Republic of the Philippines

CARLOS HILADO MEMORIAL STATE COLLEGE

Talisay City, Negros Occidental

Teaching Social Studies in

the Elementary Grades
(Philippine History and Government)

Charity Mae Mayo-Dosayla

Teaching Social Studies in the Elementary Grades (Philippine History and Government) CMMayo-Dosayla

How to Use the Module

The course Teaching Social Studies in the Elementary Grades (Philippine History and
Government) will be delivered in a modular format using 14 modules for the entire course.
Modules are arranged in the order according to the chronology of events and periods in Philippine
History. Each module will cover a specific period in Philippine History and will highlight significant
events that occurred as well as features of the government established during this period. Lessons
covered in all modules are also based on contents of the Grade 5 and Grade 6 K-12 Araling
Panlipunan Curriculum.

A Pretest is provided before using the modules. This Pretest intends to measure your
knowledge about the subject matter which you are going to teach later - Philippine History and
Government. Questions are constructed based on all topics that will be covered in this course. At
the end of the course, a Posttest will be administered to measure the knowledge you have gained.

Each module has the following parts: (1) Lesson Objectives; (2) Introduction to the Lesson;
(3) Development of Lesson; and (4) Assessment of learning. Assessment of learning may come
after each lesson or at the end of the module. Each module contains two sets of activities. One set
of activities will measure your own knowledge, understanding, and analysis of the lessons
covered. These activities usually come after the lesson with some having rubrics on which scoring
will be based. Refer to the rubric in accomplishing these activities for you to obtain high scores.
Specific instructions for accomplishing each activity are provided. The other set of activities will
measure your ability to teach these lessons to your prospective pupils where you will be required
to formulate learning activities, construct instructional materials, and formulate assessments. In
accomplishing the second set of learning activities in each module, students may refer to Module
1 Methods in Teaching Social Studies. Quizzes on lessons covered will be given separately in a
manner agreed upon by the instructor and students.

All outputs should be sent to my email [email protected] using the code

indicated below as subject.

Student’s Family Name_TECSSP_Name of Activity_Date of Submission

Make good use of the contents in the module as you develop your mastery of the subject
matter and enhance your pedagogical skills in teaching Philippine History and Government to your
future elementary school pupils.

Ms. Charity Mae M. Dosayla

Module Writer

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Table of Contents

How to Use the Module 2

Pretest 4

Module 1 Methods in Teaching Social Studies 8

Module 2 The Origins and Peopling of the Philippines 14

Module 3 The Philippines Prior to Spanish Colonization 16

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Pretest
Instruction: Read the test questions below. Choose the best answer for each question. Write the
letter that corresponds to the best answer on the space provided before each number.
(1 point for each correct answer)

_____1. What does Prof. Otley Beyer’s Wave Migration Theory postulate regarding the settling of
inhabitants in the Philippines?
A. The settlers followed the order of Aetas, Malays, Indones.
B. There were settlers in the Philippine islands before the coming of the Aetas.
C. The Malays came earlier to the Philippines than the Aetas.
D. Philippine Islands were part of China so the first settlers here are Chinese.

_____2. What is the commonality of the purpose of the foreigners who came to the Philippines
before the Spaniards? Foreigners came to
A. colonize the Philippines. C. trade with the Filipinos.
B. the Philippines for permanent settlement. D. marry our women.

_____3. What inference can be made out of the illustrations now known as the Boxer Codex?
A. Early Filipinos already conducted barter trade with other nations before the Spaniards came.
B. Early Filipinos already had contact with people from the neighboring places.
C. There was a form of civilization in the Philippines before the coming of the Spaniards.
D. Class consciousness was obvious in the people’s form of communication.

_____4. How did early Filipinos name their children?

A. Elders had the exclusive right in naming children.
B. Names are from the names of great grandparents.
C. The child is named based on the circumstances of its birth.
D. Children are not named until they pass the rites of passage.

_____5. Which of the following shows the greatest importance afforded to women during pre-
Spanish times?
A. Only they can name their children. C. All their children are their properties.
B. They can have two or more husbands. D. They can always inherit the throne.

_____6. How did the Spaniards address the resettlement of Filipinos upon the start of their
colonization?
A. They constructed the houses of Filipinos using cement and brick.
B. They established livelihood programs for the Filipinos.
C. They established schools to encourage Filipinos to cooperate with them
D. They gathered Filipinos in one community called as pueblo.

_____7. What is being symbolized by the nearness of the location of the Catholic Church and the
municipal hall to each other as a legacy of the Spaniards in the Philippines?
A. The principle of governance that the government is under the church.
B. The idea of cost-cutting such that whoever ruled the church also the ruled the government.
C. The principle of governance that the church and the state are one.
D. The ease of introducing to Filipinos the Catholic church and the unified system of
government.

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_____8. What is the cause of Diego Silang’s revolt?

A. The denial of Spanish Catholic priests to offer a mass for his brother.
B. The debt of the Spanish gobernadorcillo to him and his fellow farmers.
C. His exclusion from exemption to render polo y servicio personal.
D. His grievances over taxation and his belief in self-government.

_____9. While people from Pangasinan were overburdened by excessive tributes charged upon
them by Spanish colonial officials, there was one event that ignited their revolt headed by
Palaris. What is this event in Philippine history?
A. Arrival of the Americans C. British invasion of Manila
B. Japanese attack of Pearl Harbor D. Portuguese claim of the Moluccas island

_____10. Which of the following is not part of the Assimilation of the Propaganda movement?
A. To seek independence from mother Spain.
B. To make Philippines a province of Spain.
C. To represent Filipinos in the Spanish Cortes
D. To make Filipinos Spanish citizens.

_____11. What served as the official mouth piece of the Propaganda movement?
A. Kalayaan B. La Solidaridad C. Diariong Tagalog D. El Renacimiento

_____12. What was the role of women or Katipuneras in the Katipunan?

A. They acted as messenger of the Katipunan.
B. They disguised the meetings of the Katipuneros.
C. They kept important records of the Katipunan.
D. They acted as mediator with the Spanish government.

_____13. What is the biggest contribution of Andres Bonifacio to Philippine history?

A. He fought the Spaniards by establishing a newspaper which has nationalistic theme.
B. He established a movement which sought to revolt against and overthrow the Spaniards.
C. He sought for allies abroad to assist the Philippines in its quest for gaining independence.
D. He worked in the Spanish colonial government to spy on its decisions and activities.

_____14. What was the most important achievement of Aguinaldo’s Dictatorial government?
A. The declaration of the Philippine independence.
B. The return of Aguinaldo from Hongkong.
C. The composition of the Marcha Filipina Magdalo.
D. The sewing of the Philippine flag.

_____15. What is the other name of the First Philippine Republic?

A. Revolutionary Republic C. Japanese-sponsored Republic
B. Malolos Republic D. Philippine Commonwealth

_____16. What strategy was first used by the Americans to entice the Filipinos to cooperate with
them?
A. They introduced free health consultations.
B. They started to educate Filipinos.
C. They forced Filipinos to cooperate with them.
D. They provided Filipinos with food supply.
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_____17. How did the Filipinos participate in the American Civil government?
A. Filipinos composed the Philippine Commission.
B. Filipinos elected representatives for the Philippine Assembly
C. Filipinos composed the Philippine Legislature.
D. Filipinos elected their first set of Senators.

