Unit I Philippine History and Geography

Unit I discusses the meaning and value of Philippine history and geography. The
unit has six chapters.
Chapter 1 tackles the meaning and value of history and its contribution to various
disciplines. Chapter 2 focuses on the theories about the origin of the Philippines and the
country’s physical characteristics such as the land and water formations. This part also
cites the aims of regionalization. Chapter 3 talks about the country’s resources including
natural resources, human resources, and the proper way to use and care for these
treasures.

Chapter 4 identifies different theories about the origin of the first people in the
Philippines and the changes that occurred in prehistoric times. The cultures of
communities are also described here.

Chapter 5 discusses the expansion of Islam in the Philippines, as well as the

changes that resulted from and the characteristics of Islamic civilization.

Chapter 6 explains the nature of the Asian influence and contribution to Philippine
culture, and the Philippines’ relationship with Arabia, India, China, and Japan.

Chapter 1
FOUNDATIONS OF THE STUDY OF HISTORY

Lesson 1 Basic Facts on the Study Filipinos, some relics, and the
of History surrounding early communities. Invite
the students to point out the
I. Objectives connection between these pictures and
the study of history. (Guide the students
in his activity.)
By the end of this lesson, the
students should be able to
2. Have the students brainstorm on the
topics to be discussed.
A. provide a concrete definition of history;
B. cite the scientific methods of recording
B. Lesson Development
History;
C. explain the foundations of studying
1. Encourage the class to discuss the
history; and
meaning of history.
D. discuss the importance of studying
history.
2.Let the students analyze the process of
recording and studying history.
II. Values
3. Explain the methods and standards
 The students use their knowledge of
used in recording history.
history to improve their
communities.
4. Let the students reiterate the steps in
 The students realize the importance recording history.
of history.
 The students realize that events of 5. Show more pictures of physical and
the past shape the present and reliable sources of historical data like
future. relics and fossils. Also, include
records of legends and folklore in
III. Materials some cultural regions of the country.
Pictures of the tools of prehistoric Filipinos, 6. Discuss the importance of the study
some relics, and the surrounding early of history. Let the class apply the
communities ways showing how to value the study
of history.
IV. Teaching the Lesson
V. Have the students write an essay on
A. Preliminary Activities why studying history is important to
1. Prepare the visual aids on the board. the present. (check the students’
There should be illustrations or answers.)
photographs of the tools of prehistoric
 VI. Enrichment Answers:
A. Ask the students to make a research Electronic Spin Resonance
about their communities and try to record its And Carbon 14
history.
B. Lesson Development
B. Ask the students to relate how society and 1. Call on volunteers to list the
its history contribute to the formation of a different social disciplines on the
person’s character. board.
2. Allow the students to point out how
Answer Key history may be related to the
Look It Up disciplines written on the board.
1. c 3. Initiate a discussion on the role and
2. a contributions of history to the
3. f branches of social sciences and vice
4. d versa.
5. e 4. Let the students describe history on
6. b the basic of examples from the
social sciences.
Challenge Yourself 5. Ask the students to explain to the
1 – 4 Check the students’ answer relationship of history with the
various social disciplines.
Lesson 2 The Relevance of the Study of V. Evaluation
History to other Discipline Have the class summarize the
relation of history in each of the following
I. Objective disciplines:
By the end of this lesson, the 1. Geography
students should be able to 2. Political Science
A. relate history to other social disciplines; 3. Economics
B. discuss the relationship between history 4. Sociology
and society. 5. Psychology
C. Provide examples that illustrate the 6. Ethics
contributions of other disciplines in the 7. Theology/ Religion
study of history; and 8. Philosophy
D. demonstrate the value of history in the 9. Anthropology
context of other disciplines. (Check the students’ answers.)

II. Values VI. Enrichment

 The students appreciate the Ask the students, “How does history
relationship of history to other strengthen a country?” Have them explain
disciplines. their answer.
 The students value independence.
Answer Key
III. None Look It Up
1. ideology
IV. Teaching the Lesson 2. motive
A. Preliminary Activities 3. penchant
1. Ask the students to talk up in 4. universe
course they would like to take up in 5. law
college. Let them explain why they 6. historian
choose such field. Relate this to the 7. society
subject at hand. 8. fossils
2. Ask the class to form words out of
the letters in each box, below, Give a Challenge Yourself
clue that these words are methods 1 – 3 Check the students’ answers.
used in examining historical facts
and data. E F E W F O S S I L S X E R T
H W U E F H J K L V X E R F D
I W N R I D E O L O G Y F L R
CTCEERILON S V I E S D I W C G T K V R F
T B V D D H D D X E K D P E G
NPIS O M E G H J S S I F L S E W D
R O R H F D O C H K K G N A S
RENSAONCE I T S H E G O Q G N H H C L G
A I E F S S I Q F C F J H Y E
N A C B OR L V W D S F E S F S D D A R T
S E Q H I S T O R I A N N S J
41 S E C I E T Y Z X H J D T D X
 Chapter 2
GEOGRAPHY AND NATIONAL
TERRITORY
Lesson 1. The Origin of the Philippine
Archipelago
I. Objectives
By the end of this lesson, the
students should be able to
A. Compare the theories on the origin of the
Philippines.
B. Recognize the various theories
surrounding the formation of the
archipelago
C. Illustrate the relationship between the
theories and the physical characteristics
of the country;
D. Express a stand for credible theories;
and
E. Value the role of geography in the growth
of Philippine civilization.
II. Values
The students become interested in
the various theories that explain the origin
of the Philippines.
III. Materials
Map of the Philippines, illustration or
map of land bridges
IV. Teaching the Lesson
A. Preliminary Activities
1. Ask the students to narrate one of
the origin myths of the Philippines.
2. Let the students point out
fundamental concepts of the
following:
a. Pacific Theory
b. Asiatic Theory
c. Land Bridges Theory
B. Lesson Development
1. Ask the students to tell a story of the
origin of the Philippines based on the
myths and legends of his or her
culture. After which, ask another
student to tell origin of the country
based on scientific studies.
2. Explain the relationship between the
theories (Pacific Theory, Asiatic
Theory, and Land Bridges Theory)
and the country’s physical
characteristics.
3. Let the students locate on the map
the islands or areas that were once
joined by land bridges with the
Philippines.
4. Ask which of the theories the
students find to be the most credible.
5. Allow them to express their stand for
the theory they believe in.
V. Evaluation
Have the students show the two
processes involved in the formation of
islands through illustration of the following:
a) Volcanism
b) Diastrophism
(Check the students’ drawings.)
VI. Enrichment
Let the class list down similarities
between the Philippines archipelago and
Borneo Island.
Answer Key
Look It Up
1. a
2. d
3. c
4. e
5. f
6. b
Challenge Yourself
1 – 2 check the students’ answer
Lesson 2. Philippine Territory
I. Objectives
By the end of this lesson, the
students should be able to
a) Explain the decrees of the Philippine
Constitution about national territory;
b) Justify the principles of the
Archipelagic Doctrine;
c) Point out the borders of Philippine
territory on the map according t the
1987 Constitution;
d) Discuss the provisions of the
Archipelagic Doctrine and the
Exclusive Economic Zone; and
e) Value the advantages brought by
laws in the Archipelagic Doctrine.
III. Values
The students understand the value
of the Philippines national territory.
IIII. Material
A. Preliminary Activities
1. Ask the class to cite the 1987
Constitution’s provisions about
Philippine territory.
2. Ask one of the students to explain
the issues surrounding the Spratly
Islands.
3. Conduct a discussion about the
acquired right of the Philippines to
the Spratly Islands and Sabah.
B. Lesson Development
1. Let the students relate the
provisions in the 1987 Constitution to
present-day issues like the Philippines’
claim to the Spratly Islands and Sabah.
2. Using the map, ask the class to point
on the places that mark the boundaries of
the Philippine territory according to the
1987 Constitution.
 3. Urge them to analyze the effects
brought about by the provisions of the
Archipelagic Doctrine.
4. Discuss the exclusive economic zone
of the Philippines.
5. Allow the students to express their
opinion through a debate with the following
proposition: “Does the Philippines still have
a legitimate claim to the Spratly Island and
Sabah?”
features of the Philippines and the
Filipino customs and traditions.
 The students appreciate the unique
physical features of the Philippines.
III. Materials
Physical and political map of the
Philippines, map of Southeast Asia, climate
map of the Philippines

