask: Should the Filipinos uphold the duties of the sons of the
Filipinos as envisioned by the Katipunan?
Map of the Philippines, drawing materials, charts
A. Explore
1. Give a test at the beginning of the lesson to determine prior
knowledge or knowledge of the previous lesson.
2. Let the students describe the picture of Andres Bonifacio on
page 106 of the textbook. Ask the following questions:
a. What does the picture reveal?
3. Let them pin the paper on their chest and walk around the
room.
b. Could you guess the emotion or feeling of those people in
the picture? Why?
4. Each student has “to hunt” for a quality which he admires.
c.
5. Then group the “scavengers” according to their “hunts.”
6. Process the activity through these questions:
a. What are the most common qualities “hunted?”
b. Who among the reformists/Katipuneros/leaders/ possess
such quality?
c. Assess how leadership qualities contribute to the success
of any program, projects and organizations.
E. Valuing
1. Courage exemplified by our heroes. Ask: When do you say that
a person is courageous? Give instances in your life in which
you feel you’re brave/courageous.
If you don’t know anything about Bonifacio and the
Katipunan, does the picture reveal a struggle?
3. Accept all answers and write them on the board.
4. Present the following words: struggle, revolt, conflict, fight,
battle. Ask: What is common among these terms? What emotion is involved?
5. Display the map of the Philippines to locate the following
places: Manila, Laguna, Bulacan, Pampanga, Nueva Ecija,
Tarlac, Cavite, Batangas. Then ask, what is the significance
of these places in Philippine history.
6. Encourage the students to ask questions which will lead to
essential understanding.
17
B. Firm Up
1. Dramatization: Let the students show the events that led to
the outbreak of the Philippine revolution.
Processing questions:
a. Do you think the Filipinos were ready for the
revolution?
b. Do you think unity and leadership are issues in the
revolution? Defend your answer.
2. Storytelling: Let the students relate how Bonifacio’s leadership
in the Katipunan ended.
a. What was your reaction regarding the fate of Bonifacio?
b. Why was the Tejeros Convention held?
c. Why did factions exist in the Katipunan?
4. Timeline using the following dates:
a. April 25, 1898
d. June 23, 1898
b. May 24, 1898
e. September 23, 1895
c. June 12, 1898
f. January 23, 1899
What is the significance of these dates?
5. Chronology. Ask the class to arrange the events in chronological
order.
Mock Battle
of Manila
Treaty
of Paris
Battle
of Manila Bay
C. Deepen
1. Have the students read and make a report on the following:
a. The life of women and the role they played in the
revolution
b. Alliance between the Americans and Aguinaldo
c.
How the Malolos Congress prepared Filipinos to govern
themselves
2. Ask the students to answer Check Yourself on page 117 and
121 of the textbook.
3. Have the students read and explain the generalization under
Things to Remember on page 122 of the textbook.
4. Let the students answer Things I Will Do and Things I Can
Do on page 125 on the textbook.
D. Transfer
Write a reaction paper on any of the following topics:
1. The Philippine Revolution is the first national struggle for
independence in Asia.
2. The last stand of the Muslims against the Americans ended
the Filipino-American War
3. The Mock Battle of Manila insulted Filipinos’ desire to win
against the Spaniards
E. Valuing
Ask: Who is a real hero? When can you see say that you did
a heroic act?
Important
Events During
the War
18
Outcome
of the War
Outbreak
of the FilipinoAmerican War
Basic textbook; pictures of heroes; map of the Philippines; computer
with internet; drawing materials
UNIT TEST
4. Social changes under Spain
A. Fact and Opinion. Write F if the statement states a fact and O if it
states an opinion.
_______ 1. The aim of the American colonization of the Philippines
was to educate and civilize the Filipinos. (F)
_______ 4. Women did not play an active participation in the FilipinoAmerican War. (O)
_______ 5. The Spaniards considered the Filipinos as savages. (F)
b. public schools*
d. Catholic churches
a.
c.
b. infidels
d. Moro
a. Chinese
c.
b. Dutch
d. Portuguese
b. the rise of the middle class
c.
the coming of the Americans*
d. the opening of the Suez Canal
8. Works of Jose Rizal
a. Noli Me Tangere
_______10. The ilustrados played an important role in the campaign
for reform. (F)
c.
b. El Filibusterismo
c.
Andres Bonifacio*
b. Graciano Lopez-Jaena
d. Marcelo H. del Pilar
9. They played an important role in the Philippine Revolution against
Spain
2. Economic policies of Spain
a. bandala
c.
tributes
b. polo y servicios
d. reduccion*
3. Leader of revolts against Spain
La Soberania Monacal*
d. The Indolence of the Filipinos
B. Categorization. Encircle the letter that does not belong to the group.
a. Jose Rizal
French*
a. the GomBurZa execution
_______ 9. The Filipino women lost their high positions in society
under the Spanish rule. (F)
Filipino reformists
ilustrado*
7. Factors in the development of Filipino nationalism
_______ 7. The Filipinos benefited from the economic reforms of
Governor-General Jose Basco y Vargas. (F)
1.
zarzuela
6. Foreign threats against the Philippines
_______ 6. The payment of taxes was a heavy burden to the
Filipinos. (F)
_______ 8. The Filipinos welcomed the policy of reduccion. (O)
c.
