ZAMBOANGA DEL SUR PROVINCIAL GOVERNMENT COLLEGE

POBLACION, AURORA, ZAMBOANGA DEL SUR

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 Table of Contents
Nature of History ....................................................................... Error! Bookmark not defined.
Writing History through Primary and Secondary sources ..........................................................10
Background of Magellan's Voyage of Discovery ......................................................................14
The Treaty of Tordesillas ..........................................................................................................15
Later Attempts at Colonization .................................................................................................19
Early Filipino Civilization ........................................................................................................23
First Century Spanish Colonial Rule .........................................................................................27
The 18th Century ......................................................................................................................31
Political, Economic and Cultural Progress; 1800-1872 .............................................................38
The Last Years of the Spanish Rule; 1873-1898 .......................................................................41
Philippines under New Imperialist ............................................................................................44
The Battle of Bataan .................................................................................................................47
Aftermath..................................................................................................................................48
The 1st, 2nd and 3rd Philippine Republic .....................................................................................52
The Philippines under the New Republic ..................................................................................64
Philippines under Martial Law ..................................................................................................65
Corazon Aquino (1986-1992) and The 5th Republic ..................................................................68
Peace Studies ............................................................................................................................73
Introduction ..............................................................................................................................73
Ideasof Peace ............................................................................................................................74

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 GENERAL DESCRIPTION

COURSE NO. : GE 108

COURSE TITLE : Readings in the Philippine History
CREDIT : 3 Units
PRE-REQUISITE : None
CO-REQUISITE : None

The course analyzes Philippine history from multiple perspectives through the lens of
selected primary sources coming from various disciplines and of different genres. Students are
given opportunities to analyze the author's background and main arguments, compare different
points of view, identify biases and examine the evidences presented in the document. The
discussions will tackle traditional topics in history and other interdisciplinary themes that will
deepen and broaden their understanding of Philippine political, economic, cultural, social,
scientific and religious history. Priority is given to primary materials that could help students
develop their analytical and communication skills. The end goal is to develop the historical and
critical consciousness of the students so that they will become versatile, articulate, broad-
minded, morally upright and responsible citizens. This course includes mandatory topics on the
Philippine Constitution, agrarian reform, and taxation

INSTITUTIONAL LEARNING OUTCOMES

At the end of the course, the students should be able to:

1. Utilize skills, both personal and professional in resolving problems and making sound
decisions.
2. Exhibit social and environmental responsibility to address needs and problems.
3. Engage lifelong learning to improve quality of life.
4. Transmit ideas responsibly and proficiently in written, oral and other forms of
communication.
5. Conduct relevant research related to specific fields.

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GRADING SYSTEM
 Quizzes/assignment/attendance –30%
 Oral/performance –40%
 Periodic Examinations –30%
Total 100%
BASES FOR GRADING SYSTEM

The grades of the students are based on quizzes or short tests, recitation, homework or term
paper, etc., and the periodical tests

Grade limits in each period are as follows:

Highest Grade Lowest Grade

Preliminary 100 65

Midterm 100 65

Final 100 65

 The passing score is 70% of the perfect score

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 COURSE OUTLINE

MODULE 1: Evaluating Sources and their Credibility

1. History and its Nature
2. Evaluating Primary & Secondary Sources
MODULE 2: Background of Magellan's Voyage of Discovery
1. Introductory Survey
2. Pope Alexander
3. The Treaty of Tordesillas
4. The Magellan Expedition

MODULE 3: Later Attempts at Colonization

1. The Loaisa Expedition
2. The Saavedra Expedition
3. The Treaty of Zaragosa
4. The Villalobos Expedition
5. The Legazpi Expedition
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MODULE 4: Early Filipino Civilization
1. Morga 'succesos de las Islas Filipinas
2. Loarco's Relacion de las Islas Filipinas

MODULE 5: First Century Spanish Colonial Rule

1. Spain and the Philippines in the 16th and 17th Century
2. The Early Years of the Spanish Rule
3. Ecclesiastical Affairs in the 16th and 17th Centuries

MODULE 6: The 18th Century

1. Spain in the 18th Century
2. The Manila-Acapulco Trade
3. The British Occupation of Manila
4. Filipino Revolts during the 18th Century
5. Governor Basco's Administration

MODULE 7: Political, Economic and Cultural Progress; 1800-1872

1. Philippine Representation in the Spanish Cortes
2. Economic and Social result of the Opening of the Philippines to Foreign Nations
3. The Cavite Affair of 1872

MODULE 8: The Last Years of the Spanish Rule; 1873-1898

1. Reforms Granted to the Philippines
2. The Propaganda Campaign
3. The Philippine Revolution
4. Philippine Independence in the New Age
MODULE 9: Philippines under New Imperialist
1. The Coming of the Americans
2. Political, Social and Cultural Development under the American period
3. The Coming of the Japanese to the Philippines
4. Bataan Siege and World War 2
MODULE 10: Philippines under a Republic; 1898-1965
1. The 1stand 2nd Republic and its President
2. The start of 3rd Republic of the Philippines
3. First Quarter Storm
4. Plaza Miranda Bombing
MODULE 11: Philippines under the 4th and 5th Republic
1. Ferdinand Marcos
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2. Philippines under Martial law
3. Corazon Aquino (1986-1992) and EDSA Revolution
4. Fidel Ramos administration (1992–1998)
MODULE 12: Peace Studies
1. Introduction to Peace Studies
2. Ideals of Peace
3. Types of Peace
4. Different Concept of Peace

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Module 1

Objectives:
At the end of the lesson the students will be able to:
 Explain what History and its nature
 Classify primary sources from secondary sources
 Provide example of books that are primary sources and secondary

1.1 What is History?

Figure 1 History

Defining History

The origin of the word History is associated with the Greek word ‘Historia’ which means ‘information’ or ‘an
enquiry designed to elicit truth’.

History has been defined differently by different scholars. Following definitions indicate the meaning and scope
of History.

Burckhardt: “History is the record of what one age finds worthy of note in another.” Henry Johnson: “History,
in its broadest sense, is everything that ever happened.”

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Smith,V.S: “The value and interest of history depend largely on the degree in which the present is illuminated
by the past.”

Rapson: “History is a connected account of the course of events or progress of ideas.”

1. A study of the present in the light of the past: The present has evolved out of the past. Modern history enables us to
understand how society has come to its present form so that one may intelligently interpret the sequence of events. The
causal relationships between the selected happenings are unearthed that help in revealing the nature of happenings and
framing of general laws.

2. History is the study of man: History deals with man’s struggle through the ages. History is not static. By
selecting “innumerable biographies” and presenting their lives in the appropriate social context and the ideas in
the human context, we understand the sweep of events. It traces the fascinating story of how man has developed
through the ages, how man has studied to use and control his environment and how the present institutions have
grown out of the past.

3. History is concerned with man in space: The interaction of man on environment and vice versa is a dynamic
one. History describes about nations and human activities in the context of their physical and geographical
environment. Out of this arise the varied trends in the political, social, economic and cultural spheres of man’s
activities and achievements.

4. Objective record of happenings: Every precaution is taken to base the data on original sources and make them
free from subjective interpretation. It helps in clear understanding of the past and enables us to take well
informed decisions.

5. Multisided: All aspects of the life of a social group are closely interrelated and historical happenings cover all
these aspects of life, not limited only to the political aspect that had so long dominated history.

6. History is a dialogue between the events of the past and progressively emerging future ends: The historian’s
interpretation of the past, his selection of the significant and the relevant events, evolves with the progressive emergence
of new goals. The general laws regulating historical happenings may not be considered enough; attempts have to be made
to predict future happenings on the basis of the laws.

7. Not only narration but also analysis: The selected happenings are not merely narrated; the causal relationships
between them are properly unearthed. The tracing of these relationships lead to the development of general laws
that are also compared and contrasted with similar happenings in other social groups to improve the reliability
and validity of these laws.

8. Continuity and coherence are the necessary requisites of history : History carries the burden of human progress as
it is passed down from generation to generation, from society to society, justifying the essence of continuity.

9. Relevant: In the study of history only those events are included which are relevant to the understanding of the
present life

10. Comprehensiveness: According to modern concept, history is not confined to one period or country or nation.
It also deals with all aspects of human life-political, social, economic, religious, literary, aesthetic and physical,
giving a clear sense of world unity and world citizenship.

Historical Sources

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All the materials directly reflecting the historical process and providing an opportunity for studying the past can be termed
as Historical Sources. Historical sources thus comprise everything created at an earlier date and available to us in the form
of objects of material culture or written documents that permit evaluation of the manners, customs, and language of
peoples, if concerned with human history. Historical sources are the basis of any historical investigation, and unless they
are studied in a dialectical unity of content and form there can be no scientific knowledge of the history of the
development of society. In a broad sense the quantity of historical sources is unlimited; there is much variation, however,
in the number of sources preserved from different periods, which directly affects the completeness and precision of
historical knowledge. Historical sources are sparsest of the primitive period; for the most part, these are material sources
studied by archaeology. There are mainly three types of Historical Sources.

Writing History through Primary and Secondary sources

Primary sources are firsthand accounts or records of events in history. These sources reflect the point of view
of a participant or observer at a particular point of time. There are a wide range of primary source materials
available for historical research. They provide first-hand testimony or direct evidence concerning the topic
under investigation. They are the original work, as well as historical items and references close to the subject.
These sources were present during an experience or time period and offer an inside view of a particular event.
For example:

 Magazines, newspapers, books, and pamphlets written and published during a particular time period
 Diaries, letters, or papers usually written for personal reasons. Some of these may have been published
later, usually after the writer’s death.
 Reports and records such as census data or minutes of an organization
 Autobiographies and memoirs often written long after the events took place and therefore, may be
somewhat less reliable.
 Photos, audio recordings, movies, buildings, and other physical objects may also reveal information
about the time period and popular culture

Compilations of primary sources such as a book containing many short excerpts from primary sources are not as
useful as the original sources themselves.
A secondary source interprets, analyzes and may also criticize primary sources. These sources are one or more
steps removed from the event. Secondary sources may have pictures, quotes or graphics of primary sources in
them. These are usually in the form of publishing works. Secondary sources are accounts of events which were
created well after the main event occurred. They are based on the primary sources. Historians draw on
secondary sources – either by quoting or paraphrasing – in order to support certain claims that they're making
and / or to challenge or supplement prevailing interpretations (or theses) that other historians have made in their
works of historiography.

