OCOP 5 UBD TM.Indd

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

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 Ofﬁ ce: 1253 Gregorio Araneta Avenue, Quezon City, Philippines Regional Ofﬁ ces: 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

Teaching Geography, History and Civics is no easy task. This subject essential questions serve as motivation for the students to think and seek area aims to mold students into nationalist young citizens who value the essential understanding. our history and culture and possess a clear vision of their future role as Assessment serves as proof and yardstick for the students’ learning. tomorrow’s leaders. It is therefore imperative that we teachers should be This instructional plan, replete as it is with different kinds of traditional armed with the necessary knowledge and skills so that we could equip assessment, is made even more relevant by the inclusion of different the students with the necessary learning. authentic tasks that students should do to show proof of their under- In light of the above, we offer you, Geography, History and Civics standing of the lessons. These authentic tasks are accompanied by ru- teachers, this Instructional Plan Based on UbD. This learning plan brics (see Appendix) which indicate performance criteria and indicators. is organized based on the teaching-learning framework known as Authentic assessment serves as a valuable tool for you to ensure that Understanding by Design (UbD) introduced by Grant Wiggins and your students achieve higher order thinking skills or HOTS. In adher- Jay McTighe. ence to UbD, this manual also takes into consideration the six facets of understanding which measure and show evidence that the students have This Instructional Plan Based on UbD is designed to help you acquired the essential knowledge. better to teach – and your students to better understand – the lessons contained in Vibal Publishing House’s Social Studies textbook series This instructional plan is organized in accordance with the aims of the One Country, One People (OCOP). It is aligned with the three stages Philippine Elementary Learning Competencies (PELC) of the Department in UbD, namely: of Education. Each lesson or series of related lessons has a corresponding instructional plan. Each plan aims to discover, fi rm up and deepen • Stage 1: Identifying Desired Results or Outcomes; the students’ knowledge and skills, after which these are applied in or • Stage 2: Assessment; and transferred to other contexts. • Stage 3: Instructional Plan or Learning Plan. Aside from being in accordance with UbD, another essential feature of this instructional plan is the use of the Filipinism/Makabayan CD- The fi rst two stages are subsumed under each unit’s instructional ROM and weblinks as teaching aids to make learning more enjoyable plan. The four instructional plans in this manual correspond to the four for your students. This instructional plan identifi es lessons contained in units of OCOP or the four grading periods. Meanwhile, the third stage the Filipinism/Makabayan CD-ROM which you could use to impart ad- will serve as your guide in your day-to-day teaching so that your students ditional knowledge to your students. This instructional plan also identi- could realize the desired outcomes or results. fi es appropriate weblinks which your students could access through the Identifying Desired Results or Outcomes is centered on identifying Internet for them to gain additional information about the lessons. It is knowledge (big ideas, concepts, principles and issues) and skills that the imperative that you provide the necessary guidance to your students as students should acquire at the end of the unit. These content and per- they use these teaching aids. formance standards are clearly spelled out in the fi rst stage. This stage To sum up, this instructional plan aims to identify essential knowledge also identifi es the essential understanding or the enduring ideas that the and skills which you should be able to effectively teach, and your students students should be able to learn. Such knowledge will be arrived at with should be able to have enduring understanding of. This will serve as our the help of the essential questions, also identifi ed in this stage. These foundation in molding nationalistic Filipino students.

iii This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. 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 speciﬁ c features, thus making the interactive CD-ROM user friendly. The fourth edition of OCOP series has a complementary Filipin- Each CD-ROM is best used in the school computer laboratory ism Interactive CD-ROM for each level. This CD-ROM is designed as a or through a personal computer (PC) at home. With teacher’s supplemental tool in the students’ mastery of the lessons in Geography, assistance and/or parents’ guidance, the pupils can easily follow History and Civics. the instructions under the Things to Learn on My Computer in selected lessons in the textbook. The CD-ROM will automatically run on Windows 98 PC. It has the following features: Some of the activities in the CD-ROM are also published online at www.vibalpublishing.com. Embedded supplementary 1. The content is presented in two languages – English and Filipino. web links may also be conveniently accessed through this website. 2. Unit titles comprise of topics which correspond to those in the The pupils can directly access the OCOP e-learning supplements textbooks. By clicking the title, the user can directly go to the through i-learn.vibalpublishing.com. Guide your students in presentations. accessing the book support site for the OCOP textbook series at 3. Units are presented in slide show and/or video format. Clickable icons i-learn.vibalpublishing.com. 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 — this icon will enable the user to view the slide presenta- SOCIAL STUDIES from tion with audio subject tabs. — this icon will enable the user to read the text of the slide presentation

Unit I THE ANCIENT FILIPINOS...... 2

3. Choose UNIT then click Chapter 1 System of Government of Ancient Filipinos …………… 2 2. Choose the textbook. LESSON. Chapter 2 The Economic Activities of Ancient Filipinos …………… 6 I-teach Chapter 3 Social Conditions of Ancient Filipinos …………………… 7 Teachers should log on to i-teach.vibalpublishing.com Chapter 4 The Establishment of Spanish Colonial Order ………… 9 for easy access of the book sites.

Unit II TOWARDS PHILIPPINE REVOLUTION ...... 12

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

1. Log-on to i-teach.vibalpub- 3. Choose UNIT then click Unit III TOWARDS PHILIPPINE INDEPENDENCE ...... 20 lishing.com and then click LESSON. Chapter 9 The American Colonial Government ……………………… 21 SOCIAL STUDIES from subject tabs. Chapter 10 Socio-Economic Changes During the American Period … 22 Chapter 11 The Commonwealth Period ………………………………… 23

Chapter 12 The Filipinos Under Japanese Rule ……………………… 24

UNIT IV THE PHILIPPINES IN THE PRESENT TIME ...... 28

Chapter 13 Life in the Third Republic ………………………………… 29

Chapter 14 The Philippines Under Martial Law ……………………… 30 4. Access the PDF of the in- Chapter 15 Restoration of Democracy ………………………………… 32 structional plan/Teacher’s Chapter 16 The Philippines After the People Power 1 Revolution … 33 2. Choose textbook. Manual here. The Authors Appendix ……………………………………………………… 36

v This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. Scope and Sequence 6. Analyze how Islam religion spread to 3 35 the different parts of the country Lesson Page in 7. Appreciate the culture of the early 2,3 14-23; 24-39 Objectives/Skills Number the Book Filipinos C. Students analyze the livelihood of the early 2 14-23 I. THE EARLY FILIPINOS Filipinos Appreciate the kind of life of the early 1. Discuss the occupation of the early 2 18-20 Filipinos Filipinos 2. Analyze the technology used by the 2 14-17 A. Analyze the ways and means of governance 1 2-13 early Filipinos during the early times of the early Filipinos 1. Discuss the kind of governance 1 3-7 II. THE SPANISH PERIOD of the early Filipinos Give importance to the changes in the 1.1 Describe the barangay govern- way of life of the Filipinos during the Spanish ment period 1.2 Describe the sultanate govern- A. Students analyze the Spanish administra- 4 40-53 ment tion 1.3 Compare and contrast the 1. Discuss the government or administra- 4 42-48 sultanate against the barangay tion of the Spaniards government 2. Compare and contrast the changes in 4 40-48 2. Discuss the importance of laws in the 1 3-7 Spanish administration during the relationship of Filipinos early times B. Students analyze the changes in society and 4,5 40-53; 54-71 3. Form conclusion on the ways of gov- 1 3-7 culture during the Spanish period ernance of the early Filipinos 1. Analyze the changes in settlement 4,5 44-45; 62 B. Students take pride on the society and 2, 3 14-23; 24-39 of the Filipinos during the Spanish culture of the early Filipinos period 1. Explain the society of the early 3 26-29 2. Discuss the role of the church in spread- 5 62-63 Filipinos ing Christianity and in governing the 2. Discuss the different levels of one’s 3 26-29 country stature in society (Luzon and Vi- 3. Analyze the reaction of the FiIipinos 5 62-63 sayas) towards Christianity 3. Analyze the condition of women in the 3 30-31 4. Analyze the educational system 5 64 early society ordered by the Spaniards 4. Discuss the education of the early 3 31-32 5. Analyze the changes in the status of 5 64-65 Filipinos women during the Spanish period 5. Describe Animism and the Islam 3 32-34 6. Explain the effects of Spanish culture 5 66-68 religion to the culture of the Filipinos

vi This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. 7. Discuss the great Filipinos in the fi eld 5 67-68 B. Students value the heroism of the Filipinos 8 106-127 of music, art, and literature during the during the uprising towards the formation of Spanish times a nation C. Students analyze the livelihood of the Filipi- 5 56-61 1. Identify the events during the Filipino- 8 106-112 nos during the Spanish times Spanish War 1. Analyze the economic policy of the 5 56-61 Example: Spaniards 1. Cry of Pugad Lawin 2. Analyze the effects of the economic policy 5 56-61 2. The fi rst encounters of the Spaniards 3. Tejeros Convention 4. Agreement in Biak-na-Bato 3. Discuss the galleon trade and its effects 5 58-59 to the country 2. Discuss the arrival of the Americans and 8 113-116 the battle at Manila Bay D. Students give importance to the struggle of 6 72-85 3. Value the proclamation of the freedom in the Filipinos against the Spaniards 8 114-115 Kawit, Cavite 1. Analyze the different rebellions against 6 73-78 4. Analyze the formation of the Malolos 8 116 the Spaniards Congress 1.1 Enumerate the causes of the Filipino 5. Discuss the proclamation of the First 8 117 uprising Republic of the Philippines in Malolos, 1.2 Analyze the result and effects of Bulacan these rebellions 6. Discuss the events in the Filipino- 8 118-119 2. Analyze the reaction of the non-Christian 6 79-80 American War Filipinos against the Spaniards Example: 2.1 Analyze the Moro-Spanish War 1. First salvo at the corner of Silencio 2.2 Analyze the reaction of the Igorots and Sociego, Sta. Mesa in Cordillera 2. Battle of Tirad Pass 7. Analyze the role of women in the 8 120-121 III. THE ORGANIZATION revolution OF THE NATIONALISTIC 8. Value the heroism shown by the Filipinos 8 120-121 FILIPINOS AND THE REVOLUTION to attain freedom A. Analyze the events in the organization of the 7 86-105 9. Form conclusion on the importance of the 8 106-121 nationalistic Filipinos revolution in forming a nation 1. Analyze the effort of opening the Philip- 7 86-87 IV. THE AMERICAN PERIOD pine harbors for international trading Give importance to the changes in the means system of livelihood or way of living of the Filipinos during 2. Identify the unifi cation of the ilustrado 7 87-88 the American period class A. Analyze the system of government the 9 128-139 3. Analyze the propaganda movement and 7 90-96 Americans imposed on the Philippines during its effects their time 4. Analyze the organization of the 7 96-101 1. Discuss the colonial government of the 9 129-132 Katipunan Americans