5. Regarded as the lowest level of society under Spain
_______ 2. The Philippine Revolution against Spain was supported
by the United States. (F)
_______ 3. It was not the Americans’ intention to massacre the people
of Balangiga. (O)
a. reduccion
10.
a. Andres Bonifacio
c.
Gregorio del Pilar*
b. Emilio Aguinaldo
d. Apolinario Mabini
Causes of religious revolts
a. desire to become a priest
b. desire to return to folk religion
a. Diego Silang
c.
Francisco Maniago
b. Macario Sakay*
d. Juan dela Cruz Palaris
c.
loss of power of the babaylanes
d. desire to head the Catholic Church*
19
UNIT
III TOWARDS PHILIPPINE INDEPENDENCE
I.
STAGE 1: DESIRED RESULTS/OUTCOMES
Content Standard
The student understands the
difficult transformation in the political, social, and economic life of the
Filipinos during the American rule
and how they struggled against
the Americans and the Japanese
to gain independence.
The student will do a critical analysis
of the changes brought about by the
American rule and their struggle to gain
independence from the Americans and
the Japanese.
1. The struggle and desire to gain
independence was significant
because it laid down the foundation for self-government and
the granting of Philippine independence.
1. How did the Filipino struggles and
desire for independence become
significant?
2. How did the Filipinos respond to the
interruptions brought about by the
Second World War?
2. Filipinos continued their struggle
for independence inspite of the
outbreak of the Second World
War.
C. Application
Strengthen and support all thrusts done by Filipinos to protect
democracy and freedom in the Philippines
D. Perspective
Share one’s opinion on the struggle of the Filipinos to gain
independence and their response to the challenges of selfgovernment
E. Empathy
Assume the role of the Filipinos who struggled to gain independence and consider their response to the challenge of selfgovernment
F. Self-knowledge
Reflect on the historical significance of these struggles of Filipinos to gain independence and their response to the challenges
of self-government
Evaluation of critical analysis on the response of the Filipinos for
against the granting of Philippine Independence
Criteria: Fair and impartial: Based on truth; Adaptability; Quality
of information
II. STAGE 2: ASSESSMENT
A. Explanation
Prove that the Filipinos struggled and put their best
efforts to show that they were ready for self-government and
independence
20
B. Interpretation
Criticize the struggle made by Filipinos in order to gain their
independence
1. Have the students answer Check Yourself on pages 131, 134, 136,
143, 147, 154, 159, 167, and 171 of the textbook.
2. Have the class explain Things to Remember on pages 137, 148,
160, and 172 of the textbook.
3. Have the class answer Things I Learned on pages 137-138, 148150, 160-163, and 172-174 of the textbook.
3. Let the class analyze the struggle of Filipinos to prove that
they are ready for self-government.
Chapter 9 The American Colonial Government
Struggle
A. Explore
1. Give a pre-test regarding the unit.
2. Recall how the United States acquired the Philippines. Relate
this to the lesson.
3. Encourage the class to give questions regarding the previous
lesson.
Suggested activities:
a. Venn diagram: Compare and contrast the military government against the civil government established by the
American.
b. Explain the diagram to introduce the whole chapter
American Colonial Government
Form of
government
Policies
Steps on the
training for selfgovernment
Efforts/Struggle
of Filipinos for
independence
B. Firm Up
1. Show by means of dramatization the different pacification
policies of the Americans to suppress the struggle put up by
the Filipinos.
2. Form a dyad and let the pair do silent argument on their
notebook on the following:
a. How effective is the use of pen in promoting nationalism
in criticizing the American policies?
b. How effective is the Filipinization program of the Americans?
Then call on the pair to read their arguments.
Advantages
Disadvantages
1. Resistance and revolts against
American policies
2. Writing and staging plays
against government policies
3. Cooperation with the colonial
government
Then ask the students: Which of these became successful?
C. Deepen
1. Have the students write a reaction paper on any of these
topics:
a. Why soldiers were turned into teachers by the Americans
b. Which among the American commissions gave the true
picture of the Philippine situation? Prove your answer.
2. Try to note down concepts on the discussions which will lead
to the essential understanding.
D. Transfer
1. Have the class do Things I Will Do and Things I Can Do on
2. Ask: In the struggles by the following groups of Filipinos to
gain the independence, whom do you admire most? Why?
a. Those who refused to accept American rule and were
punished
b. Those who used pen and stage plays to show their resistance against American rule
c. The ilustrados who cooperated and were given positions
in the government
E. Valuing
Appreciation of the heroism of Filipinos
21
Basic textbook, charts, pictures, Filipinism CD-ROM 5, computer with
internet
Chapter 10 Socio-Economic Changes
During the American Period
A. Explore
1. Flash and drill of previous lesson. Let the students explain or
provide examples for the following:
a. Flag Law
d. Philippine Bill of 1902
b. Brigandage Act
e. Filipinization Program
c. Tydings-McDuffie Act
2. Relate the responses with the new lesson and ask the following
questions:
a. What do you think were the economic and social changes
under American Occupation?
b. Would the Filipinos be finally satisfied with their conditions in life?
3. Encourage the class to ask questions and tentative responses
to the question.
4. Give additional information about each subtopic and facilitate
the flow of discussion.
B. Firm Up
1. Retrieval chart to show economic changes. Explain how these
changes implemented by the Americans benefited their needs.