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Example of Primary Sources:

Figure 2 Primary Source: Newspaper

Figure 3 One of the most important early account in History

Example of Secondary Sources

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 Figure 4 Compilation and commentaries from primary Sources

Figure 5 Book written by someone who is not present at the said event

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Sources:
1. Carr, E.H. (2009) What is History?. Retrieved on June 25, 2020 from
http://www.math.chalmers.se/~ulfp/Review/history.pdf
2. Talekau, P. Nayak, J. Harichandan, S.(2012) History. Retrieved on June 27, 2020 from
https://ddceutkal.ac.in/Syllabus/MA_Education/Education_Paper_5_history.pdf
3. Brilliant, M.(2009) Primary, Secondary, and Tertiary Sources in History. Retrieved on June 27, 2020 from
https://history.berkeley.edu/sites/default/files/history_source_types.pdf

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Module 2

Objective
 Elaborate the background of Magellan’s voyage to the world
 Explain the significance of Magellan’s voyage around the world
 Share the legacy of the Magellan’s expedition

2.1 Introductory Survey

The voyage of Magellan to, the Philippines, one of the great accomplishments of Spain in early modern
times, was an event of the reign of Charles I. (1516-1556). It ranks in historical importance with Columbus'
voyage to· the New World in 1492 and Vasco da Gama's voyage to India in 149S. These voyages were the
prelude to that great event of early modern times which history writers refer to as the Commercial Revolution.

From the standpoint of Spanish national history, the voyages of Columbus and Magellan were the sequel of an
important event which took place in the Spanish Peninsula in the later Middle Ages. This was the union through
marriage of two of the then leading states in the Peninsula, the kingdom of Castilla.-Leon and the kingdom of
Aragon. On October 14th, 1469, Princess Isabel of Castilla-Loon was betrothed to Ferdinand, · heir to the
throne of Aragon. This event signalized the culmination of the centuries-old process of national evolution which
had been in progress in the Peninsula and in which the small independent Christian ones in Spain were united
and consolidated into bigger states and kingdoms. The ultimate outcome of' this process was the emergence of
modern Spain, destined to play a leading role in European affairs in early modern times.

Under Ferdinand and Isabella (1474-1516), frequently referred to by Spanish writer as Los Reves of new
Spain, following the example of Portugal, embark the task of finding a new trade route to the countries of the
Far East. The need for such a route was keenly felt at that time throughout Western Europe. For the old trade
routes over which the riches of the Orient, from immemorial time, found their -way to Europe, no longer
adequate and satisfactory.

2.2 Pope Alexander VI

Pope Alexander VI's Bull “Inter Caetera". Columbus' achievement gave rise to misunderstanding and
controversy between Spain and Portugal. For it was generally believed. then that the world was much smaller
than its actual size and that Columbus had reached islands off the eastern coast of India. Portugal contended that
Columbus had gone into regions which at that time were being discovered and explored by her own navigators.

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To settle the controversy bet-ween Spain and Portugal, Pope Alexander VI issued in 1493 a papal bull
establishing a line of demarcation between the areas assigned for discovery and exploration to the rulers of
these states. The “Inter Caetera” as this document is known, was promulgated May 4, 1493.

2.3 The Treaty of Tordesillas

Figure 6 Line Separating areas of Spain and Portugal

The Treaty of Tordesillas was made to settle a dispute between Spain and Portugal before the two
nations went to war. You see, during the fifteenth century, those two were competing to get the wealth of India's
spices. King John of Portugal did not find quite satisfactory the arrangement established by the Pope. He felt
that the demarcation line established by the Papal Bull was not far enough to the west to- include regions which,
by reason of prior discovery and exploration by Portuguese navigators, properly belonged to Portugal. He
demanded that the line be moved farther to the west. The Portuguese demand was taken up in a conference of
Portuguese and Spanish commissioners held at Tordesillas in 1949. In that conference the Treaty of Tordesillas
fast concluded, June 7, 1494.

2.4 The Start of Magellan’s Expedition

The Treaty of Tordesillas gave Spain the right to venture into the unexplored regions of the South Seas
as the Pacific Ocean was then called. Spain, however, did not make use of this right until many years later. In
the meantime, Portugal had one to the East had started in earnest laying down the foundations of a vast colonial
empire in that part of the world. In 1498, Vas co da Gama arrived at Calicut, India. In 1509, Albuguerq110
acquired Goa, on the western coast of India, and made it th3 capital of Portugal's colonial empire in the East. In
1511, Albuquerque captured Malacca from the Malays. That sa1i1e year he dispatched an expedition in search
of the Spice Islands. In 1519, Spain launched an expedition own to the East. That year' Ferdinand Magellan left
the port of San Lucar de Barrameda on a voyage to discovery which eventually took him to the Philippines. The
story of the Magellan e:xpcdition is told in two important source documents: Pigafette' s account, first published
in Italim1 in 1800 under the title, Primo viaggio intorno al globo terracqueo"; and a letter written in Latin -11-
in 1522 by Maximilianus Transylvanus entitled, De Moluccis Insulis.

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 Figure 7 Magellan route around the world

Journey in the Atlantic

On Aug. 10, 1519, Magellan set sail with 270 men and five ships: the Trinidad (commanded by
Magellan), the San Antonio, the Victoria, the Conception, and the Santiago. From Spain, the fleet sailed to
Brazil and then headed south, hugging the coast. They were searching for a fabled water passage that would
allow them to cross South America without going around Cape Horn.

Going was hard. Magellan searched Rio de la Plata, a Brazilian estuary, fruitlessly for a long time. Many
crewmembers were freezing in the bad weather or starving. At Port San Julian, off the coast of Patagonia
(which Magellan named), the crew mutinied against Magellan on Easter midnight. He quelled the uprising,
killing one captain and leaving another behind. He also sent the Santiago ahead to scout, but it was
shipwrecked. Most of the crewmembers were saved, and the fleet spent a winter of harrowing storms in Port
San Julian.

Strait of Magellan

When the weather improved, Magellan set sail again. On Oct. 21, 1520, he finally found the passageway
that would come to bear his name. The Strait of Magellan is a curvy, narrow channel that separates Tierra del
Fuego at the tip of South America from the continental mainland. Sailing through it was treacherous: dangerous
to navigate, freezing cold and foggy. It took the fleet over a month to pass through the 350-mile strait. During
that time, the captain of the San Antonio turned his ship around and sailed back to Spain — taking a good deal
of the supplies with him.

Pacific Ocean

After 38 days on the strait, the fleet finally emerged at the Pacific Ocean in November 1520. They were
the first Europeans to see this ocean. Magellan named it Mar Pacifico because its waters appeared calm in
comparison to the difficult strait waters.

Magellan underestimated the size of the ocean, and the ships were unprepared for the journey. Many
crewmembers starved while searching for land. Finally in March, the ships landed at Guam. There, they were
able to replenish their foot supplies before sailing to the Philippines.

Philippines and Magellan’s death

At dawn on Saturday, March 16, 1521, the troop came upon a high land at a distance of three hundred
leguas from the islands of Latroni, an island named Zamal (Samar). Came upon a high land at three hundred
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leguas from the islands of Latroni, an island named Zamal (Samar). Upon landing at Cebu, Magellan was
overcome with religious zeal and decided to convert the natives to Christianity. Some of the natives agreed to
convert, while others did not — and the split caused problems in the population. The Cebuano king became
Christian, and sought to fight against a neighboring group, the Mactan, who did not convert. The Cebuanos
asked Magellan to join them in their fight, and he agreed.

Against the advice of his men, Magellan led the attack, assuming his European weapons would ensure a
quick victory. The Mactan people, however, fought fiercely and struck Magellan with a poison arrow. Magellan
died from the wound on April 27, 1521.

Circumnavigation of the Globe

After Magellan’s death only two of the ships, the Trinidad and the Victoria, reached the Moluccas.
Gonzalo Gómez de Espinosa, Magellan’s master-at-arms, attempted to return to Spain on the Trinidad, but it
soon became evident that the ship was no longer seaworthy. Espinosa himself then was arrested by Portuguese
officials and imprisoned. Sebastian del Cano took command of the two remaining ships, the Trinidad and the
Victoria (the Conception was burned because there were not enough men left to operate it). A former mutineer,
del Cano led the ships to the Spice Islands. After securing the spices they had so long ago set out for, the ships
set sail for Spain. The Trinidad was attacked by a Portuguese ship and left shipwrecked.

In September 1522 — three years and a month since the journey began — the Victoria docked back in
Seville. Only one ship of the original five — and only 18 men of the original 270 — survived the voyage.
Among them was Antonio Pigafetta, a scholar who had kept a detailed diary of the expedition. Cano, originally
master of the Concepción and a participant in the mutiny at Port Saint Julian, took the chance of continuing
westward with the Victoria, as he likely determined that the crew would not survive another extremely hard
voyage across the Pacific. On his way across the Indian Ocean and up the western coast of Africa, he had the
chance not to be intercepted by the Portuguese ships that regularly travelled the route. For taking home to Spain,
on September 8, 1522, the leaking but spice-laden Victoria, with only 17 other European survivors and a small
number of Moluccans, “weaker than men have ever been before,” Cano received from Emperor Charles an
augmentation to his coat of arms—a globe with the inscription “Primus circumdedisti me” (“You were the first
to encircle me”).