vii This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. 2. Identify the important events that has 9 133-136 V. THE JAPANESE PERIOD something to do with the American Give importance to the Filipino way of life administration towards giving the Fili- during the Japanese regime pinos the power for self-governance A. Students analyze the system of government 11, 12 156-159; B. Realize the changes in society during the 10 140-151 during the Japanese period 164-170 American period 1. Analyze the objective of the Japanese 11 156-159 1. Analyze the system of education 10 144-145 occupation during the Second World imposed by the Americans and its War corresponding effects 2. Discuss the important events during the 11 158-159 2. Analyze the conditions of health and 10 145 Japanese regime sanitation of the Filipinos during the Example: American period 1. Bataan encounter 3. Analyze the development of transpor- 10 146 2. Death march tation and communication and their 3. Corregidor encounter effects to the Filipino way of life 3. Discuss the events towards the estab- 12 165-170 C. Students analyze the changes in the way 10 140-143 lishment of the Second Republic of the of life of the Filipinos during the American Philippines period 4. Discuss the guerilla movement against 12 166-167 1. Analyze the policy of free trade that the 10 140-142 the Japanese Americans imposed B. Analyze the society and way of life during 2. Discuss the effects of free trade 10 140-142 the Japanese time Example: 1. Describe the Filipino way of life 12 167-171 1. Agricultural system 2. Analyze the economy of the Filipinos 12 168 2. Colonial mentality during the Japanese occupation D. Students realize the changes during the time 11 152-163 3. Analyze the educational system during 12 169 of Commonwealth the Japanese occupation 1. Analyze the Commonwealth govern- 11 153-155 4. Analyze the situation of women during 12 169-170 ment the Japanese occupation 2. Analyze the program of government 11 154-155 5. Analyze the situation of arts and liter- 12 170 during the Commonwealth administra- atue during the Japanese occupation tion VI. THE THIRD REPUBLIC Example: OF THE PHILIPPINES 1. Social justice Give importance to the condition of Fili- 2. Homestead policy pino way of life during the time of the Third 3. Discuss the importance of develop- Republic ing a national language A. Appreciate the important achievements of 13 178-201 4. Explain the recognition of women’s the presidents of the Philippines during the suffrage on the right to vote time of the Third Republic

viii This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. 1. Enumerate the administration of the 13 182-193 3. Discuss the reaction of the Filipinos to 14 209 presidents and their important policies the changes in government during the and program of governance time of martial law 2. Analyze the economic problems during 13 182-193 B. Analyze the social and economic condition of 14 206-208 the Third Republic the Filipinos during martial law B. Analyze the society and give importance on 13 179-197 1. Analyze the social problems during this 14 208 the persistent effort to develop our culture time during the time of the Third Republic 2. Analyze the economic problems during 14 207-208 this time 1. Analyze the system of education during 13 194 the time of the Third Republic 3. Analyze the reaction of the Filipinos 14 209 during martial law 2. Explain the ways on how the culture 13 194-196 4. Form conclusion on the effects of martial 14 209 of the Filipinos in different ﬁ elds was law in the way of life of the Filipinos pushed through 2.1 Discuss the program of the adminis- VIII. THE RETURN OF DEMOCRACY tration to push forward the develop- Give importance to the persistence of the ment of our culture during the Third Filipinos towards the stability of the Republic Republic A. Students give importance on the persistence 15 214-221 2.2 Recognize the great Filipinos in the of the Filipinos to regain freedom through different ﬁ elds in our culture in the peaceful means Third Republic 1. Discuss the events that gave way to 15 214-216 3. Analyze the role of women in our society 13 196-197 People Power during the Third Republic 2. Analyze the characteristics of People 15 217-218 Power as a peaceful means of change VII. THE ERA OF MARTIAL LAW 3. Give importance to the heroism and unity 15 217-218 Give importance to the persistent effort of of the Filipinos to regain their freedom the Filipinos to regain freedom during the time and rights of martial law B. Analyze the important programs of each of 16 222-239 A. Analyze the changes in the administraion or 14 202-213 the presidents and give importance to their governance of the country during the time of persistent desire to maintain and take care martial law of democracy 1. Discuss the important programs of each 16 223-234 1. Enumerate the events that paved the way 14 202-203 president for the proclamation of martial law 2. Discuss the ways to take care of and 16 223-234 2. Analyze the government under the 14 203-205 maintain democracy regime of martial law

Page in the Page in the Number Unit Lesson Lesson Title Teacher’s Total Book of Days Manual

I THE ANCIENT FILPINOS 2-53 2-11 51 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

II TOWARDS PHILIPPINE REVOLUTION 54-127 12-19 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

III TOWARDS PHILIPPINE INDEPENDENCE 128-177 20-25 51 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

IV THE PHILIPPINES IN THE PRESENT TIME 178-239 28-36 51 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

x This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. 6. They were also known as freemen because they were not obliged PRETEST/POSTTEST to pay tribute to the datu. a. ayuey c. tumataban I. Multiple Choice. Encircle the letter of the correct answer. b. timawa* d. tumarumpuk 1. The missionary priests who came to the Philippines collected taxes, 7. The Filipino who launched the longest revolt in Philippine his- bandala, joined the galleon trade and established schools. What tory does this show? a. Diego Silang a. The Church was powerful.* b. Emilio Aguinaldo b. The government was powerful. c. The people were obedient to the missionaries. c. Francisco Dagohoy* d. The Church and government had a confl ict. d. Apolinario dela Cruz 2. A Tagalog slave that lived separately from the datu 8. The program implemented by American government wherein political power was gradually transferred from the Americans to a. ayuey the Filipinos. b. tumataban a. Recocentration Act c. aliping saguiguilid b. Filipiniziation Program* d. aliping namamahay* c. Benevolent Assimilation 3. If you want to help make your country an industrialized one, which fi eld of study will you take? d. Greater East Asia Co-prosperity Sphere a. cottage industry 9. The Visiting Forces Agreement was ratifi ed under the administration of this President b. industrial engineering c. science and technology* a. Gloria Macapagal-Arroyo d. vocational and agricultural b. Corazon C. Aquino 4. The system of government of the Filipinos before the Spaniards c. Joseph E. Estrada* arrived d. Fidel V. Ramos a. sultanate c. barangay 10. The leader who called on the Filipino people to go to EDSA to b. balangay d. both a and c* 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. Jaime Cardinal Sin* c. Salvador Laurel a. datu c. timawa b. heroes* d. aliping namamahay b. Corazon Aquino d. June Keithley

xi This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. B. True or False. Write True if the statement is correct and false if not. ______3. The Tagalog's main way of worship- ping which included dancing, ringing ______1. Before the Spaniards arrived, the Filipinos had of bells, singing, and drinking spree already established trade relations with some foreign countries. ______hd_ 4. The holy war of the Muslims ______2. Tagalog became the basis of the national language ______bS h 5. Headed the fi rst commission sent by of the Philippines by virtue of an order by President the American government to the Philip- Manuel L. Quezon on December 30, 1937. pines on March 4, 1899 ______3. Legazpi's group was able to land on Cebu without any resistance from the natives. ______Aves______de Rapina_ 6. Title of an editorial that criticized an American offi cial in the Philippines ______4. One of the powers of the governor-general was to decide whether the laws from Spain should be implemented ______l 7. Name of the newspaper where the in the colony. editorial referred to in item 6 was ______5. Corruption became rampant in the colonial govern- published ment when the Philippines was open to world trade. ______lb 8. American naval base in the Pacific ______6. The soldiers who were part of the Death March were which was attacked by the Japanese jailed at Camp O'Donnel in Capas, Tarlac. in 1941 ______7. The datu's wealth was measured by the number of ______ddl 9. He signed a peace agreement with the slaves and the amount and quality of golds he pos- National Liberation Front in 1993 sesed. ______hh_ 10. Last American general who defended ______8. Better system of transportation and communication Corregidor is necessary for the development of a country. ______9. The trading of the Muslims with the Spaniards IV. Enumeration. Give the answers being asked in each item. resulted to the Muslims’ defeat. 1. Two theories about the origin of the Philippines ______10. President Manuel Quezon died in Saranak Lake in New York. a. (Volcanism) b. (Diastrophism) III. Identifi cation. Write on the blank before the number what is referred to in each item. 2. Three divisions of the prehistoric period ______y _ 1. American soldier who triggered the out- a. (Old Stone Age) break of the Filipino-American War b. (New Stone Age) ______2. Filipinos who were sent to the United States to study c. (Age of Metals)

xii This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. 3. Religious orders who came to the Philippines during the Spanish 7. Constitutions in the history of the Filipinos period a. (Biak-na-Bato Constitution) a. (Augustinians) b. (Malolos Constitution) d. (Dominicans) c. (1935 Constitution) b. (Franciscans) d. (1943 Constitution) e. (Recollects) e. (1973 Constitution) f. (Jesuits) f. (Freedom Constitution) 4. Social strata in the early Filipino society g. (1987 Constitution) a. (datu) 8. Leading Filipino reformists in the 19th century b. (timawa or maharlika) a. (Jose Rizal) c. (slaves) b. (Marcelo del Pilar) 5. Presidents under the Third Republic c. (Graciano Lopez Jaena) a. (Manuel Roxas) 9. Philippine Presidents under the Fifth Republic b. (Elpidio Quirino) a. (Corazon C. Aquino) c. (Ramon Magsaysay) b. (Fidel V. Ramos) d. (Carlos Garcia) c. (Joseph E. Estrada) e. (Diosdado Macapagal) d. (Gloria Macapagal-Arroyo) f. (Ferdinand Marcos) 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. (To spread Roman Catholicism in the world) c. (Japanese)

1 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. THE ANCIENT FILIPINOS 2. Discuss the motive of Spain in colonizing the Philippines UNIT I 3. Describe the political organizations established during the Number of days: 51 days ancient period B. Interpretation I. STAGE 1 : DESIRED RESULTS/OUTCOMES 1. Interpret the meaning of some ancient customs and traditions worthy of emulation by the Filipino youth Content Standard Performance Standard 2. Translate excerpts of important verses from ancient epics and myths 1. The student analyzes the political, The student analyzes critically C. Application economic, social, and religious con- the political, economic, social, and ditions of the ancient Filipinos be- religious conditions of the ancient 1. Make a play showing the extent of powers exercised by the fore the coming of the Spaniards. Filipinos through writing an essay. datu and sultan during the ancient period 2. The student traces the foun- 2. Make a checklist of ancient customs and traditions worthy dation of Spanish coloniza- of emulation tion beginning with the coming 3. Make a checklist of good values practiced by the ancient of the Spanish explorers up Filipinos to the establishment of the Spanish colonial order in the Philippines. D. Perspective 1. Support groups who are working for the conservation and Essential Understanding Essential Questions preservation of the country’s national treasures 2. Express one’s opinion regarding the attitude of some Filipinos towards manual labor 1. The ancient Filipinos had already an 1. What type of civilization did the advanced state of civilization even ancient Filipinos possess? E. Empathy before the Spaniards arrived in the 2. Why did Spain colonize the Philippines. 1. Accord due respect to Filipino women and elders Philippines? 2. Respect the customs and traditions being practised by differ- 2. Spain colonized the Philippines for three main reasons: gospel, gold, ent ethnic groups and glory F. Self-knowledge 1. Be proud of the ancestry of the Filipinos II. STAGE 2 : ASSESSMENT 2. Realize that many of the values Filipinos hold on to goes back from the ancient times Evidence at the Level of Understanding 3. Realize that the culture of the ancient Filipinos is a legacy A. Explanation to the present and future generations 1. Explain the political, economic, social, and religious conditions 4. Participate in making one’s community a better place in the Philippines during the ancient period to live.