_____18. What was the nature of the Philippine Commonwealth?

A. It was a 10-year transitional government, after which, US will grant independence to the
Philippines.
B. It was the form of government recommended by US to the Philippines as the latter was a
new democracy.
C. It was a transitional government after the Philippines was subjected to Japanese occupation
and government.
D. It was the easiest form of government to establish since the Philippines has just earned its
independence.

_____19. Who was the American President who approved the establishment of the Philippine
Commonwealth?
A. William McKinley B. Woodrow Wilson C. Franklin Roosevelt D. John Kennedy

_____20. When was the Japanese-sponsored Republic of the Philippines established?

A. March 23, 1897 B. February 27, 1946 C. October 14, 1943 D. January 17, 1973

_____21. What sparked the participation of USA and eventually Philippines in the Second World
War?
A. Invasion by Japan of the Indo-China Peninsula C. Bombing of Nagasaki and Hiroshima
B. Bombing of Pearl Harbor by the Japanese D. Death March of American soldiers

_____22. What constitution was used in the Third Philippine Republic?

A. 1899 B. 1935 C. 1943 D. 1973

_____23. Who among the following Philippine Presidents did not serve in the Third Philippine
Republic?
A. Ramon Magsaysay C. Carlos Romulo
B. Diosdado Macapagal D. Ferdinand Marcos

_____24. All in all, how many republics were established in the Philippines?
A. 4 B. 5 C. 6 D. 7

_____25. Why can the Tydings Rehabilitation Act of 1946 be said to be against the welfare of the
Philippine Republic when in fact it provided emergency economic aid to the Philippines?
A. It set a quota on Philippine products that can be exported to the US.
B. It asked the government not to levy taxes on American products that entered the Philippines.
C. It required the addition of the Parity Right Amendment in the 1935 Constitution.
D. It allowed the Philippine government to choose countries that will invest here.

_____26. What proclamation of President Ferdinand Marcos placed the entire country under
martial law? Proclamation Number
A. 1081 B. 1102 C. 1085 D. 1140
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_____27. This is the body of elected representatives gathered to draft the 1973 Constitution. What
is being referred?
A. Constituent Assembly C. Constitutional Commission
B. Constitutional Convention D. Constituent Commission

_____28. What was Corazon Aquino’s initial step upon elected President of the Philippines?
A. She issued Proclamation No. 1 stating that she is taking over the presidency by virtue of
people power.
B. She issued Proclamation No. 3 stating that she is drafting a provisional constitution.
C. She appointed the members of her Cabinet that will assist her in implementing programs.
D. She appointed the members of the constitutional commission to draft the constitution.

_____29. What event triggered the abrupt end of the Estrada Administration in 2001?
A. The majority voting of Senators not to open the envelope.
B. The gathering of Filipinos in EDSA monument.
C. The testimony of one of the alleged mistresses of Estrada.
D. The oathtaking ceremony of Gloria Arroyo as new President.

_____30. Up to the current administration, how many Presidents have served in the Fifth Republic
of the Philippines?
A. 7 B. 6 C. 5 D. 4

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Module 1 Methods in Teaching Social Studies

Lesson Objectives:

At the end of the lesson, students will be able to:

A. Familiarize with and explain various methodologies in teaching Social Studies; and
B. Apply the different methodologies in teaching concepts and theories in Social Studies
covered in the succeeding lessons through construction of learning activities, instructional
materials, and assessment tools that can be used in instructional delivery.

Introduction

Teaching concepts and theories in Social Studies necessitates the use of varied teaching
methodologies. This is also in response to characteristics unique to our individual learners such as
their mental ability, dominant type of intelligence, learning styles, and cultural practices, among
others. A familiarization of the nature, applicability, and actual use of every teaching methodology
will capacitate prospective teachers in delivering lessons in Social Studies and in facilitating the
learning of every pupil. A teacher who possesses mastery of concepts and theories in Social
Studies and pedagogical skills will be more effective in teaching if he or she is able to identify and
select appropriate teaching methodology. Below are teaching methodologies that can be used in
teaching Social Studies.

Lesson 1: Methods in Teaching Social Studies

Active Learning

Active learning approaches are found in researches as educationally powerful in that they enable
the development of students’ wide range of transferable capabilities for instance, autonomous
learning, critical thinking, teamwork, and information literacy (Watson, 2008). It is matched with
current models of knowledge acquisition such as:

a. Multiple Intelligences which recognize learners’ different capabilities and learning styles
b. Constructivism which recognizes that the acquisition of knowledge depends on learners’
existing cognitive structures
c. Collaborative Learning which recognizes that knowledge can be acquired in groups of
learners working together to solve a problem, accomplish a task, and create a product (Laal
& Laal, 2012.); and
d. Differentiation in which content and methods of delivery are modified depending on the
individual needs of the learner.

Active learning does not totally dispel lecture method; rather, that lecture be supplemented by
active strategies. Advocates of active learning emphasize that depth of coverage of topics promote
learners’ greater understanding than superficial coverage of many topics. Active learning methods
enable learners to integrate in their own cognitive mental structures principles and concepts in
Social Studies that are delivered by teachers through expository teaching. Questions are asked not
to determine if students know the right answer but to demonstrate to students the kinds of
questions that they must ask so as to discover underlying general principles.

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Inquiry-Based Learning (IBL)

Inquiry-based Learning (IBL) is basically inductive as it is characterized by the exposure of the

learner to several concrete conditions of the principles that he can analyze, manipulate, and
experiment with, either symbolically or actually (Taba, 1963, p.312, cited in Klein, 2003, p.148).
Activities that are categorized as falling under IBL can range from students’ acquisition of
particular skills to students’ production of knowledge (Watson, 2008). Student activities influenced
by IBL principles also require students to incorporate their existing knowledge from across
disciplines. IBL strategies also emphasize group work that engenders intellectual exchange and the
development of collaborative learning skills that are oftentimes vertically articulated with the
demands of actual work.

Hanson and Moser (2003, p.20, cited in Watson, 2008, p.5) suggest that teachers should “get away
from the straight lecture format in introductory courses…. And develop instructional materials
that actively and collaboratively engage students in the learning and research processes.”

Problem-Based Method

Problem-Based Method is structured around a problem provided to students who work in groups
to address and resolve this problem. This encourages students to engage in group and
collaborative learning activities. Baysal and Kadroglu (2009) propose that project-based evaluation
promotes students’ active participation in high-level thinking activities that use various tools and
resources including technology for them to that deal with social and life skills (Tay, 2017).

Using the Problem-Based Method will engage pupils in:

a. Identifying and stating the problem stemming from a difficult, perplexing, or challenging
situation;
b. Stating their hypothesis or proposal of resolving the problem at hand;
c. Collecting data through reading, observation, and/or interview;
d. Critically evaluating every suggested solution;
e. Verifying accepted solutions through application; and
f. Forming conclusions.

Constructivist Method

Constructivist learning theory is “learner-centered, liberalistic, individual, and holistic,” prioritizing

the evaluation of the process instead of the output (Dilaver ve Akruyek Tay, 2008, cited in Tay,
2017). Constructivist learning method prefers assessment methods that promote student learning
rather than the traditional assessment approach. Assessment of learning involves not only
monitoring student learning, but also an instructional strategy and learning process geared
towards the improvement of student learning (Stiggens, 2007, cited in Tay, 2017).