Legacy

Magellan was undoubtedly one of the most skilled sailors of the great age of European maritime
discoveries. Yet because he sailed in the service of the king of Spain, Portuguese historians have tended not to
grant him the credit given to other eminent Portuguese navigators, such as Bartolomeu Dias and Vasco da
Gama. Spanish historians, on the other hand, have preferred to emphasize the role of the Spanish (actually
Basque) navigator Cano. However, Magellan did only what his predecessors Christopher Columbus, John
Cabot, and Amerigo Vespucci had done: lacking the opportunity to pursue their goals under the sponsorship of
their own country, they looked for support elsewhere. This was a common attitude in the 15th and 16th
centuries, a time before the age of nationalism and a time when men pledged allegiance not to the place where
they were born but to a king. The early explorers served the monarch who supported their goals of fortune and
fame, and the monarch in turn accepted the fealty of men who would enhance the wealth and power of the
crown.

Sources:
1. Zafra, N.(1965) Readings in the Philippine History. University of the Philippine History
2.History.com(2003) Magellan’s expedition circumnavigates Globe. Retrieved On June 28,2020 from
https://www.history.com/this-day-in-history/magellans-expedition-circumnavigates-globe
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Week 2: Activity 1

Test Yourself

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MODULE 3

Objective
 Analyze the context and perspective of different colonization after Magellan’s expedition
 Identify the later attempts of colonization that impact the development of the Spanish conquest in the
Philippines
 Explain the importance of the later attempts of colonization

Later Attempts at Colonization

3.1 The Loaisa Expedition

The return of the Victoria in September 1522, with survivors of the Magellan expedition aroused in
Spain great enthusiasm and interest. King Charles I himself was much impressed by what had been
accomplished. Shortly after the return of the Victoria he gave orders for the launching of a new expedition to
the East "to reap the fruits of · Preparations for the next expedition was completed in the summer of 1525. A
much larger expeditionary force than the one led by Magellan was assembled. It included seven vessels and 450
men. In command of the -expedition was Fray Garcia Jofre de Loaisa, a distinguished Spaniard, a man well
versed and experienced in the art of navigation. Accompanying him as ranking officer was Sebastian del Cano,
who had made a name for himself as an able pilot and navigator by successfully bringing home the Victoria.
One of the members of the expedition was a young man named Andres de Urdaneta. Urdaneta not a, like many
o. young man of his time, was full of the spirit of adventure. Misfortune and. disaster awaited it on the long and
arduous way to the· East. Though fleet left the port of Corufia on July 24, 1525. Even before the Strait of
Magellan was reached, three ships had been lost, - two were wrecked and one deserted. Although it was
unsuccessful, Urdaneta made some interesting observations regarding the lands he visited in the East, their
natural productions, and the customs and peculiarities of their inhabitants.

3.2 The Saavedra Expedition

Two other expeditions were dispatched to the East after the departure of Loaisa: the Sebastian Cabot
expedition, dispatched from Seville, Spain, on April 13, 1526, and the Saavedra expedition, which was
launched from Mexico, on October 31, 1527. The Cabot expedition consisting of four ships and 250 men failed
to reach its destination. The Saavedra expedition was prepared by Hernando Cortes, Viceroy of Mexico, in
compliance with an order from Charles I, it was the first Spanish venture to the East to be launched from the
New world. With three ships and 110 men the Saavedra expedition sailed from the port of Zaguatanejo, Mexico.
Like the Loaisa expedition before it, it met with misfortune and disaster on the- way. Somewhere in the @id-
Pacific, two of Saavedra's vessels were wrecked. With only one vessel with him, Saavedra succeeded in
reaching Mindanao, but he was unable to go to Cebu as he had planned to do in fulfillment of one of the
objectives of his expedition. After staying for about two months in Tidor. Saavedra prepared to go back to
Mexico. He was not d.3s ... tined, however, to see Mexico again. He died at sea, October 9, 1529.

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3.3 Treaty of Zaragoza

Figure 8 Area of Jurisdiction under the new treaty

Spain's venture in the East with the Magellan expedition give rise to a dispute between Spain and
Portugal over the ownership of the Moluccas and other island in the East, Spain claimed thot those lands were
within the Spanish side of the line of demarcation as fixed by the Treaty of Tordesillas. Portugal on the other
hand, maintain the lands in question rightly' belonged to her by reason of prior discovery and occupation. Two
conferences were held in 1524 to settle the controversy, - one at Victoria, Spain, in February 1524, and another
at Badajoz, April 11 to May 31, 1524 for satisfactory result came out of them. In 1529, the two nations finally
were able to reach an agreement. The Treaty of Zaragoza was ratified in April 22, 1529 between the king of
Spain and Emperor Charles V, and João III of Portugal, regarding the areas of influence of both countries in
Asia in general and over the Moluccas (known as the Spice Islands) in particular. It specified that the
Portuguese line of influence would be marked 297.5 leagues east of the Moluccas, a line that at the time was
believed to pass near the Mariana Islands.
The treaty granted sovereignty over the Moluccas to Portugal, including rights of navigation and trade.
Portugal agreed to pay 350,000 ducats as purchase for the Spanish rights. In theory, the treaty implied that
Spain relinquished its rights to occupy the Philippines, which according to the treaty would fall under the
Portuguese area of influence.

3.4 The Villalobos Expedition

The return of Urdaneta to Spain in 1536 and the publication a year later of a report of his experiences in
the East served to draw public attention once more to the lands and peoples of the Far East. For one thing, it
reawakened Charles I's interest in Spanish colonial enterprise in that part of the world. In compliance with the
King's orders, a fleet of six ships, carrying three hundred men, sailed from Navidad, Mexico on November 1,
1542, in command of the expedition was Ruy Lopez de Villalobos, brother -in-law of Viceroy Mendoza. The
voyage across the Pacific was a pleasant one, On the way the Spaniards discovered Palau and several other
islands of the Carolinas Archipelago. Villalobos' men, however, did not find tilling the soil much to their liking
saying that they had come "not to plant, but to make conquests, the colony experienced many hardships. Food
was scarce and Villalobos was forced to send out ships to neighboring islands in search of provisions. After
about eight months in Sarangani, Villalobos, despite his instructions to the contrary, decided to go to the
Moluccas. He reached Tidore April 24, 1544. Here he and his men fell into the hands of the Portuguese.
Villalobos was put aboard a Portuguese vessel to be returned to Spain. Although the Villalobos expedition like

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its predeces5ors failed in its mission, it had one notable accomplishment to its credit: it gave to the Philippines
a. new name, Felipinas from Felipe, the name of Charles I's son and heir to the Spanish throne. Felipinas was
originally applied to some islands in the Leyte-Samar region, but in its modified form Filipinas, it was later
given as a permanent name ta the entire archipelago.

3.5 The Legazpi Expedition

The failure of the Villalobos expedition had quite a sobering effect upon Charles I's colonial ambitions.
It dampened his ardour and enthusiasm for the extension of Spain's colonial cornier in the East. Up to the year
of his abdication (1558), no new colonies venture was undertaken, It remained for his son and successor, Philip
II, after whom the Philippines had been named, to bring to n realization his cherished clamor and ambition - the
founding of a permanent Spanish colony in the Far East. Five years were spent in preparing for the pew venture.
In November 1561, the fleet that was to carry the expeditionary force was ready to sail. Instructions had been
drawn up and a commander had been chosen. On Father Urdaneta' s recommendation, Miguel Lopez de
Legazpi was appointed commander-in-chief of the expedition. Father Urdaneta himself was made chief pilot of
the fleet, charged with the important mission of bringing the expedition safely to its intended destination. No
better men could have been chosen to lead the expedition than Father Urdaneta and Legazpi. Both performed
the tasks assigned to them efficiently ani1 well. Father Urdaneta piloted the fleet, with great skill and succeeded
where his predecessors had failed. Moreover, in compliance with royal. Instructions, he charted a safe route for
vessels to follow in crossing-the Pacific on their way back to' Espana from the Philippines. Legazpi, like Father
Urdaneta, was quite advanced in years when he received the appointment to lead the new expedition to the East.
His known qualities and virtues made him fully deserving of the important post to which he was appointed.
Chivalrous, courageous, upright, steadfast in his loyalty and devotion to God and Country, Legazpi was a
worthy representative of the best type of Spanish character of his age. In his dealings with the Filipinos, he
invariably displayed a spirit of good will and conciliation. He sought to secure his objectives without undue
resort to threats, display of force, or unnecessary sacrifice of human lives. To him belongs much the credit for
the establishment on firm and permanent foundations of Spanish rule in the Philippines.

Sources:
1. Zafra, N.(1965) Readings in the Philippine History. University of the Philippine History
2. A&E Television Networks. Spanish Expedition. Retrieved on June 29, 2020 from
https://www.history.com/this-day-in-history/magellan-killed-in-the-philippines
3. Cushner, N.(2008) Legazpi 1564 – 1572. Retrieved on June 29, 2020 from
http://www.philippinestudies.net/files/journals/1/articles/743/public/743-6486-1-PB.pdf

21
Week 3: Activity 1

Test Yourself

22
MODULE 4

OBJECTIVE

 Interpret Primary sources from the writings of Morga and Loarca.

 Understand the early lives of the Filipino before the Spanish conquest
 Explain the political, social & cultural lives of the early Filipino from the account of Morga and Loarca

Early Filipino Civilization

4.1 Morga 'Succesos de las Islas Filipinas

The Filipinos whom the Spaniards encountered in the Philippines were the direct descendants of the
Malay immigrants who came to the Philippines from South and Southeast Asia in successive waves of
migration centuries before the arrival of the Magellan expedition. In their new homes, the Philippines
Malays set up their own forms of political and social organization, of which the unit and pattern was the
balangay or barangay to use the Spanish transcription.

Of the estimated population of 500,000 then occupying the Philippines, a considerable number were living
in single balangay consisting of from 1O to 100 families and ruled by datos or maginoos. The rest were
living in larger political units, large communities, or confederacies of barangay under Rajas, haris or
sultans.