V. Evaluation
1. Have the students discuss the IV. Teaching the Lesson
following: A. Preliminary Activities
a. Provision of the Archipelagic Doctrine 1. Ask the students to find the following
b. Article 1 of the 1987 Constitution on the Asian map:
 Taiwan
2. Ask the students the following  Indonesia
questions:  Malaysia
 Vietnam
a. Should the United Nations intervene  South China Sea
in the conflict between the Philippines  Celebes Sea
and other countries over Spratly
 Pacific Ocean
Islands?
 Brunei
2. Ask the students to locate the
b. How can the Spratly Island be
Philippines on the map of Southeast
important to the Philippine economy?
Asia. Let the students analyze the
location of the Philippines in Asia and
(Check the students’ answer.)
the shape of its territory.
3. Facilities a review on the territory of
VI. Enrichment
the Philippines.
A. Have the students write a short essay
about the following topic: “How can I help
protect and develop my country’s territory.”
B. Lesson Development
1. Explain the three ways of locating
B. Have the students’ asses why certain
countries.
countries want to expand their territories.
2. Ask the students to analyze the
Answer Key
importance of knowing the exact location
Look It Up
of a certain country.
1. CONSTITUTION
2. TERRITORY
3. Discuss the physical features of the
3. FLUVIAL
Philippines.
4. ARCHIPELAGO
5. DOCTRINE
4. Compare the size and shape of the
Philippines with those of other
Challenge Yourself
Countries.
1 – 5 check the students’ answer
5. Explain how the Physical features of a
Lesson 3. The Physical Features of the
country can affect its culture. Let the
Philippines
students share their insights.
I. Objectives
6. Have the students report on the kind
By the end of this lesson, the
of climate the Philippines has and its
students should be able to
effect on the live hood and activities of
A. describe the physical features of the
the people. Let the students cite concrete
Philippines;
examples. At the same time, discuss how
people affect climate.
B. Discuss how the country’s physical
features affects its culture; and
7. Summarize the important points.
Then lead the students in inferring how
C. infer the positive and negative effects of
the country’s physical features have
the country’s physical features.
affected the Filipinos’ ways of life.
II. Values
Lesson 5. The Different Bodies of Water in
 The students understand the the Philippines
relationship between the physical
 I. Objectives
By the end of this lesson, the
students should be able to
A. enumerate and describe the different
bodies of water in the Philippines;
B. Classify the Bodies of water found in the
Philippines;
C. List the benefits that Filipinos get from
these bodies of water; and
D. infer the importance of having various
bodies of water.
II. Values
 The students realize the importance
of different bodies of water to the
livelihood of Filipinos.
 The students recognize the
importance of nature in the lives of
people.
 The students recognize their role in
the preservation of the environment.
III. Materials
Map of the Philippines, pictures of
different water formation
IV. Teaching the Lesson
A. Preliminary Activities
Show the class pictures of the
different bodies of water found in the
country. Call on students and have them
identify each one. Then, have a discussion
on the importance of these bodies of water to
the people.
B. Lesson Development
1. Review the bodies of water identified
in the preliminary activity.
2. Show the class the pictures again. Call
on students and have them described
each body of water you show. Add
important details afterward.
3. Discuss how these different bodies of
water contribute to the way people live
and how people affect it.
V. Evaluation
Ask the students to fill out the table
below.
Body of water Description Examples and Locations
VI. Enrichment
A. Ask, “ As student, how can you contribute
to the protection and preservation of our
water resources?”
B. Have the students make a scrapbook of
the various bodies of water found in the
Philippines. On the first page, have them
write an essay about the importance of the
bodies of water to human life.
Answer Key
Look It Up
Check the students’ answer.
Challenge Yourself
1 – 5. check the students’ drawings.
Lesson 6. Regionalization of the
Philippines
I. Objectives
By the end of this lesson, the
students should be able to
A. Define regionalization
B. State the reasons why the country
was divided into different regions;
C. Discuss the aims and objectives of
regionalization.
D. Enumerate the different regions in
the Philippines;
E. Enumerate the different provinces
under each region.
F. Describe the physical characteristics
of the provinces and regions in the
Philippines.
G. State and describe the way of life of
Filipinos in the different regions.
H. Explain the importance of the first
communities; and
I. Infer the effects of regionalization.
II. Values
 The students learn the importance of
regionalization in the country.
 The students learn to respect the
differences of people regarding their
culture, religion, and traditions.
III. Materials
Map of the Philippines; pictures of
livelihood activities in each region; pctures of
places, products, events or traditions district
to each region; enlarged individualized map
of each region.
IV. Teaching the Lesson
A. Preliminary Activities
1. Define regionalization. Then, ask the
students, “What is the significance of
regionalization? How does it affect one’s
way of thinking?” Discuss as many
answer as possible.
2. Post on the board a large Philippine
map. Then, call on students and have
them try to identify each of the regions
that comprise the country and the basis
for its regionalization.
B. Lesson Development
1. Introduce the Integrated
Reorganization Plan of 1972. Explain
what it was and why it was implemented.
2. Discuss each of the functions of the
Integrated Reorganization Plan of 1972.
Elicit the students’ reactions or insights
 on each function. Show the class a
Philippine map showing all the regions in
the country.
3. Write down on the board the different
regions in the Philippines.
4. Discuss each region in detail. Before
discussing a particular region, show the
class an individualized map of that
region. Show also pictures related to that
specific region such as its landmarks,
famous products, and the popular
events that occur there.
5. Ask the students to discuss the effect
of physical geography to the activities of
each community.
6. Explain the importance of the
communities in the development of
livelihood.
7.Let the students make their own
conclusion about the relationship of
geography and the formation of the
communities.
V. Evaluation
A. Have the students list down the
different regions in the Philippines.
B. Ask the students to write an essay
about the following: “Geography:
Basis for the First Communities.”
C. Ask the student to list down what
they think are the advantage and
disadvantages of being a regionalized
country.
VI. Enrichment
A. Ask the students to draw a map of
each region on sheets of bond paper.
Remind them to label the map
correctly.
B. Tell the students to familiarize
themselves on the provinces that
make up each region.
C. Have the students research more
about each region.
Answer Key
Look It Up
1. DECREE
2. ECOTOURISM
3. POPULATION
4. REGIONS
Challenge Yourself
1 – 5. Check the students’ answers.
Chapter 3
THE COUNTRY’S RESOURCES
Lesson 1. Our Natural Resources
I. Objectives
By the end of this lesson, the
students should be able to
A. Define natural resources;
B. Enumerate and discuss the
country’s natural resources;
C. Infer the relationship of a country’s
resources to its people’s way of life;
II. Values
 The students realize the value of
using natural resources properly.
 The students recognize the
importance of protecting and