Constructivist learning activities should have the following characteristics:

a. Learners should realize and internally control their own learning.
b. Learning activities and measurement and evaluation should encourage students to
engage in metacognitive processes such as self-analysis, self-reflection, self-awareness,
and self-evaluation.
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Alternative assessment enables students to further improve their skills and abilities. It also gives
teachers and learners alike an opportunity to gauge the level and limits of students’ obtained skills
and abilities during the teaching process. According to Herman, Aschbacher, and Winters (1992),
alternative forms of assessment commonly possess the following features:

a. Asking students to do, create, produce or make something

b. Observing high level thinking and problem-solving skills
c. Meaningful instructional activities
d. Real-life examples
e. Humanistic judgments in grading
f. New teaching and assessment roles for teachers

Alternative assessment includes the use of measurement tools that are not part of the traditional
evaluation methods and assess both the learning process and end products or only the end-
product. Alternative evaluation stems from the constructivist learning theory that promotes
assessment of process, product, or both (Dorn, Madeja de Sabol. 2004, cited in Tay, 2017).
Specifically for the teaching of Social Studies, the following assessment tools are aligned with the
Constructivist Method.

a. Timeline
A Timeline is a visual method used in identifying and sequencing past events significant
in the life of a group of people. Its aims are to generate a common understanding
among students and reflect gaps, lessons, and emerging trends. A sample timeline of
selected events in Philippine History is presented below.

August 23 December 30 March 22 May 10 May 24 June 12

Cry of Execution of Tejeros Execution Emilio Declaration of
Balintawak Jose Rizal in Convention of Andres Aguinaldo Philippine
Start of the Bagumbayan and established a Independence
Philippine Procopio Dictatorial in Kawit,
Revolution Bonifacio Government Cavite

1896 1897 1898

b. Simple Maps
Maps are flat representations of a portion of the earth’s surface drawn to scale, as seen
from above. They are useful because (1) they provide patterns of change over space
and (2) they allow for the integration of various kinds of data from different sources.
Maps contain legends which is a set of symbols that represent actual objects or places
that are seen on actual ground. Legends present topographic symbols that are used to
represent natural and man-made features on the map. Map construction activity for
elementary pupils would include mapping places they inhabit or always visit such as
placement of rooms in their house, their classroom, or even as simple as the location of
objects on and under their desks.

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c. Organizational Structure
Structure refers to the relations between the components of an organized whole.
Organizational structure determines the position of people as working in a unit and it
divides the units in the entire organization.

Three Governing bodies of the Katipunan

Kataastaasang Sanggunian/
Supreme Council

Sangguniang
Hukuman/
Judicial
Council
Sangguniang Bayan/
Provincial Council

Sangguniang Balangay/Popular Council

d. Venn Diagram
A Venn Diagram is a graphic
organizer which uses overlapping
circles to illustrate the relationship STATE GOVERNMENT
- Has four - Implementing
between two concepts. Each concept elements Political arm of the
and its definition, characteristics and - Cannot be concepts state
formed in - may exist
distinct features is written in each the absence
Compose
d of without a state
circle. The overlapping portions of of one people - only
element part/element of
the two circles show the a state
commonalities of the two concepts.

e. Genealogy
Genealogy method aims to
trace the background of a
particular object. This method
looks at the historical aspect
of what is happening right
now. It looks at the
association process or
lineages of what are current.
One sample lesson in Social
Studies where Genealogy can
be employed both as a
method and assessment tool
is the concept of the family of
kinship.

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Lecture Method

The Lecture method is a teaching procedure wherein the teacher provides an in-depth narration,
description, explanation, or clarification of major ideas. The main objective of the lecture method
is to guide learners’ acquisition of a mass of information characteristic of many subject areas
particularly Social Sciences. The lecture method may be employed by the teacher in the following
situations:

a. The teacher possesses available data that would be difficult for pupils to obtain;
b. When a new topic is to be introduced and connected to previous topics or lessons;
c. When summaries need to be provided; and
d. To explain powerpoint slides, pictures, charts, graphs, and specimens.

Demonstration Method

Demonstration method is sometimes referred to as the “imitative method.” Pupils will be more
familiarized with concepts if these are accompanied by demonstrations. In Social Studies teaching,
demonstration can be utilized for example in teaching culture such as the demonstration of
dances and native clothing, and in teaching “people in my community” by asking pupils to wear
the typical attire of policemen, teachers, doctors, and nurses. Demonstration method could be in
the following forms:

a. Teacher-directed Technique, where the teacher is the one conducting the demonstration
b. Student-directed Technique, where learners demonstrate their outputs or performance

Concept-Mapping

Concept-mapping is a strategy where knowledge and ideas are organized, represented, and
visualized in a graphical format. It is used to develop a structured framework of concepts and
themes and relationships among these concepts. It is a strategy used to explore the knowledge
structures of learners and the depth of their understanding of a subject matter. It is used to
examine learners’ understanding of the interconnection of ideas exposed during the instructional
stage. Concept-mapping promotes the development of critical thinking skills and is an effective
tool to be used in evaluating instruction.

The diagram produced to present the relationships among concepts is called a concept map.
Concept maps are graphical or pictorial representations of a subject matter. A concept map has
networks that is comprised of nodes which represent concepts. Lines connect concepts and show
a particular relationship between or among them. Concept maps are not always structured and
read in the top downward direction but may be simple diagrams showing one major theme and
several associated concepts. An example of a concept map is given below.

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Gathering of Filipinos in a pueblo

Encomienda Taxation without
near the Catholic Church
System representation

Reduccion
Collection of:
Grant of authority by 1. Tribute
the King of Spain to a 2. Bandala
loyal Spaniard to Social and
3. Sanctorum
manage a piece of land Economic
4. Diezmos Prediales
and its inhabitants Institutions imposed
by Spaniards in the
Philippines

Manila-Acapulco
Polo y Servicio Galleon Trade
Conversion to
Personal
Catholicism

Exchange of goods
Labor service for 40 Catholic Missionaries between ports of Manila
days required of searched for early and Acapulco de Juarez,
Filipinos and Chinese Filipinos where ever they Mexico; goods were
mestizos aged 16-60 were situated to convert loaded in and brought by
years old them to Catholicism galleon ships

Role-Playing

Role-playing is an enactment of a real-life situation depicting learners’ response and behavior. This
strategy enables learners to assume roles of real-life personalities or hypothetical characters
situated in events through which they can demonstrate their emotions, perspectives, and
problem-resolution skills. Role-playing enables learners to gain experience in acting out roles,
show authentic responses and personal feelings, obtain insights on why and how people think and
behave in specific situations, and develop self-confidence. In teaching

Field Trip

A field trip is a trip arranged for the purpose of undertaking an educational activity. It is an
educational activity which involves students visiting places relevant to the course of study they are
undertaking for the purpose of enriching their work and understanding. Field trips allow students
to explore locations of real-life events and analyze their topic or subject matter within the context
of the place visited. Field trips aim to substantiate students’ learning with novel and first-hand
information that cannot otherwise be obtained within the classroom only. Specifically in teaching
Social Studies, places students can visit are historical sites, ancestral houses, and museums.

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Module 2 The Origins and Peopling of the Philippines

Lesson Objectives

At the end of the lesson, students will be able to:

A. Identify and explain the theories on the origin of the group of islands known today as the
Philippines; and
B. Discuss the theories on the peopling of the Philippines.

Introduction

The Philippines is an archipelago composed of more than 7,000 islands located in the
Pacific Ocean. There are two major theories on how these group of islands known today as
Philippines came about on the surface of the earth: Theory of Volcanism and Continental Drift
Theory. The Land Bridge Theory, Wave Migration Theory, and Core Population Theory on the
other hand, explain how these islands were inhabited.