2 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. Evidence at the Level of Performance (Performance Task) ______(kaingin) 13. The method of clearing a patch of ☛ land in the lowlands or mountains Authentic Assessment by burning. The students will write an essay analyzing the political, economic, ______(batalan) 14. The extension of the nipa hut which social, and religious conditions in the Philippines during the ancient is used as a place for washing dishes period. or storing pots and pans. ☛ Traditional Assessment ______(maginoo) 15. The highest class in Tagalog society. A. Knowledge of Terminology. Write the term being defined or ______16. The lowest class in Visayan society. described in each number. (alipin) ______17. Islamic schools. ______(barangay) 1. It is the system of government of the (madrasah) ancient Filipinos. ______(Bathalang Maykapal) 18. Chief god of the Tagalogs. ______(datu) 2. The head of a barangay. ______(reduccion) 19. System of resettlement whereby ______(sultanate) 3. The form of government in Sulu and natives were forced to transfer from Mindanao. their original settlements to pueblos ______(balangay) 4. The origin of the word “barangay.” or towns. ______(boat) 5. The meaning of the word “balan- ______(residencia) 20. An investigation conducted on the gay.” governor-general at the end of his (______babaylan_ or______katalonan) 6. The title given to the spiritual leader term regarding the performance of in the barangay. his duty. ______(sanduguan) 7. A blood compact entered into by ______(Royal Audiencia) 21. Highest court in the country during members of one barangay with those the Spanish period. of another barangay. ______(alcaldias) 22. Paciﬁ ed provinces or areas where ______(sultan) 8. The head of a sultanate. peace and order has prevailed. ______(baybayin) 9. The system of writing of the ancient ______(indulto de comercio) 23. Authority to engage in business. Filipinos. ______(barangay) 24. Smallest unit of the colonial ______(prehistory) 10. The period in Philippine history when government. there were still no written records of ______(indio) 25. Term given by the Spaniards to the history. Filipinos. ______(Paleolithic Age) 11. The period from 250,000 B.C.E to 3,000 B.C.E when humans used B. Knowledge of Specific Facts. Write the letter of the correct crude tools for hunting. answer. ______(Metal Age) 12. The period between 5,000 B.C.E up (c) to the arrival of the Spaniards when ______1. A small barangay consisted of at least _____ families. people used metal tools in their daily a. 10 c. 30 activities. b. 20 d. 40

3 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. ______(a) 2. Most barangays were located _____ . ______(c) 10. Farming was introduced in the Philippines during the a. along the coasts c. hill tops period of _____. b. mountain tops d. interior a. Ice Age c. Neolithic Age ______(b) 3. The fi rst group of people who arrived in the Philippines b. Paleolithic Age d. Metal Age were the _____. ______(a) 11. Ancient Filipinos engaged in trade with _____. a. Negritos c. Indonesians a. Chinese c. Spaniards b. Austronesians d. Malays b. Americans d. Portuguese ______(b) 4. The indigenous people in the Philippines are the ______(d) 12. A product that foreigners bought from Filipinos ______. was _____. a. Austronesians c. Malays a. silk c. gunpowder b. Negritos d. Indonesians b. cotton d. bird’s nest ______(d) 5. The cultural ancestors of the Filipinos were the ____. ______(d) 13. The Manunggul Jar was excavated in _____. a. Chinese c. Arabs a. Batangas c. Sarangani b. Hindus d. Austronesians b. Cagayan d. Palawan ______(d) 6. The Austronesians were skilled in _____. ______(d) 14. Rope was made from _____. a. metal works a. banana leaves c. bamboo b. making gunpowder b. coconut leaves d. abaca fi bers (b) c. trade and commerce ______15. Anthropomorphic jars were discovered in ______. a. Cotabato c. Batangas d. boat building and navigator b. Sarangani d. Cagayan ______(a) 7. The fi rst sultan in Mindanao and Sulu was _____. a. Abu Bakr C. Analysis. Analyze the following statements. Write True if the state- b. Rajah Soliman ment is true and if false, change the underlined words to make c. Rajah Baguinda the statements correct. d. Rajah LakanDula ______(True) 1. Women had a high place in society in ancient times. ______(b) 8. The sultanate form of government is being practiced in _____. (______Spaniards) 2. The women’s status in society declined with the coming of the Americans. a. Luzon c. Davao ______(had) 3. A slave did not have the opportunity to become b. Cotabato d. Sarangani a freeman in ancient times. (d) ______9. The spread of Islam to Luzon was prevented with the ______(knew) 4. The Filipinos did not know how to read and write coming of the _____. during the ancient period. a. Chinese c. Japanase ______(True) 5. The number of tattos a warrior had was a sign b. Hindus d. Spaniards of how brave he was among the Visayans.

4 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. D. Knowledge of Cause and Effect. Choose the correct effect to the III. STAGE 3: INSTRUCTIONAL PLAN cause given in each sentence. Encircle the letter of the correct answer. Chapter 1 System of Government of Ancient Filipinos 1. The Tabon Man chose to live in a cave because ______. ✏ Activities and Strategies a. the cave was located in a high place b. it served as a protection against wild animals A. Explore c. it served as a protection against bad weather 1. Have the class watch a video about how the barangay ﬁ rst came about in the Philippines using the Filipinism CD-ROM d. all of the above* 5. Click the Life of the Filipinos and the topic, The Birth of the 2. The ancient Filipinos had a civilized way of life because Barangay. _____. 2. Display pictures of the following and ask the students what a. they lived in caves they know about them: b. they were nature lovers a. ancient Filipino heroes such as Rajah Soliman, Lapu-Lapu, c. they lived by hunting and gathering fruits Rajah Lakandula, and the sultans of Sulu d. they had a system of government called barangay and b. the present sultanates in Sulu and Mindanao sultanate* c. balangay 3. Ancient Filipinos settled along bodies of water because ____. 3. Put up a map of Asia showing the direction of expansion of a. they enjoyed swimming in the water the Austronesians to other parts of Asia. b. they travelled mostly by water transportation* 4. Ask the students: How did the ancient Filipinos govern themselves? c. they avoided ethnic groups living in the mountains d. the body of water was a protection against wild animals B. Firm Up 4. Social classes existed in the ancient period to determine 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. number of population a. the Austronesians b. who will form the highest class b. the barangay, datu, laws in the barangay and relationship c. functions of everyone in society* with other barangays. c. the babaylan d. occupations of people in the community d. the sultan and the sultanate 5. Not everyone can become a datu because the qualiﬁ cations were ______. 2. Have each group present a short skit about their assigned topic such as: a. elderly, good health, lawgiver a. A group of Austronesians from Southern China on board b. bravery, wealth, and strength* a balangay arriving in the shores of Philippine island. c. inheritance, good looks, skilled warrior b. Encounter between the Austronesians and the Negritos d. skilled tradesman, belonging to nobility, religious leader and the exchange of culture between the two

5 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. c. Datu consulting with the Consul of Elders, dispensing Chapter 2 The Economic Activities of Ancient Filipinos justice, supervising the barangay ✏ d. A babaylan performing a religious ritual before planting Activities and Strategies time. A. Explore e. The sultan exercising his powers as chief of the sultan- 1. Display pictures or drawings showing ancient Filipinos enga- ate. ged in different economic activities. 2. Show examples of different handicrafts made by ancient Fili- C. Deepen pinos such as pottery, baskets, woven cloth. 1. Lead the class in discussing the origin of the Austronesians, 3. Show pictures or drawings describing the three periods in the the reasons for their leaving their country, and the impact of Philippine prehistory. the Austronesians to the Philippines. 4. Acrostic. Have the students recall important terms learned 2. Have the class react to the extensive powers granted to the in the ﬁ rst chapter. Have them think of terms beginning datu. with the letters of the word barangay and then define 3. Have the students cite some reasons why the sultanate in the term: Sulu and Mindanao still exist. BARANGAY 4. Have the class form a generalization about the system of B is for _____ barangay, balangay, babaylan government of the ancient Filipinos. A is for _____ Austronesians, alliance D. Transfer R is for _____ rajah, Rajah Matanda, Rajah Muda, Rajah Baguinda 1. Compare the barangay with the sultanate form of govern- A is for _____ anitera (Ilocano term for babaylan), asog ment. (Ilocano/Bicolano term for male babaylan) 2. Compare the barangay form of government during the ancient N is for _____ Negritos times with the present barangay based on the following: G is for _____ government a. manners of selecting the head of the barangay A is for _____ Abu Bakr b. powers of the head Y is for _____ younger rajah c. activities of the barangay 5. Have the students study all the audiovisual materials dis- played around the room. Ask the students: What type of eco- E. Valuing nomic activities did ancient Filipinos engage in? Ask the students: As a member of a barangay, enumerate ways by B. Firm Up which you can help improve the life in your community. 1. Have the students participate in a tableau on the economic ✏ Resources/Materials activities of the ancient Filipinos. a. The three periods in the Philippines prehistory Textbook, map of Asia, map of the Philippines, pictures of the ancient kingdoms of Manila and Tondo, pictures of datus and sultans, • Scene 1 — Life of the Tabon Man in the Tabon Cave Filipinism CD-ROM 5 (Paleolithic Age)

6 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. • Scene 2 — Life of the Ifugaos in the Banaue Rice Ter- Chapter 3 Social Conditions of Ancient Filipinos races (Neolithic Age) ✏ • Scene 3 — Life of Lapu-Lapu in Mactan and Rajah Activities and Strategies Soliman in Tondo (Metal Age) A. Explore b. Economic activities of the ancient Filipinos 1. Display pictures of the different types of dwellings of the • Scene 4 —Have the students demonstrate in action ancient Filipinos: cave, tree house, boat house, nipa hut, some of the economic activities engaged in by ancient lean to. Let the students take note of the differences in these Filipinos dwellings. C. Deepen 2. Put up a chart showing the different classes of people in society during the ancient period. 1. Let the students make a list of the facts they have gathered from the tableau using a graphic organizer. Discuss 3. View a slide show about the culture of the early Filipinos in the facts the students included in the organizer. the Filipinism CD-ROM 5. Click The Life of Early Filipinos 2. Have the class portray in visual form the seven economic and the topic, The Culture of Early Filipinos. activities of ancient Filipinos engaged in. Arrange these activi- 4. Display pictures of mosques and activities of Muslims related ties in mural form and put them up on the wall. to the practices of their religion. Have the students describe the economic activities in two 5. Show a chart of the baybayin. or three sentences. 6. Pantomime. Call on the students to act out the economic activi- 3. Study the economic map of the Philippines. Locate the places ties the early Filipinos engaged in. Have the rest of the class or provinces wherein these activities are still present. guess what activity the student is acting out. The following are examples of what to act out: D. Transfer a. Man throwing a net into the sea 1. Make a listing of speciﬁ c economic activities which are still being done at present. Indicate the provinces where these are b. Man boring holes into the ground and dropping corn and still the main economic activities. palay seedlings 2. What other economic activities the Filipino should focus on? c. Man diving for pearls in the sea 3. To have an idea of how ancient Filipinos make necklaces, d. Man panning for gold in the river bed assess the link at i-learn.vibalpublishing.com e. Woman weaving cloth in a loom f. Filipinos engaged in barter with a Chinese trader E. Valuing 7. Pose this question to the class as review: What conclusion Ask: What good qualities of the ancient Filipino workers are can you give with regards to the economic life of the early worthy of emulation by Filipinos today? Filipinos?

✏ Resources/Materials B. Firm Up Textbook, economic map of the Philippines, pictures of the 1. Discussion of the types of shelters used by early Filipinos. Ask economic activities of ancient Filipinos, pictures of the Philippines the following questions: during ancient times a. What importance do Filipinos give to owning a house?