preserving the country’s natural
resources.
III. Materials
Pictures of different natural
resources, a copy of the 1987 Constitution,
pictures of things or actions that threaten
the environment, pictures of a denuded
forest, documentary about deforestation,
VCD/DVD player, television.
IV. Teaching the Lesson
A. Preliminary Activities
1. Show the class a picture of a denuded
forest. Ask, “ What do you think will happen
if our remaining forests become denuded,
too?” Accept and discuss as many answers as
possible. List down pertinent details raised by
the students.
2. Let the students watch a documentary
about deforestation. Elicit the students’
reactions and insights about the
documentary.
B. Lesson Development
1. Say that a forest is an example of a
natural resources. Define natural
resources.
2. Tell me class what land resources are,
then discuss in detail each of our
country’s land resources. Show pictures
of our land resources.
3. Explain what water resources are,
then, discuss in detail each of our
country’s water resources. Show
pictures of our water resources.
4. Define energy resources. Then,
discuss each of our country’s energy
resources. Show pictures of our energy
resources.
 5. Lead the students in discussing the
importance of each natural resources.
6. Lead the students in inferring the
relationship of the country’s natural
resources to its economy and to its
people’s way of life.
7. Discuss how environment problems
have affected our country’s natural
resources. Discuss each of these
problems and its corresponding effect.
Show also appropriate pictures for the
discussion.
8. Explain Article XII Section 2 of the
1987 Constitution to the students.
9. Mention tips and pointers on how to
properly use the country’s natural
resources. Enumerate and discuss also
ways and means by which we, citizens,
can preserve, and protect the country’s
natural resources.
V. Evaluation
A. Let the students list the adverse
effects of deforestation.
B. Have the students make a collage
showing the country’s natural
resources. Post the best collage of
display.
C. Ask the students to write an essay on
the following topic: “Natural
Resources: Factors in a Country’s
Prosperity.”
VI. Enrichment
A. It has been said that the Philippines
is “a poor man sitting on a mountain
for gold.” Have the students write a
reaction paper on this.
B. Ask the students to cut out articles
from newspapers or magazines on
the steps implemented by the
government to protect and preserve
our natural resources. Have them
evaluate if these steps are
appropriate and effective.
C. Divide the class into small groups.
Have each group present a skit
showing how they value the
country’s natural resources through
poems, songs or posters.
D. Ask the students to make posters
urging the youth to use the country’s
natural resources properly and to
take part in preserving and
protecting them.
Answer Key
Look It Up
Check the students’ answers
Challenge Yourself
1 – 7. Check the students’ answers.
Lesson 2. The Natural Wonders of the
Country
I. Objectives
By the end of this lesson, the
students should be able to
A. Point out the location of some of the
most beautiful places in the
Philippines.
B. Describe some of these beautiful
places;
C. Explain how a country’s beauty helps
it in its progress;
D. Infer the importance of promoting,
preserving, and protecting out
natural wonders; and
E. Take an active role in promoting the
beauty and splendor of the
Philippines.
II. Values
The students learn to care for and
develop the country’s resources and natural
beauty.
III. Materials
Pictures of the beautiful places in the
Philippines, map of the Philippines.
IV. Teaching the Lesson
A. Preliminary Activities
Ask the students if any of them have
visited any of the places mentioned in the
textbook. Let those who have share their
experiences. Then, ask them, “How would
you described the place you have visited?
Would you tell your friends to visit this place
as well? Why or Why not?” Accept and
discuss as many answer as possible.
B. Lesson Development
1. Show the class pictures of each of the
places mentioned in the textbook. Ask
the students to describe each one.
Afterward, tell the students more about
each of these places by adding some
trivia. Also, show on the map the exact
location of these places.
2. Ask the students to explain the
importance of these places to the
country’s progress. Add important
details afterward.
3. Facilitate a discussion on what the
government should do to promote,
preserve, and protect these beautiful
places.
V. Evaluation
A. Ask the students to identify the location
of each of the following:
1. Underground River (Palawan)
2. Maria Cristina Falls (Lanao)
3. Mayon Volcano (Albay)
4. Pagsanjan Falls (Laguna)
5. Payew or Rice Terraces (Ifugao)
6. Hundred Islands (Pangasinan)
7. Chocolate Hills (Bohol)
8. Taal Volcano (Batangas)
9. Crystal Cave (Baguio)
10. Mt. Apo (Davao)
B. Have the students write an essay on the
importance of promoting, preserving, and
protecting these beautiful places.
VI. Enrichment
A. Group the class into fives. Ask each group
to make a collage of the country’s most
beautiful places.
B. Using the same groupings, have each
group make a tourism poster promoting the
country’s most beautiful places.
C. Have the students make a brochure for
two of the country’s most beautiful places.
Answer Key
Look It Up
Check the students’ answers
Challenge Yourself
1 – 3. Check the students’ answers.
Lesson 3 Our Human Resources
I. Objectives
By the end of this lesson, the
students should be able to
A. define human resources;
B. discuss how human resources affect a
country’s progress;
C. infer what kind of human resources a
country should have;
D. explain how a big population affects a
country’s resources;
E. describe the Philippines’ human
resources;
F. define migration;
G. discuss how we can develop our human
resources; and
H. assess the impact of having well-
developed and well-motivated human
resources.
II. Values
 The students realize the importance
of human resources to a country’s
progress.
 The students realize that they, too,
are part of the country’s human
resources; and that therefore, it is
important that they do their best to
maximize their potential for the
development of society.
III. Material
graph of the population of the
Philippines
IV. Teaching the Lesson
A. Preliminary Activity
Call on students to review the
lesson on natural resources. Then,
tell the students that other than
natural resources, a country also
needs human resources, then cite an
example.
B. Lesson Development
1. Define population
2. Discuss Table 5 (Population of the
Philippines, Census Years 1799 to
2007). Elicit reactions and insights
from he class and discuss them one
at a time.
3. Discuss one at a time Tables 6-15.
Elicit the students’ insights and
opinions on each table and discuss
them in detail.
4. Define migration. Lead a
discussion about it.
5. Ask the students to infer the
effects of migration to the country’s
human resources.
6. Lead a discussion on what kind of
human resources a country should
have.
7. Enumerate the laws and
government programs implemented
to develop the country’s human
resources. Discuss each one in detail
one at a time.
8. Call on students and have them
discuss the importance of human
resources to national development.
V. Evaluation
A. Ask the students to write an essay
on the importance of human
resources to a country’s progress.
B. Have the students write a reaction
paper on the continuous migration of
Filipinos. Have them assess how
migration has affected the country.
VI. Enrichment
A. Divide the class into four groups. Ask
each group to present a skit on the effects of
migration.
2. Tell the class some of the myths and
theories on the origins of man. Mention
also the stories of creation found in the
Bible and Quran.