Free Trade
22
Taxation
Land Policy
2. Present a panel discussion on special changes introduced by
the Americans. Give the following processing questions:
a. Which of the social changes do you think would be of great
help in preparing the Filipinos for self-government?
b. Do you think the Americans were sincere in promising
independence to Filipinos? Explain
C. Deepen
1. Guide the students in completing this comparison and contrast
chart of the Spanish and American rule of the Philippines.
SOCIO-ECONOMIC CONDITIONS
Spaniards
Americans
a. Which of the two is more oppressive to the Filipinos?
b. Which of the changes made a lasting mark in our culture?
2. Have the class do the letter C of Things I Learned on page 150
of the textbook.
3. Let them do Things I Can Do letter A only on page 151 of the
textbook.
D. Transfer
1. Let the students answer Things I Will Do on page 150 of the
textbook.
2. Have them do the Things to Learn on My Computer on page
151 of the textbook.
3. Have the students identify the changes in their community
which were implemented during the American period. Then
let them list these changes and report them in class.
E. Valuing
Lead the students in making a sound judgement and appreciation of all beneficial changes brought about by the Americans.
2. Have the students describe the Commonwealth government
using a graphic organizer similar to this one.
Commonwealth Government
Basic textbook, Filipinism CD-ROM 5, flashcards, computer with
internet connection, pictures and drawing materials
Chapter 11 The Commonwealth Period
Executive Branch
President
Department
Legislative Branch
Philippine Assembly
Representatives
Judicial
Supreme Court
Lower Courts
A. Explore
1. Recall the changes implemented by the Americans. Then ask:
What aspect of the American rule in the Philippines do you
like most? Why?
2. Scenario building: How do you feel about these scenes on our
history?
a. For the first time after long years under two colonial powers, a Filipino was having his oath-taking as President of
the Philippines.
b. Suddenly in December 1941, Japan invaded the Philippines
c. Learning about the abuses and sufferings of the Filipinos
in the hands of the Japanese
3. Encourage the students to participate in the discussion
and expressions of their feelings on important events in the
country
B. Firm Up
1. Have the students present a tableau on the following:
a. inauguration of the 1935 Constitutional Convention
b. signing of the 1935 Philippine Constitution by US President Roosevelt
c. elections for the commonwealth government
d. oath-taking of President Quezon
Let the students compare the structure of the Commonwealth government with the present government.
3. Guide the students in presenting a panel discussion on the
programs of the Commonwealth.
4. Have the rest of the students give their own reactions and
opinion.
C. Deepen
1. Use the web link on page 154 of the textbook to know more about
the bases of the Commonwealth government.
2. Ask the students to answer numbers 1-3 under Check Yourself
on page 159 of the textbook.
3. Suggested activities:
a. Radio/TV flash report on the outbreak of World War II
b. Map tracing — places bombed by Japanese
4. Process the activities and encourage the students to ask
questions.
23
D. Transfer
1. Guide the students in presenting a monologue or soliloquy
— Portraying the thoughts and feelings of the following personalities as they describe the events in the Philippines during
the war:
a. ordinary Filipinos
b. Filipino soldiers
c. General Masaharu Homma
d. General Douglas MacArthur
e. President Manuel Luis Quezon
f. General Edward King
g. General Jonathan Wainwright
2. Survey. Allow the class to move around and get responses of
their classmates on colonial mentality of Filipinos. Let them
cite situations to prove their answer. Then list down the results
of the survey on the board.
3. Formulate conclusions based on the results of the survey.
E. Valuing
Appreciation of the programs of the government that aimed
to promote social welfare and political right of the people and
strengthened the defense of the country.
Basic text, Filipinism CD-ROM 5, graphic organizer, chart, computer with internet connection
Chapter 12 The Filipinos Under Japanese Rule
A. Explore
1. Ask the students to give their reactions on the following:
a. The establishment of the Philippine Commonwealth
b. Allowing women to vote and voted upon
c. The Greater East-Asia Co Prosperity Sphere
24
d. Outbreak of World War II
e. Death March
2. After the students’ reactions and interactions on the events,
ask the following questions:
a. What do you think would your life be under the Japanese?
b. How would you receive the harsh and oppressive Japanese
rule?
B. Firm Up
1. Storytelling. Call on students to tell a story of what they know
about the Japanese occupations in the Philippines based on
stories, movies seen on TV/movie
2. Have the students conduct a press conference with Jorge
B. Vargas where media reporters will ask the the following
questions:
a. Why is a military government immediately established
upon the foreign conquest of a country?
b. How is life of the people controlled under this type of
government?
c. Is there a way of evading personally being under the
control of the conquerors? How?
3. Encourage students to ask questions and participate in the
discussion.
C. Deepen
1. Make a dyad or power of two on the establishment of the
Second Philippine Republic, the guerilla movement, and the
society under the Japanese
a. Why did Jose P. Laurel accept the position of President of
the Second Philippine Republic? What is your reaction to
this decision?
b. Why was the guerilla movement formed? How did the
movement operate? Would this movement not endanger
the life of many people?
c. Why was the Japanese period considered the darkest
interlude in the history of the Philippines?
2. Have the students draw a cartoon/caricature on the economic
activities of the Philippines during the war. Use the following
guide questions in their drawing.
a. How did Filipinos meet their basic needs under the Japanese rule? Were there other ways of meeting their needs?
What do you suggest?
b. How did Laurel help the Filipino?
c. What did the economic difficulties teach the Filipino?