7 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. b. Enumerate the type of houses the ancient Filipinos 6. Pose the following question to the class: Were the ancient lived in. Filipinos religious? Prove this by answering the following c. What factors were considered by the ancient Filipinos in questions: their choices of shelters? a. What religious beliefs did the ancient Filipinos practice? 2. Make a comparison of the social classes adapted by the Taga- b. Why were they called animists? logs and the Visayans. Fill in the following chart. c. What were their beliefs about death? d. What gods and goddesses did they worship? Social Classes Tagalogs Visayans 7. Using a map of Asia, have the students trace the route taken by Muslim traders and missionaries in bringing Islam to the Highest class Philippines. 8. Have the class identify the Muslims responsible for the spread Second class of Islam in Sulu and Mindanao. Let them answer the following short quiz. Match the items in column A with the items in Lowest class column B. A B 3. Show pictures of ancient Filipino women leaders like _____(f) 1. Tuan Masha’ika and a. chief of Buansa Princess Urduja and the babaylanes. Ask the following Tuan Maqbalu b. founded the first questions: _____(e) 2. makhdumins settlements in Sulu a. How were women treated during the ancient period? ____(a) 3. Rajah Baguinda c. introduced Islam in b. What rights were enjoyed by Filipino women? _____(b) 4. Sharif-ul-Hashim Cebu 4. Write a situation showing how children were taught/educated _____(d) 5. Sharif Muhammad d. spread Islam in Min- during the ancient time. Have a student read it before the Kabungsuan danao class. Ask the following questions: e. missionaries belong- a. How did children learn in ancient times? ing to Suﬁ Islam b. Did children know how to read and write during ancient f. Muslim traders who times? brought Islam in c. What evidences are there to show that the ancient Filipi- 1280 C.E. nos had their own system of writing? 5. Call a student who can speak Ilocano, Tagalog, Pampango, 9. Using a Philippine map, have the students locate the provinces Bicolano, or Visayan. Tell them to say hello, good morning, where Islam have taken route. good afternoon, thank you in their own dialect. Ask: Why did 10. Show pictures of a mosque. Have the students describe the so many dialects or languages develop during the ancient exterior and interior of this place of worship. period? 11. Enumerate the Five Pillars of Islam.

8 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. C. Deepen Chapter 4 The Establishment of Spanish Colonial Order 1. Have the students interpret through drawings the topic dis- ✏ Activities and Strategies cussed in Chapter 3. A. Explore 2. Have the students write a short essay about the kind of life of the ancient Filipinos had before the coming of the 1. Put up pictures of scenic views of Spain and Portugal, King Spaniards. Ferdinand and Queen Isabella of Spain. 3. Assign students to access the topic Islam and Muslims in the 2. Display pictures of Spanish conquistadores Ferdinand Philippines at i-learn.vibalpublishing.com. Magellan and Miguel Lopez de Legazpi. 3. Display pictures of Lapu-Lapu, Rajah Soliman, Rajah D. Transfer Lakan-Dula 1. Have the students write a short letter using the baybayin. 4. Display pictures of Manila in pre-Spanish times and during 2. Find evidences to prove that the cultures of the ancient Fili- the Spanish period. pinos still exist today. 5. Show pictures of Intramuros, Malacañang, Manila Cathedral, 3. Prepare a report on the holy places in Mecca and the religious San Agustin Church, Casa de Manila, town plaza, galleons, ceremonies that take place inside the mosque. guardia civil, friars. 4. Use encyclopedia or biographies of Muhammad to prepare a 6. Rearrange the scrambled letters and let the students discover report on his life and teachings. each word based on the given defi nition. 5. Form a small group of students to build a miniature mosque. Have one member research in the library to fi nd out about D R A a. Islamic schools which teach children the basics how the insides of mosque look like. Have another member H A S of religion (madrasah) design the building plan. Have two members collect the build- M A ing materials. 6. Have the students write their fi rst name in the center of a sheet T O N b. Spiritual offering of the early Filipinos (mag- of paper. Then work the letters into a design in the way that I A anito) the Muslims make Arabic letters become part of an intricate G A M design. Y A B c. System of writing of early Filipinos. E. Valuing A Y (baybayin) Have the students interview their grandparents and fi nd out B I N what customs and traditions which they observe at home date back to the ancient period. GIYA d. Dowry given, by the groom’s parents to the bride ✏ Resources/Materials BAKYA (bagay-kaya) Textbook, Philippine map, pictures of different types of Philip- pine dwellings, Filipinism CD-ROM 5, pictures of mosque, pictures N A B e. Legendary woman political leader (lubluban) of Muslim, rattans, pictures of ancient Filipino women leaders, map U L of Asia, baybayin L U B

9 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. K I L A 6. Show a fl ashcard with the word “government” written on it. R A H f. Class of warriors (maharlika) Have the students defi ne the word. Show the structure of A M government established by Spain in a diagram form. Have the students identify and defi ne each term and its functions A M in the government. I-G g. Highest class of ancient Filipinos (maginoo) 7. Play the game, Who Am I? Call on students to describe an O O N offi cial during the Spanish government and have the rest of the class guess the person being described. 7. Pose this question for review: How would you describe 8. Present through a series of pictures or situations the changes the social relationships ancient Filipinos had with one an- that happened in the lives of the Filipinos during the Spanish other? period. Have the class analyze each one of them. C. Deepen B. Firm Up 1. Prepare a listing of the events which took place at the begin- 1. Re-create the world scenarios in 1492. Show to the class a ning of Spanish colonization. Have the students explain what drawing or picture of a crown and scepter, cross and gold. Ask each event is all about. the students: What did they symbolize? 2. Have a parade of pictures of the important personalities which played an important role during the early part of Spanish colo- 2. Locate on a world map or map of Europe, Portugal, and nization. Have the students identify them and the importance Spain. Have the class give some information about the two they played in Philippine history. kingdoms. D. Transfer 3. Introduce to students King Ferdinand and Queen Isabella of Have the students make a comparison between the structure Spain and Prince Henry the Navigator of Portugal. Have the of the barangay during the pre-Spanish period with that of the students cite the role played by these monarchs in the explo- barangay under the Spanish period as to powers of the chief, ration of new lands. qualifi cations, and privileges. 4. The Ferdinand Magellan’s story. Have the students narrate Magellan’s expedition to the East from the time he left Spain E. Valuing up to the time of his death in Mactan. Ask the class to enumerate some political changes which happened with the colonization of the Philippines by the Spaniards. Using a Philippine map, have the students visualize the Opposite these changes, state how ancient Filipinos addressed Magellan expedition until it reached Cebu. these changes. 5. Lead the class in the analysis of the colonization of the Philip- ✏ pines by Spain by asking the following questions: Resources/Materials Textbook, map of the world, map of the Philippines, pictures of a. Why did Spain colonize the Philippines? Spanish governor-generals, Lapu-Lapu, Rajah Soliman, Ferdinand b. How did Miguel Lopez de Legazpi conquer the Philippines Magellan, Miguel Lopez de Legazpi, pictures of Manila during the and place it under Spanish control? Spanish period, pictures of crown and scepter, cross and gold

10 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. UNIT TEST 8. What treaty settled the confl ict between Spain and Portugal? a. Treaty of Paris A. Identifi cation. Read the following and encircle the letter of the correct b. Treaty of Lisbon answer. c. Treaty of Tordesillas* 1. Which of the following describes the Austronesians? d. Treaty with Portugal and Spain a. They were wanderers. 9. What did the victory of Lapu-Lapu in the Battle of Mactan show? b. They came from Malaysia. a. The Filipinos were willing to die for freedom.* c. They were great boat builders.* b. The Filipinos’ hatred for foreigners. d. They belonged to the Caucasian race. c. The bravery of the Filipinos. 2. What role did the babaylanes play in prehistoric Philippine d. The Filipinos were fi ghters. society? 10. Who was the highest official in the Philippines during the a. spiritual leader* c. teacher Spanish period? b. political leader d. judge a. king of Spain c. alcalde mayor 3. What was the religion of the ancient Filipinos? b. governor-general* d. corregidor a. Islam B. True or False. Write T on the blank if the statement is true. If not, b. nature worship write F and correct the underlined word/s. c. ancestor worship _____ 1. During the Age of Discovery and Exploration, the d. a blend of ancestor and nature worship* Europeans began to conquer new lands. (T) _____ 2. Ferdinand Magellan was a Spaniard. (Portuguese) 4. During what prehistoric period were barangays formed? _____ 3. Miguel Lopez de Legazpi succeeded in establishing a. Paleolithic Age c. Metal Age* colonialism in the Philippines. (T) b. Neolithic Age d. Iron Age _____ 4. The Philippines had a central government when the 5. What foreign power spread Christianity in the Philippines? Spaniards conquered the country. (had no central a. American c. Japanese government) b. British d. Spanish* _____ 5. During the Spanish colonial period, the encomienda system was replaced by local government units. (T) 6. What were the fi rst dwellings of the early Filipinos? _____ 6. A datu had limited powers. (extensive) a. caves* c. nipa hut _____ 7. The early Filipinos had written and oral laws. (T) b. dugouts d. trees _____ 8. The datu was the highest official of the sultanate. 7. With what countries did the early Filipinos have trade (sultan) relations? _____ 9. During the Paleolithic Age, the early Filipinos used a. American countries c. Asian countries* polished stone tools. (crude) b. African countries d. European countries _____ 10. Women dyed clothes using fl owers of plants. (saps)

11 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. II. STAGE 2 : ASSESSMENT UNIT II TOWARDS PHILIPPINE REVOLUTION Number of days: 52 days Evidence at the Level of Understanding

A. Explanation I. STAGE 1 : DESIRED RESULTS/OUTCOMES 1. Explain the changes brought about by the Spanish colonial rule to the life of the Filipinos Content Standard Performance Standard 2. Describe how the Filipinos reacted to changes brought about by the Spaniards to the life of the Filipinos The student understands the 1. The student describes clearly the 3. Explain the factors that led to the development of Filipino changes in the life of the Filipi- economic, social, and cultural nationalism nos during the Spanish rule which changes in the life of the Filipinos led to Filipino resistance against during the Spanish rule and the 4. Explain the first and second phases of the Philippine such rule, the development of effects of the changes through a Revolution Filipino nationalism and the Philippine retrieval chart. Revolution. 2. Relate the factors that led to devel- B. Interpretation opment of the Filipino nationalism 1. Give meaning to the statement, “Christianity was the greatest and how these factors inspire the legacy of the Spaniards” Philippine Revolution 2. Interpret why all the revolts against Spain failed. Essential Understanding Essential Questions 3. Show the importance of cultural changes to the life of the Filipinos 1. The major changes primarily 1. How did the major changes in the exploited the human and natural different aspects of life affect the C. Application resources of the country, brought Filipinos? miseries to Filipinos, undermined 1. Make a list of the changes/contribution of Spain which are our ancient civilization and one beneﬁ cial to us or which contributed to the development and beneﬁ cial effect, the enrichment progress of the country of the Filipino culture. 2. Find ways to improve on them to make them more advanta- 2. Filipinos reacted variedly to the 2. How did the Filipinos react to the geous to us coming of the Spaniards. Some changes brought about by the Spaniards? accepted and embraced Christi- D. Perspective anity but many resisted colonial rule which led to numerous re- 1. Analyze from the point of view of a young Filipino why revolts volts, the development of Filipino and other struggles for freedom always failed nationalism, and eventually a 2. Take a critical stance on why Filipinos easily embraced struggle for independence. Christianity

12 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. E. Empathy and religious statues, images and processions; haciendas and 1. Sympathize with our forefathers’ hardships and personal vast tracts of land; galleon trade; literary pieces and others. grievances against the Spanish rule 2. Add more to these pictures by listing down Spanish names, greetings and prominent families of Spanish blood. 2. Appreciate the patience shown by the early Filipinos from the injustices they suffered from Spain 3. Tell the class that those in the pictures were legacies of Spain or they were introduced to Filipinos by Spain. 3. Be proud to be a Filipino with a deep sense of nationalism 4. Introduce the lessons on the changes brought about by Spain to the Philippines which affect the life of the Filipinos. F. Self-knowledge Realize that the long years of struggle for freedom was forti- B. Firm Up fi ed by love of country and the pride of being a nation, unifi ed by 1. Let the class identify terms and names of persons which will a shared culture, tradition and history contribute to the understanding of the lesson. 2. Present a matrix chart for all the members of the class to fi ll in. Let them classify the changes into the following: Evidence at the Level of Performance (Performance Task)

☛ Authentic Assessment 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.