B. Ask the students to suggest more ways on 3. Discuss the myth about Sicalac and
how the government can further develop its Sicabay. Afterward, elicit from the
human resources. students their insights and reactions
about it.

Answer Key 4. Tell the class about F. Landa

Jocano’s version of the theory of
Look It Up evolution. Then, let the students react
to it.
1. generation
2. migrate 5. Call on students and have them
3. environment mention other myths or theories about
4. conservation the origin of man or the origin of the
5. immigration first Filipinos.
6. unemployed
V. Evaluation
Ask the students to discuss briefly
the following:
CHAPTER 4 1. creation of man and woman according
to the Bible or Quran
THE FIRST PEOPLE IN THE 2. Myth of Sicalac and Sicabay
3. Wave of Migration Theory
PHILIPPINES 4. Theory of Evolution according to
Jocano
Lesson 1 Theories on the Origins of Man
VI. Enrichment
I. Objectives A. Group the class into three. Have each
group present a skit showing the way
By the end of his lesson, the of life of the Tabon Man.
students should be able to B. Ask the students to research more
about other myths or theories about
A. cite and discuss the different the origin of man.
theories on the origin of man;
Answer Key
B. Discuss the different theories on Look It Up
how the first Filipino came to be; and
1. anthropologist
C. Assess each of the theory. 2. migrate
3. myth
II. Values 4. theory
The students recognize the rationale 5. fossil
for being of each creation.
Challenge Yourself
III. Material 1 – 3. Check the students’ answers.
Pictures of the evolution of anything
(e.g., cellphones) Lesson 2 Early Civilization
IV. Teaching the Lesson I. Objectives
A. Preliminary Activity
Tell the class the story “ Si Malakas
By the end of this lesson, the
at si Maganda.” Have a brief discussion
students should be able to
about the story, then elicit the students’
reactions. Tell the students that the story is A. describe the culture of his ancient
a kwentong bayan that tells about how the
communities;
first Filipino came to be. Afterward, tell the
class that the lesson is about the origins of B. cite some of the early beliefs and
man and the origins of the first Filipinos. customs of the ancient communities which
have prevailed through the years ; and
B. Lesson Development
1. Define myth and theory. Then,
differentiate the two form one another.
C. discuss the differences of the way of life
of ancient Filipinos and the way of life of
Filipinos today.
II. Values
The students appreciate the culture
of ancient Filipinos.
III. Materials
Pictures showing the way of life of ancient
Filipino communities
IV. Teaching the Lesson
A. Preliminary Activities
1. Call on students to review the previous
lesson on the origin of the first Filipinos.
Facilitate a short discussion afterward.
2. Ask the students to share what they know
about civilization. Facilitate a brief
discussion about this.
B. Lesson Development
1. Ask the students if they know anything
about ancient Filipinos’ way of life. Accept as
many answer as possible. Write on the board
important points raised.
2. Mention that the first Filipinos were
nomads. Tell something about the nomadic
way of life.
3. Discuss the emergence of ancient Filipino
communities. Then, discuss the culture of
these ancient communities. Tell something
about where these people lived and how they
built their shelters. Then, mention
important details about the social and
political structures of these communities.
4. Discuss in detail other pertinent
information about the society of these
ancient communities. Tackle the various art
forms of these communities as well as their
educational system. Discuss also their
languages, form of writing, literature, beliefs
and customs, economy, and foreign
relations.
5. Introduce the Laguna Copperplate
Inscription. Tell the class what it is, then
explain how it was discovered. Discuss its
significance.
6. Explain how the discovery of the Laguna
Copperplate Inscription allowed historians
to realize various aspects of the way of life of
ancient Filipinos.
7. Discuss the thriving trade in pre-Hispanic
Philippines.
8. Summarize the important details
discussed in the lesson.
V. Evaluation
Ask the students to identify the following:
1. This period is also called the New Stone
Age. (Neolithic period)
2. This social class, also called Timawa,
includes free individuals who do not enjoy
privileges yet. (Malaya)
3. This is the basic unit of society. (family)
4. This loosely flowing skirt is also called
patadyong in the Visayas. (saro)
5. This dance, translated as “ Dance of the
Ants,” is a favorite of ilocanos. (Kinotan)
6. This is an ancient school established in
Panay. (Bothoan)
7. This priest who observed that the ancient
Filipinos wrote from top to bottom then left
to right. (father Pedro Chrino)
8. This is the Filipino equivalent of the world
riddle. (bugtong)
9. This is popular Bicolano epic about the
first people in bicol before the first deluge.
(ibalon)
10. This is where the Laguna (copperplate
Inscription was discoveres. ( Lumbang
River.)
VI. Enrichment
A. Divide the class info five groups. Ask
each group to present a skit showing
five aspects of culture of ancient
Filipinos.
B. Ask each group to make a scrapbook
or poster showing the way of life of
ancient Filipinos.
C. Have the students write essay
enumerating the aspects of ancient
Filipino culture which they think
should me maintained by Filipinos
today.
Answer Key
Look It Up
1. Babaylan
2. Barter
3. Dynasty
4. tBalanghai
5. kaingin
6. Mummification
7. Manunggul jar
8. Ibalon
9. Darangan
10. Hudhud
Challenge Yourself
1 – 7. Check the students’ answers.
CHAPTER 5
 THE EMERGENCE AND SPREAD OF
ISLAM IN THE PHILIPPINES
Lesson 1 The Characteristics of Muslim
Culture
I. Objectives
By the end of this lesson, the
students should be able to
A. Describe and discuss the key beliefs
of Islam;
B. Recall how Islam emerged in the
Philippines;
C. Enumerate the characteristics of
Islamic culture in the country; and
D. Shoe respect to the beliefs and
customs of Muslims.
II. Values
 The students respect different
beliefs, religions, and customs.
 The students show respect to the
different religions, beliefs, and
customs of other people.
III. Material
Map of the Philippines; pictures
showing the various aspects of Islam;
newspaper clippings or articles
unfairly branding Muslims as
extremists, radicals, or terrorists.
IV. Teaching the Lesson
A. Preliminary Activity
Get a copy of newspaper clipping or
article unfairly branding Muslim as
extremists, radicals, or terrorist. Photocopy
it and give each students a copy. Give the
students ample time to read the article, then
conduct a discussion about it. Elicit the
students’ reactions or insights about the
article. Afterward, lead the students to the
conclusion that the students to the
conclusion that the stereotyping of Muslims
as radicals or extremists is unfair and
unjustified.
B. Lesson Development
1. Say that Islam is from the Arabic word
Sallam, Which means, “peace through
faith.” Narrate the beginnings of Islam
and how the Prophet Muhammad
endeavored to spread it across the world.
2. Discuss how Islam spread to the
Philippines.
3. Described Islam as a religion.
Introduce important aspects of the
Islamic faith such as the Quran and
Five Pillars of Islam (Shahada, Salat,
zakat, sawn, and haji). Show
appropriate pictures.
4. Discuss in detail the Islamic culture
in the Philippines. Show
appropriate pictures.
V. Evaluation
a) Ask the students to describe or
define the following.
1. Quran – Islam’s sacred text
2. Sultanate – a government
established by Muslims
3. Islam – religion of the Muslims
4. Saudi Arabia – country where
Islam originated
5. Muhammad – prophet of the
Muslims
6. Ramadan – fasting month for the
Muslims
7. Abu Bakr – established the
Sultanate of Sulu
8. Mecca – Holy City of the Muslims
9. Madrasah – Islamic educational
system
10. Imam – head of the Islamic
religion or prayer leader of a
mosque
b) Have the students make a diagram
showing how Islam spread in the
archipelago.
VI. Enrichment
A. Group the class into fives. Ask each
group to present a skit showing various
aspects of Islamic culture.
B. Ask the students to choose five
aspects of Islamic culture which they
think should be applied in everyday life.
Have them explain their choices.
Answer Key
Look It Up
1. Islam
2. Madrasah
3. Hajji
4. Quran
5. Ramadan
Challenge Yourself
1 – 4. Check the students’ answers.
Lesson 2 Culture and the Influence of
Islam
I. Objectives
By the end of this lesson, the
students should be able to
A. describe the Muslim culture in the
country;
B. explain the different social, political,
and religions systems of the Muslims.
C. discuss how Islam has influenced
the way of life of Filipino Muslims; and
D. infer the contributions of Islam to
Filipino culture and society.
II. Values
  The students realize that the B. Ask the students to write a letter of
differences in beliefs, religions, and friendship to their Muslim brothers in
customs should not hinder unity and Mindanao.
peace.
 The students show respect to the Answer Key
religion, beliefs, and customs of other Look It Up
people.
1. a
III. Material 2. b
Pictures showing the various aspects 3. g
of Islam. 4. i
5. c
IV. Teaching the Lesson 6. f
A. Preliminary Activity 7. h
1. Call on students to review the 8. e
previous lesson. 9. d
2. Call on Volunteers and have then
present a skit showing the different
aspects of Islamic culture. Challenge Yourself
1 – 2. Check the students’ answers.
B. Lesson Development
1. Call on students and have them CHAPTER 6
review how Islam spread to the
Philippines. Ask them to make a CHANGE INTRODUCED BY THE
timeline as visual aid. ASIANS
2. Tell the class that Islam has greatly
influenced Filipino society. AS proofs
mention that there are many Filipino Lesson 1 Ralagions With India, Arabia,
Muslim communities across the China And Japan.
country.
3. Locate on the Philippine map the I. Objectives
exact locations of the biggest Muslim By the end of these lessons, the
communities in the country. Point out students should be able to
also that there are different Muslim A. recall how the trading of Filipinos
groups. Refer the students to table 17. with other Asian nations began;
4. Discuss the language of Muslims.
5. Discuss the political structure of B. Enumerate the Asian nations that
easily Filipino Muslim communities. related with Filipinos;
Disuses its laws, art and architecture,
educational system, and literature. C. pinpoint on the map the exact
6. Tell the class pertinent details about location of the Asia, countries; and
the ancient civilization of ethnic
Muslims. D. Discuss the reasons why the
7. Lead the students in inferring how Philippines began to interact with other
Islam has a affected Filipino society. counties; and

E. Cite the effects of early trading on

V. Evaluation
A. Have the students make a timeline of
the spread of Islam in the Philippines.
B. Ask the students to write an essay
describing Muslim culture in the
Philippines.
C. Let the students write a poem on
how Islam has made an impact on
Philippines society.
VI. Enrichment
A. Have the students research about the
ongoing tension between the Philippine
government and the Muslim rebels in
Mindanao. Ask the students to write a
reaction paper about whis, citing what
they think ways to resolve the crisis.
people and their communities.
II. Values
 The students understand and
appreciate the importance of the
interaction between our ancestors
and their Asian neighbors.
 The students value the ongoing
foreign relations of the Philippines
with other countries.
III. Material
Map of Asia, pictures of product,
which were brought to the Philippines
through trading
IV. Teaching the Lesson
A. Preliminary Activity
1. Call on 8 – 10 students and help
them prepare a skit on how ancient
Filipinos traded with their Asian
 neighbors. Have the group present Fans Yellow wax
the skit, then elicit the observation,
reaction and insights of the rest of umbrellas Betel nut
the class.
2. Ask, “ What is trading? Why was Silk cotton
trading important during ancient
times?” Accept and discuss as many Porcelain Bronze gongs
answer as possible.
Fishnets Hemp
B. Lesson Development
1. Discuss why ancient people engaged Brocada Textiles Tortoise shells
in trading. Explain also the
significance of trading during ancient Gold
times.
2. List down on the board the trading Colored beads
partners of early Filipinos. Locate
these countries on the map, then ask Pearls
the class to share their observation
on these locations. Edible bird’s
3. Discuss the trading relations of the
early Filipinos with the Indians, nests
Arabs, Chinese, and Japanese.
4. Make a chart of different product
bartered by the Filipino to their
trading partners and vice versa. Challenge Yourself
5. Ask the students to analyze the 1 – 5. Check the students’ answers.
result of interaction between ancient
Filipino and their fellow Asians.
Discuss the analysis of the students. Lesson 2 Influence from Some Asian
6. Lead the students in inferring the Lands
social cultural, and economic
implications of trading. I. Objectives