D. Transfer
1. Guide the students in giving a reaction on the plight of women
during the Japanese period.
2. Use this step-ladder analysis in the discussion about the events
that led to the Japanese occupation of the Philippines.
UNIT TEST
A. Multiple Choice. Encircle the letter of the correct answer to complete
the statement.
1.
2.
August 15, 1945
July 4, 1945
3.
September 3, 1945
October 23-26, 1944
January 9, 1945
October 20, 1944
August 9, 1944
3. Let the students explain and ask questions. Lead them in
formulating conclusions based on the step-ladder chart.
4. Let them answer all Things I Will Do and Things I Can Do on
4.
E. Valuing
Lead the students in stating/showing their admiration for
Filipinos who struggled to win our freedom and in having an open
minded on the collaboration issue.
5.
Textbook, pictures, chart, drawing materials, map of the
Philippines
An important provision of the Philippine Bill of 1902 was _____.
a. the granting of suffrage to women
b. the transfer of political power to the Filipinos
c. the election of Philippine president under the Americans
d. the holding of elections for representatives to the Philippine
Assembly*
The Filipino leaders worked for the granting of Philippine independence by _________.
a. holding protest rallies
b. by boycotting American products
c. encouraging a nationalistic strike
d. going to the United States to campaign for independence*
The Philippine Legislature did not approve the Hare-HawesCutting Act because of the _________.
a. American pacification policies
b. strict provisions on the holding of presidential elections
c. presence of the U.S. military bases and the trade
provision*
d. injustices committed by the Americans against the
Filipinos
The primary reason of the Americans in acquiring the
Philippines was _________.
a. religion
c. political
b. cultural
d. economic*
The system of shared tenancy worsened under the Americans
because of the _________.
a. abusive farmers
b. non-cooperation of the farmers
c. poor implementation of the system
d. demand of landlords for greater share in the harvest*
25
6. At the start of the military, American soldiers served as teachers
in the _________.
a. colleges
c. public schools*
b. universities
d. private schools
7. The style of architecture brought to the Philippines was ______.
a. classical
c. European style
b. neoclassical*
d. American style
8. The centerpiece of President Quezon’s administration was _____
____.
a. political
c. economic
b. cultural
d. social justice*
9. The Second World War in the Pacific broke out on ________.
a. December 8, 1941*
c. December 18, 1941
b. December 10, 1941
d. December 28, 1941
10. The Death March included captured _________ soldiers.
a. foreign
b. Filipino
c. American
d. American and Filipino*
11. The President of the Second Philippine Republic was _____.
a. Jose Vargas
c. Artemio Ricarte
b. Manuel Quezon
d. Jose P. Laurel*
12. During the Japanese rule, the Filipinos lived in fear because of
the _________.
a. Kalibapi
b. guerillas
c. kempeitai*
d. Japanese military administration
13. The purpose of the Brigandage Act was to _________.
a. send Filipinos to other countries
b. promote American interest in the Philippines
c. limit the movement of the Filipinos in the country
d. punish Filipinos who joined a movement against the U.S.*
26
14. A negative effect of free trade was _________.
a. influx of local goods
b. colonial mentality*
c. local industries flourished
d. production of poor quality goods
15. The 1935 Constitutional Convention was presided by _________.
a. Manuel Roxas
c. Sergio Osmeña
b. Manuel Quezon
d. Claro M. Recto*
B. Encircle the letter of the correct answer.
1. Why did the Americans establish a military government
at the beginning of their rule in the Philippines?
a. to create fear among the people
b. to get the cooperation of the people
c. to assure a peaceful takeover of the country
d. to suppress the Filipino struggle against the Americans*
2. The Filipinos held positions in the national civil government. Why
was this not fully welcomed?
a. because only college graduates were appointed
b. because the Filipinos did not have power in the government*
c. because the Filipinos wanted high positions in the government
d. because only few Filipinos were appointed to government
positions
3. Why did the Americans implement pacification policies?
a. to have peace in the country
b. to prepare the Filipinos for self-government
c. to suppress Filipino struggle against the Americans*
d. to get the cooperation of the people against the guerillas
4. Why were the Filipinos against free trade?
a. because not everybody were interested
b. because there were many requirements
c. because only the U.S. would benefit from it
d. because it would lead to Philippine economic dependence on
the United States*
5. Why was the pensionado system implemented?
a. to help the poor
b. to pacify the guerillas
c. to train would-be teachers and officials*
d. to train the Filipinos for self-government
6. Why did the Commonwealth government not have the right to
establish diplomatic relations with other countries?
a. The Second World War broke out.
b. No diplomat was appointed by the President.
c. The Philippines was not yet recognized as an independent
nation.*
d. The Philippines was not ready to have relations with other
countries.
7. Why was President Quezon’s social justice program not fully
implemented?
a. The poor were not interested.
b. Most lands were not good for farming.
c. It was not easy to purchase the farmlands.
d. The local landlords resisted the policies on ownership of
lands.*
8. Why was the Philippines involved in the Second World War?
a. because of the country’s rich natural resources
b. because the Philippines had no strong military defense
c. because the Philippines had no diplomatic relation with
Japan
d. because of the presence of American forces in the
Philippines*
9. How was the life of the Filipinos under Japanese rule?
a. The Filipinos suffered.*
b. The Filipinos enjoyed much freedom.
c. The Philippines prospered economically.
d. The Filipinos were granted equal rights as the Japanese.
