PHILIPPINE POLITICS AND GOVERNANCE

Grade 12, Quarter 2 , Lesson 5.1

“Transformation in Philippine Politics and Governance”

I. Learning Competency
Relate the Evolution of Philippine Politics and Governance
HUMSS_PG12-If-g-1
Specific Objectives:
At the end of the lesson, students are expected to:
1. Analyze the evolution of Philippine politics and governance
2. Explain the roles of different political institutions during each period in the
Philippine History
3. Recognize the influence of different cultures on Philippine society and
governance.
4. Develop communication and argumentation skills through debates and
presentations.
5. Appreciate the significance of historical events on contemporary society.
II. Overview
This overview provides a comprehensive understanding of Philippine history,
spanning from prehistoric times to modern governance under various colonial powers. It
covers the early settlements, influences from neighboring civilizations, colonization by
Spain, American rule, Japanese occupation, and the establishment of an independent
republic. The evolution of governance, cultural influences, and key events such as the
Philippine Revolution and the People Power Revolution are highlighted. Additionally, the
overview includes terms and concepts relevant to Philippine history, providing context for
further learning.
III. Learning Activities
A. Discussion
The history of the Philippines is believed to have begun with the arrival of the
first humans using rafts or boats at least 67,000 years ago as the 2007 discovery of
Callao Man suggested. Negrito groups first inhabited the isles. Groups of
Austronesians later migrated to the islands.
Scholars generally believe that these social groups eventually developed into
various settlements or polities with varying degrees of economic specialization, social
stratification, and political organization. Some of these settlements (mostly those
located on major river deltas) achieved such a scale of social complexity that some
scholars believe they should be considered early states. This includes the predecessors
of modern-day population centers such as Maynila, Tondo, Pangasinan, Cebu, Panay,
Bohol, Butuan, Cotabato, Lanao, and Sulu as well as some polities, such as Ma-I,
whose possibly location are still the subject of debate among scholars.

These polities were either influenced by the Indian Hindu religion, language,
culture, literature and philosophy from India through many campaigns from India
including the South-East Asia campaign of Rajendra Chola I, Islam from Arabia or
were Sinified tributary states allied to China. These small maritime states flourished
from the 1st millennium. These kingdoms traded with what are now called China,
India, Japan, Thailand, Vietnam, and Indonesia. The remainder of the settlements
were independent barangays allied with one of the larger states.

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 The first recorded visit by Europeans is the arrival of Ferdinand Magellan. He
sighted Samar Island on March 16, 1521 and landed the next day on Homonhon
Island, now part of Guiuan, Eastern Samar. Spanish colonization began with the
arrival of Miguel López de Legazpi’s expedition on February 13, 1565 from Mexico.
He established the first permanent settlement in Cebu. Much of the archipelago came
under Spanish rule, creating the first unified political structure known as the
Philippines. Spanish colonial rule saw the introduction of Christianity, the code of law
and the oldest modern university in Asia. The Philippines was ruled under the
Mexico-based Viceroyalty of New Spain until Mexican independence. After which,
the colony was directly governed by Spain.
Spanish rule ended in 1898 with Spain’s defeat in the Spanish–American War.
The Philippines then became a territory of the United States.
American rule was not uncontested. The Philippine Revolution had begun in
August, 1896 against Spain, and after the defeat of Spain in the Battle of Manila Bay
began again in earnest, culminating in the Philippine Declaration of Independence and
the establishment of the First Philippine Republic. The Philippine–American War
ensued, with extensive damage and death, and ultimately resulting in the defeat of the
Philippine Republic.
The United States established the Insular Government to rule the Philippines.
In 1907, the elected Philippine Assembly was convened as the lower house of a
bicameral legislature and in 1916 the U.S. Federal Government formally promised
independence in the Jones Act. The Philippine Commonwealth was established in
1935, as a 10-year interim step prior to full independence. Before independence,
World War II began and Japan occupied the Philippines. After the end of the war, the
Treaty of Manila established an independent Philippine Republic.
In 1972, Philippine President Ferdinand Marcos imposed martial law.
Following the assassination of Ninoy Aquino, Marcos held snap elections in 1986 and
subsequently fled the country during the People Power Revolution which installed
Cory Aquino as president and reestablished democracy.
The Pre-Spanish Government.
The early Filipinos had a government which they called “balangay”. Rajah or
Datu is called for those head or leader. There were three social classes at that time
namely: The Maharlika (Nobles), The Timawas (Freemen) and the Apilin (Slaves).
Visavan Famire was established with a seat in Sumatra about the 7 th century,
and extended to the places now known as Java, Sumatra, the Malay Peninsula,
Borneo, Celebes, the Moluccas, and the Philippine Islands. At the end of the 13 th
century a new empire called Majapahit was founded in Java, which absorbed the Shri-
Visayan kingdom. At about the end of the 14 th century, this new empire comprised all
the territories controlled by the Shri-Visayan empire as well as Siam, French Indo-
China, Borneo and New Guinea. The culture which predominated in these two
empires was Hindu. The greatest pre-Spanish influence on the Philippines was,
therefore, the Hindu influence. Hindu culture had given the early Filipinos a system of
writing, a mass of religious ideas and practices, though not a well-defined religion,
and a general culture far superior to that of the aborigines, the Negritos. It had taught
them some mechanical and industrial art such as metal working} but it had not greatly
changed the structure of society, nor had it brought in ideas of a well-defined national
political organization. “At the time of the Spanish discovery according to H. Otley
Beyer not only were the more civilized Filipinos using the Indian syllabaries for
writing, but their native mythology, folk-lore and written literature all had a distinct
Indian cast. The same was true of their codes of laws and their names for all sorts of