V. Evaluation By the end of this lesson, the

A. Have the students write an essay
comparing the trading relations of the
Philippines with Asian neighbors during
the pre-Hispanic time and the present
situation.
students should be able to
A. identify the aspects of Filipino
culture that have been influenced by
Indians, Arabs, and Chinese; and

B. Let the students list down trading B. Infer how Asian cultures shaped
practices which they think reflected the Filipino culture
culture and values of ancient Filipinos.
II. Values
VI. Enrichment The students appreciate the
A. Ask the students to discuss the influence of other cultures on Philippine
history of the neighboring Asian culture.
countries that traded with ancient
Filipinos.
III. Material
B. Have the students write an essay on
the importance of establishing None
harmonious relationship with other
countries. IV. Teaching the Lesson

C. Divide the class into small groups. A. Preliminary Activity

Ask each group to role-play the trading 1. Call on students to review the
practices of ancient Filipinos. previous lesson. Ass pertinent
details.
Answer Key 2. Ask the students, “ Other than the
Look It Up exchange of goods, what do you think
did ancient Filipino get from trading
Products from Product from with people of othet countries?”
Accept and discuss as many answer
China the Philippines as possible. Lead the students to the
conclusion that an exchange of
cultural ideas also occurred during
 trading. Conduct a brief discussion groupmates will act out. Allot one minute
about this. for both group to identify or guess the
mystery words. The group with the most
B. Lesson Development number of correct answers will win. Choose
1. Discuss in detail the changes two observes to help you determine the
brought about by the Indians, Arabs, winner.
and Chinese. Make a table so the
students can better understand the Challenge Yourself
discussion. 1 – 3. Check the students’ answers.
2. Let the students add their own
insight on the discussion. Have them
add details to the table you have UNIT TEST
made. A. Define the following
3. Discuss the valuing changes brought
about by the Asians. 1. Archipelago
4. Lead the students in analyzing the
positive and negative influence of 2. ecotourism
other Asian culture to ancient
Filipino culture. 3. mummification
5. Let the students identify the
characteristics of each Asian country 4. migration
that have become part if Filipino
culture. 5. population

V. Evaluation
Have the students classify the
following as Indian, Arabic, or Chinese. B. Identify the following
1. Umbrellas (Chinese)
2. Mahabharata (Indian) 1. This period is also called
3. Slippers (Chinese)
4. Pansit (Chinese) the New Stone Age.
5. Islam (Arabic)
6. Porcelain (Chinese) 2. This is a popular Bicolano
7. Sultanate (Arabic
8. Putong (Indian) epic about the first people in Bicol before
9. Sarong (Indian)
10. Lumpia (Chinese) the first deluge.

3. This social class, which is

VI. Enrichment
A. Ask the student to write an essay on also called Timawa, includes free individuals
the following: “ in what ways do foreign
influences become beneficial to me and who do not enjoy privileges yet.
my country.
4. This region is considered
B.Have the student write an essay on
the negative influence of foreign as the “Rice Bowl” of the country.
cultures on Filipino culture.
5. It is a vent in the rocky
C. Ask the students to research five
Filipino practices influenced by a outer crust of Earth.
foreign culture Remind the students to
discuss each practice in detail. 6. It is considered the

D. Group the class into fives. Have smallest volcano in the world.
each group role-play a Filipino practice
that has been influenced by foreign 7. This is where the Laguna
culture.
Copperplate Inscription was discovered.
Answer Key
Look It Up 8. This priest who observed

Faciliate the charade game. Divide that ancient Filipinos wrote from top to
the class into two big groups. Each group
will choose five representatives. Every bottom then left to right.
representative will identify the mystery
words that his or het classmates
 9. This loosely flowing shirt is Explain or discuss the following in three to
four sentences.
also called patadyong in the Visayas.
1. Myth of Sicalac and Sicabay
10. This Dance , translated as
2. Wave of Migration Theory
“Dance of the Ants,” is a favorite of Ilocanos. 3. Importance of History
4. Relationship of Sociology to History
11. This is an ancient school
5. Influence of Islam to Filipino culture
established in Panay.

12. This is the Filipino Answer Key

A.
equivalent of the word riddle.
1. Archipelago – an expanse of water
13. This is the farthest island
with many scattered islands.
north of the Philippines. 2. Ecotourism – the practice of touring
natural habitats in a manner meant
14. This Arabic word means
to minimize ecological impact.
“peace through faith.”
3. Mummification – embalming from
15. This gave way to the one country or as if a mummy.
4. Migration – moving from one country
establishment of regions in the country in.
place or locality to another.
5. Population – the whole number of
C. Identify the location of the following
people inhabitants in a country or
1. Maria Cristina Falls
region; the total of individuals
2. Chocolate Hills
occupying an area or making uo a
3. Underground River
whole.
4. Banaue Rice Terraces
( Accept other possible answers.)
5. Mt. Apo
6. Pagsanjan Falls
B.
7. Mayon Volcano
1. Neolithic Period
8. Hundred Island
2. Ibalon
9. Taal Volcano
3. Malaya
10. Crystal Cave
4. Central Luzon
11. Boracay
5. Volcano
12. Hidden Valley
6. Taal Volcano
13. Mines View Park
7. Lumbang River
14. Mt. Hibok-Hibok
8. Father Pedro Chrino
15. Salinas Salt Spring
9. Saro
10. KInotan
D. Enumerate the Following:
11. Bothoan
1. Five Pillars of Islam
12. Bugtong
2. Four bodies of water
13. Y’ami Isle
3. Four land forms
14. Sallam
4. 17 regions of the country
15. Integrated Reorganization Plan of
5. Six social sciences
1972.

C.
 1. Lanao  Mountain range
2. Bohol  Mountain
3. Palawan  Volcano
4. Ifugao  Hill
5. Davao
6. Laguna 4. 17 regions of the country
7. Albay  National Capital region
8. Pangasinan  Cordillera Administrative Region
9. Batangas  Ilocos Region
10. Baguio  Cagayan Valley Region
11. Panay
 Central Luzon region
12. Laguna
 CALABARZON
13. Baguio
 MIMAROPA
14. Camiguin
 Bicol region
15. Nueva Ecija
 Western Visayas
 Central Visayas
D.
 Eastern Visayas
1. Five Pillars of Islam
 Zamboanga Peninsula
 Shahada
 Morthern Mindanao
 Salat
 Davao Region
 Zakat
 SOCCSKSARGEN
 Sawn
 CARAGA
 Hajj
 Autonomous Region in Muslim
Mindanao
2. Four bodies of water (any four of the
5. Six social sciences (any six of the
following)
following)
 Ocean
 Geography
 Sea
 Sociology
 Lake
 Linguistics
 Bay
 Psychology
 River
 History
 Falls
 Anthropology
 Spring
 Philosophy
3. Four land forms (any four of the following)
 Policy Studies
 Island
 Political Science
 Plain
 Valley
E. Check the students’ answers.
 Plateau