For the study of early Filipino civilization, the writings of four well-known authorities· will be used -
Antonio de Morga, Miguel de Loarca, Juan de Plasencia and Francisco Colin. Antonio de Morga was a high
official in the Spanish government in the Philippines. He was a member of the royal Audiencia in Manila.
At one time he served as acting governor of the Philippines, 1595-1596. He had during his residence in the
Philippines (1595-1603) good opportunities for observing conditions in the Philippines and the ways of life
of the Filipino people.

23
 Figure 9 Early Lives of the Filipino

The following are portions of the eighth chapter -81- of Morga' s Succesus:

Geography of the Philippines

“The islands of the eastern Ocean Sea, adjacent to farther Asia, belonging to the crown of
Espana, are generally called, by those who navigate thither by way of the demarcation of Castilla
and Castilla' s seas and lands of America, "the Western Islands;" for from the time that one leaves
Espana, he sails in the course of the sun from east to west, until he reaches them. For the same
reason they are called "Eastern Islands" by those who sail from west to east by way of Portuguese
India, each of them circumscribing the world by voyaging in opposite directions, until they meet at
these islands, which are numerous and of varying size; they are properly called Filipinas, and are
subject to the crown of Castilla. They lie within the tropic of Cancer, and extend from twenty-four
degrees north latitude to the equinoctial line, which cuts the islands of Moluco’’

The first island conquered and colonized by the Spaniards was Sebu. From there the conquest was
started and continued in all the neighboring'.; islands. Those islands are inhabited by people,
natives of the same islands, called Visayas; or by another name, Pintados -- for the more
prominent of the men, from their youth, tattoo their whole bodies, by pricking them wherever they
remarked and then throwing certain black powders over the bleeding surface, the figures
becoming indelible. But, as the chief seat of the government, and the principal Spanish settlement,
was moved to the island. of Luzon -- the largest island, .and that one nearest and opposite to
Great China and Japan.”

Inhabitants of the Philippines

“ The people inhabiting the province of Camarines and almost as far as the provinces of Manila,
in this great island of Luzon, both along the coast and in the interior, are natives of this island,
They are of medium height, with a complexion like stewed quinces; and both men and women are
well-featured. They have very black hair, and thin beards; and are very clever at anything that
they undertake, keen and passionate and of great resolution. All live from their labor and gains in
their field, their fishing and trade, going from island to island by sea, and from province to
province by land. The natives oi the other provinces of this island as far as Cagayan are of the
same nature and disposition, except that it has been learned by tradition that those of Manila and
its vicinity were not natives of this place but came thither in the past and colonized it; and that
they are Malay natives, and come from other islands and remote provinces .

Natural Resources

All these islands are, in many districts, rich in placers and mines of gold, a metal which the
natives dig and work. However, since the advent of the Spaniards in the land, the natives proceed
more slowly in this, and content themselves with what they already possess in jewels and gold
ingots, handed down from antiquity and inherited from their ancestors. This is considerable, for
he must be poor and wretched who has no gold chains, calombigas (bracelets), and earrings.
Some placers and mines are worked at Paraceli in the province of Camarines, where there is a
good gold mind with copper. This commodity is also traded in the Ilocos, for at the rear of this
24
 province, which borders the seacoast, are certain lofty and rugged mountains which extend as far
as Cagayan.

Government

There was no kings or lords throughout these islands who ruled over them in the manners of our
kingdoms and provinces; but in every island and in each province has it, many chiefs were
recognized by the natives themselves. Some were more powerful than others, had his followers
and subjects, by districts and families; and those obeyed and respects the chief. Some had
friendship and communication with others, at times wars and quarrels.

Social Classes

There are three conditions of persons among the natives of this island, and into which their
government is divided, the chief, of whom we have already treated, the timaguas, who are
equivalent to plebeians; and slaves, those of both chiefs and timaguas. The slaves were of several
classes. Some were for all kinds of work and slavery, like those which we ourselves hold; Such as
those saguiguiles, they served inside the house, as did likewise the children born of thou, There
are others who live in their own houses with their families, outside the house of their lord; and
come, at the season, to aid him in his sowings and harvests, among his rowers when he embarks,
in the construction of his house when it is being built, and to serve in his house when there are
guests of distinction. · These are bound to come to their lord's house whenever he summoned them,
and to serve these offices without any pay or stipend. These slaves are called namamahay, and
their children and descended as slaves of the same class.

4.2 Miguel de Loarca’s Account

Miguel de Loarca was one of the soldiers who came with Legaspi to the Philippines. As a reward for the
services he rendered to the Spanish Crown in the pacification and conquest of the Philippines he was given an
Encomienda in Panay. He wrote in 1582 an account of the Philippines and its people under the title, Relacion de
las Islas Filipinas tells, in the words of Loarca himself, of all the islands and people reduced to the obedience of
his royal majesty.

MARRIAGE OF THE CHIEFS.

When any man wishes to marry, he, since the man always asks the woman, calls in certain
timaguas who are respected in the village. This is what the chief do) For those appear to be three
ranks of men in these islands - namely, chiefs, timaguas, who are freemen, and slaves - each class
having different marriage customs.) The chiefs, then, I say, send as -between some of their t, to
negotiate the marriage age. One of these men takes the young man's lance from his father, and
when he reaches the house of' the girl's father he thrust the spear into the staircase of the house;

GOVERNMENT OF' THE MOROS

Among the Moros there is precisely the same lack of government as among the Pintados. They
had chiefs in their respective districts, whom the people obeyed they punished criminals, and laid
down the laws that must be observed. In the villages, where they had ten or twelve chiefs, one only
-- the richest of them -- was he whom all obeyed. They greatly esteem an ancient lineage, which is
therefore a great advantage to him what desires to be a lord, When laws were to be enacted for
governing the commonwealth, the greatest chief, - whom all the rest obeyed, assembled in his own
house all the other chiefs of the village; and when they had come, he made a speech, declaring
that, to correct the many criminal acts which were being committed, it w.:t:3 necessary that they
impose penalties and enact ordinances, so that their evils might be remedied and that all might
live in peace.

For many years, controversies arising among the Filipinos concerning; such matters as the status of slaves,
successions, inheritances, adoptions, wills and other matters of civil nature were decided by the alcaldes
Mayores in accordance with Filipino notions and ideals of justice such described and explained in Father
Plasencia's Las Costumbres de los Tagalos. It is for this reason that the
account has been called, “the first civil code of the Philippines.”

Clothing and Adornments

25
 The men adorned the head with only one cendal or long a.nd narrow thin cloth, with which they
bound the forehead and temples, and which they called Puoong. It was put on in different modes,
now in the Moorish manner like a turban v1ithout a bonnet, and now twisted and wrapped about
this; head like tl-it0 crown of a hat. Those who were esteemed as valiant let the elaborately
worked ends of the cloth fall down upon their shoulders, and these were too long that they reached
the legs. By the color of the cloth they had displayed their rank. It was the cloth deeds and
exploits; and it was not allowed to any oneto use the red color until he had at least killed one
person.

Week 4: Activity 1

Further Readings:

1. Zafra, N.(1965) Readings in the Philippine History. University of the Philippine History
2. Shackford, J.(1990) The Philippines: Historical Overview. Retrieved on June 30,2020 from
https://scholarspace.manoa.hawaii.edu/bitstream/10125/15373/302.The%20Philippines-
%20Historical%20Overview.PDF
3.Burrows, D.(2005). The Filipinos before the Coming of the Spanish Regime. Retrieved on June 30, 2020 from
http://www.artesdelasfilipinas.com/archives/197/the-filipino-people-before-the-arrival-of-the-spaniards

26
MODULE 5

OBJECTIVE
 Explain how the Spain established a strong empire in the country
 Examine the role of the Church and State and
 Describe how Frailocracy affected the system of government

First Century Spanish Colonial Rule

5.1 Spain and the Philippines in the 16th and 17th Century

The one-hundred-year period, extending from the establishment by Legaspi of the first, the permanent
Spanish settlement in the Philippines (1565) to the succession of Charles II in 1665, was from many points of
view a glorious one in Spanish national history. This period embraced the reign of Philip II, Philip III and
Philipp IV. During this period Spain ranked among the great nations of the world. Manila remained the center
of Spanish civil, military, religious, and commercial activity in the islands. The islands were given their present
name in honour of Philip II of Spain, who reigned from 1556 to 1598.

Spain had three objectives in its policy toward the Philippines, its only colony in Asia: to acquire a share
in the spice trade, to develop contacts with China and Japan in order to further Christian missionary efforts
there, and to convert the Filipinos to Christianity. Only the third objective was eventually realized, and this not
completely because of the active resistance of both the Muslims in the south and the Igorot, the upland tribal
peoples in the north. Philip II explicitly ordered that pacification of the Philippines be bloodless, to avoid a
repetition of Spain's sanguinary conquests in the Americas. Occupation of the islands was accomplished with
relatively little bloodshed, partly because most of the population (except the Muslims) offered little armed
resistance initially.

Church and state were inseparably linked in carrying out Spanish policy. The state assumed administrative
responsibility--funding expenditures and selecting personnel--for the new ecclesiastical establishments.
Responsibility for conversion of the indigenous population to Christianity was assigned to several religious
orders: the Dominicans, Franciscans, and Augustinians, known collectively as the friars-- and to the Jesuits. At
the lower levels of colonial administration, the Spanish built on traditional village organization by co-opting the
traditional local leaders, thereby ruling indirectly.

This system of indirect rule helped create in rural areas a Filipino upper class, referred to as the principalía or
the principales (principal ones). This group had local wealth; high status and prestige; and certain privileges,
such as exemption from taxes, lesser roles in the parish church, and appointment to local offices. The principalía
was larger and more influential than the preconquest nobility, and it created and perpetuated an oligarchic
system of local control. Among the most significant and enduring changes that occurred under Spanish rule was
27
that the Filipino idea of communal use and ownership of land was replaced with the concept of private,
individual ownership and the conferring of titles on members of the principalía.