A. Theories on the Formation of the Philippine Islands

1. Theory of Volcanism

The Theory of Volcanism is espoused by Dr. Bailey Willis. Dr. Willis theorized that magma or the
molten or semi-molten natural material were released from volcanoes under the Pacific Ocean
during volcanic eruptions and reached the surface of the ocean where it solidified. These solidified
volcanic materials became islands that comprise the Philippines today. One evidence used by this
theory is the similarity of rocks found at the bottom of mountains in the Philippines with those
found at the bottom of the ocean. This theory also pinpoints the location of the Philippines, being
along the Pacific Ring of Fire, as supporting its claims since this geographic region records the most
number of plate tectonic activities that cause earthquakes, tsunamis, and volcanic eruptions.

2. Continental Drift Theory

The Continental Drift Theory contends that in the past, there was only one huge landmass or super
continent on earth. This landmass is called Pangaea. However, due to plate tectonic activities
under the surface of the earth, this landmass was broken into parts that drifted or moved across
the ocean bed. These parts were later labeled as continents which were believed to have been
formed out of the process of diastrophism. Diastrophism has caused the further deformation of
the earth’s crust through the processes of folding and faulting. Throughout time, these processes
have caused some parts of mainland Asia to be separated and became groups of islands, one
being the Philippines.

B. Theories on the Peopling of the Philippines

1. Land Bridge Theory

The Land Bridge Theory contends that the islands of the Philippines were once part of
mainland China through the connection of a land bridge. Dr. Henry Otley Beyer was one of the first
to suggest that there was a land bridge that connected Philippines with mainland Asia and which
bridge was used in the migration of the early inhabitants of the Philippines. During the Pleistocene
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or Ice Age, the waters surrounding what is now the Philippines fell about 156 ft below its present
levels. This theory further asserts that the land bridge was responsible for the arrival of animals
from other parts of Asia and the group of people called as Negritos who became the first settlers
in the Philippines. However, in 1976, this theory was disputed by Dr. Fritjoff Voss who espoused
that the Philippines was never part of the mainland of China as the thick crust of China does not
extend to the Philippines. Rather, the Philippines rose from the bottom of the ocean.

2. Wave Migration Theory

The Wave Migration Theory was produced by Dr. Henry Otley Beyer who was once head of the
Anthropology Department of the University of the Philippines. Dr. Beyer contends that the early
inhabitants in the Philippines came to the islands in a series of migrations. According to him, the
first settlers in these islands was the Java man, followed by the “little” people – Australoid Sakai,
Negritos, and Proto-Malays. This migration was followed by two more waves of Indonesians –
Type A and Type B – with a smaller wave of Papuans, and finally the Jar Burial People. In these
groups where the Orang Dampuans in Sulu and the Ten Bornean Datus included. The ten Bornean
Datus were said to have purchased Panay Island from a Negrito tribe headed by King Marikudo
and wife Maniwantiwan.

This theory however weakened in contention when a skull cap and a jaw, believed to be those of a
human, were found by the team of Dr. Robert Fox in Tabon Cave in Palawan, thus naming these
finds as the Tabon man. These bone pieces are used as proofs that there were already inhabitants
in the Philippines prior to the arrival of the groups of migrants identified by Dr. Beyer.

3. Core Population Theory

Prof. Felipe Landa Jocano also of the University of the Philippines believes that there is a core
population inhabiting the Philippines prior to the arrival of other inhabitants or “migrants.” For
Jocano, these fossil evidence of ancient men show that they arrived not only in the Philippines but
also in other parts of Southeast Asia and that it cannot be established that they are really Negritos.
For Jocano, Malays, Indones, and Filipinos are the “end results of both the long process of
evolution and the later movements of people” (cited in Agoncillo, 1990, p.20). These ethnic
groupings stand as equal to one another without one being superior to or dominant racially or
culturally. The differences among these ethnic groups lie in their different responses to their
natural environment. Jocano summarized his theory by saying that the peoples of prehistoric
islands of Southeast Asia belonged to the same core population which shared a common cultural
orientation which forms their base culture.

Activity No.1 Theories on the Peopling of the Philippines

Instruction: Complete the Data Retrieval Chart on the Theories on the Peopling of the Philippines
by supplying the information required under each label. Write 3 major contentions and 1 evidence
cited. Write your output on a long-sized bond paper. Answers could be in sentences or phrases. (1
point for proponent, 3 points for contentions, 1 point for evidence; perfect score 15 points)

Theory Proponent Contentions Evidence Cited

Land Bridge Theory
Wave Migration Theory
Core Population Theory

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Module 3 The Philippines Prior to Spanish Colonization

Lesson Objectives

At the end of the lesson, students will be able to:

A. Discuss the customs and practices of early Filipinos in areas of government, social class,
housing, naming of children, burial, clothing,
B. Discuss the system of government and social organization of early Filipinos
C. Construct learning activities and instructional materials on topics in Philippine History
covered.

Introduction

Pre-Spanish Filipinos already possess a form of civilization prior to the arrival of and
colonization by the Spaniards. Customs and practices of early Filipinos such as those that pertain
to their government, social organization, clothing, naming of children, burial, housing settlement,
laws, and marriage were documented by Spanish missionaries like Juan de Plasencia and Pedro
Chirino, and colonial official Antonio de Morga. Juan de Plasencia was a Franciscan friar who was
one of the first Franciscan missionaries who came to the Philippines in 1577. His labors include the
gathering of converts to reducciones, establishment of primary schools, formulation of grammar
and vocabulary of the Tagal language, and engagement in ethnological research. Plasencia wrote
an extensive account of the customs and practices of early Filipinos that he himself had witnessed.
Plasencia’s account, specifically entitled as Customs of the Tagalogs, is now part of the collection
of primary documents on Philippine history by Emma Blair and James Robertson. Pedro Chirino is a
Spanish priest and historian who was a member of the Jesuit missionaries. His contribution to
Philippine History is his narrative entitled Relacion de las Islas Filipinas, which English translation is
also included in Blair and Robertson’s edited book. Chirino only intended to write about the
activities and developments of the Jesuit missions in the Philippines but also came to write about
the customs and practices of early Filipinos. Antonio de Morga was a high-ranking Spanish official
being the lieutenant of the governor and captain-general of the islands. He wrote the Sucesos de
las Islas Filipinas, which is an important work on the early history of Filipinos. Plasencia, Chirino,
and Morga’s narratives on specific areas of early Filipino life are here cited.

A. Pre-Spanish System of Government and Society

Plasencia documented the system of government and social classes of early Filipinos. About
this aspect of Filipino life, Plasencia had this to say.

“These people always had chiefs called by them as datos, who governed them and were
captains in their wars, and whom they obeyed and reverenced…. These chiefs ruled over but
few people.. as many as hundred houses, sometimes even less than thirty. This tribal
gathering is called in Tagalo as barangay…. this barangay in its origin was a family of parents
and children, relations and slaves… They were not subject to one another, except in friendship
and relationship.

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In addition to the chiefs,… there were three castes. The nobles were the free-born whom they
call maharlica. They did not pay tax or tribute to the dato, but must accompany him in war, at
their own expense….. The lands on the tingues, or mountain-ridges, are not divided, but
owned in common by the barangay…. The commoners are called aliping namamahay. They
are married, and serve their master, whether he be a dato or not… They accompanied him
whenever he went beyond the island and rowed for him. They live in their own houses, and
lords of their property and gold…. The slaves are called aliping sa guiguilir. They serve their
master in his house and on his cultivated lands, and may be sold. The master grants them… a
portion of their harvests, so that they may work faithfully. For these reasons servants who are
born in the house of their master, are rarely, if ever, sold. That is the lot of captives in war, and
of those brought in the harvest fields.”