UNIT II DEVELOPING THE FILIPINO CONSCIOUSNESS

Unit II is about development of Filipino

Consciousness and its significance in
molding Philippine history.
Chapter & tackles the arrival
Spaniards in the Philippines
changes precipitated by the colonization and
evangelization of the country. Chapter 8, on
the other hand, discusses the Philippines
colonial government and its branches; it also
expounds how the early Filipinos reacted to
the threat of colonization.
CHAPTER 7
THE SPANISH OCCUPATION
Lesson 1 THE PERIOD OF EUROPEAN
CONQUEST IN THE EAST
I. Objectives
By the end of this lesson, the
students should be able to
A. discuss the factors that led to European
exploration and conquest of the East;
B. recall how the Europeans found their
way to the East;
C. enumerate the different lands in Asia
that the Europeans discovered and
colonized;
D. Discuss the objectives of Spain in
colonizing new lands; and
E. infer the impact of colonization.
II. Values
 The students understand the
reasons why European countries
began exploring and conquering the
East.
 The students recognize the value of
independence.
III. Material
World map, pictures of
European explorers.
IV. Teaching the Lesson
A. Preliminary Activity
1. Call on students to review the
previous lesson.
2. Ask the students to locate on the
map the countries of Portugal,
Spain, Great, Britain, France, and
Holland. Afterward, have the
students share what they know
about these countries.
3. Ask the students, “ What role did
these countries play in the discovery
of new lands for Europe?” Accept
and discuss briefly as many answer
as possible. Afterward, lead the
student to the conclusion that these
five countries were at the forefront
of the in the race of Europeans to colonize
lands in Asia.
and the
B. Lesson Development
1. Ask, “What is the purpose of
pepper?” Accept and discuss as
many answer as possible. Then, tell
the class that pepper was once an
extremely valuable spice in Europe.
2. Explain how the demand for pepper
and other spices spurred the desire
of Europeans to explore the oceans.
3. Introduce the Crusades. Tell the
class what it is, then explain its role
in paving the way for the exploration
and colonization of new lands in Asia
by the Europeans.
4. Discuss briefly the Asian-European
trade and the fall of Constantinople.
Explain how these two, along with
the Curasades, paved the way for the
discovery and colonization of new
lands.
5. Make a timeline of the events that led
to “ The Age of Exploration.” Discuss
each event in detail. Refer the class
to table 16.
6. Enumerate the aims of the Spaniards
in searching for and colonizing new
lands in Aisa. Discuss each aim and
ask the students to react on each
one,
7. Make a table of Asian lands colonized
by Europeans. Discuss each one
briefly.
8. Lead the class in inferring the impact
of colonization on the colonizers and
their colonies.
V. Evaluation
Have the students identify the
following:
1. He was an explorer from Venice who
went to china between 1259 and
1294. (Marco Polo)
2. He discovered the Cape of Good Hope
in Africa. (Bartolomeu Dias)
famous 3. These were holy wars undertaken by
Christian European Kings.
(Crusades)
4. He discovered the Pacific Ocean
(Vasco Nuñez de Balboa)
5. He discovered America. (Christopher
Columbus)
VI. Enrichment
A. Ask, “In your opinion, how old did
the colonization of Spain transformed
Philippine society.
B. Let the student research more about
the age of Exploration.
C. Have the students write a reaction
paper about colonization. Ask them to
assess the impact – both positive and
 negative – of colonization to the  The students appreciate their
colonizers and the colonies. sovereignty as a free nation.

D. Have the students research details III. Material

regarding the expeditions of the World map, pictures of Magellan and
following explorers. the other Spanish conquistadors, pictures
depicting the significant events of the
1. Bartolomeu Diaz Spaniards’ conquest of the Philippines.
2. Marco Polo
3. Vasco Nuñez de Balboa IV. Teaching the Lesson
4. Christopher Columbus A. Preliminary Activity

1. Ask, “How did European

Answer Key exploration and conquest in the
Look It Up East begin?”
1. Age of Exploration Accept and discuss as many answer
2. Colonization as possible.
3. Colony 2. Ask the students to locate on the
4. Crusades world map the Asian lands
5. Renaissance conquered by the Europeans. Have
them discuss how Spain shaped
Challenge Yourself each Asian land.
1 – 5. Check the students’ answers.
B. Lesson Development
1. tell the class about Ferdinand
Lesson 2 The Coming of the Spaniards
Magellan. Explain why an explorer of
Portuguese blood explored foreign lands for
I. Objectives
Spain.
By the end of this lesson, the
2. Discuss Magellan’s Expedition.
students should be able to
Explain its purpose and how it eventually led
him to the Philippines.
A. recall the events that paved the way
3. Narrate the events that occurred after
for the Spaniards to colonize the
Magellan arrived in Homonhon Island. Show
Philippines;
appropriate pictures depicting each event.
4. Explain how Christianity became a
B. discuss the significance of
major component in Magellan’s relations
Ferninand Magellan in the Spanish
with the natives. Describe also how he
conquest of the Philippines;
managed to convert the natives to
Christianity.
C. explain the role of religion in the
5. make a timeline of events that led to
colonization of the Philippines.
the Battle of Mactan. Discuss each event
briefly. Emphasize why Magellan was unable
D. enumerate the Spanish expeditions
to subjugate Lapu-Lapu. Then describe what
that followed Magellan’s;
happened in the Battle og Macta.
6. Conduct a free-flowing exchange of
E. discuss how the major islands of
ideas on the significance of Magellan’s
the archipelago were colonized one-
voyage.
by-one;
7.Mention that after Magellan’s death,
more Spanish explores were sent to the
F. describe the role of Mexico in the
Philippines. Enumerate these expeditions
colonization of the Philippines;
and tell the class something about each one.
G. discuss the factors that aided in
8. Discuss the expedition of Miguel
the colonization of the Philippines;
Lopez de Legaspi. Then, tell the class how
and
Legazpi and his men. Were able to colonize
Cebu.
H. infer the reasons why the
9. Explain how Mexico become an
Spaniards were unable to conquer the
integral part in Spain’s colonization of the
lands of the Cordilleran’s and the
Philippines.
Moros.
10. Narrate in detail the events that led
to the colonization of each of the following:
II. Values
Panay, Manila, and Luzon; and the attempt
 The students understand fully
to colonize Mindanao and Sulu. Have the
Spain’s motives in colonizing the
students compare and contrast how the
Philippines.
Spaniards colonized each one.
 The students recognize the input of
11. Enumerate and discuss the factors
foreign culture in making Filipino
that aided the colonization of the
culture more diverse.
Philippines.
 12. Tell the class that there were 5. SUBJUGATE
unconquered areas in the Philippines. 6. VICEROY
Mention how the Spaniards failed to Challenge Yourself
subjugate the lands of the Cordillerans and 1 – 6. Check the students’ answers.
the Moros. Afterwards, have the students
analyze why the Spaniards were unable to Lesson 3 The Church and the
conquer the Cordillerans and the Moros. Colonization of the Philippines
13. Discuss the history of Manila during
the early days of the Spanish conquest. I. Objectives
By the end of this lesson, the
students should be able to
V. Evaluation A. cites the methods that Spain used
A. Have the students fill in the blanks with in conquering the Philippines;
the correct answer.
1. (king Carlos I) of spain sponsored B. explains the meaning of the cross
Magellan’s expedition. in the colonization of the Philippines;
2. Magelan’s expedition began on (20
September 1519). C. assess the use of the cross and the
3. When Magellan arrived in Guam in sword in conquering the Filipinos; and
1521, he named it the Island of the
Sails. But he changed the name to D. evaluates the positive and negative
(Ladrones Island) because one of the effects of a colonial government that
small boats of the Trinidad was stolen practical a union of the church and
there. the state.
4. The archipelago was named Islas
Filipinas by (Ruy Lopez de Villalobos), in II. Values
honor of Prince Philip II.  The students understand the role of
5. (Cebu) was the first city established the church in conquering the
by the Spaniards in 1565. Philippines.
B. Have the students list down and discuss  The students value the importance of
what they think are the three prime factors separation of the church and the
that helped the Spaniards colonize the state.
Philippines.
III. Material
C. Ask the students to explain why Magellan, Pictures of Old churches, a cross,
despite being an explorer of Portuguese and a sword
blood, explored foreign lands for Spain.
IV. Teaching the Lesson
D. Let the students infer the reasons why A. Preliminary Activity
Lapu-Lapu refused to yield to Magellan. 1. Give the dates for the following
events in history:
VI. Enrichment a. The Bible of Mactan
A. Ask, “ In your opinion, what were the (27 April 1521)
positive and negative effects of the Spanish b. The tip of samar was seen
colonization of the Philippines? Explain each (16 March 1521)
of your answers.”
B. Ask the students to make a timeline c. First mass held in the
showing the events, dates, problems, and archipelago
effects of Magellan’s voyage. (31 March 1521)
d. Start of Magellan’s expedition
C. Divide the class into three groups. Ask (20 September 1519)
each group to present a skit depicting any of e. City of Manila was
the events that occurred after Magellan established
Arrived in Homonhon Island. (24 June 1571)
2. Show the class picture if old
D. Have the students infer the values of churches in the Philippines. Let the
Lapu-lapu. Then ask, “Do you consider students identify where each chuch
Lapu-Lapu a hero? Why or Why not? Which can be found. Then, ask the students
of his values do you think should young men what role the church played in the
and women emulate?” colonization of the Philippines.
3. Tell the class about the separation of
Answer Key the church and the state as
Look It Up discussed in the Philippines
1. BLOOD COMPACT Constitution. Elicit students’
2. CAPITAL reactions and insights. Ask, “ is its
3. MUTINY appropriate that there be a
4. STRAIT separation of the church and the
 state? Why or Why not?” Accept the 3. c
discuss as many’ answer as possible. 4. b
You may also facilitate a debate 5. a
about this.
Challenge Yourself
B. Lesson Development 1 – 3. Check the students’ answers.
1. Explain how the Spaniards used the
sword and the cross in colonizing the
Philippines.
Lesson 4 Christianity during the Colonial
2. Discuss how the church and the
Period
state acted as one. Enumerate and
explain the effects of such
I. Objectives
governance.
By the end of this lesson, the
3. Tell the class about the first
students should be able to
missionaries in the Philippines.
A. narrate how the Spaniards spread
4. Discuss the role of the Obras Pias.
Christianity in the Philippines
5. Lead the students in analyzing the
effects of the policy of the union of
B. enumerate the changes in the lives
the church and the state. Then
of the natives who embraced
discuss each effect in detail.
Christianity.
6. Let the students discuss what the
Spanish missionaries accomplished
C. discuss the characteristics of
in the Philippines. Have the students
Christianity that the Spaniards
share their thoughts on the
spread I the country;
importance of influence of religion in
the lives of Filipinos.
D. explain what folk Catholicism is
and why it emerged; and
V. Evaluation
A. Have the students arrange the
E. infer whether the ancient beliefs
following according to their arrival in
and customs of early Filipinos were
the Philippines.
truly lost when Christianity spread in
Ask them to write numbers 1 – 5.
the country.
(3) Jesuit
(1) Augustinian
II. Values
(5) Recoleto
The students recognize the
(4) Dominican
contributions of Christianity to Filipino
(2) Frenaciscan
culture.
B.Ask the students to write an essay
III. Material
explaining how the Spaniards used “
the cross and the sword” in colonizing
None
the Philippines
IV. Teaching the Lesson
C. Have the students write an essay on
A. Preliminary Activity
the positive and negative effects of a
1. Call on volunteers to review the
colonial government that practiced the
previous lesson.
union of the church and the state.
2. Conduct a freewheeling discussion
on the effects of Christianity.
3. Facilitate a freewheeling discussion
VI. Enrichment
on the impact of religion to various
A. Ask, “In your opinion, what would
communities around the world.
the predominant religion in the
country had the Spaniards not arrive
B. Lesson Development
in the Philippines?”
1. Discuss how the Spaniards were able
to convince – or income cases, coerce
B. Have the students research more on
– the natives to accept Christianity.
the Patronato real.
2. Explain why the Spaniards destroyed
the native symbols for spirits, idols,
C. Let the students create a poster
and amulets. Let the class react as to
showing how the Spaniards used “the
why the Spaniards had to do this in
cross and the sword” in colonizing
relation to their goal of spreading
country.
Christianity.
3. Define folk Catholicism. Explain how
Answer Key
it came about. Cite examples of folk
Look It Up
Catholicism.
1. e
2. d
 4. Lead the students in analyzing the
characteristics of Christianity that
the Spaniards spread in the country.
5. Encourages the students to illustrate
the effects of colonization and
evangelization of Filipino culture.
Ask them to make a chart of the
influences of Christianity on native
culture.
I. Objectives
By the end of this lesson, the
students should be able to
A. Illustrate the structure of the colonial
government in the Philippines;
B. describe the policies and structure of the
colonial government.