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 political positions and procedure. The more cultured Philippine languages contain
many Sanskrit words, and the native art a noticeable sprinkling of Indian design. A
strong Brahmanistic religious element was also certainly introduced, though it seems
to have affected chiefly a limited class, while the mass of the people still clung to their
more ancient pagan worship.” Time and again scholars have affirmed that the Filipino
people did not gain as great material benefits from the Spanish occupation as they did
spiritual ones.
Government in the Philippines under the Spanish rule.
During the Spanish period, the people of the Philippines were governed
indirectly by the King of Spain through the Viceroy of Mexico. In theory, he was
highest government official in the country, in practice though frailocracy “rule of the
friars”. Mexico, the former colony of Spain, gained her freedom in 1821 and ruled
directly by Spain until 1898.
The Government During the American Regime.
Americans started the military rule in the Philippines on August 14, 1898.
President of US delegated his authority to the military governor who exercised all
powers of the government (as long as the war lasted) -executive, legislative and
judiciary.
The Government Under the Japanese Occupation
Japanese military administration was Establish in Manila on January 3, 1942.
Philippine Executive Commission is the civil government established with Jorge B.
Vargas as Chairman. Ultimate source of authority was the Japanese administrators. It
was dissolved on August 17, 1945.
Definition of Terms
Polity – A form or process of civil government or constitution
Regime – A system or planned way of doing things, especially one imposed from
above
Evolution – The gradual development of something, especially from a simple to a
more complex form.
Commonwealth – A self-governing unit voluntarily grouped with the US Social
Stratification – A system by which a society ranks categories of people in a hierarchy
Frailocracy – Rule of Friars
Majapahit – A Javanese Hindu-Buddhist thalassocratic empire in Southeast Asia,
based on the island of Java that existed from 1293 to circa 1517
Brahmanistic – Ancient Indian religious tradition that emerged from the earlier Vedic
religion, emphasizing the status of the Brahman, or priestly, class.

B. Tasks
Task 1.
a. Description
In this activity, using the image theatre strategy , they will create an
image or poster related to the evolution of Philippine politics and Governance.
Teacher will tell an scenario of happening in a certain event or periods in
Philippine history.
b. Desired Learning Outcomes
A. Demonstrate an understanding of key events and periods in
Philippine history
B. Analyzed historical events and significance within the context of
Philippine history.

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 C. Engaged collaborative learning, work together in research, design,
and create their timeline posters.
c. Teaching Procedure
1. Divide the class into 5 groups, assigning each group a specific period
or theme in Philippine history.
2. The teacher will access to resources because the teacher will lecture a
event or period and the students will follow and make a poster relate
to the event.
3. Guide students in brainstorming ideas by telling scenario or event
and organizing the content for their posters. Encourage creativity in
the design process.
4. Give student 30 minutes to work collaboratively to create their
timeline posters, providing guidance and support as needed.
5. Once posters are completed, arrange a gallery exhibition in the
classroom or school hallway where students can display their work.
6. Conclude the activity with a class discussion where students reflect
on the process of creating their posters and share insights gained
about Philippine history.