- Juan de Plasencia, OSF “Customs of the Tagalogs” Blair and Robertson (eds). The
Philippine Islands. Vol. 7 pp.171-176

Activity No. 1 Organizational Structure of Early Filipinos’ Government and Society

Instruction: Construct an organizational structure of the system of government and social

organization of early Filipinos according the accounts of Juan de Plasencia. Arrange positions in a
hierarchical order and indicate the functions of each position. Refer to specific instructions and
rubric for scoring below.

1. Illustrate your organizational structure in a long-sized bond paper, landscape format.

2. The output could be computer-processed or handwritten.
3. Write the title indicated below on the upper center of the paper.
Organizational Structure of Early Filipinos’ Government and Society
4. Write your identification at the back of the paper.

Rubric in Scoring:
CRITERIA 5 4 3 2 1
Accuracy Organizational Organizational Organizational Organizational Organizational
structure is structure structure structure structure contains
accurate in contains contains contains combined 2-3
terms of combined 2-3 combined 4-5 combined 6-7 errors in data and
concepts and errors in errors in errors in relationships
relationships concepts and concepts and concepts and
among these relationships relationships relationships
Content All details 1 detail 2-3 details 4-5 details More than 5
mentioned by mentioned by mentioned by mentioned by details mentioned
Plasencia are Plasencia is not Plasencia are not Plasencia are by Plasencia are
accounted for accounted for accounted for not accounted not accounted for
for
Organization Concepts are 1 concept is 2-3 concepts are 4-5 concepts More than 5
organized in misplaced in the misplaced in the are misplaced concepts are
correct hierarchy hierarchy in the hierarchy misplaced in the
hierarchical hierarchy
order

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B. Houses and Settlement Patterns

Antonio de Morga wrote an account about the type of house and settlement pattern of
early Filipinos. His account is stated below.

The edifices and houses of the natives of all these Filipinas Islands are built in a uniform
manner, as are their settlements; for they always build them on the shores of the sea,
between rivers and creeks. The natives generally gather in districts or settlements where they
sow their rice, and possess their palm trees, nipa and banana groves, and other trees, and
implements for their fishing and sailing.

The houses and dwellings of all these natives are universally set upon stakes and arigues
[columns] high above the ground. Their rooms are small and the roofs low. They are built and
tiled with wood and bamboos, and covered and roofed with nipa-palm leaves. Each house is
separate, and is not built adjoining another. In the lower part are enclosures made by stakes
and bamboos, where their fowls and cattle are reared, and the rice pounded and cleaned. One
ascends into the houses by means of ladders that can be drawn up, which are made of two
bamboos. Above are their open batalanes [galleries] used for household duties; the parents
and [grown] children live together. There is little adornment and finery in the houses, which
are called bahandin.

- Antonio de Morga, “Sucesos de las Islas Filipinas” in Blair and Robertson (eds.) The
Philippine Islands. Vol. 16, pp.119-120

Activity No. 2 Early Filipinos’ Typical House and Housing Settlement

Instruction: Draw one typical house of early Filipinos based on the descriptions of Antonio de
Morga. The location of the house must reflect the settlement pattern early Filipinos have created
in relation to the satisfaction of their basic needs. Refer to specific instructions and rubric for
scoring below.

1. Draw on a long-sized bond paper in a landscape format.

2. You may use pencils and coloring materials.
3. Write the title indicated below on the upper center of the paper.
Early Filipinos’ Typical House and Housing Settlement
4. Write your identification at the back of the paper.

Rubric in Scoring

CRITERIA 5 4 3 2 1
Accuracy of Information The drawing The drawing The drawing Many parts of
Information relayed by the contains 1-2 contains 3-4 contains 5-6 the drawing are
drawing are wrong details. wrong details. wrong details. inconsistent
completely with the
accurate accounts of
Morga

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Content All of Morga’s The drawing The drawing The drawing The drawing has
descriptions are misses 1-2 misses 3-4 misses 5-6 not included
detailed in the pertinent pertinent pertinent many details
drawing. details. details. details. mentioned by
Morga.
Workmanship The drawing The drawing The drawing is The drawing is The drawing is
depicts much depicts partial not organized done unintelligible
effort, skill, and effort with no haphazardly which shows no
hard work expended to attention to with many sign of effort
devoted to produce it. details. missing devoted to
produce it. details. produce it.
Creativity The drawing is The drawing is The drawing is The drawing The drawing is
elaborate and elaborate but partly contains not plain, dull, and
uses colors colors used elaborate, and much amount uninteresting.
appropriate to are partially colors used and variety of
details. mismatched to are completely colors.
details. mismatched to
details.

C. Naming of Children

Pedro Chirino, SJ narrated the manner with which early Filipinos conferred names and
appellations. His account is stated below.

When the child is born, it is the mother’s duty to give it a name; and whatever appellation she
gives it must remain its name. The names are most often conferred on account of certain
circumstances – as, for example, Maliuag, which means “difficult,” because the child’s birth
was such; Malacas which signifies “a man of strength,” because the mother thinks that the
child will be strong, or desires that it be so. At other times they name it, without any
symbolism or special reason, by the first word which occurs to them- as, for example, Daan,
which signifies “road;” Babui which means “pig;” or Manuk, which signifies “fowl.” All persons
are called by these names from birth, without using surnames until they are married. The first-
born son or daughter then gives his or her name to the parents; for until they die they call the
father Ama ni Coan, “father of So-and-so,” and the mother, Ina ni Coan, “mother of So-and-
so.” The names of the women are distinguished from those of the men by adding “in.” Thus,
while the name of a man and of a woman may be practically the same, that of the man is left
intact, and to the woman’s is added the (termination) “in;” for example, [Il]og (which means
river) being the name of two persons of different sex, the man is called [Il]og the woman
[Il]oguin.

- Pedro Chirino, SJ, Relacion de las Islas Filipinas (Relation of the Philippine
Islands)1604 in Blair at Robertson (eds.) The Philippine Islands. Vol. 13, pp. 200-201

Self-Check Questions:
1. What are the instances by which early Filipinos named their children?
2. Who has the sole authority to name children?

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D. Burial Customs

Plasencia also wrote about the burial customs of pre-Spanish Filipinos he had encountered.
About this, he had this to say…

“The manner of burying the dead was as follows: The deceased was buried beside the house,
and if he were a chief, he was placed beneath a little house or porch which they constructed
for this purpose. Before interring him, they mourned him for four days, and afterward laid him
on a boat which served as a coffin or bier, placing him beneath the porch, where guard was
kept over him by a slave….”

- Juan de Plasencia, OSF “Customs of the Tagalogs” Blair and Robertson (eds). The
Philippine Islands. Vol. 7, p.194

An excavation of the Manunggul Cave of the

Tabon Caves in Lipuun Point, Palawan revealed jars
of various sizes wherein human bones were found.
One of these jars, called as the Manunggul jar,
served as a burial jar of pre-Spanish Filipinos. It
features a handle with a shape of a canoe on which
two human figures are seated. The one in front has
folded arms on the chest, while the one at the back
rows the canoe. Discovered with the Manunggul jar
were other jars of bigger sizes where many human
bones were also found. The Manunggul jar and
other bigger jars are considered as primary sources
in Philippine history. It is presently exhibited in the
National Museum of Anthropology in Manila City.