Religion played a significant role in Spain's relations with and attitudes toward the indigenous population. The
Spaniards considered conversion through baptism to be a symbol of allegiance to their authority. Although they
were interested in gaining a profit from the colony, the Spanish also recognized a responsibility to protect the
property and personal rights of these new Christians.

The church's work of converting Filipinos was facilitated by the absence of other organized religions, except for
Islam, which predominated in the south. The missionaries had their greatest success among women and
children, although the pageantry of the church had a wide appeal, reinforced by the incorporation of Filipino
social customs into religious observances, for example, in the fiestas celebrating the patron saint of a local
community. The eventual outcome was a new cultural community of the main Malay lowland population, from
which the Muslims (known by the Spanish as Moros, or Moors) and the upland tribal peoples of Luzon
remained detached and alienated.The Spanish found neither spices nor exploitable precious metals in the
Philippines. The ecology of the islands was little changed by Spanish importations and technical innovations,
with the exception of corn cultivation and some extension of irrigation in order to increase rice supplies for the
growing urban population. The colony was not profitable, and a long war with the Dutch in the seventeenth
century and intermittent conflict with the Moros nearly bankrupted the colonial treasury. Annual deficits were
made up by a subsidy from Mexico.

Colonial income derived mainly from entrepôt trade: The "Manila galleons" sailing from Acapulco on the west
coast of Mexico brought shipments of silver bullion and minted coin that were exchanged for return cargoes of
Chinese goods, mainly silk textiles. There was no direct trade with Spain. Failure to exploit indigenous natural
resources and investment of virtually all official, private, and church capital in the galleon trade were mutually
reinforcing tendencies. Loss or capture of the galleons or Chinese junks en route to Manila represented a
financial disaster for the colony.
The thriving entrepôt trade quickly attracted growing numbers of Chinese to Manila. The Chinese, in addition to
managing trade transactions, were the source of some necessary provisions and services for the capital. The
Spanish regarded them with mixed distrust and acknowledgment of their indispensable role. During the first
decades of Spanish rule, the Chinese in Manila became more numerous than the Spanish, who tried to control
them with residence restrictions, periodic deportations, and actual or threatened violence that sometimes
degenerated into riots and massacres of Chinese during the period between 1603 and 1762.

5.2 The Early Years of the Spanish Rule

In the Philippines, the administrative machinery established in the early years of Spanish rule remained,
in its general outline and basic character, practically unchanged throughout the Spanish regime. At the head of
the government was the Governor and Captain General of the Philippines. This official was also President of
the Royal Audiencia and Vice-Regal Patron. As Vice-Regal Patron his duty was to protect and preserve the
rights, interests and prerogatives of the Spanish Crown in religious and ecclesiastical matters. Assisting the
Governor and Captain General in the government of the colony was the Real Audiencia (Royal Audiencia). As
originally established in 1584, this body had a twofold character: (1) it was an advisory or consultative body to
the Governor and Captain General of the Philippines sharing with the latter some of his duties and
responsibilities; (2) it was a judicial body, the highest court of justice in the colony. As the Supreme Court in
the Philippines, it passed judgment on casts taken to it on appeal from the provinces, except in some cases
which could be elevated to the Consejo de Indias, decisions of the Royal Audiencia were final, other high
officials in the Philippine government were the factor, the accountant, and the treasurer. These officials took

28
charge of the revenues of the Crown. For administrative purposes the Philippines was divided into province. In
the early years of Spanish rule the provinces were known as alcaldias and corregiemientos.
The first were governed by officials called alcaldes mayors the latter, by corregidores. These officials
were appointed by the Governor and Captain General of the Philippines in consultation with the Real
Audiencia. Apart from their duties as provincial executives, they administered justice in their respective
districts. Moreover, the former chiefs of barangays were given important duties and responsibilities in the
government of the town. They were the agents of the gobernadorcillo in the collection of the tribute and in
chief assigning of men in their respective barangays for the polo y servicios (personal services of the State).
The outstanding achievement of the Spanish colonial adventure in the Philippines in the first century of
Spanish rule was unquestionably the rapid conversion of the Filipinos to Christianity. This was the work of
the Spanish missionaries who went to the Philippines in the first years of Spanish rule.

5.3 Ecclesiastical Affairs in the 16th and 17th Centuries

For more than three centuries of Spanish rule, the missionaries or the friars as they were known at that
time played a major role not only in propagating the Christian faith but also in the political, social, economic
and cultural aspects of the Filipinos. They are actually the ‘real conquistadors’ during the Spanish times.
The Advent of Frailocracy. When the Legazpi expedition reached the Philippines in 1565, the Augustinian
missionaries also began to make its presence. Other religious orders followed such as the Franciscans (1577),
Jesuits (1581), Dominicans (1587), Recollects (1606) and the Benedictines (1895). The primary role of these
missionaries is to propagate Christianity among the natives of these new conquered islands.
As the pope gave the king of Spain the power of patronato real, the State and the Church in the Philippines was
unified. Thus, the colonial government appoints and pays the salaries of the archbishops, bishops and the parish
priests. The government also funds the churches, schools and charities run by these religious orders. In order for
these missionaries to have a self-sustainable life, land estates known as ‘friar lands’ were granted to them thus,
making them land owners and later on merchants. They started to become influential not only economically but
also politically. They reigned supreme even in government matters. Some even acted as governor-general until
1762. One example is Manuel Rojo, the last archbishop to hold such high position. Another development is the
scarcity of secular priest to manage the parishes. These vacancies led to the appointment of the regulars,
especially in the rich and developed parishes. These events started frailocracy or monastic supremacy in the
Philippines.

The frailocracy seems to have had more than its share of personal irregularities, and the priestly vow of
chastity often was honored in the breach. In the eyes of educated Filipino priests and laymen, however, most
inexcusable was the friars' open attitude of contempt toward the people. By the late nineteenth century, their
attitude was one of blatant racism. In the words of one friar, responding to the challenge of the ilustrados, "the
only liberty the Indians want is the liberty of savages. Leave them to their cock-fighting and their indolence, and
they will thank you more than if you load them down with old and new rights.

Week 5: Activity 1

29
 Test Yourself

Sources:
1.FitzPatrick, K.(2013) Religious and Spanish Colonialism in the Philippines. Retrieved on August 1, 2020
from https://minds.wisconsin.edu/bitstream/handle/1793/66613/Fitzpatrick_Thesis.pdf?sequence=1
2. Zafra, N.(1965) Readings in the Philippine History. University of the Philippine History
3. Shackford, J.(1990) The Philippines: Historical Overview. Retrieved on June 30,2020 from
https://scholarspace.manoa.hawaii.edu/bitstream/10125/15373/302.The%20Philippines-
%20Historical%20Overview.PDF

30
Midterm

MODULE 6
Objective
 Differentiate the situation of the Philippines from the 16 century to 18 th century
 Acknowledge the outcome of the different revolts of Filipino people.
 Demonstrate an understanding of the Government system implemented by the Basco administration

The 18th Century

6.1 Spain and Philippines in the 18th century

The eighteenth century was covered in its entirety by the reigns of the first four Bourbon kings: Philip
V, who ruled from 1700 to 1746; Ferdinand VI, 1746-1759; Charles III, 1759-1788, and Charles IV, 1788-1808.
It was a turbulent period for Spain, throughout the greater part of that period wars raged in Europe in 'Which
Spain became involved with disastrous and ruinous results to herself. The situation arising in Spain as a result of
the War of Spanish succession may explain the sudden change in the trend of Spain's policy towards the-
Manila Acapulco trade in theyears immediately following the conclusion of the war, This development was
brought about by royal decrees promulgated in 1718 and 1720.

6.2 Manila- Acapulco Trade

In the early years of Spanish rule the Philippines traded with Japan, Cambodia, Siam, and Moluccas and
the Malay Archipelago. A few years after, with the opening of commerce with America and Europe, the volume
of trade considerably increased and the commercial relations of this country extended to India and the regions
around the Persian Gulf. The Manila Galleon Trade lasted for 250 years and ended in 1815 with Mexico’s war
of independence. In terms of longevity alone, plus the trade that it engendered between Asia, Spanish America
and onward to Europe and Africa, it brought in its wake events and movement of people among the various
continents that are still apparent and in place today. The Manila-Acapulco galleon trade was established in
1565, providing direct linkage of the Philippines to the New World and the Old World. This was the actually
the first global trade route in history and the longest in its time, covering 15,000 miles in its full length. This
connected Spain to the Philippines, linking Seville with Veracruz in its Atlantic phase, then Mexico City and
Acapulco overland, and eventually Manila across the Pacific Ocean. Manila became the center of trade in the
region, moving goods from China, Japan, and Southeast Asia, to Europe through Spain. The galleons came back
to Manila from Acapulco bringing silver from Central and South America, goods from Europe, and among
other things many new useful plants for food and medicine, ornamental use, as well as for timber. While the
Manila-Acapulco trade abruptly ended in 1815 during the Mexican War of Independence, it forever changed the
flora in urban and rural centers throughout the archipelago.
31
6.3 The British Occupation in Manila (1762-l764)

The conflict between the European powers during the period of 1756–1763 spilled over to their colonies
in Asia. One of the outcomes was a two-year period of British control over the Philippine Islands. On
September 14, 1762, an English pailboat appeared on the Bay of Manila. The Spanish are faced with threat from
the British. On the 22nd of the same month, the English squad run of 13 war vessels, which the authorities
mistook for a fleet of Chinese champans, arrived at the bay of Manila. There were on board 1,500 European
rnarines armed with muskets, 800 Sepoys also· armed with muskets, and 1,400 labourers, a total of 6,830 men.
The force was under the joint command of Samuel Cornish, Admiral of the fleet, and General William Draper
Commander of the land forces. Manila counted with only 550 available men of the garrison of 60 men each.
Upon the British fleet’s arrival in Manila Bay, an emissary from the Spanish forces was sent to deliver a letter
to the Commanding Officer, to ask about their nationality and reason for their arrival. The British replied by
sending two messengers of their own, which bore the orders of King George III: Capture the city of Manila and
order the Spanish in the city to surrender. At this point, Archbishop Rojo had likewise been informed of the
ongoing war between France and the United Kingdom.
The British fleet originally planned to attack the port of Cavite that night in order to confuse the Spaniards, but
opted instead to attack Manila, recognizing the likelihood of a domino effect should they take down the capital
first. (Cavite would eventually fall to the British on October 11, 1762.)
The British occupation would extend toward the north, including Bulacan, Pampanga, and parts of Ilocos. It
would last for two years. Within those two years, the occupation would bring about supporters of British rule
manifested in rebellions by local leaders such as Diego and Gabriela Silang.