10. How did the Filipino writers use Tagalog against the Japanese?
a. by speaking Tagalog to the Japanese
b. by making posters against the Japanese
c. by hiding their criticisms of the Japanese*
d. by using Tagalog names to hide their identity
C. Encircle the letter that does not belong to the group.
1. Filipino reformers
a. Jose Rizal
c. Marcelo H. del Pilar
b. Andres Bonifacio*
d. Graciano Lopez-Jaena
2. Socio-economic changes under the United States
a. free trade
c. homestead program
b. tributes*
d. pensionado system
3. Leader of revolts against Spain
a. Diego Silang
c. Francisco Maniego
b. Macario Sakay*
d. Juan dela Cruz Palaris
4. Three of the eight provinces that revolted against Spain
a. Manila
c. Bulacan
b. Cavite
d. Pangasinan*
5. Officials of the Biak-na-Bato Republic
a. Mariano Trias
c. Apolinario Mabini*
b. Emilio Aguinaldo
d. Antonio Montenegro
6. Types of government established by Aguinaldo during the
revolution
a. military*
c. dictatorial
b. republican
d. revolutionary
7. Filipino leaders during the Filipino-American War
a. Miguel Malvar
c. Vicente Lukban
b. Macario Sakay
d. Isabelo Artacho*
8. Foreign powers who colonized the Philippines
a. Spain
c. Japan
b. China*
d. United States
27
UNIT
I.
IV
THE PHILIPPINES IN THE PRESENT TIME
3. Explain how democracy was restored
4. Describe the administration of the Presidents of the Fifth
Republic
B. Interpretation
1. Criticize the idea of President Marcos that martial law will
instill discipline among the people
Content Standard
The student understands how the
different Presidents address the different
problems of the country, how the rights of
the people were curtailed during martial
law, the events that ended the rule of
President Marcos and how the different
Presidents of the Fifth Republic faced the
challenges of the times
The student will analyze critically how the different Presidents
administer the country, the issues,
problems, and events that led to
martial law, EDSA Revolution and
the challenges at present.
Essential Question
The various Presidents and the
Filipino people continued their struggle
to answer the challenges of pursuing its
goal of attaining peace, political stability
and socio-economic development.
How did the Filipinos face
the problems, issues, and challenges of the Republic in order
to strengthen democracy in the
country?
2. Narrate meaningful stories about martial law
3. Interpret images and videos related to martial law
C. Applications
1. Appreciate the efforts of the Presidents in improving the
political, social, economic life of the people
2. Value the efforts of the Filipinos in strengthening democracy
in the Philippines
3. Sustain interest in maintaining the stability of the Philippine
government
D. Perspective
1. Analyze critically and with open mind the reasons why martial
law was declared
2. Give opinion why the assassination of Ninoy Aquino and the
events that followed ended the rule of President Marcos
E. Empathy
1. Assess the role of the people who participated in the EDSA
People Power, their feelings and the hardships that they
experienced
2. Believe in the spirit of the EDSA Revolution
A. Explanation
1. Describe the administration of the different Presidents of the
Third Republic
2. Prove that peoples’ rights were curtailed, basic freedom was
suppressed and lives were changed during the martial law
regime
28
3. Recognize the efforts of the Filipinos who struggled to regain
the freedom and democracy in our country
F. Self-knowledge
1. Recognize the sacrifices made by Ninoy Aquino to regain our
democracy
2. Appreciate the legacy of the People Power and revolution
3. Realize the efforts exerted by the different Presidents to answer the needs of all Filipinos thru their various programs
and projects
4. Have the students prepare a picture parade of the Presidents of
the Third Republic. Ask the students: Do you know the people
in the pictures? What do you know about them?
5. Facilitate the students’ prior knowledge by accomplishing the
K-W-L chart.
K- What I know
W- What I want to know
L- What I learned
1. Analyze critically the different administrations of Presidents
and other issues and challenges faced by the government through
quality information, researches and organizing data from
historical context
2. Preparation of appropriate thinking maps
Have the students answer Things I Learned on pages 198-200;
210-212; 219-220; and 235-236 of the textbook.
B. Firm Up
Chapter 13 Life in the Third Republic
A. Explore
1. Recall previous lessons on what happened to Philippine society
after the Japanese occupation.
2. Give pre-test for the whole unit.
3. Ask the following questions:
a. What comes to your mind when you hear the word
“world war?”
b. How do you picture the conditions in the country after the
world war?
c. If you’re a leader, how will you meet the problems after
the war?
1. Write the essential question on the board: How did the Filipinos face the problems, issues, and challenges of the Republic
in order to strengthen democracy in the country?
2. Encourage the students to give temporary responses to the
questions
3. Suggested activities:
a. Mock TV broadcast describing the conditions of the Philippine society after the war
b. Mock court trial on the issue of collaboration and ask the
following questions:
•
What was the stand of the different presidents on the
issue of collaboration?
•
How was this issue resolved?
29
c.
Have the students present a panel discussion on the Roxas
administration with the following topics as guide:
• Discuss the treaties and military agreements signed
by the United States and the Philippines
• How did the guerilla movement affect the peace and
stability of the country?
d. Present a graphic organizer showing the administration
of Elpidio Quirino based on the following issues:
• loss of faith in the government
• peace and order
Ask the students to give two major problems of the
Quirino administration and two solutions.
e. Lead the class in a group dynamic about the administration of Ramon Magsaysay, Carlos Garcia and Disodado
Macapagal
• Differentiate the land reform program of the two
Presidents
• How did each Presidents resolve the problem of graft
and corruption?