☛ Traditional Assessment 3. After all categories are completed, divide the class into three Have the students answer Things I Learned on pages 69-70, 83-84, groups. Each group will show by means of an organizer, panel 102-104, and 122-124 of the textbook. 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 III. STAGE 3: INSTRUCTIONAL PLAN they appreciate or which they think contributed to Filipino culture. Chapter 5 Changes in the Life of Filipinos 4. The class may continue the discussion on these aspects. ✏ Activities and Strategies C. Deepen A. Explore 1. Let the class answer the following questions to gauge their 1. Display pictures or come up with a picture parade. On the understanding of the following topics: walls of the classroom, put up the following pictures: houses a. Why economic changes introduced by the Spaniards were in cobblestreets of Vigan; structures in Intramuros; churches detrimental to the Filipinos?

13 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. b. Why were the Filipinos uprooted from their place of liveli- 5. Write the word REVOLT and ask students to think of terms hood and placed in a compact village? which has something to do with it.

c. Do you believe that because of the cultural changes intro- aggression duced by Spain to Filipinos, they had changed the Filipinos’ confl ict way of life from barbaric to civilized one? Defend your answer. REVOLT 2. Let the class read Things to Remember on page 69 of the textbook. armed resistance D. Transfer 1. Ask the class to answer Things I Will Do on page 70 and do B. Firm Up Things to Learn on My Computer on page 71 of the textbook. 1. Divide the class into four groups. Give the following topics to 2. Go over the retrieval chart and fi nd ways on how to redirect each group: the negative changes into something useful for us. a. Group 1: Revolts due to political reasons E. Valuing b. Group 2: Revolts due to economic reasons The students should be able to show respect for women and c. Group 3: Revolts due to personal reasons religious beliefs and be proud and appreciative of Filipinos who d. Group 4: Religious revolts excelled in the fi eld of the arts. e. Group 5: Agrarian revolts ✏ Resources/Materials 2. Each group will prepare a retrieval chart and present this chart to the class for comments and questions. Use the map Basic textbook, pictures, drawing materials, Filipinism of the Philippines to locate the places of revolts. CD-ROM 5, computer with internet connection Name Known Date Place Causes Results of Revolt Leader Chapter 6 Filipino Resistance to Colonial Rule

✏ Activities and Strategies 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. Conduct a mock interview having two students play the role 3. Display a map of the Philippines to show places which play a of Muslim and Igorot. The TV host will ask how they resisted vital role in the different revolts Spanish rule in their places.

14 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. 4. Draw a graphic organizer on the board. Ask the students 2. Formulate generalizations based on the data presented by the to write on the main branches the four external threats to group. Spanish rule and under each, the causes and the outcomes. 3. Choose one leader of a revolt and write a character analysis of such leader. Make a conclusion in relation to the failure of

PORTUGAL revolts. Cause Cause D. Transfer

Result Result 1. Have the students do Things I Will Do on page 85 of the text- Resistance NETHERLANDS book. Against the 2. There are bloodless revolts in our midst. Ask: As a young citi- BRITAIN Spanish Rule zen, what lessons could you share in order to minimize revolts CHINA of any kind? Result Cause 3. Form dyads and confer with the answers of the students on this question: Were the Filipinos justiﬁ ed in staging these

Result revolts? Defend your answer. Cause E. Valuing 1. Guide the students in presenting an informal debate on the 5. Let the students analyze the organizer and ask them the role following topics: When do you say that a person is courageous? played by the Filipinos during their resistance to Spanish When is courage admirable and worth emulating? rule. 2. Making a sound judgement. Have the students narrate an incident in their life when they made a momentous decision. C. Deepen 1. To summarize, let the students show by means of a cause and ✏ Resources/Materials effect chart why revolts failed. The cause and effect chart will look like this. Basic text, map of the Philippines, drawing materials

Lack of unity Chapter 7 The Development of Filipino Nationalism

✏ Activities and Strategies Geographic features Failure of Revolts A. Explore 1. Write the statement, “Nationalism in the Philippines is a Lack of good leaders reaction to colonialism.” 2. Call on students to give their own meaning or interpretation of Fragmented causes the statement. Ask them also if they believe in the statement and let them explain.

15 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. 3. Construct a concept map and ask the students to write or even 2. Ask the class for more reactions. Let them do Check Yourself draw symbols to explain nationalism. 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, Nationalism then discuss how this famous work of Jaena inspired Filipinos to ﬁ ght 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 deﬁ nition of nationalism based on the clues. Introduce the lesson on the development of Filipino nationalism. FREEDOM

B. Firm Up

1. Divide the class into four groups. Each group will be repre- Advocated armed sented by one number in a panel discussion on the factors that struggle Writings of Bonifacio led to the development of Filipino nationalism. Use the map and Lopez-Jaena of the world or map of the Philippines to support your story. Triangle Free the Philippines a. Group 1 — Opening of the Philippine to world trade method; from Spain using of codes b. Group 2 — Emergence of ilustrado class c. Group 3 — Opening of Suez Canal d. Group 4 — GomBurZa execution For 1, 2, 3 and 4, write the events, goals, methods by which Tell the students that the following questions will serve the Katipunan was created. For number 5, write what Boni- as their guide in their discussion in the panel. facio and other Katipuneros envisioned the Philippines to be a. How did each factor contribute to the development of under the Katipunan. Filipino nationalism? b. Were there negative effects in each factor? Explain. C. Deepen c. What were the signiﬁ cance of the death of the three 1. For in-depth discussion, let the class do Things I Can Do on priests? page 105 of the textbook.

16 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. 2. Read the Decalogue:The Duties of the Sons of the People and 2. Ask: Should the Filipinos uphold the duties of the sons of the the Kartilla of the Katipunan on page 100 of the textbook. Filipinos as envisioned by the Katipunan? Discuss the meaning of the duties of the sons of the people as envisioned by the Katipunan. ✏ Resources/Materials 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 Map of the Philippines, drawing materials, charts 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? ✏ Activities and Strategies b. Do the teachings revealed that Bonifacio is a violent man or a man of advocacy? Defend your answer. A. Explore C. Transfer 1. Give a test at the beginning of the lesson to determine prior 1. Have the students answer Things I Will Do on page 105 of the knowledge or knowledge of the previous lesson. textbook. 2. Let the students describe the picture of Andres Bonifacio on 2. Do a “Scavenger Hunt.” Distribute strips of paper to each page 106 of the textbook. Ask the following questions: student where they will write a quality or characteristics of a a. What does the picture reveal? reformist or Katipunero which they appreciate. 3. Let them pin the paper on their chest and walk around the b. Could you guess the emotion or feeling of those people in room. the picture? Why? 4. Each student has “to hunt” for a quality which he admires. c. If you don’t know anything about Bonifacio and the Katipunan, does the picture reveal a struggle? 5. Then group the “scavengers” according to their “hunts.” 6. Process the activity through these questions: 3. Accept all answers and write them on the board. a. What are the most common qualities “hunted?” 4. Present the following words: struggle, revolt, confl ict, fi ght, b. Who among the reformists/Katipuneros/leaders/ possess battle. Ask: What is common among these terms? What emo- such quality? tion is involved? c. Assess how leadership qualities contribute to the success 5. Display the map of the Philippines to locate the following of any program, projects and organizations. places: Manila, Laguna, Bulacan, Pampanga, Nueva Ecija, E. Valuing Tarlac, Cavite, Batangas. Then ask, what is the signifi cance of these places in Philippine history. 1. Courage exemplifi ed by our heroes. Ask: When do you say that a person is courageous? Give instances in your life in which 6. Encourage the students to ask questions which will lead to you feel you’re brave/courageous. essential understanding.

17 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. B. Firm Up C. Deepen 1. Dramatization: Let the students show the events that led to 1. Have the students read and make a report on the following: the outbreak of the Philippine revolution. a. The life of women and the role they played in the Processing questions: revolution a. Do you think the Filipinos were ready for the revolution? b. Alliance between the Americans and Aguinaldo b. Do you think unity and leadership are issues in the c. How the Malolos Congress prepared Filipinos to govern revolution? Defend your answer. themselves 2. Storytelling: Let the students relate how Bonifacio’s leadership 2. Ask the students to answer Check Yourself on page 117 and in the Katipunan ended. 121 of the textbook. Processing questions: 3. Have the students read and explain the generalization under a. What was your reaction regarding the fate of Bonifacio? Things to Remember on page 122 of the textbook. b. Why was the Tejeros Convention held? 4. Let the students answer Things I Will Do and Things I Can c. Why did factions exist in the Katipunan? Do on page 125 on the textbook. 4. Timeline using the following dates: a. April 25, 1898 d. June 23, 1898 D. Transfer b. May 24, 1898 e. September 23, 1895 Write a reaction paper on any of the following topics: c. June 12, 1898 f. January 23, 1899 1. The Philippine Revolution is the ﬁ rst national struggle for What is the signiﬁ cance of these dates? independence in Asia. 5. Chronology. Ask the class to arrange the events in chrono logical order. 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 Battle Treaty against the Spaniards Mock Battle of Manila Bay of Manila of Paris E. Valuing Ask: Who is a real hero? When can you see say that you did a heroic act?

Important Outbreak Outcome ✏ Events During of the Filipino- Resources/Materials of the War American War the War Basic textbook; pictures of heroes; map of the Philippines; computer with internet; drawing materials

18 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. UNIT TEST 4. Social changes under Spain A. Fact and Opinion. Write F if the statement states a fact and O if it a. reduccion c. zarzuela states an opinion. b. public schools* d. Catholic churches ______1. The aim of the American colonization of the Philippines 5. Regarded as the lowest level of society under Spain was to educate and civilize the Filipinos. (F) a. c. ilustrado* ______2. The Philippine Revolution against Spain was supported by the United States. (F) b. inﬁ dels d. Moro ______3. It was not the Americans’ intention to massacre the people 6. Foreign threats against the Philippines of Balangiga. (O) a. Chinese c. French* ______4. Women did not play an active participation in the Filipino- b. Dutch d. Portuguese American War. (O) 7. Factors in the development of Filipino nationalism ______5. The Spaniards considered the Filipinos as savages. (F) a. the GomBurZa execution ______6. The payment of taxes was a heavy burden to the Filipinos. (F) b. the rise of the middle class ______7. The Filipinos beneﬁ ted from the economic reforms of c. the coming of the Americans* Governor-General Jose Basco y Vargas. (F) d. the opening of the Suez Canal ______8. The Filipinos welcomed the policy of reduccion. (O) 8. Works of Jose Rizal ______9. The Filipino women lost their high positions in society a. Noli Me Tangere under the Spanish rule. (F) b. El Filibusterismo ______10. The ilustrados played an important role in the campaign for reform. (F) c. La Soberania Monacal* B. Categorization. Encircle the letter that does not belong to the group. d. The Indolence of the Filipinos 1. Filipino reformists 9. They played an important role in the Philippine Revolution against a. Jose Rizal c. Andres Bonifacio* Spain b. Graciano Lopez-Jaena d. Marcelo H. del Pilar a. Andres Bonifacio c. Gregorio del Pilar* 2. Economic policies of Spain b. Emilio Aguinaldo d. Apolinario Mabini a. bandala c. tributes 10. Causes of religious revolts b. polo y servicios d. reduccion* a. desire to become a priest 3. Leader of revolts against Spain b. desire to return to folk religion a. Diego Silang c. Francisco Maniago c. loss of power of the babaylanes b. Macario Sakay* d. Juan dela Cruz Palaris d. desire to head the Catholic Church*