Plasencia’s account and the Manunggul jar

are both primary sources on the burial customs of
pre-Spanish Filipinos, themselves being actual
witnesses to events. However, their account on pre-
Spanish burial customs seem to contradict one The Manunggul Jar. National Museum of
another. Anthropology. Manila City. (Photo by the author)

Activity No. 3. Reconciling Primary Resources on Burial Customs of Early Filipinos

Instruction: Answer each of the questions below with an essay of 3-5 sentences each. Handwrite
your essays on a long-sized bond paper. Write your name, course, and year on the upper left-hand
portion of the bond paper. Copy the questions.

1. Considering that both are primary references on the pre-Spanish Filipino burial custom, how
do we reconcile the accounts of Plasencia and the contents of the Manunggul jar?
2. What pre-Spanish belief on life and death can be gleaned from the design of the handle and
the body of the Manunggul jar?
3. How do we explain the bigger jars and their contents?
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E. Laws and Penal System

The natives’ laws throughout the islands were made in the same manner, and they followed
the traditions and customs of their ancestors, without anything being written.

- Antonio de Morga, “Sucesos de las Islas Filipinas” in Blair and Robertson (eds.) The
Philippine Islands. Vol. 16, p.121

Investigations made and sentences passed by the dato must take place in the presence of
those of his barangay… They had laws by which they condemned to death a man of low birth
who insulted the daughter or wife of a chief.. they condemned no one to slavery, unless he
merited the death-penalty…. All other offenses were punished by fines in gold, which if not
paid with promptness, exposed the culprit to serve… the person aggrieved. In this way, slaves
were made by debt: either a sa guiguilir or a namamahay.

- Juan de Plasencia, OSF “Customs of the Tagalogs” Blair and Robertson (eds). The
Philippine Islands. Vol. 7 pp.179-180

F. Marriage

The marriages of these natives, commonly… were; Chiefs with women chiefs; timaguas with
those of that rank; and slaves with those of their own class. But sometimes these classes
intermarry with one another. They considered one woman, whom they married, as the
legitimate wife and the mistress of the house; and she was styled ynasaba…. The dowry was
furnished by the man, being furnished by his parents. The wife furnished nothing for the
marriage… The solemnity of the marriage consisted in nothing more than the agreement
between the parents and relatives of the contracting parties, and the payment of the dowry
agreed upon the father of the bride. Morga, Volume 16, p.124-5.

- Antonio de Morga, “Sucesos de las Islas Filipinas” in Blair and Robertson (eds.) The
Philippine Islands. Vol. 16, p.124-5

G. Clothing

Pedro Chirino, SJ and Antonio de Morga each narrated their observations of the clothing of
the Tagalos and the Bisayans.

…. They wear also a loose collarless jacket with tight sleeves, whose skirts reach half way down
the leg…. They were no shirts or drawers, but bahaques of many wrappings, which cover their
privy parts when they cover their skirts and jackets.

- Antonio de Morga, “Sucesos de las Islas Filipinas” in Blair and Robertson (eds.) The
Philippine Islands. Vol. 16, p.11

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The people of the Bisayas are called the Pintados… because they adorn their bodies with
figures from head to foot… and formerly they tattooed themselves when they had performed
some act of valor…. They do not tattoo their body all at the same time….For each part which
was to be tattooed the person must perform some new act of bravery or valiant deed…. they
wear well-made collarless robes, which reach the ankle and are of cotton bordered with
colors.

The Tagalos… wore a piece of cloth like a towel… which they wound around the head in
becoming fashion, like the ancient crowns or diadems… the potong, as they called the towel or
diadem which they formerly wore.

- Pedro Chirino, SJ, Relacion de las Islas Filipinas (Relation of the Philippine
Islands)1604 in Blair at Robertson (eds.) The Philippine Islands. Vol. 13, pp. 205-6,
240

Another evidence particularly on the clothing of pre-

Spanish Filipinos are the illustrations included in what is
called as the Boxer Codex. The Boxer Codex is “a
collection of accounts, narratives, descriptions and
illustrations concerning the geography, ethnography
and history of people, polities, and societies in the
western Pacific and major segments of maritime and
continental South-east Asia and East Asia that were
written in Spanish or translated from Portuguese to
Spanish between 1574 and 1591 and compiled soon
after at Manila” (Souza & Turley, 2016, cited in
Francisco, 2017, p.153). The Codex got its name from its
previous owner, Charles Ralph Boxer, and is housed
today in Indiana University’s Lilly Library. The Codex
includes sections on Cagayan, Visayans, Moros, and
Tagalogs in the Philippines depicting people of diverse
status or occupations. Some illustrations on pre-Spanish
Filipinos are shown below.
Visayan "Pintados" (the Painted
Ones) Boxer Codex, 1590

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Wealthy Visayans from the Boxer Wealthy Tagalogs from the Boxer
Codex, 1590 Codex, 1590

Men wore g-string or bahag, which was a piece of

cloth 4 or 5 meters long. The ends hanging down
was called as wayaway, the portion in front called
as ampis, and the portion behind is called pakawar.
In the Visayas, the bahag was an ordinary attire for
men. Barangay Datus who had dealings with early
Spanish voyagers and conquistadores including
Kolambu of Limasawa, Awi of Butuan, Sikatuna of
Bohol, and Tupas of Cebu, all wore bahag only with
the rest of their body parts covered in tattoo (Scott,
1994, p.29).

Francisco Ignacio Alcina wrote in 1668 that,

“They rarely used these tunics or baros; what was

common for going out and for working was the
bahag only, except for old men who would cover up
with these baros against the cold or extreme heat,
or the flies and mosquitoes that bit them” (1668,
cited in Scott, 1994, p.29).

Men in Bahag from the Boxer Codex,

1590

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Activity No. 4 Data Retrieval Chart

Instruction: Cite 3 customs, traditions, and/or practices each of pre-Spanish and present-day
Filipinos in the following areas of life. Copy the chart and write each of your answer in sentence
form. Write your output in a long-sized bond paper. (2 points each answer; overall score of 84 plus
1 bonus point; perfect score of 85)

Pre-Spanish Filipinos Present-day Filipinos

Naming of Children
Clothing
Houses and Settlement
Government
Burial
Laws
Marriage

Activity No. 5 Constructing a Lesson Plan

Instruction:
1. Construct a lesson plan using the 4As model in teaching the lesson “Pananamit ng Sinaunang
Pilipino”.
2. Lesson Plan should be written in Filipino.
3. Reference the accounts of Chirino, Morga, and Alcina in developing the topic.
4. Utilize the illustrations obtained from the Boxer Codex as your initial instructional materials.
5. Refer to the various methods of teaching discussed in Module 1.
6. Present your lesson plans in long-sized bond papers. Lessons plans could be computer-
processed or handwritten. No point is to be allocated on the medium used in presenting the
output. The objective is for you to utilize the lesson plan in the future.

Activity No. 6 Constructing Test Questions (By Pair)

Instruction: Construct a Multiple Choice Type of Test based on the indicated levels of learning on
the lesson customs and practices of early Filipinos. Write your questions in a long-sized bond paper.
Questions may be handwritten or computer-processed.