V. Evaluation C. Assess whether the colonial government

A. Have the students identify the governed the country effectively;
following
1. This book, written by Padre D. Scrutinize the livelihood policies that the
Francisco Blancas de San Jose, Spaniards implemented throughout the
was published in 1614. Philippines.
(VOcabulario de la Lengua
tagala.) E. Discuss the cultural, social, and
2. This person heads the rituals economic developments during the Spanish
and ceremonies done by the occupation; and
Filipino natives. (Amanibili)
3. This person wrote the first F: infer whether there were improvements in
Balarilang Pampango. (Father the quality of life of Filipino during the
Francisco) Spanish occupation.
4. This person wrote the first
Balarilang Maguindanao. II. Values
(Father Jacinto)  The students recognize the religion
B. Have the students answer the cultural, social, economic, and
following: political contributions of the
1. Why did the Spaniards destroy Spaniards.
the symbols for spirit, idols,  The students value the contributions
and amulets? of its Spanish colonial government to
2. What is folk Catholicism? Why the present Philippines society.
did it emerge?
3. How did Catholic III. Material
evangelization affect or
influence Filipino culture? Cite None
concrete examples.

VI. Enrichment IV. Teaching the Lesson

A. Ask, “In your opinion, was evangelization A. Preliminary Activity
during the Spanish colonization helpful to 1. Have the students identify the
the development of Filipino culture? following:
a. The type of government that
B. Ask, IN what ways do Filipinos still spain established in the
practice folk Catholicism? Name at least five Philippines (Colonial and
and discuss each one.” Centralized)
b. The last Spanish governor-
Answer Key general in the Philippines
Look It Up (Diego delos Rios)
1. CATECHISM c. A prosecutor sent by the king
2. EVANGELIZATION or viceroy of Mexico to the
3. SACRIFICE Philippines (Visitador)
4. DOCTRINA CHRISTIANA d. The Supreme Court during
5. AMULER the Spanish regime (royal
Audiencia)
e. The number of year that the
Challenge Yourself Spaniards occupied the
1 – 4. Check the students’ answers. Philippines (333)
2. Call on students to recall the
CHAPTER 8 characteristics of Christianity that the
CHANGES IN A COLONIAL Spaniards spread across the Philippines.
3. Elicit the students’ reactions and
SOCIETY
insights on the impact of the Spanish
occupation. Facilitate a discussion on the
Lesson 1 The Structure of the Colonial
students’ reactions and insights.
Government
 B. Lesson Development 6. The government’s mayor source of
1. Review the type of governance income during the Spanish era ( Galleon
used by the Spaniards (union of state and Trade)
church)
2. Enumerate the political policies of 7. The taxing of each Filipino family
the Spaniards. Discuss each one in detail. (tribute)
3. Describe in detail the form and
features of the Spanish government in the 8. Forced labor (polo)
Philippines.
4.Refer the class to the diagram of 9. Refers to the natives’ system of
the political structure of the government. selling their products to the government by
Explain it in detail. force (bandala)
5. Discuss the role of the governor
general. Cite also his functions in the 10. The system employed in
subjugation of the native Filipino nation. governing lands and their occupants
6. Explain the system of checks and (encomienda)
balance implemented by Spain to monitor its
governor-general on the fulfillment of his B. Ask the students to make a diagram
duties. Discuss in detail the following: the showing the political structure of the
Residencia, the Visitador, and the Real Spanish government and the colonial
Audencia. government in the Philippines.
7. Tell the class about the local
government. Stress the function of the VI. Enrichment
provincial, City and municipal governments. A. Ask, “ Do you agree with the colonial
Mention the officials tasked to oversee each government’s livelihood and economic
local government and explain their policies in the Philippines? Explain.”
functions.
8. Describe in detail the features of B. Have the students research more about
the colonial government. the Galleon Trade.
9. Enumerate and discuss the
economic policies, measures, and programs C. Ask, “ Was the checks and balances
implemented by the colonial government. system employed effective in its purpose of
10. tell the class about the Galleon monitoring the governor-general? Why or
trade. why not?”
11. Cite the cultural changes that
occurred during the Spanish period. Explain D. Let the students research more about the
how each cultural change permeated educational system implemented by the
through Filipino culture. Spaniards. Have them analyze whether this
12. Describe the educational system system was effective or not.
implemented by the colonial government.
Have the students make as assessment. Answer Key
13. Lead the students in making Look It Up
conclusions about the way Spaniards 1. Governor-General
governed the Philippines. Facilitate a 2. Residencia
discussion made by the students. 3. Real Audiencia
4. Visitador
V. Evaluation 5. Gobernadorcillo
A. Have the students identify the following 6. Cariñosa
1. the highest ranking official of the 7. Beaterio
Spanish colonial government ( governor 8. Encomienda
general) 9. Bandala
10. Polo
2. The leaser of an alcaldia (alcalde
mayor) C R R C A R I Ñ O S A V D U X
I G U B T E W E U B D S B V C
3. The leader of a town S I G I L S A R E I N T E I S
(gobernadorcillo) E N C O M I E N D A G S A S F
F G U J J D A G K F E V T I S
4. The leader of a village or barangay A R V K E E Q A R T I T E T W
(cabeza de barangay) G O V E R N O R G E N E R A L
A S X C I C T D S R E U I D O
5. The strength and sustenance of a W A U T Y I F G Y U B T O O I
conquering nation is based on its acquisition A F R U D A A S R Y U O I R Y
of wealth in the form of gold or silver.
G O B E R N A D O R C I L L O
(mercantilism)
A M T Y R U I D F S Y T P H G
E R R E A L A U D I E N C I A
 B A N D A L A C G T R A F E I
I V S T W R T B S A P O L O P
Challenge Yourself
1 – 8. Check the students’ answers.
Lesson 2 The Threat of Foreign Invasion
and Filipino Rebellion against the
Spaniards
I. Objectives
By the end of this lesson, the
students should be able to
A. enumerate the countries that threatened
to colonize the Philippines;
B. Cite the reasons why these countries
attempted to colonize the Philippines;
C. Discuss what the Muslims and the
native of the north did to thwart the
colonizers;
D. State the reasons that led the Filipino to
revolt against the Spaniards;
E Explain the social dynamics between the
Filipinos and the conquerors; and
F. infer the values that the Muslims and the
natives of the north possess.
II. Values
 The students appreciate the
importance of unity.
 The students recognize and
appreciate the heroism of Filipino
natives.
III. Material
World map and illustrations of
different abuses on Filipinos by the colonial
government
IV. Teaching the Lesson
A. Preliminary Activity
1. Have the students identify the
following:
a. A Chinese pirate who
attempted to invade Manila in
1574 (Limahong)
b. A Dutch leader who attacked
Manila in 1600 (Admiral
Oliver Van Noort)
c. Leader of the British infantry
in the battle between the
British the Spaniards in the
Pacific (General William
Draper)
2. Ask the class to give the cause and
effect of the following:
a. The Philippines’ fame in the
area of trade
b. The foreigners’ discovery of
new lands
c. The timeliness of the Spanish
invasion of the Philippines
d. The spread of capitalism in
the form of mercantilism
e. Archbishop Rojo’s surrender
to the British forces
( Check the students’ answer)
3. Let the students review the structure
of the colonial government.
4. Let the students explain the following
thoughts:
a. “There can be no oppressor if
there is no one to oppress.”
b. “Victory is in unity.”
5. Have the studets discuss the influence
of the colonizers’ cultural backgrounds on
our own culture.
B. Lesson Development
1. Discuss the Portuguese occupation
of the Philippines in 1568. Explain
the purpose and goals of the
Portuguese in doing so.
2. Discuss the colonization of limahong.
3. Tell the class about the Dutch’s
attempts to colonize the Philippines.
Explain their reasons.
4. Discuss the British threat on the
Spanish government in the
Philippines.
5. Mention and explain how the
Muslims and the natives of the north
thwarted each colonizer. Then, let
the students infer the values and
virtues possessed by these Filipinos.
6. Enumerate and discuss the reasons
that led to the Filipinos’ decision to
revolt against the Spanish regime.
7. Cite the forms of protests done by the
Filipinos against their colonizers.
8. Infer why the Filipino finally decided
to revolt against the Spaniards.
V. Evaluation
A. Let the students write an essay on
what they think constitutes heroism.
B. Have the students put ✔ on the
blank space If the statement indicates a
reason for foreign invasion of the
Philippines. If it does not, have the students
put ✘.
✔ 1. The country’s wealth of natural
resources.
✘ 2. Filipinos are brave and valiant.
✔ 3. Strategic location of the Philippines
✘ 4. Unity among Filipinos
✔ 5. Fertile lands abound in the country
VI. Enrichment
A. Ask, “How can students like you
protect the Philippines’ freedom? Explain.”
B. Have the students research more
on the colonization of Limahong.
Answer Key
Look It Up
1. Demarcation line 14. This was a corporation
2. Parian established by Governor-General Jose Basco
3. Treaty of Paris Y Vargas on 10 March 1785.
4. Antonio Surabao
5. Confradia de San Jose 15. This was established
when King Charles III of Spain issued a
Challenge Yourself Royal Decree on February 1780.
1 – 6. Check the students’ answers.