19 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. TOWARDS PHILIPPINE INDEPENDENCE B. Interpretation UNIT III Criticize the struggle made by Filipinos in order to gain their Number of days: 51 days independence

I. STAGE 1: DESIRED RESULTS/OUTCOMES C. Application Strengthen and support all thrusts done by Filipinos to protect democracy and freedom in the Philippines Content Standard Performance Standard D. Perspective The student understands the The student will do a critical analysis Share one’s opinion on the struggle of the Filipinos to gain diffi cult transformation in the politi- of the changes brought about by the independence and their response to the challenges of self- cal, social, and economic life of the American rule and their struggle to gain government Filipinos during the American rule independence from the Americans and and how they struggled against the Japanese. E. Empathy the Americans and the Japanese Assume the role of the Filipinos who struggled to gain in- to gain independence. dependence and consider their response to the challenge of self- government Essential Understanding Essential Understanding F. Self-knowledge 1. The struggle and desire to gain 1. How did the Filipino struggles and Refl ect on the historical signifi cance of these struggles of Fili- independence was signifi cant desire for independence become pinos to gain independence and their response to the challenges because it laid down the foun- signifi cant? of self-government dation for self-government and 2. How did the Filipinos respond to the the granting of Philippine inde- interruptions brought about by the Evidence at the Level of Performance (Performance Task) pendence. Second World War? ☛ Authentic Assessment 2. Filipinos continued their struggle for independence inspite of the Evaluation of critical analysis on the response of the Filipinos for outbreak of the Second World against the granting of Philippine Independence War. Criteria: Fair and impartial: Based on truth; Adaptability; Quality of information II. STAGE 2: ASSESSMENT ☛ Traditional Assessment 1. Have the students answer Check Yourself on pages 131, 134, 136, Evidence at the Level of Understanding 143, 147, 154, 159, 167, and 171 of the textbook. A. Explanation 2. Have the class explain Things to Remember on pages 137, 148, Prove that the Filipinos struggled and put their best 160, and 172 of the textbook. efforts to show that they were ready for self-government and 3. Have the class answer Things I Learned on pages 137-138, 148- independence 150, 160-163, and 172-174 of the textbook.

20 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. III. STAGE 3: INSTRUCTIONAL PLAN 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 Advantages Disadvantages ✏ Activities and Strategies A. Explore 1. Resistance and revolts against American policies 1. Give a pre-test regarding the unit. 2. Recall how the United States acquired the Philippines. Relate 2. Writing and staging plays this to the lesson. against government policies 3. Encourage the class to give questions regarding the previous 3. Cooperation with the colonial lesson. government Suggested activities: a. Venn diagram: Compare and contrast the military gov- Then ask the students: Which of these became successful? ernment against the civil government established by the C. Deepen American. 1. Have the students write a reaction paper on any of these b. Explain the diagram to introduce the whole chapter topics: a. Why soldiers were turned into teachers by the Americans American Colonial Government 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.

Form of Steps on the Efforts/Struggle D. Transfer Policies government training for self- of Filipinos for 1. Have the class do Things I Will Do and Things I Can Do on government independence page 139 of the textbook. B. Firm Up 2. Ask: In the struggles by the following groups of Filipinos to gain the independence, whom do you admire most? Why? 1. Show by means of dramatization the different paciﬁ cation policies of the Americans to suppress the struggle put up by a. Those who refused to accept American rule and were the Filipinos. punished b. Those who used pen and stage plays to show their resis- 2. Form a dyad and let the pair do silent argument on their tance against American rule notebook on the following: c. The ilustrados who cooperated and were given positions a. How effective is the use of pen in promoting nationalism in the government in criticizing the American policies? b. How effective is the Filipinization program of the Americans? E. Valuing Then call on the pair to read their arguments. Appreciation of the heroism of Filipinos

21 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. ✏ Resources/Materials 2. Present a panel discussion on special changes introduced by Basic textbook, charts, pictures, Filipinism CD-ROM 5, computer with the Americans. Give the following processing questions: internet a. Which of the social changes do you think would be of great help in preparing the Filipinos for self-government? Chapter 10 Socio-Economic Changes b. Do you think the Americans were sincere in promising During the American Period independence to Filipinos? Explain

✏ Activities and Strategies C. Deepen A. Explore 1. Guide the students in completing this comparison and contrast chart of the Spanish and American rule of the Philippines. 1. Flash and drill of previous lesson. Let the students explain or provide examples for the following: SOCIO-ECONOMIC CONDITIONS a. Flag Law d. Philippine Bill of 1902 b. Brigandage Act e. Filipinization Program Spaniards Americans c. Tydings-McDuffi e 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 fi nally satisfi ed with their conditions in life? Processing questions: 3. Encourage the class to ask questions and tentative responses a. Which of the two is more oppressive to the Filipinos? to the question. b. Which of the changes made a lasting mark in our culture? 4. Give additional information about each subtopic and facilitate 2. Have the class do the letter C of Things I Learned on page 150 the fl ow of discussion. of the textbook. 3. Let them do Things I Can Do letter A only on page 151 of the B. Firm Up textbook. 1. Retrieval chart to show economic changes. Explain how these changes implemented by the Americans benefi ted their needs. D. Transfer Free Trade Taxation Land Policy 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.

22 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. E. Valuing 2. Have the students describe the Commonwealth government Lead the students in making a sound judgement and apprecia- using a graphic organizer similar to this one. tion of all beneﬁ cial changes brought about by the Americans. Commonwealth Government ✏ Resources/Materials Basic textbook, Filipinism CD-ROM 5, ﬂ ashcards, computer with internet connection, pictures and drawing materials

Chapter 11 The Commonwealth Period Executive Branch President Department ✏ Activities and Strategies A. Explore 1. Recall the changes implemented by the Americans. Then ask: Legislative Branch Philippine Assembly Representatives 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? Judicial Supreme Court Lower Courts a. For the ﬁ rst time after long years under two colonial powers, a Filipino was having his oath-taking as President of Let the students compare the structure of the Common- the Philippines. wealth government with the present government. b. Suddenly in December 1941, Japan invaded the Philip- 3. Guide the students in presenting a panel discussion on the pines programs of the Commonwealth. c. Learning about the abuses and sufferings of the Filipinos 4. Have the rest of the students give their own reactions and in the hands of the Japanese opinion. 3. Encourage the students to participate in the discussion C. Deepen and expressions of their feelings on important events in the country 1. Use the web link on page 154 of the textbook to know more about the bases of the Commonwealth government. B. Firm Up 2. Ask the students to answer numbers 1-3 under Check Yourself 1. Have the students present a tableau on the following: on page 159 of the textbook. a. inauguration of the 1935 Constitutional Convention 3. Suggested activities: b. signing of the 1935 Philippine Constitution by US Presi- a. Radio/TV ﬂ ash report on the outbreak of World War II dent Roosevelt b. Map tracing — places bombed by Japanese c. elections for the commonwealth government 4. Process the activities and encourage the students to ask d. oath-taking of President Quezon questions.

23 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. D. Transfer d. Outbreak of World War II 1. Guide the students in presenting a monologue or soliloquy e. Death March — Portraying the thoughts and feelings of the following per- 2. After the students’ reactions and interactions on the events, sonalities as they describe the events in the Philippines during ask the following questions: the war: a. What do you think would your life be under the Japanese? a. ordinary Filipinos b. How would you receive the harsh and oppressive Japanese b. Filipino soldiers rule? c. General Masaharu Homma B. Firm Up d. General Douglas MacArthur 1. Storytelling. Call on students to tell a story of what they know e. President Manuel Luis Quezon about the Japanese occupations in the Philippines based on f. General Edward King stories, movies seen on TV/movie g. General Jonathan Wainwright 2. Have the students conduct a press conference with Jorge 2. Survey. Allow the class to move around and get responses of B. Vargas where media reporters will ask the the following their classmates on colonial mentality of Filipinos. Let them questions: cite situations to prove their answer. Then list down the results a. Why is a military government immediately established of the survey on the board. upon the foreign conquest of a country? 3. Formulate conclusions based on the results of the survey. b. How is life of the people controlled under this type of government? E. Valuing c. Is there a way of evading personally being under the Appreciation of the programs of the government that aimed control of the conquerors? How? to promote social welfare and political right of the people and 3. Encourage students to ask questions and participate in the strengthened the defense of the country. discussion. ✏ Resources/Materials C. Deepen Basic text, Filipinism CD-ROM 5, graphic organizer, chart, com- 1. Make a dyad or power of two on the establishment of the puter with internet connection Second Philippine Republic, the guerilla movement, and the society under the Japanese Chapter 12 The Filipinos Under Japanese Rule Processing questions: a. Why did Jose P. Laurel accept the position of President of ✏ Activities and Strategies the Second Philippine Republic? What is your reaction to this decision? A. Explore b. Why was the guerilla movement formed? How did the 1. Ask the students to give their reactions on the following: movement operate? Would this movement not endanger a. The establishment of the Philippine Commonwealth the life of many people? b. Allowing women to vote and voted upon c. Why was the Japanese period considered the darkest c. The Greater East-Asia Co Prosperity Sphere interlude in the history of the Philippines?

24 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. 2. Have the students draw a cartoon/caricature on the economic UNIT TEST activities of the Philippines during the war. Use the following A. Multiple Choice. Encircle the letter of the correct answer to complete guide questions in their drawing. the statement. a. How did Filipinos meet their basic needs under the Japa- nese rule? Were there other ways of meeting their needs? 1. An important provision of the Philippine Bill of 1902 was _____. What do you suggest? a. the granting of suffrage to women b. How did Laurel help the Filipino? b. the transfer of political power to the Filipinos c. What did the economic difﬁ culties teach the Filipino? c. the election of Philippine president under the Americans D. Transfer d. the holding of elections for representatives to the Philippine Assembly* 1. Guide the students in giving a reaction on the plight of women during the Japanese period. 2. The Filipino leaders worked for the granting of Philippine independence by ______. 2. Use this step-ladder analysis in the discussion about the events that led to the Japanese occupation of the Philippines. a. holding protest rallies b. by boycotting American products August 15, 1945 c. encouraging a nationalistic strike July 4, 1945 d. going to the United States to campaign for independence* September 3, 1945 3. The Philippine Legislature did not approve the Hare-Hawes- October 23-26, 1944 Cutting Act because of the ______. a. American paciﬁ cation policies January 9, 1945 b. strict provisions on the holding of presidential elections October 20, 1944 c. presence of the U.S. military bases and the trade August 9, 1944 provision* d. injustices committed by the Americans against the 3. Let the students explain and ask questions. Lead them in Filipinos formulating conclusions based on the step-ladder chart. 4. The primary reason of the Americans in acquiring the 4. Let them answer all Things I Will Do and Things I Can Do on Philippines was ______. page 175 of the textbook. a. religion c. political E. Valuing b. cultural d. economic* Lead the students in stating/showing their admiration for 5. The system of shared tenancy worsened under the Americans Filipinos who struggled to win our freedom and in having an open because of the ______. minded on the collaboration issue. a. abusive farmers ✏ Resources/Materials b. non-cooperation of the farmers Textbook, pictures, chart, drawing materials, map of the c. poor implementation of the system Philippines d. demand of landlords for greater share in the harvest*