C. Deepen
1. Pose the following open-ended statement. Let the student
complete these statement:
a. Education during the Third Republic was _________.
b. The choice of Tagalog as the basis of the national language
resulted in _________.
c. Women during the Third Republic were _________.
2. Ask the students to read Things to Remember on page 198 of
the textbook.
3. Analyze what they have read and write terms which will lead
to the essential understanding.
4. Give a summative test.
D. Transfer
1. Have the students answer Things I Will Do on page 201 of the
textbook.
30
2. Have the students compare the First, Second and Third Republic by completing this graphic organizer:
First Republic
Second Republic
Third Republic
3. Discuss the following and lead the students in giving their
reaction on them:
a. Collaborating with the enemies during the war was the
only way to save the life of many Filipinos.
b. The changing of the date of independence from July 4 to
June 12 was a nationalistic move.
c. We need Austerity Program and First Filipino Policy at
present..
4. Have the students write a short essay on the topic, “President
I Admire Most.”
E. Valuing
The students should be able to show pride in being a Filipino,
admiration for the kind of leadership that our Presidents have,
and respect for authority.
Textbook. graphic organizers
Chapter 14 The Philippines Under Martial Law
A. Explore
1. Review previous lesson on the administration, problems, programs of the different Presidents of the Third Republic
2. Character analysis. Show the picture of President Ferdinand
Marcos. Then ask the following:
a. What do you know about him?
b. What do you remember most about him?
c. How was he as the sixth President of the Republic?
d. Rate his performance from the score of 1-5, where 5 is the
highest and 1 as the lowest.
3. Collage making. Have the students cut-out pictures from old
magazines and newspapers of the conditions of the country
before martial law. Let them explain the collage.
4. Play video clip showing President Marcos reading the text of
the declaration of martial law. Have the students write down
what they have heard.
5. Ask: How were peoples’ rights curtailed, basic freedom suppressed and lives changed during martial law?
6. Have the students do Things to Learn on My Computer on
B. Firm Up
1. “Usaping Barberya.” This activity gives opinion, views, and
reactions of people in a barber shop after President Marcos
appeared in declaring martial law.
Guide questions:
a. Were the conditions of the country then so bad that there
was a need to declare martial law?
b. What could have been President Marcos’ other options
instead of declaring martial law?
2. Show an organizational chart of the structure of the government under martial law.
Guide questions:
a. What were the changes made under the new structure of
the government?
b. Why were several amendments made in the 1973
Constitution?
c. Why did President Marcos become powerful under this
set up?
3. Guide the students in preparing for a skit on the New Society.
The following may serve as their guide in their depiction of
the New Society:
a. excesses of the martial law
b. economic problems
c.
social problems
Processing question: Does the New Society project a
positive image of the country not only in the Philippines
but more importantly to other countries? How?
4. Have the students prepare a scrapbook. Let them compile
pictures of different events, personalities and others regarding martial law. Have them choose one picture and tell a story
about it.
C. Deepen
1. Ask the students to draw pictures showing the following:
a. reactions to martial law
b. effects of martial law
2. Recall the essential question and slowly lead the class to the
3. Mock Court Trial. Ask: If history is to judge President Marcos
in a scale of 1-5, where 5 is the highest and 1 is the lowest,
how will he be judged based on the following criteria?
a. Justification on why he declared martial law
b. His leadership style
c.
The structure of the government
d. The 1973 Constitution
e.
The New Society
f.
Effects of martial law to the country
D. Transfer
1. Place an empty chair in front of the class. Ask the class: Given
the chance to see President Marcos sitting in the empty chair,
what will you tell him?
31
2. Ask: You have not experienced martial law, but after learning
about it, what would you suggest to remain or shall be imposed
even today? Why?
3. Let the students do the Things I Will Do on page 213 on the
textbook.
4. Ask: How would you show or apply in your life the famous
quotation during the martial law: “Sa Ikauunlad ng Bayan,
Disiplina ang Kailangan”?
E. Valuing
Value the love for freedom. Preserve and protect it. Remember
the many Filipinos who struggled, fought and sacrificed their lives
just to give it us.
Basic textbook, pictures, drawing materials, Filipinism CD-ROM
5, video clips, TV footages and documents
Chapter 15 Restoration of Democracy
A. Explore
1. Review previous knowledge of martial law. Let the students
go to the blackboard and complete this concept map.
Proclamation
1081
Martial Law
32
2. P i c t u r e G a l l e r y. S h o w p i c t u r e s o f N i n o y A q u i n o,
Corazon Aquino events in the EDSA Revolution and other
personalities.
a. What do these picture remind you of?
b. What stories are narrated to you in relation to these
picture?
3. Display lyrics of the song “Magkaisa” or any song associated with Aquino and EDSA revolution. Analyze the lyrics of
the song.
a. Does the song reflect the true feeling and emotion of the
people during those times? Explain your answer.
b. How do you feel while singing the song?
4. Ask: How did the end of Marcos led to the restoration of Philippine democracy?
B. Firm Up
1. Storytelling. Group the students into two. Let the first group
tell the events that led to the 1986 EDSA Revolution.