1. 3 Knowledge Questions
2. 2 Comprehension Questions
3. 2 Application Questions
4. 2 Analysis Questions
5. 1 Evaluation Question

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Module 4 The Age of Discovery and the Arrival of Spaniards to the Philippines

Lesson Objectives

At the end of the lesson, students will be able to:

A. Explain the conditions in Europe that caused the launching of the Magellan expedition;
B. Trace maritime expeditions that have significant contributions to world and Philippine
History;
C. Explain the significance of the Magellan expedition to the world and the Philippines.

Introduction

The coming of the Spaniards to the east that accidentally brought them to the Philippines
was conditioned by the desire of Europeans, mainly of Spaniards and Portuguese, in monopolizing
spice trade that led them to venture in the seas and discover uncharted lands.

A. The Age of Discovery

The 15th century saw the commencement of what we call in World History today as the Age of
Discovery or the Age of Exploration. Spain and Portugal are claimed as the first two countries
which ventured in maritime explorations by the 1400s that resulted into rivalry in discovering
hitherto unknown lands in other parts of the world. These maritime explorations were propelled
by the mantra “God, gold, glory” purposed on discovering and colonizing unknown lands or the
‘terra incognito’, converting their inhabitants to Christianity, expanding trade, and eventually
stretching their empires to include uncharted territories. Charles Ralph Boxer (1969) explains that
the primary impetus of this golden age in human history is a composite of religious, economic, and
political factors. With their strategic locations in the Iberian peninsula fronting the Atlantic Ocean
to the west, Spaniards and Portuguese alike were provoked by the challenge of mastering the seas
amidst the prevailing notion in those times that the world was flat. The Portuguese were the first
to demonstrate such adventurous spirit by endeavoring to discover a direct sea route to the far
east, initially to India, thereby avoiding sailing in the Mediterranean Sea and traveling in the
Arabian lands. Prince Henry the Navigator had been studying the western African coastline to
finally monopolize the trade in the Indian Ocean for Portugal which effort was buttressed by the
rounding of the Cape of Good Hope by Bartholomew Diaz in 1487. Vasco da Gama gave justice to
these navigational exploits by finally materializing sea travel traversing the western coast of the
African continent, rounding its southern tip, and finally landing in India in 1498.

With this potential maritime supremacy for Portugal, Spain was alerted and the king accepted the
offer to finance the exploration of one Christopher Columbus in 1492. Columbus’s voyage was
poised to reach India and eventually the Spice island, by travelling via the west-southwest
direction crossing the Atlantic Ocean. This voyage instead landed in Guanahani on October 12,
1492 and is esteemed in world history as the European discovery of the New World, the Indies of
the West. With the maritime feat achieved by Spain, the Portuguese king, King John, became
alarmed of probabilities that lie await for its rival. Contesting Spain’s discovery of the new world
on the grounds of the 1479 treaty signed by both countries and the short extension from the
Azores islands, Portugal called for a renegotiation of the fate of the Atlantic. The drawing of a new
demarcation line eased the friction and more significantly, served as preliminaries for the first
ever, unprecedented, circumnavigation of the earth .

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B. Context of the Launching of the Magellan Expedition

The discovery by Christopher Columbus of the Americas or the New World in 1492 in the name of
Spain was affirmed by Pope Alexander VI of Rome. Pope Alexander VI issued the inter caetera
papal bull on 03 May 1493 officially assigning to Spain, in the name of King Ferdinand and Queen
Isabella of Castile, Leon, Aragon, Sicily, and Granada, all lands that were discovered by Columbus.
The inter caetera papal bull set the demarcation line from the Arctic pole to the Antarctic pole 100
leagues west of the Azores or Cape Verde Islands granting to Spain their discovered lands in the
west, while maintaining the right of Portugal to continue their ownership of lands they have
discovered in the east. Provided that, both countries, being Catholics, will consider as its utmost
duty to the Church to convert inhabitants of their discovered lands to Catholicism.

This demarcation line however fetched

dissatisfaction on King John of Portugal. He
supported his contestation with the 1479 treaty
signed between the two countries purporting that
the said treaty “resigned to Portugal the field of
oceanic discovery, Spain retaining only the
Canaries” (Blair & Robertson, 1903, p.24) and
that the boundary line only 100 hundred leagues
west of the Azores or Cape Verde islands will not
provide enough room for Portuguese mariners to
voyage the west African coast. Only the second
argument was justified, which brought the two
monarchies to sign the Treaty of Tordesillas on 07
June 1494. In the treaty, the representatives of
both monarchies covenanted and agreed that a “boundary or straight line be determined and
drawn north and south, from pole to pole, on the said Ocean Sea – from the Arctic to the Antarctic
pole…. at a distance of three hundred and seventy leagues west of the Cabo Verde islands” (Blair &
Robertson, 1903, p.122). The treaty carried over almost the same provisions in the papal bull – the
exploration of the west for Spain and of the east for Portugal – only that the demarcation line was
pushed further west covering almost 1/3 of Brazil for Portugal.
This treaty is considered as the reason for a greater percentage
of Portuguese-speaking Brazilians today. The demarcation line
set for the two countries eventually paved the way for the
staging of what will later become as the first circumnavigation
of the earth.

C. The Magellan Expedition to the East: The First

Circumnavigation of the Earth

The discovery by Columbus of the New World or the Americas

inspired other voyagers. One of these was Ferdinand Magellan.
Ferdinand Magellan was a Portuguese born circa 1480 at Villa
de Figueiro in Portuguese Estremadura in a family of hidalgo or Fernando de Magallanes
gentlemen with its own coat of arms. Pigafetta. 1874. First Voyage around
Magellan went to India with Viceroy Dom Francisco d’ the World. Hakluyt Society

Almeida, and later saw action with the Turks. He was wounded
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in the fleets in Calicut, India where he lost a small portion of his property and went back poor to
Portugal. He requested for the Portuguese king, King Manuel, to increase his palace stipend;
however, did not obtain the king’s favor. He went to Castile in Seville, Spain where he married.
Magellan’s services to the king of Spain is said to have been triggered not only by the refusal of
King Manuel of Portugal to increase his stipend but also by the king’s denial to finance Magellan’s
proposal of his employment at sea or his projects of discovery (Correa, cited in Pigafetta,
1525/1874, p.xviii).

Magellan proposed to King Charles I of Spain that he can reach Moluccas or Maluco island by way
of the southwest route. Magellan theorized that there is a waterway somewhere in Brazil that
they can pass through to get to the east. His voyage included 5 ships of Santiago, Victoria, San
Antonio, Concepcion, and Trinidad and 237 men of different nationalities. It targeted to reach
Maluco island for Spain to have direct access to spices native to the island. Trinidad was
Magellan’s flagship and Antonio de Pigafetta was the chronicler of the expedition. On September
20, 1519 the voyage left San Lucar de Barrameda, Spain going on a southwest direction arriving in
the Grand Canary Islands or Tenerife on the 26th of September.

D. Timeline of the Magellan Expedition that landed in the Philippines

1519

September 20 December 13 December 26

Magellan sails Magellan Magellan arrives in the Cape of St. Mary where
from San Lucar arrives in they met cannibals who ate Spanish Captain John
de Barrameda, Verzin (Rio de de Sola (Solis). Magellan confirms that there is no
Spain Janiero, Brazil) water passage going to the other side.

1520

March 31 April 17 October 21 November 28

Magellan Magellan enters

arrives at the the strait which
Port of St. Julian they called the
Loss of the ship
where they met Cape of the
Santiago due Magellan’s fleet
the Eleven
to a typhoon. entered Pacific
Patagonians, Thousand
All of its crew Ocean
inhabitants of Virgins. Today,
were saved.
the region part it is called
today of Magellan’s
Argentina. Strait.