Task 2.: Hot seating

a. Description
Students will discuss and analyze different historical perspectives from
Philippine history in small groups. Each group will be assigned a specific
viewpoint, such as indigenous Filipinos, Spanish colonizers, American
administrators, Japanese Occupation or Filipino revolutionaries.
b. Desired Learning Outcomes
 Develop a deeper understanding of Philippine history by examining
events from multiple viewpoints.
 Enhance critical thinking skills by analyzing the motivations and
actions of individuals from different historical perspectives.
 Cultivate empathy and cultural awareness as they consider the impact
of power dynamics and cultural differences on historical events.
c. Teaching Procedure
1. Divide the class into 5 Groups
2. The teacher will Provide each group with descriptions of
different historical events or periods from Philippine history.
3. Assign each group a specific perspective to focus on.
4. Instruct each group to prepare all members to represent their
assigned historical perspective during the hot seating activity.
5. The teacher will Provide brief descriptions of each historical
figure or perspective for reference during the activity.
6. Arrange chairs in a circle or semi-circle to create a hot seating
area.
7. Invite each group to take turns participating in the hot seating
activity, with all students from the group answering
questions.
8. Facilitate questions that encourage deeper understanding of
the historical context, motivations, and perspectives of each
group’s assigned perspective.

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 9. Encourage students to stay in character and respond
thoughtfully to questions posed by their classmates or the
facilitator
10. After each hot seating session, reconvene the 5 groups for a
brief discussion.
11. Encourage students to reflect on their experiences
participating in the hot seating activity and share any insights
gained from hearing their classmates’ responses

Task 3. Reflection
a. Description:
In this lesson , the students will make a reflection but not in a written
work but through performance. By the use of role playing each group will
reflect a situation of event that involve in evolution of Philippine politics and
Governance

b. Desired learning outcomes

A. Develop critical thinking skills by analyzing and evaluating the
historical event and situation
B. Enhanced understanding of Philippine history events and
periods
C. Enhanced collaboration through communication and
interaction.
c. Reaching Procedure:
1. Introduce the historical events and situation in every
periods
2. Divide the class into 5 groups, assigning each group a
specific period or events in Philippine history.
3. Students will conduct research or watch clips on a
specific events that they assigned with.
4. The teacher will instruct the students to collaborate with
their perspective group and talk about their plan on their
presentation
5. The teacher will give 20-30 minutes for the students to
prepare their reflection to the class.
6. After each group present their reflection to the class, the
teacher will generalize the topic and ask few questions
to the student if they gain new knowledge in the
activity.
6. Rubric for scoring
Poster making
Criteria Excellent (4) Good (3) Fair (2) Needs
Improvement
(1)
Creativity Demonstrates Shows Shows some Lacks creativity
exceptional creativity in creativity, but and originality
originality and design and lacks innovation

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 innovation concept
Clarity of Message is Message is Message is Message is
Message crystal clear and clear and well- somewhat clear, unclear and
effectively organized but may be difficult to
conveyed cluttered understand
Visual Appeal Visually Visually Some visual Lacks visual
stunning with appealing with appeal, but appeal and looks
excellent use of good use of could be unpolished
elements elements improved
Relevance Directly relates Mostly relevant Somewhat Not relevant to
to the theme and to the theme relevant, but the theme or
purpose of the some purpose
event information
may be off-
topic

Reflection
Criteria Excellent (4) Good (3) Fair (2) Needs
Improvement
(1)
Understanding Demonstrates Shows a good Understands Lacks
deep grasp of the some aspects of understanding of
understanding event the event the event
of the event
Role Playing Engages Demonstrates Shows some Role playing is
Skills effectively with adequate role- effort in role weak or non-
the role and playing skills playing, but existent
event could improve
Reflection Provides Offers Reflects on the Reflections are
Quality insightful thoughtful event, but lacks shallow or
reflections on reflections depth irrelevant
the event
Communication Communicates Communicates Some Communication
ideas clearly ideas communication is unclear or
and effectively adequately issues, but ineffective
overall clear

7. References
Fransquat M. (2022). Philippine Politics and Governance
Raquel M. (2021). Philippine Politics and Governance

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 Jermel B. Bas
Bachelor of Culture and
Art Education

Kathleen Cebricos
Language Critic

Aldwin Brocano
Content Editor

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