2. Guide the students in summarizing the events discussed in
Chapter 15. Use the following guides in this activity:
a. Who — Voters
b. What — Presidential election
c. When — 1981
d. Where — Philippines
e. Why — To show Marcos was sincere in bringing back
democracy
3. Discuss the following topics:
a. Assassination of Benigno Aquino Jr.
b. Snap election of 1986
4. “Let’s Play Detectives”. Let three groups position themselves
in any place in the classroom. Listen to their interaction with
one another. Have the following questions as guide:
a. What are the goals of various groups?
b. What actions did they take to accomplish their goals?
c. How did the groups get along?
d. What happened as a result of the contact among
groups?
As detectives, can you guess if the group is Enrile,
Ramos and the rebels, Marcos and Ver, Corazon Aquino
or other sectors of society?
C. Deepen
1. Recall the essential question. Let the student give responses
to the question based on the discussion.
2. Encourage students to log on to http:// www.iamninoy.com
to appreciate the heroism of Ninoy Aquino.
3. Ask the students to recall events in the pictures on Chapter
15. Let them explain the pictures.
4. Have the students list down terms which may lead to essential
understanding.
5. Refer the students to the activities listed under Things to Learn
on My Computer on page 221 of the textbook. The video about
snap elections of 1986 and the People Power Revolution may
also be accessed online at i-learn.vibalpublishing.com.
D. Transfer
1. Have the students read and explain Things to Remember on
2. Have the students answer all the activities and exercises on
pages 219-221 of the textbook.
3. Have the students prepare a short essay on what you can do
to preserve our democracy.
4. Have the students display posters and slogans on the school
about democracy.
E. Valuing
1. Help strengthen our democracy
2. Show admiration for the people who worked hard to restored
democracy in the Philippines.
Basic textbook, pictures related to EDSA Revolution, newspaper,
Filipinism CD-ROM 5, computer with internet connections, drawing
materials
Chapter 16 The Philippines After the People Power Revolution
A. Explore
1. Review the previous lesson on how democracy was restored.
2. Picture Parade. Ask the students to identify the picture on
page 222 of the textbook. Ask what they know about them.
3. Introduce the topic and ask: How did the Presidents of the Fifth
Republic face the challenges after the EDSA Revolution?
4. Let the students write on their notebook the answer to the
question: What do I expect from the President of the Philippines?
B. Firm Up
1. Have the students draw a caricature/cartoon about the events
after democracy was restored. Let the students explain his/her
work.
2. Guide the students in showing the achievements, programs,
problem, solution of the Presidents of the Fifth Republic
through a network map. Let them discuss their network
map.
3. Have the students analyze the administration of the different
Presidents using the Plus, Minus Challenging Matrix.
5. Have the students do an informal debate on the problems and
challenges faced by the President of the Fifth Republic and
what steps they took to solve them.
a. Were the frequent travels of President Fidel Ramos
beneficial to the country?
33
b. What was the status of the country’s peace and order
during the time of President Marcos and President
Aquino?
c. Was the impeachment case against Estrada justifiable?
C. Deepen
1. Triad Discussion. Discuss the similarities and differences of
the EDSA People Power I and II using a Venn Diagram.
2. Process: With two bloodless revolutions, can we say that it
is the best way to oust a corrupt president and preserve our
democracy? Defend your answer.
3. Have the students list down all concepts gathered from the
discussion and try to find out if all concepts will lead to the
D. Transfer
1. Ask: If there will be another bloodless revolution in our
midst, will you participate? What are the points to consider in
joining?
a. your own conviction?
b. the goal of revolution?
c. your friends are there, so you join?
d. plus-minus of joining?
2. Have the students write a reaction paper on this topic: “After
EDSA Revolution, What?” Take note of the drastic changes or
great impact in the life of the people.
E. Valuing
1. Participate actively in the programs of the government specifically programs for the upliftment and the development of the
youth sector.
2. Be proud, you’re a Filipino, known for your courage without
bloodshed.
Basic text, pictures, charts, Filipinism CD-ROM 5
34
UNIT TEST
A. Knowledge of Terminology. Test your recall of the concepts discussed
in this unit by giving your own definition of the concepts listed below.
Write your answer in the lines after each concept
1. Land Reform Program — (the program of government regarding
the right of farmer to own and till their own land)
2. Southeast Asia Treaty Organization — (the organization formed
by the United States, United Kingdom, Australia, France, New
Zealand, Pakistan, Thailand, and the Philippines in 1954 that
aimed to counter the spread of communism in the region)
3. Filipino First Policy — (the central program adopted by the administration of Carlos P. Garcia wherein he promoted economic
nationalism among Filipinos)
4. Martial Law — (the rule imposed by President Ferdinand Marcos
when he issued Proclamation No. 1081 on September 21, 1972.
Under this, Marcos ruled with an iron fist, with the backing of the
military)
5. New Society — (the centerpiece program of President Marcos during
the martial law period. Under this, he worked towards cultivating
a positive image of the Philippines through different policies that
actually led to abuse of power and curtailment of people’s rights)
6. Dictatorship — (the type of leadership wherein the power of the
government or State is wielded by only one person)
7. Freedom Constitution — (the temporary Constitution used by
Corazon Aquino when she assumed the presidency after Ferdinand
Marcos. Under this Constitution, Aquino was able to reorganize
the government and started the restoration of basic freedom and
revitalization of the economy)
8. People Power — (the peaceful movement used by Filipinos in ousting a leader such as Ferdinand Marcos and Joseph Estrada due
to their abuse of power)
9. Visiting Forces Agreement — (the military agreement between
the Philippines and the United States signed during the term of
President Joseph Estrada. Under this agreement, Filipino and
American troops will hold joint military exercises within the
Philippine territory)
10.