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1521
March 17 March 28 April 7 April 27

Magellan first Magellan

sighted Samar landed in the Battle of
Magellan
Island but island of Mactan where
arrived in Zubu
decided to land Mazzaua where Magellan was
or Cebu where
in another he conducted killed by the
he met Rajah
island instead - the first men of
Humabon
Homonhon Catholic mass Lapulapu
Island. on March 31

Activity No. 1 Tracing Significant Expeditions during the Age of Exploration on a World Map
Instructions:
1. Identify and label three oceans that have been significant during the Age of Exploration.
(3 points)
2. Trace and label Columbus’s expedition from its origin to its destination. Use thin straight or
curved line and red ink. (3 points)
3. Trace and label Magellan’s voyage from Portugal to India using broken lines and black ink.
(4 points)
4. Trace and label Magellan’s expedition to the east using thick curved lines and blue ink.
Include at least 7 places from his point of origin to his places of destination. (10 points)

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E. Conversion of Rajah Humabon and his Subjects to Catholicism

On Sunday, April 14, Rajah Humabon, together with the prince, the king of Mazaua, and 500 other
men of the island, were baptized. However, the king mentioned that other chiefs did not wish to
obey him. And so Magellan had these chiefs called and told them that “unless they obeyed the
king as their king, he would have them killed and would give their possessions to the king…” (Blair
& Robertson, 1903b, p.155). A large cross was placed at the center of the square, of which
Magellan instructed the natives to adore it daily, and to burn their idols.

The queen and princess of Zubu, the queen of Mazaua, and other women as well as children were
baptized after dinner of that same day, giving a total of 800 baptized souls. In one of the mass
conducted by the Spaniards, Magellan gave the image of the child Jesus to the queen, who was
named Johanna, after the King Charles’ mother. The queen thanked Magellan and heartily
accepted it. Many villages in the island of Zubu – Cinghapola, Ciguibucan, Cimaningha, Cimatichat,
Cicanbul, Mandaui, Lalan, Lalutan, Cilumai, and Lubucun – rendered obedience to the Spaniards
and paid them food and tribute. Save for one island – the island of Matan (Mactan) – whose chiefs
were Zula and Cilapulapu. Zula honored Magellan and the King of Spain, but not Cilapulapu. Zulu
asked from Magellan for one boatload of men to help him fight Lapu-Lapu. But Magellan
responded with three boatloads of men, which included himself, and went to Matan midnight of
April 26. Sixty men that included the Christian king, the prince, and some of his chief men, and
Spaniards were armed with corselets and helmets and reached Matan three hours before dawn.

F. The Battle of Mactan

Pigafetta wrote an account of the Battle of Mactan that happened on April 27, 1521 and saw the
end of Magellan. Pigafetta wrote,

“leaped into the water up to our thighs, and walked through water for more than two
crossbow flights before we could reach the shore. The boats could not approach nearer
because of certain rocks in the water…. those men had formed in three divisions to the
number of more than one thousand five hundred persons. When they saw us, they
charged down upon us with exceeding loud cries…. When the captain saw that, he formed
us into two divisions, and thus did we begin to fight…. The captain general sent some men
to burn their houses… When they saw their houses burning, they were roused to greater
fury…. So many of them charged down upon us that they shot the captain through the
right leg with a poisoned arrow…. he ordered us to retire slowly, but the men took to
flight, except six or eight of us who remained with the captain….. Recognizing the
captain, so many turned upon him that they knocked his helmet off his head twice, but
he always stood firmly like a good knight… One of them wounded him on the left leg with
a large cutlass…. That caused the captain to fall face downward. (Blair & Robertson,
1903b. p.179-183)

Today, April 27 is celebrated by the people of Mactan island as “Kadaugan sa Mactan” in

commemoration of the victory and heroism of Lapu-Lapu against the Spaniards and their captain
Ferdinand Magellan. The National Historical Commission of the Philippines (NHCP) placed markers
to commemorate Lapulapu’s feat against the Spaniards and Magellan’s death in the hands of
Filipinos.

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Teaching Social Studies in the Elementary Grades (Philippine History and Government) CMMayo-Dosayla

The marker placed by the NHCP in recognition of the

heroism of Lapu-Lapu (left) and in commemoration of the
death of Magellan (top). Location: Mactan Island, Province
of Cebu. Photos by the author.

Lapu-Lapu’s marker reads, “Here on 27 April 1521 Lapu-Lapu and his men repulsed the Spanish
invaders killing their leader Ferdinand Magellan. Thus, Lapu-Lapu became the first Filipino to have
repelled European aggression.” (1951)

Magellan’s marker reads, “On this spot Ferdinand Magellan died on April 27, 1521 wounded in an
encounter with the soldiers of Lapu-Lapu, Chief of Mactan Island. One of Magellan’s ships, the
Victoria under the command of Juan Sebastian Elcano, sailed from Cebu on May 1, 1521 and
anchored in San Lucar de Barrameda on September 6, 1522, thus completing the first
circumnavigation of the earth.” (1941)

Today, Lapu-Lapu’s heroism and their people’s victory are commemorated in a statue erected in
Mactan Island.
The statue erected
in honor and memory of
the courage displayed
by Lapu-Lapu and
his men in the face
of foreign invaders.
Location:
Mactan Island,
Province of Cebu
Photo by the author

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Teaching Social Studies in the Elementary Grades (Philippine History and Government) CMMayo-Dosayla

The shores of Mactan

Island during low tide.
The site of the Battle
of Mactan, where the
valiant
Ferdinand Magellan
saw his last, and the
equally courageous
and resolute
Lapu-Lapu earned his
worthy place in
Philippine history.
Phot by the author.

Activity No. 2 Comparing Historical Markers

Instruction: Answer the question below by writing an essay of 7-10 sentences. Write your essay on
a half long-sized bond paper.

1. What is your opinion on the difference between the texts of the markers in honor of Lapu-
Lapu and Ferdinand Magellan despite that they referred only to the same event? Do the
years when these markers were invested influential in the texts? How or why?

G. Achievements of the Magellan Expedition

Magellan’s body was not returned by Lapu-Lapu to Rajah Humabon. The remaining Spaniards
left Cebu in further search of Moluccas island. They passed by Cagayan and some parts of
Mindanao and later travelled west-northwest direction and later arriving in Palawan. The
Magellan-Elcano expedition was not a failure, in that it has reached its intended place of
destination – Maluco island. Headed by Juan Sebastian Elcano, the remaining 18 men were
able to return to San Lucar de Barrameda Spain on 06 September 1522.

In the perspective of Filipinos, Pigafetta’s account of the accidental landing of their expedition
on the shores of Homonhon has situated the Philippines in the history of world geographical
exploration and introduced it to Europeans as equally worthy of the approbation they convey
to Moluccas or Maluku islands. Pigafetta has strengthened the claim of Filipinos that our
ancestors were civilized people in their own rights, through his citing of the vast wealth,
engagement in a flourishing trade, system of government, hospitality, generosity, and
congenial accommodations of Rajah Culambu, Rajah Siagu, and Rajah Humabon.

As with the rest of the world, Magellan’s expedition established the vastness of the Pacific
Ocean and the separation of the American continent from Asia. Its most important
contribution above all, is its discovery that the world was round.

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