6.4 The Filipino Revolts against the Spaniards

32
33
34
6.4 Basco Administration

After Spanish rule was restored, José Basco y Vargas one of the ablest of Spanish administrators, was the
governor from 1778 to 1787, and he implemented a series of reforms designed to promote the economic
development of the islands and make them independent of the subsidy from New Spain. In 1781 he established
the Economic Society of Friends of the Country, which, throughout its checkered history extending over the
next century, encouraged the growth of new crops for export--such as indigo, tea, silk, opium poppies, and
abaca (hemp)--and the development of local industry. A government tobacco monopoly was established in
1782. The monopoly brought in large profits for the government and made the Philippines a leader in world
tobacco production.

Basco’s Reforms

Filipino farmers and traders finally had a taste of prosperity when Governor General Jose Basco y Vargas
instituted reforms intended to free the economy from its dependence on Chinese and Mexican
trade. Basco implemented a “general economic plan” aimed at making the Philippines self-sufficient. He
established the “Economic Society of Friends of the Country”, which gave incentives to farmers for planting
cotton, spices, and sugarcane; encouraged miners to extract gold, silver, tin, and copper; and rewarded investors
for scientific discoveries they made.

Tobacco Monopoly

The tobacco industry was placed under government control during the administration of Governor
General Basco. In 1781, a tobacco monopoly was implemented in the Cagayan Valley, Ilocos Norte, Ilocos Sur,
La Union, Isabela, Abra, Nueva Ecija, and Marinduque. Each of these provinces planted nothing but tobacco
and sold their harvest only to the government at a pre-designated price, leaving little for the farmers. No other
province was allowed to plant tobacco. The government exported the tobacco to other countries and also part of
it to the cigarette factories in Manila.

Week 6: Activity 1

35
36
 Test Yourself

nana

Sources:

1. Barretto-Tesoro, Grace( 2008) Where are the Datu and Catalonan in Early Philippine Societies?
Investigating Status in Calatagan. Philippine Quarterly of Culture and Society. Retrieved on August 1, 2020
from https://minds.wisconsin.edu/bitstream/handle/1793/66613
2. Skowronek, Russell K.(1998) The Spanish Philippines: Archaeological Perspectives on Colonial Economics
and Society. International Journal of Historical Archaeology 2: 45-71.
3 Zafra, N.(1965) Readings in the Philippine History. University of the Philippine History

37
MODULE 7

Objective
 Explain the changes in terms of political, economic and cultural in the Philippines.
 Analyze the different system and laws implemented by the Spanish government.

Political, Economic and Cultural Progress; 1800-

1872

7.1. Philippine Representation in the Spanish Cortes

"Cortes" is the term used to designate the law making body of Spain. As constituted at the close of the
19th century, it was composed of an upper house (Senado) and a lower house. The Cortes which came into
being in 1810 was supposed to be a revival of the traditional institution which once existed in Spain, but which
finally fell into disuse with the growth of absolutism.

The Philippines and the Cortes of l810-l8l3. As representative of the Philippines, Ventura do los Reyes had a
distinguished record. He took active part in the deliberations of the Cortes and worked for the approval of
measures which he believed would redound to the progress and welfare of the Philippines. An important piece
of legislation adopted by the Cortes of 1810-1813 was the new constitution of Spain approved by the Cortes in
March 1812. Ventura de los Reyes figured among the signers of this historic document. Historically known as
the Constitution of 1812, this document set forth ideas and principles of government which reflected the liberal
spirit and tendencies of the age in Spain. In 1813, the Cortes passed a measure of great interest to the
Philippines. On September 14 of that year the Cortes abolished the exclusive privileges which existed in the
Manila-Acapulco trade. From time immemorial, the trade between the Philippines and Nueva Espania was
carried on in government owned galleons. The restoration of Philippine representation in the Spanish Cortes
was one of the major reforms the Filipino nationalists sought to obtain from Spain in the decade preceding the
outbreak of
the Philippine Revolution.

7.2 Economic and Social Results of the Opening of the Philippines to Foreign Nations

The first quarter of the nineteenth century brought events to the Philippines that were destined to
revolutionize society and industry. Mexico obtained her independence from Spain in 1820, and after that all
38
communication between the Philippines and what had been an over-colony ceased. Exports arose around the
archipelago with the exportation of rice, sugar and corn. The great mass of the population secured few gains or
material benefits from this increased wealth of the archipelago. It was during this period of prosperity that
measures were adopted for the laying out of pueblos and the erection of public edifices, and during this time the
fine homes of the wealthier class of the native population were constructed. Taking the increase of exports as an
indication of greater agricultural and commercial activity, we find that, with the opening of the ports, exports
increased; an these now consisted of the product of the country that is brought to the orient. The
encouragement given by the Real Compania to develop industrial and agricultural production backed by
the money it had distributed in the provinces with that purpose had at length to produce their results and if
the Company did fail, on the other hand, thanks to it, Philippine production made considerable Progress.

7.3 The Cavite Affairs of 1872

Figure 10 The GomBurZa Priests

On January 20, 1872, two hundred Filipinos employed at the Cavite arsenal staged a revolt
against the Spanish government’s voiding of their exemption from the payment of tributes. The Cavite Mutiny
led to the persecution of prominent Filipinos; secular priests Mariano Gómez, José Burgos, and Jacinto
Zamora—who would then be collectively named GomBurZa—were tagged as the masterminds of the uprising.
The priests were charged with treason and sedition by the Spanish military tribunal—a ruling believed to be part
of a conspiracy to stifle the growing popularity of Filipino secular priests and the threat they posed to the
Spanish clergy. The GomBurZa were publicly executed, by garrote, on the early morning of February 17, 1872
at Bagumbayan.

Week 7: Activity 1

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Sources:

1. Philippine Country Guide.(2015) Spanish Colonization. Retrieved on August 1, 2020 from

http://www.mrtredinnick.com/uploads/7/2/1/5/7215292/colonization_of_the_philippines.pdf
2. Zafra, N.(1965) Readings in the Philippine History. University of the Philippine History
3.Romero, M.(1997) The Philippines in Spanish Rule. Asian Studies Module.Retrieved on August 1, 2020 from
https://files.eric.ed.gov/fulltext/ED407968.pdf

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MODULE 8

Objective
 Explain the impact of the Propaganda campaign during the last years of Spanish empire.
 Examine why the different campaign including the Katipunan failed
 Evaluate the film “El Presidente” and how it portray the situation of the country.

The Last Years of the Spanish Rule; 1873-1898

8.1 Reforms Granted to the Philippines
Not until 1863 was there public education in the Philippines, and even then the church controlled the
curriculum. Less than one-fifth of those who went to school could read and write Spanish, and far fewer could
speak it properly. The limited higher education in the colony was entirely under clerical direction, but by the
1880s many sons of the wealthy were sent to Europe to study. By the late nineteenth century, three crops--
tobacco, abaca, and sugar--dominated Philippine exports. The government monopoly on tobacco had been
abolished in 1880, but Philippine cigars maintained their high reputation, popular throughout Victorian parlors
in Britain, the European continent, and North America. Because of the growth of worldwide shipping,
Philippine abaca, which was considered the best material for ropes and cordage, grew in importance and after
1850 alternated with sugar as the islands' most important export. Americans dominated the abaca trade; raw
material was made into rope, first at plants in New England and
then in the Philippines. Principal regions for the growing of abaca were the Bicol areas of southeastern Luzon
and the eastern portions of the Visayan Islands.

8.2 The Propaganda Campaign

Between 1872 and 1892, a national consciousness was growing among the Filipino émigrés who had settled in
Europe. In the freer atmosphere of Europe, these émigrés--liberals exiled in 1872 and students attending
European universities--formed the Propaganda Movement. Organized for literary and cultural purposes more
than for political ends, the Propagandists, who included upper-class Filipinos from all the lowland Christian
areas, strove to "awaken the sleeping intellect of the Spaniard to the needs of our country" and to create a closer,
more equal association of the islands and the motherland. Among their specific goals were representation of the
Philippines in the Cortes, or Spanish parliament; secularization of the clergy; legalization of Spanish and
Filipino equality; creation of a public school system independent of the friars; abolition of the polo (labor
service) and vandala (forced sale of local products to the government); guarantee of basic freedoms of speech
and association; and equal opportunity for Filipinos and Spanish to enter government service. ut of this talented
group of overseas Filipino students arose what came to be known as the Propaganda Movement. Magazines,
poetry, and pamphleteering flourished.

41
José Rizal, this movement’s most brilliant figure, produced two political novels—Noli me tangere (1887;
Touch Me Not) and El filibusterismo (1891; The Reign of Greed)—which had a wide impact in the Philippines.
In 1892 Rizal returned home and formed the Liga Filipina, a modest reform-minded society, loyal to Spain, that
breathed no word of independence. But Rizal was quickly arrested by the overly fearful Spanish, exiled to a
remote island in the south, and finally executed in 1896. Meanwhile, within the Philippines there had developed
a firm commitment to independence among a somewhat less privileged class. Other important Propagandists
included Graciano Lopez Jaena, a noted orator and pamphleteer who had left the islands for Spain in 1880 after
the publication of his satirical short novel, Fray Botod (Brother Fatso), an unflattering portrait of a provincial
friar. In 1889 he established a biweekly newspaper in Barcelona, La Solidaridad (Solidarity), which became the
principal organ of the Propaganda Movement, having audiences both in Spain and in the islands. The
Propaganda Movement languished after Rizal's arrest and the collapse of the Liga Filipina. La Solidaridad went
out of business in November 1895, and in 1896 both del Pilar and Lopez Jaena died in Barcelona, worn down
by poverty and disappointment. An attempt was made to reestablish the Liga Filipina, but the national
movement had become split between ilustrado advocates of reform and peaceful evolution (the compromisarios,
or compromisers) and a plebeian constituency that wanted revolution and national independence.