Snap election — (the unscheduled election called by Ferdinand
Marcos in 1986 to prove that he still had the mandate to lead the
country)
B. Identification. Recall the personalities being described in each item.
Write only the name of the person on the space provided before each
number.
____________
1. He placed the Philippines under martial law.
(Ferdinand Marcos)
____________
2. He changed the date of Philippine independence
from July 4 to June 12. (Diosdado Macapagal)
____________
3. This leader of the Democratic Alliance was removed from Congress in order to amend the 1935
Constitution and to pass the bill on parity rights.
(Luis Taruc)
____________
4. She was the first woman elected as senator.
(Geronima Pecson)
____________
5. She was awarded the National Artist for Dance
in 1973 for her contributions in the field of folk
dance. (Francisca Reyes-Aquino)
____________
6. The staunchest critic of President Marcos, he was
gunned down in the tarmac of Manila International Airport on August 21, 1983. (Benigno “Ninoy”
Aquino, Jr.)
____________
7. She ruled early in her term under the power of the
Freedom Constitution. (Corazon Aquino)
____________
8. He was the running mate of Corazon Aquino
during the 1986 snap election. (Salvador Laurel)
____________ 9. He won the presidential election in 1998 with the
most number of votes ever received by a presidential candidate in Philippine history. (Joseph
Ejercito Estrada)
____________ 10. She became the second woman president of the
Philippines in 2001. (Gloria Macapagal-Arroyo)
C. Multiple Choice. Write the letter of the correct answer.
1. The Reparation Agreement between the Philippines and Japan
was signed during the term of _______.
a. Elpidio Quirino
c. Carlos Garcia
b. Ramon Magsaysay*
d. Manuel Roxas
2. Martial Law in the Philippines was declared in ____.
a. 1970
c. 1982
b. 1972*
d. 1986
3. The office that has the duty to investigate anomalies involving
any government official or employee is _______.
a. Supreme Court
c. Trial Court
b. Court of Appeals
d. Tanodbayan*
4. The gravest abuse of Martial Law was _______.
a. human rights violations*
c. closing of schools
b. amassing ill-gotten wealth
d. setting of curfew
5. The most popular opposition leader during Marcos’ rule was
_______.
a. Ninoy Aquino*
c. Salvador Laurel
b. Juan Ponce Enrile
d. Fidel Ramos
6. In the snap election of 1986, the Batasang Pambansa proclaimed
as the elected president _______.
a. Arturo Tolentino
c. Ferdinand Marcos*
b. Corazon Aquino
d. Salvador Laurel
7. President Roosevelt wanted that the collaborators be _______.
a. imprisoned
b. pardoned
c. removed from position of power*
d. given more influence in the government
8. The military bases agreement between the US and the Philippines
provided for the _______.
a. establishment of US military bases in the Philippines*
b. appointment of Filipino officials in the bases
c. recruitment of Filipino soldiers
d. removal of military bases in the Philippines
35
9. The president under whose administration “holiday economics”
was adopted was _______.
a. Corazon Aquino
c. Fidel Ramos
b. Gloria Macapagal-Arroyo*
d. Joseph Estrada
10. The centerpiece of President Aqunio’s program was _______.
a. culture
b. education
c. peace and order
d. Comprehensive Agrarian Reform Law*
D. Essay. Write an essay on one of the following topics.
1. Land Reform Program of President Marcos or any of the Presidents
of the Third Republic
2. Association of Southeast Asian Nations
3. Philippine society after People Power 1 Revolution
4. Visiting Forces Agreement
E. Cause and Effect. Match the cause in column A with the effect in
column B.
A
B
(e)
______ 1. Declaration of martial a. Restoration of Democracy
law
b. People Power 2
(h)
______
2. Monopoly of coconut and c. Confusion on the actual
sugar
historical date in Philip(i)
______
3. Death of Ninoy Aquino
pine history
(j)
______
4. People Power 1 Revolu- d. Imprisonment of political
tion
opponents of Marcos
(a)
______
5. End of Marcos dictatore. Violation of human rights
ship
(g)
______
6. Abolition of US military f. Political and economic
control of weak countries
bases
(b)
______
7. Controversies of the g. Restoration of sovereignty
over Philippine territory
Estrada administration
h.
Worsening
economic crises
(c)
______ 8. Holiday economics
(d)
______
9. Suspension of the writ of i. Massive protests against
Marcos
habeas corpus
(f) 10. Neocolonialism
______
j. Ended Marcos rule
36
APPENDIX
Criteria for Retrieval Chart
Criteria
Descriptive Rating
Numerical Rating
E
4
b. Clarity of message
VS
3
c. Creativity/Novelty
S
2
d. Neatness/Overall Appeal
NI
1
a. Accuracy of the information
Note: If all four items are met, the work is excellent and four points
will be given and so on. Add all the scores and transmute the grade
according to your grading system

OCOP 5 - Vibal Publishing

Transcription

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Filipino Star July 2008 Edition

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“There are so many things that we can be proud of