25 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. 6. At the start of the military, American soldiers served as teachers 14. A negative effect of free trade was ______. in the ______. a. infl ux of local goods a. colleges c. public schools* b. colonial mentality* b. universities d. private schools c. local industries fl ourished 7. The style of architecture brought to the Philippines was ______. d. production of poor quality goods a. classical c. European style 15. The 1935 Constitutional Convention was presided by ______. b. neoclassical* d. American style a. Manuel Roxas c. Sergio Osmeña 8. The centerpiece of President Quezon’s administration was _____ b. Manuel Quezon d. Claro M. Recto* ____. a. political c. economic B. Encircle the letter of the correct answer. b. cultural d. social justice* 1. Why did the Americans establish a military government at the beginning of their rule in the Philippines? 9. The Second World War in the Pacifi c broke out on ______. a. to create fear among the people a. December 8, 1941* c. December 18, 1941 b. to get the cooperation of the people b. December 10, 1941 d. December 28, 1941 c. to assure a peaceful takeover of the country 10. The Death March included captured ______soldiers. d. to suppress the Filipino struggle against the Americans* a. foreign 2. The Filipinos held positions in the national civil government. Why b. Filipino was this not fully welcomed? c. American a. because only college graduates were appointed d. American and Filipino* b. because the Filipinos did not have power in the government* 11. The President of the Second Philippine Republic was _____. c. because the Filipinos wanted high positions in the government a. Jose Vargas c. Artemio Ricarte d. because only few Filipinos were appointed to government b. Manuel Quezon d. Jose P. Laurel* positions 12. During the Japanese rule, the Filipinos lived in fear because of 3. Why did the Americans implement pacifi cation policies? the ______. a. to have peace in the country a. Kalibapi b. to prepare the Filipinos for self-government b. guerillas c. to suppress Filipino struggle against the Americans* c. kempeitai* d. to get the cooperation of the people against the guerillas d. Japanese military administration 4. Why were the Filipinos against free trade? 13. The purpose of the Brigandage Act was to ______. a. because not everybody were interested a. send Filipinos to other countries b. because there were many requirements b. promote American interest in the Philippines c. because only the U.S. would benefi t from it c. limit the movement of the Filipinos in the country d. because it would lead to Philippine economic dependence on d. punish Filipinos who joined a movement against the U.S.* the United States*

26 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. 5. Why was the pensionado system implemented? 10. How did the Filipino writers use Tagalog against the Japanese? a. to help the poor a. by speaking Tagalog to the Japanese b. to pacify the guerillas b. by making posters against the Japanese c. to train would-be teachers and ofﬁ cials* c. by hiding their criticisms of the Japanese* d. to train the Filipinos for self-government d. by using Tagalog names to hide their identity 6. Why did the Commonwealth government not have the right to C. Encircle the letter that does not belong to the group. establish diplomatic relations with other countries? 1. Filipino reformers a. The Second World War broke out. a. Jose Rizal c. Marcelo H. del Pilar b. No diplomat was appointed by the President. b. Andres Bonifacio* d. Graciano Lopez-Jaena c. The Philippines was not yet recognized as an independent nation.* 2. Socio-economic changes under the United States d. The Philippines was not ready to have relations with other a. free trade c. homestead program countries. b. tributes* d. pensionado system 7. Why was President Quezon’s social justice program not fully 3. Leader of revolts against Spain implemented? a. Diego Silang c. Francisco Maniego a. The poor were not interested. b. Macario Sakay* d. Juan dela Cruz Palaris b. Most lands were not good for farming. 4. Three of the eight provinces that revolted against Spain c. It was not easy to purchase the farmlands. a. Manila c. Bulacan d. The local landlords resisted the policies on ownership of b. Cavite d. Pangasinan* lands.* 5. Ofﬁ cials of the Biak-na-Bato Republic 8. Why was the Philippines involved in the Second World War? a. Mariano Trias c. Apolinario Mabini* a. because of the country’s rich natural resources b. Emilio Aguinaldo d. Antonio Montenegro b. because the Philippines had no strong military defense 6. Types of government established by Aguinaldo during the c. because the Philippines had no diplomatic relation with revolution Japan a. military* c. dictatorial d. because of the presence of American forces in the b. republican d. revolutionary Philippines* 7. Filipino leaders during the Filipino-American War 9. How was the life of the Filipinos under Japanese rule? a. Miguel Malvar c. Vicente Lukban a. The Filipinos suffered.* b. Macario Sakay d. Isabelo Artacho* b. The Filipinos enjoyed much freedom. 8. Foreign powers who colonized the Philippines c. The Philippines prospered economically. a. Spain c. Japan d. The Filipinos were granted equal rights as the Japanese. b. China* d. United States

27 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. THE PHILIPPINES IN THE PRESENT TIME 3. Explain how democracy was restored UNIT 4. Describe the administration of the Presidents of the Fifth IV Number of days: 51 days Republic

B. Interpretation I. STAGE 1 : DESIRED RESULTS/OUTCOMES 1. Criticize the idea of President Marcos that martial law will instill discipline among the people Content Standard Performance Standard 2. Narrate meaningful stories about martial law 3. Interpret images and videos related to martial law The student understands how the The student will analyze criti- different Presidents address the different cally how the different Presidents C. Applications problems of the country, how the rights of administer the country, the issues, the people were curtailed during martial problems, and events that led to 1. Appreciate the efforts of the Presidents in improving the law, the events that ended the rule of martial law, EDSA Revolution and political, social, economic life of the people President Marcos and how the different the challenges at present. 2. Value the efforts of the Filipinos in strengthening democracy Presidents of the Fifth Republic faced the in the Philippines challenges of the times 3. Sustain interest in maintaining the stability of the Philippine Essential Understanding Essential Question government D. Perspective The various Presidents and the How did the Filipinos face Filipino people continued their struggle the problems, issues, and chal- 1. Analyze critically and with open mind the reasons why martial to answer the challenges of pursuing its lenges of the Republic in order law was declared goal of attaining peace, political stability to strengthen democracy in the 2. Give opinion why the assassination of Ninoy Aquino and the and socio-economic development. country? events that followed ended the rule of President Marcos

E. Empathy II. STAGE 2 : ASSESSMENT 1. Assess the role of the people who participated in the EDSA People Power, their feelings and the hardships that they Evidence at the Level of Understanding experienced 2. Believe in the spirit of the EDSA Revolution A. Explanation 3. Recognize the efforts of the Filipinos who struggled to regain 1. Describe the administration of the different Presidents of the the freedom and democracy in our country Third Republic 2. Prove that peoples’ rights were curtailed, basic freedom was F. Self-knowledge suppressed and lives were changed during the martial law 1. Recognize the sacriﬁ ces made by Ninoy Aquino to regain our regime democracy

28 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. 2. Appreciate the legacy of the People Power and revolution 4. Have the students prepare a picture parade of the Presidents of 3. Realize the efforts exerted by the different Presidents to an- the Third Republic. Ask the students: Do you know the people swer the needs of all Filipinos thru their various programs in the pictures? What do you know about them? and projects 5. Facilitate the students’ prior knowledge by accomplishing the K-W-L chart. Evidence at the Level of Performance (Performance Task) K- What I know W- What I want to know L- What I learned ☛ Authentic Assessment 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

☛ Traditional Assessment Have the students answer Things I Learned on pages 198-200; 210-212; 219-220; and 235-236 of the textbook.

III. STAGE 3: INSTRUCTIONAL PLAN B. Firm Up 1. Write the essential question on the board: How did the Filipi- Chapter 13 Life in the Third Republic nos face the problems, issues, and challenges of the Republic ✏ Activities and Strategies in order to strengthen democracy in the country? A. Explore 2. Encourage the students to give temporary responses to the questions 1. Recall previous lessons on what happened to Philippine society after the Japanese occupation. 3. Suggested activities: 2. Give pre-test for the whole unit. a. Mock TV broadcast describing the conditions of the Philip- 3. Ask the following questions: pine society after the war a. What comes to your mind when you hear the word b. Mock court trial on the issue of collaboration and ask the “world war?” following questions: b. How do you picture the conditions in the country after the world war? • What was the stand of the different presidents on the issue of collaboration? c. If you’re a leader, how will you meet the problems after the war? • How was this issue resolved?

29 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. c. Have the students present a panel discussion on the Roxas 2. Have the students compare the First, Second and Third Re- administration with the following topics as guide: public by completing this graphic organizer: • Discuss the treaties and military agreements signed by the United States and the Philippines First Republic Second Republic Third Republic • 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 3. Discuss the following and lead the students in giving their Quirino administration and two solutions. reaction on them: e. Lead the class in a group dynamic about the administra- a. Collaborating with the enemies during the war was the tion of Ramon Magsaysay, Carlos Garcia and Disodado only way to save the life of many Filipinos. Macapagal b. The changing of the date of independence from July 4 to Processing questions: June 12 was a nationalistic move. • Differentiate the land reform program of the two c. We need Austerity Program and First Filipino Policy at Presidents present.. • How did each Presidents resolve the problem of graft and corruption? 4. Have the students write a short essay on the topic, “President I Admire Most.” C. Deepen 1. Pose the following open-ended statement. Let the student E. Valuing complete these statement: The students should be able to show pride in being a Filipino, a. Education during the Third Republic was ______. admiration for the kind of leadership that our Presidents have, b. The choice of Tagalog as the basis of the national language and respect for authority. resulted in ______. c. Women during the Third Republic were ______. ✏ Resources/Materials 2. Ask the students to read Things to Remember on page 198 of Textbook. graphic organizers the textbook. 3. Analyze what they have read and write terms which will lead to the essential understanding. Chapter 14 The Philippines Under Martial Law 4. Give a summative test. ✏ Activities and Strategies D. Transfer A. Explore 1. Have the students answer Things I Will Do on page 201 of the 1. Review previous lesson on the administration, problems, pro- textbook. grams of the different Presidents of the Third Republic

30 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. 2. Character analysis. Show the picture of President Ferdinand 3. Guide the students in preparing for a skit on the New Society. Marcos. Then ask the following: The following may serve as their guide in their depiction of a. What do you know about him? the New Society: b. What do you remember most about him? a. excesses of the martial law c. How was he as the sixth President of the Republic? b. economic problems d. Rate his performance from the score of 1-5, where 5 is the c. social problems highest and 1 as the lowest. Processing question: Does the New Society project a 3. Collage making. Have the students cut-out pictures from old positive image of the country not only in the Philippines magazines and newspapers of the conditions of the country but more importantly to other countries? How? before martial law. Let them explain the collage. 4. Have the students prepare a scrapbook. Let them compile 4. Play video clip showing President Marcos reading the text of pictures of different events, personalities and others regard- the declaration of martial law. Have the students write down ing martial law. Have them choose one picture and tell a story what they have heard. about it. 5. Ask: How were peoples’ rights curtailed, basic freedom suppressed and lives changed during martial law? C. Deepen 6. Have the students do Things to Learn on My Computer on 1. Ask the students to draw pictures showing the following: page 213 of the textbook. a. reactions to martial law B. Firm Up b. effects of martial law 1. “Usaping Barberya.” This activity gives opinion, views, and 2. Recall the essential question and slowly lead the class to the reactions of people in a barber shop after President Marcos essential understanding. appeared in declaring martial law. 3. Mock Court Trial. Ask: If history is to judge President Marcos Guide questions: in a scale of 1-5, where 5 is the highest and 1 is the lowest, a. Were the conditions of the country then so bad that there how will he be judged based on the following criteria? was a need to declare martial law? a. Justiﬁ cation on why he declared martial law b. What could have been President Marcos’ other options instead of declaring martial law? b. His leadership style 2. Show an organizational chart of the structure of the govern- c. The structure of the government ment under martial law. d. The 1973 Constitution Guide questions: e. The New Society a. What were the changes made under the new structure of f. Effects of martial law to the country the government? b. Why were several amendments made in the 1973 D. Transfer Constitution? 1. Place an empty chair in front of the class. Ask the class: Given c. Why did President Marcos become powerful under this the chance to see President Marcos sitting in the empty chair, set up? what will you tell him?