8.3 The Philippine Revolution

The Katipunan: the secret organization that initiated the revolt

Andres Bonifacio was the Supreme of the Katipunan (association), or as it was also known: Kataas-taasan,
Kagalang-galang Katipunan ng mga Anak ng Bayan (Highest and Most Venerated Association of the Sons and
Daughters of the Land). The organization drew inspiration from Dr. Jose Rizal, whose literary works,
particularly Noli Me Tangere and El Filibusterismo, exposed the cruelties of the Spanish colonisers. Before
Katipunan was established, both Bonifacio and Rizal were part of ‘La Liga Filipina’ – a progressive
organization initiated by Rizal that sought peaceful reforms.

Figure 11 Some of the Katipuneros

In the fall of 1896, Filipino nationalists revolted against the Spanish rule that had controlled the Philippines
since the sixteenth century. Led by Emilio Aguinaldo (1869-1964), the 1896 revolt carried the Filipinos to an
anticipated war with Spain and an unanticipated war with the United States. Filipino independence struggle that,
after more than 300 years of Spanish colonial rule, exposed the weakness of Spanish administration but failed to
evict Spaniards from the islands. The Spanish-American War brought Spain’s rule in the Philippines to a close
in 1898 but precipitated the Philippine-American War, a bloody war between Filipino revolutionaries and the

42
U.S. Army. When the United States and Spain went to war over Cuba, the Philippines joined the side of the
U.S. On June 12, 1898, Aguinaldo declared the independence of the Philippine islands, and in January 1899 he
became the president. While the Filipinos believed that a U.S. defeat of Spain would lead to a free Philippines,
the U.S. refused to recognize the new government.

8.4 Philippines Independence Day

During the Spanish-American War, Filipino rebels led by Emilio Aguinaldo proclaim the independence of the
Philippines after 300 years of Spanish rule on June 12, 1898. By mid-August, Filipino rebels and U.S. troops
had ousted the Spanish, but Aguinaldo’s hopes for independence were dashed when the United States formally
annexed the Philippines as part of its peace treaty with Spain.

On April 1898, the Spanish-American War broke out over Spain’s brutal suppression of a rebellion in Cuba.
The first in a series of decisive U.S. victories occurred on May 1, 1898, when the U.S. Asiatic Squadron under
Commodore George Dewey annihilated the Spanish Pacific fleet at the Battle of Manila Bay in the Philippines.
From his exile, Aguinaldo made arrangements with U.S. authorities to return to the Philippines and assist the
United States in the war against Spain. He landed on May 19, rallied his revolutionaries, and began liberating
towns south of Manila. On June 12, he proclaimed Philippine independence and established a provincial
government, of which he subsequently became head. While the Americans occupied Manila and planned peace
negotiations with Spain, Aguinaldo convened a revolutionary assembly, the Malolos, in September. They drew
up a democratic constitution, the first ever in Asia. the U.S. Senate voted by one vote to ratify the Treaty of
Paris with Spain. The Philippines were now a U.S. territory, acquired in exchange for $20 million in
compensation to the Spanish.

Week 8: Activity 1

Sources

1.Alvarez, S.(1992) The Katipunan and the Revolution: Memoirs of a General with the Original Tagalog Text.
Retrieved on August 5,2020 from https://www.cambridge.org/core/journals/journal-of-southeast-asian-
studies/article/katipunan-and-the-revolution
2. Kalaw, Teodoro M. The Philippine Revolution. Rizal: Jorge B. Vargas Filipiniana Foundation, 1969
3.. Zafra, N.(1965) Readings in the Philippine History. University of the Philippine History

43
MODULE 9

OBJECTIVES

 Explain the reasons of the coming of the Americans to the Philippines.

 Determine the social, cultural and political influence of the Americans
 Compare the changes from the Spanish period to the American period.

Philippines under New Imperialist

9.1 The Coming of the Americans

Figure 12 Americans came to the country

The U.S. government formally acquired the Philippines from Spain with the signing of the Treaty of Paris on
December 10, 1898. The U.S. government declared military rule in the Philippines on December 21, 1898.
Emilio Aguinaldo, a Filipino nationalist, proclaimed the independence of the Philippines on January 5, 1899.
Emilio Aguinaldo established a rebel government in Malolos on January 23, 1899, and Emilio Aguinaldo was

44
named president of the rebel government. U.S. troops and Filipinos clashed in Manila on February 4, 1899.
U.S. troops took control of Jolo on the island of Sulu on May 18, 1899.

REASONS FOR COMING

 Spanish-American War
 To Acquire new land
 For American Military bases
 Policy of Manifest-Destiny
 Filipino Invitation

The Philippine- American War

The Philippine-American War erupted less than a month later. The conflict pitted pro-independence
Filipinos, who believed Spain’s regime had simply been swapped for an American one, against the U.S.
military that was based largely out of Manila. In response, the United States placed the Philippines under
martial law until the fighting wound down in 1902.The multi-year conflict, which Filipinos saw as a
continued fight for sovereignty but which Americans considered to be more of an insurrection, was
bloody and devastating. What started as a more conventional struggle quickly gave way to a fierce
guerrilla fight. According to one State Department estimate, 20,000 Filipino revolutionaries and 4,200
American troops died in combat while upward of 200,000 Filipino civilians starved to death, died of
disease, or were killed in combat. Another estimate puts the total fatalities at nearly 300,000 Filipinos
and 6,000 Americans. Reports of torture and other atrocities, especially late in the conflict, underscored
the brutality of the war. By 1902, even as the Theodore Roosevelt administration declared victory in the
archipelago, the conflict had left an indelible mark on the identity of the Philippines.

9.2 Political, Social and Cultural Development under the American period

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9.3 The Coming of the Japanese to the Philippines

On December 8, 1941, Japan invaded the Philippines. Clark Air Base in Pampanga was first attacked and also
Nichols Field outside Manila was attacked, then on December 22, The Japanese forces landed at the Lingayen
Gulf and continued on to Manila. General Douglas MacArthur declared Manila an open city on the advice of

46
commonwealth President Manuel L. Quezon to avoid its destruction. Manila was occupied by the Japanese on
January 2, 1942. MacArthur retreated with his troops to Bataan while the commonwealth government withdrew
to Corregidor island before proceeding to the United States. The joint American and Filipino soldiers in Bataan
finally surrendered on April 9, 1942. MacArthur escaped to Corregidor then proceeded to Australia. The 76,000
captured soldiers were forced to embark on the infamous "Death March" to a prison camp more than 100
kilometers north. An estimated 10,000 prisoners died due to thirst, hunger and exhaustion.

The Huks

In the midst of fear and chaos, some farmers of Pampanga banded together and created local brigades for their
protection. Luis Taruc, Juan Feleo, Castro Alejandrino, and other leaders of organized farmers held a meeting in
February 1942 in Cabiao, Nueva Ecija. In that meeting, they agreed to fight the Japanese as a unified guerrilla
army. Another meeting was held the following month, where in representatives from Tarlac, Pampanga and
Nueva Ecija threshed out various details regarding their organization, which they agreed to call "Hukbo ng
Bayan Laban sa mga Hapon" or HUKBALAHAP. Taruc was chosen to be the Leader of the group, with
Alejandrino as his right hand man. The members were simply known as Huks!

Figure 13 The Japanese landed In Luzon

The Battle of Bataan

Three months of fighting followed as the Japanese tried to defeat the American peninsula stronghold. Early on,
over-confidence and poor planning led to mistakes on the Japanese part. The experienced troops who had
brought them success were replaced by inexperienced ones. It was done to free the veterans to fight elsewhere.
With the work of taking the Philippines incomplete, it proved to be a mistake. While the Americans held the
neck of the peninsula in the north, a Japanese amphibious landing arrived in the south. It was disrupted, leaving
the troops who had landed caught in a small and shrinking pocket of territory. The pocket was finally
overwhelmed after three weeks of fighting. Meanwhile, there was fighting at the neck of the peninsula, in which
the Americans had some victories against the Japanese. However, the Americans were trapped. Illness, lack of
food, and constant fighting wore them down. MacArthur was ordered to leave by President Roosevelt. The
general gave a speech promising he would return. In early April, the Japanese made major breakthroughs. The
Americans and Filipinos were overwhelmed. Most were captured. Only 300 American soldiers made it to the
island of Corregidor

47
 Figure 14 The Battle

The Japanese bombarded Corregidor in preparation for an attack. Their bombers destroyed most of the shore
batteries, taking heavy casualties from the AA guns in the process.On May 1, a heavy bombardment was
launched – a prelude to the main assault on the island.

On the night of the 5th, two battalions of Japanese infantry landed on the island. They successfully formed a
beachhead, into which reinforcements of artillery and tanks poured. They pushed the defenders back into a
stronghold at Malinta Hill.The Americans had nowhere left to go. Late on the 6th, the American General
Wainwright asked for terms of surrender.

Aftermath
The Battle of the Philippines was one of America’s greatest military defeats. It was also one of the most
successful acts of resistance to Japanese expansion in the early war. It held up Japanese forces while the
Americans regrouped from the surprise attack on Pearl Harbor and while MacArthur prepared a new base of
operations in Australia.

For the survivors of the American force taken captive by the Japanese, years of misery followed. Thousands
died in terrible conditions on board prison ships or in forced labor camps.America had lost its first ground
action of the war. However, it would soon be ready to fight back.

Week 9: Activity 1

48
 Test Yourself

Sources:

1.Agoncillo, Teodoro (1956)The Revolt of the Masses. Quezon City: University of the Philippines

49
2.Michael,Rays(2009) The Philippine- American War. Retrieved on August 7, 2020 from
https://www.britannica.com/event/Philippine-American-War
3. Lawson,K(2005) Universal Crime, Particular Punishment: Trying the Atrocities of the Japanese Occupation
as Treason in the Philippines, 1947–1953. Retrieved on August 7,2020 from
https://core.ac.uk/download/pdf/19767175.pdf

FINALS

MODULE 10

Objective
 Discuss the Philippine Presidents from the 1st , 2nd and 3rd Republic
 Identify each president from each republic and their contribution
 Develop understanding on the political and social arena of the country during the post-colonial era

10.1 The 1st , 2nd and 3rd Republic of the Philippines

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 Despite its brief existence, the Malolos Congress earned its place in Philippine history if only for two
achievements: the ratification of the declaration of independence on September 29, 1898 and the framing of the
Malolos Constitution, which was promulgated by President Aguinaldo on January 21, 1899. To its eternal
credit, the Malolos Congress, transcended its elite background by producing a supreme law distinguished for its
democratic and pluralist ideals. These were embodied in the following provisions: the distribution of power in
three separate branches of government: a legislature which was unicameral- the “Assembly” of elected
representatives; the Executive branch, represented by the President supported by a Cabinet; and the Judiciary
composed of the Supreme Court, headed by a Chief Justice to be elected by the Assembly, and lower courts.
The Constitution likewise protected the people against the abuse of power with a registry of individual and
national rights. Most important, it was imbued with the principle that sovereignty resides in the people.

The Repubic was inaugurated on January 23, 1899 at Barasoain Church, Malolos, in ceremonies marked by the
reading of the whole Constitution, by Secretary Ocampo; proclamation of the Republic of the Philippines by
Congress president Paterno, followed by the proclamation of Aguinaldo as the elected President of the new
Republic, and speeches by Aguinaldo and Paterno.

Emilio Aguinaldo

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 The 2nd Philippine Republic

Figure 15 The second Republic

The Second Philippine Republic was established during the Japanese occupation of the Philippines. At
the outset of the occupation, the Japanese government established a military administration over the Philippines,
as well as the Philippine Executive Commission, composed of several pre-war Filipino political leaders. The
KALIBAPI (Kapisanan ng Paglilingkod sa Bagong Pilipinas) was also organized, designed to be the sole and
exclusive political organization in the Philippines.

On June 16, 1943, Premier Hideki Tojo promised independence to the Philippines. The KALIBAPI would then
form the Preparatory Committee on Philippine Independence (PCPI), which was tasked with drafting a new
Constitution. The new Constitution was approved by the Preparatory Committee on Philippine Independence on
September 4, 1943 and ratified by the KALIBAPI on September 7, 1943.

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Jose Laurel (1943-1945)

10.2 The 3rd Republic of the Philippines

The Third Republic of the Philippines was inaugurated on July 4, 1946. It marked the culmination of the
peaceful campaign for Philippine Independence—the two landmarks of which were the enactment of the Jones
Law in 1916 (in which the U.S. Congress pledged independence for the Philippines once Filipinos have proven
their capability for self-government) and the Philippine Independence Act of 1934 (popularly known as
53
Tydings-McDuffie) which put in place a ten-year transition period during which the Philippines had
Commonwealth status. The Third Republic also marked the recognition by the global community of nations, of
the nationhood of the Philippines—a process that began when the Commonwealth of the Philippines joined the
Anti-Axis Alliance known as the United Nations on June 14, 1942, receiving recognition as an Allied nation
even before independence.

Thus, the inauguration of the Third Republic marked the fulfillment of the long struggle for independence that
began with the Philippine Revolution on August 23, 1896 (recent scholarship suggests, on August 24) and
which was formalized on June 12, 1898 with the Proclamation of Philippine Independence at Kawit,
Cavite.From 1946 to 1961, Independence Day was celebrated on July 4. On May 12, 1962, President Diosdado
Macapagal issued Proclamation No. 28, s. 1962, which declared June 12 as Independence Day. In 1964,
Congress passed Republic Act No. 4166, which formally designated June 12 of every year as the date on which
we celebrate Philippine independence. July 4 in turn has been observed as Republic Day since then.

The Roxas Adminstration; May 28, 1946 – April 15, 1948

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The Quirino Administration- 1948-1953

Hh

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The Magsaysay Administration (December 30, 1953 – March 17, 1957)

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The Garcia Administration (March 18, 1957 – December 30, 1961)

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Macapagal Administration (1961-1965)

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The Marcos Administration (December 30, 1965 – February 25, 1986)

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 The First Quarter Storm

The Plaza Miranda Bombing

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Week 10: Activity 1

Sources:
1.Jose, Captive Arms, 18. On the desertions of the BC from around September, 1944, see also Elmer Norton
Lear, The Japanese Occupation of the Philippines, Leyte, 1941–1945 (Ithaca: Cornell University Press, 1961),
217

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2. Castro, Pacifico A., Diplomatic Agenda of the Philippine Presidents 1946-1985. Manila: Foreign Service
Institute, 1985.
3. Gleeck Jr., Lewis. The Third Philippine Republic 1946-1972. Quezon City: New Day Publishers,1993.
4. Guillermo, Artemio R. Historical Dictionary of the Philippines. Maryland: Scarecrow Press, Inc., 2012.

Test Yourself

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Module 11

Objective

 Evaluate the situation and impact of Martial law in the Philippines

 Investigate narratives from other people about the Martial law

The Philippines under the New Republic

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Philippines under Martial Law

Martial Law
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Corazon Aquino (1986-1992) and The 5th Republic

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Fidel V. Ramos (1992-1998)

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Week 11: Activity 1

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Sources:
1.Philippine Electoral Almanac. Manila: Presidential Communications and Strategic Planning Office, 2013.
2.Shavit, David. The United States in Asia: A Historical Dictionary. Connecticut: Greenwood Press, 1990.
3. Bonner, Raymond, Waltzing with a Dictator: The Marcoses and the Making of American Policy. New York:
Times Books, 1987.
4. Primitivo Mijares, The Conjugal Dictatorship of Ferdinand and Imelda Marcos I. (New York: Union Square
Publications, 1986

Module 12

Objective:

72
  Create different visions of how people could act to achieve peace and order.
 Understand the concepts and ideas of peace studies
 Identify and demonstrate alternative methods of managing conflict.
6

Peace Studies
Introduction
Peace is not simply the absence of war. It is also the presence of justice and equality that
ensures basic necessities of life are met. It involves the elimination of violence, oppression,
greed and environmental destruction by the constructive mediation of conflicts. At this time in
history, we live in a rather violent culture. However, we can imagine a peaceful world and work
towards building a global community with a culture of peace. Although studying peace involves
values and may seem idealistic, resolving conflict is a very practical matter. Individuals who
effectively deal with conflict are in high demand in business, government, and
nongovernmental organizations.

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IDEAS OF PEACE

It is well known that human beings pay much interest in peace from the ancient time until now. Because the
word ―peace‖, apart from being a pleasant word, also refers to the peaceful society and the beautiful world. It
can be stated that peace is the greatest and highest goal or hope that everyone wishes to achieve personally and
expects to be created in society and in the world. People have been trying by all means to gain peace. Therefore
history of human beings, in one aspect, is the history of searching for peace. Peace has been talked, thought,
taught and studied in many ways and many aspect.

 Historically and politically considering in accordance with the American military history‘s point of
view, it is understood as to why peace is mostly defined as an absence of war. This is because in the
history of human society, wars of various kinds were fought. Whenever wars occur, people need peace
and ask for peace.
 Peace that people needed and asked for is the state of the absence of wars, the state of having no fights.
However, many peace scholars do not agree with giving an emphasis on peace in the sense of an
absence of war only. Peace, in their opinions, is something more meaningful, valuable and important
than that.
 Peace can describe calmness, serenity, and silence. This latter understanding of peace can also pertain to
an individual's sense of himself or herself, as to be "at peace" with one's own mind.

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Types of Peace

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 Test Yourself

Name: Course& Section

Instruction: You are about to test yourself with the topics from Chapter 6. Read and answer the following
questions below. Write True if the statement is correct and underline the wrong word if False and write the
correct answer. (2pts. each)

_________________1. The Rio Declaration on Environment and Development was signed by 178 countries.
_________________2. The concept of peace media arose at the end of the Cold War.
_________________3. Mahatma Gandhi advocated for peace and nonviolence movement in Bangladesh.
_________________4. International peace: the state of peace between a nation and the nations; the state of
having no conflicts among nations.
_________________5. Internal peace is peace that occurs in society, nations and the world; it is a normal state
of society, countries and the world
_________________6. The United Nations has established the International Day of Peace or the Peace Day in
1981 by regarding September, 21 of every year as the International Day of peace.

_________________7. Human rights are ―basic rights and freedoms that all people are entitled to regardless
of nationality, sex, national or ethnic origin, race, religion, language, or other status.

_________________8. Conflicts occur on many different levels: personal, in communities and organizations,
within societies, and between states.

_________________9. The WHO investigates quarrels between nations and suggests ways of settling them.

_________________10. Intragroup peace: the state of peace within groups; the state of having no conflicts in
groups

Sources:
1.Bloomsbury, Dictionary of Word Origins, p. 387, quoted in ‗Buddhism and Peace‘ written by Ven. B.
Khemanando, (Calcutta: Lazo Print, 1995).

2.Harris, Ian and Synott, John. (2002) 'Peace Education for a New Century' Social Alternatives

3. The Words of Peace: Selections from the speeches of the winners of the Noble Peace Prize, ed. Irwin
Abrams, (New York: New market Press, 1995)

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