31 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. 2. Ask: You have not experienced martial law, but after learning 2. Picture Gallery. Show pictures of Ninoy Aquino, about it, what would you suggest to remain or shall be imposed Corazon Aquino events in the EDSA Revolution and other even today? Why? personalities. 3. Let the students do the Things I Will Do on page 213 on the Processing questions: textbook. a. What do these picture remind you of? 4. Ask: How would you show or apply in your life the famous b. What stories are narrated to you in relation to these quotation during the martial law: “Sa Ikauunlad ng Bayan, picture? Disiplina ang Kailangan”? 3. Display lyrics of the song “Magkaisa” or any song associ- E. Valuing ated with Aquino and EDSA revolution. Analyze the lyrics of the song. Value the love for freedom. Preserve and protect it. Remember the many Filipinos who struggled, fought and sacriﬁ ced their lives Processing questions: just to give it us. a. Does the song reﬂ ect the true feeling and emotion of the people during those times? Explain your answer. ✏ Resources/Materials b. How do you feel while singing the song? Basic textbook, pictures, drawing materials, Filipinism CD-ROM 4. Ask: How did the end of Marcos led to the restoration of Phil- 5, video clips, TV footages and documents ippine democracy?

Chapter 15 Restoration of Democracy B. Firm Up 1. Storytelling. Group the students into two. Let the ﬁ rst group ✏ Activities and Strategies tell the events that led to the 1986 EDSA Revolution. A. Explore 2. Guide the students in summarizing the events discussed in Chapter 15. Use the following guides in this activity: 1. Review previous knowledge of martial law. Let the students go to the blackboard and complete this concept map. a. Who — Voters b. What — Presidential election c. When — 1981 d. Where — Philippines Proclamation 1081 e. Why — To show Marcos was sincere in bringing back democracy 3. Discuss the following topics: a. Assassination of Benigno Aquino Jr. Martial Law 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?

32 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. b. What actions did they take to accomplish their goals? ✏ Resources/Materials c. How did the groups get along? Basic textbook, pictures related to EDSA Revolution, newspaper, d. What happened as a result of the contact among Filipinism CD-ROM 5, computer with internet connections, drawing groups? materials As detectives, can you guess if the group is Enrile, Ramos and the rebels, Marcos and Ver, Corazon Aquino or other sectors of society? Chapter 16 The Philippines After the People Power Revolution

C. Deepen ✏ Activities and Strategies 1. Recall the essential question. Let the student give responses A. Explore to the question based on the discussion. 1. Review the previous lesson on how democracy was restored. 2. Encourage students to log on to http:// www.iamninoy.com 2. Picture Parade. Ask the students to identify the picture on to appreciate the heroism of Ninoy Aquino. page 222 of the textbook. Ask what they know about them. 3. Ask the students to recall events in the pictures on Chapter 3. Introduce the topic and ask: How did the Presidents of the Fifth 15. Let them explain the pictures. Republic face the challenges after the EDSA Revolution? 4. Have the students list down terms which may lead to essential 4. Let the students write on their notebook the answer to the understanding. question: What do I expect from the President of the Philip- 5. Refer the students to the activities listed under Things to Learn pines? on My Computer on page 221 of the textbook. The video about snap elections of 1986 and the People Power Revolution may B. Firm Up also be accessed online at i-learn.vibalpublishing.com. 1. Have the students draw a caricature/cartoon about the events D. Transfer after democracy was restored. Let the students explain his/her work. 1. Have the students read and explain Things to Remember on page 219 of the textbook. 2. Guide the students in showing the achievements, programs, problem, solution of the Presidents of the Fifth Republic 2. Have the students answer all the activities and exercises on through a network map. Let them discuss their network pages 219-221 of the textbook. map. 3. Have the students prepare a short essay on what you can do 3. Have the students analyze the administration of the different to preserve our democracy. Presidents using the Plus, Minus Challenging Matrix. 4. Have the students display posters and slogans on the school 5. Have the students do an informal debate on the problems and about democracy. challenges faced by the President of the Fifth Republic and E. Valuing what steps they took to solve them. 1. Help strengthen our democracy Processing questions: 2. Show admiration for the people who worked hard to restored a. Were the frequent travels of President Fidel Ramos democracy in the Philippines. beneﬁ cial to the country?

33 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. b. What was the status of the country’s peace and order UNIT TEST during the time of President Marcos and President Aquino? A. Knowledge of Terminology. Test your recall of the concepts discussed in this unit by giving your own defi nition of the concepts listed below. c. Was the impeachment case against Estrada justifi able? Write your answer in the lines after each concept 1. Land Reform Program — (the program of government regarding C. Deepen the right of farmer to own and till their own land) 1. Triad Discussion. Discuss the similarities and differences of 2. Southeast Asia Treaty Organization — (the organization formed the EDSA People Power I and II using a Venn Diagram. by the United States, United Kingdom, Australia, France, New 2. Process: With two bloodless revolutions, can we say that it Zealand, Pakistan, Thailand, and the Philippines in 1954 that is the best way to oust a corrupt president and preserve our aimed to counter the spread of communism in the region) democracy? Defend your answer. 3. Filipino First Policy — (the central program adopted by the ad- 3. Have the students list down all concepts gathered from the ministration of Carlos P. Garcia wherein he promoted economic discussion and try to fi nd out if all concepts will lead to the nationalism among Filipinos) essential understanding. 4. Martial Law — (the rule imposed by President Ferdinand Marcos D. Transfer when he issued Proclamation No. 1081 on September 21, 1972. 1. Ask: If there will be another bloodless revolution in our Under this, Marcos ruled with an iron fi st, with the backing of the midst, will you participate? What are the points to consider in military) joining? 5. New Society — (the centerpiece program of President Marcos during a. your own conviction? the martial law period. Under this, he worked towards cultivating b. the goal of revolution? a positive image of the Philippines through different policies that actually led to abuse of power and curtailment of people’s rights) c. your friends are there, so you join? 6. Dictatorship — (the type of leadership wherein the power of the d. plus-minus of joining? government or State is wielded by only one person) 2. Have the students write a reaction paper on this topic: “After 7. Freedom Constitution — (the temporary Constitution used by EDSA Revolution, What?” Take note of the drastic changes or Corazon Aquino when she assumed the presidency after Ferdinand great impact in the life of the people. Marcos. Under this Constitution, Aquino was able to reorganize the government and started the restoration of basic freedom and E. Valuing revitalization of the economy) 1. Participate actively in the programs of the government specifi - 8. People Power — (the peaceful movement used by Filipinos in oust- cally programs for the upliftment and the development of the ing a leader such as Ferdinand Marcos and Joseph Estrada due youth sector. to their abuse of power) 2. Be proud, you’re a Filipino, known for your courage without 9. Visiting Forces Agreement — (the military agreement between bloodshed. the Philippines and the United States signed during the term of President Joseph Estrada. Under this agreement, Filipino and ✏ Resources/Materials American troops will hold joint military exercises within the Basic text, pictures, charts, Filipinism CD-ROM 5 Philippine territory)

34 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. 10. Snap election — (the unscheduled election called by Ferdinand C. Multiple Choice. Write the letter of the correct answer. Marcos in 1986 to prove that he still had the mandate to lead the 1. The Reparation Agreement between the Philippines and Japan country) was signed during the term of ______. a. Elpidio Quirino c. Carlos Garcia B. Identifi cation. Recall the personalities being described in each item. Write only the name of the person on the space provided before each b. Ramon Magsaysay* d. Manuel Roxas number. 2. Martial Law in the Philippines was declared in ____. a. 1970 c. 1982 ______1. He placed the Philippines under martial law. (Ferdinand Marcos) b. 1972* d. 1986 3. The offi ce that has the duty to investigate anomalies involving ______2. He changed the date of Philippine independence any government offi cial or employee is ______. from July 4 to June 12. (Diosdado Macapagal) a. Supreme Court c. Trial Court ______3. This leader of the Democratic Alliance was re- b. Court of Appeals d. Tanodbayan* moved from Congress in order to amend the 1935 4. The gravest abuse of Martial Law was ______. Constitution and to pass the bill on parity rights. a. human rights violations* c. closing of schools (Luis Taruc) b. amassing ill-gotten wealth d. setting of curfew ______4. She was the first woman elected as senator. 5. The most popular opposition leader during Marcos’ rule was (Geronima Pecson) ______. ______5. She was awarded the National Artist for Dance a. Ninoy Aquino* c. Salvador Laurel in 1973 for her contributions in the fi eld of folk b. Juan Ponce Enrile d. Fidel Ramos dance. (Francisca Reyes-Aquino) 6. In the snap election of 1986, the Batasang Pambansa proclaimed ______6. The staunchest critic of President Marcos, he was as the elected president ______. gunned down in the tarmac of Manila Internation- a. Arturo Tolentino c. Ferdinand Marcos* al Airport on August 21, 1983. (Benigno “Ninoy” b. Corazon Aquino d. Salvador Laurel Aquino, Jr.) 7. President Roosevelt wanted that the collaborators be ______. ______7. She ruled early in her term under the power of the a. imprisoned Freedom Constitution. (Corazon Aquino) b. pardoned ______8. He was the running mate of Corazon Aquino c. removed from position of power* during the 1986 snap election. (Salvador Laurel) d. given more infl uence in the government ______9. He won the presidential election in 1998 with the 8. The military bases agreement between the US and the Philippines most number of votes ever received by a presi- provided for the ______. dential candidate in Philippine history. (Joseph a. establishment of US military bases in the Philippines* Ejercito Estrada) b. appointment of Filipino offi cials in the bases ______10. She became the second woman president of the c. recruitment of Filipino soldiers Philippines in 2001. (Gloria Macapagal-Arroyo) d. removal of military bases in the Philippines

35 This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. 9. The president under whose administration “holiday economics” APPENDIX was adopted was ______. a. Corazon Aquino c. Fidel Ramos b. Gloria Macapagal-Arroyo* d. Joseph Estrada Criteria for Retrieval Chart 10. The centerpiece of President Aqunio’s program was ______. a. culture b. education Criteria Descriptive Rating Numerical Rating c. peace and order d. Comprehensive Agrarian Reform Law* a. Accuracy of the information E 4

D. Essay. Write an essay on one of the following topics. b. Clarity of message VS 3 1. Land Reform Program of President Marcos or any of the Presidents c. Creativity/Novelty S 2 of the Third Republic 2. Association of Southeast Asian Nations d. Neatness/Overall Appeal NI 1 3. Philippine society after People Power 1 Revolution 4. Visiting Forces Agreement Note: If all four items are met, the work is excellent and four points E. Cause and Effect. Match the cause in column A with the effect in will be given and so on. Add all the scores and transmute the grade column B. according to your grading system 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 dictator- e. Violation of human rights ship ______(g) 6. Abolition of US military f. Political and economic bases control of weak countries ______(b) 7. Controversies of the g. Restoration of sovereignty Estrada administration over Philippine territory ______(c) 8. Holiday economics h. Worsening economic crises ______(d) 9. Suspension of the writ of i. Massive protests against habeas corpus Marcos ______(f) 10. Neocolonialism j. Ended Marcos rule