UNIT TEST C. Identify the country or place discovered

A. Define the following. by the following:
1. Renaissance
2. Black Death 1. Amerigo Vespucci (Spain)
3. Cartographer 2. Vasco (Nuñez de Balboa (Spain)
4. Expedition 3. Antonio Gonzales (Portugal)
5. Colonization 4. Bartholomeo Dias (Portugal)
5. Diogo Cam
B. Identify the following. 6. Dennis Fernandez
1. This spice was one as 7. Vasco Da Gama (Portugal)
valuable as gold. 8. Christopher Columbus (Spain)

2. This disease swept through D. Answer the following briefly.

Europe, killing millions of people. 1. What triggered the onset of the Age of
Exploration?
3. These were trade routers 2. What prompted the rivalry between
used to transport goods from Asia to Europe. Spain and Portugal?

4. This nation on the edge of

Spain led the way in exploration.

5. After a 10-month voyage,

this man finally reached the great port of
Calicut on the West coast of India.

6. These two countries were

the primary rivals during the Age of
Exploration.

7. This Portuguese king

ignored Ferdinand Magellan’s proposal to set
sail and discover a new western route that
would take him to the east.

8. He was one of the rulers of

Mactan Island who openly defied Magellan.

9. This person has the power

to assign clergy to their respective parishes
and to approve the establishment of any
parish.

10. This was organized by the

church in 1594 to collect funds for
charitable and religious projects.

11. He wroted the

Vocabulario de la Lengua tagala in 1614.

12. This was the only tribunal

that decided on the termination of a governor
general’s term as well as those of other
officials.

13. This was the transitional

leader whenever the current governor-
general died or had lost favor with the king.
ANSWER KEY F. enumerate the ways with which
A. 1-5 Check the students’ definitions. the Filipinos express their resistance to the
Spanish regime;
B. G. State the reform movements that
1. Pepper emerged during this period;
2. Black Plague H. discuss aims of the propaganda
3. Silk Trade movements;
4. Portugal I. recount the events that led to the
5. Vasco da Gama founding of the Katipunan;
6. Spain and Portugal J. describe the role of the Katipunan
7. King Emmanuel I in the revolt against the Spaniards;
8. Lapu-Lapu K. explain the role of women in the
9. governor-general revolution;
10. Obras Pias L. discuss the significant events that
11. Father Francisco Blanca de San led to the proclamation of Philippine
Jose independence;
12. Residencia M. enumerate the significant
13. Real Audiencia personalities who played key roles in the
14. real COmpania de Filipinas fight against the Spanish regime; and
15. Tobacco monopoly N. infer the significance of the
Filipino revolt against the Spaniards.
C.
1. America (New World) II. Values
2. Pacific Ocean  The students appreciate the bravery
3. Cape Blanco, Africa and heroism of Filipinos.
4. Cape of Good Hope  The students recognize the vital role
5. Congo River of education in national development.
6. Cape Verde Islands  The students realize the value of
7. Calicut, India nationalism.
8. America  The students take pride in their
country and in their nationality.
D. 1-2. Check the students’ Answers.
III. Material
Pictures of the prominent
UNIT III - NATIONALISM, REVOLUTION personalities that played key roles in the
AND THE FILIPINO REPUBLIC revolt against the Spaniards; replica or
pictures of the Katipunan flags; a copy of a
Unit III discuss the birth of Filipino contemporary Philippine cedula and a
nationalism and the colonizers’ attempts at replica of the cedula used during the
aborting it. There are two chapters in this Spanish occupation
unit. Chapter 9 focuses on Filipino
nationalism. Chapter 10, meanwhile, IV. Teaching the Lesson
examines the rise and fall of the First A. Preliminary Activity
Republic of the Philippines and the 1. Call on students to write on the
institution of the American and Japanese board their own understanding of the
governments. words nationalism and patriotism.
Discuss the students’ answers, then
CHAPTER 9 define then define nationalism and
PHILIPPINE NATIONALISM patriolism.
2. Show the pictures of the following:
Lesson 1 Keys to the Development of a. Jose Rizal
Nationalism b. Andres Bonifacio
c. Emilio Aguinaldo
I. Objectives d. Antonio Luna
By the end of this lesson, the 3. Have the students identify each one.
students should be able to Then, ask them to list down in their
A. define patriotism; notebooks the qualities and characteristics
B. recall how patriotism was which they think these men possessed. Call
cultivated among Filipinos; on volunteers to share their answer.
C. narrate the events that led to the Afterward, ask, “Are these men worthy of
emergence of liberalism in the Philippines; being called heroes? Why or why not?”
D. describe the emergence of the Accept and discuss as many answer as
ilustrados; possible.
E. discuss the role of the ilustrados
in developing patriotism among Filipinos;
 4. Show the class a replica of a cedula
used during the Spanish period and a cedula
used today. Ask the students if they know
the purpose and significance of a cedula to
Filipino citizens. Accept and descuss as
many answer as possible.
5. Encourage the students to explain the
saying, “No one will help the Philippines but
the Filipinos.” Or “One has to stand up for
his principles to be heard.” Accept and
discuss as many answer as possible.
B. Lesson Development
1. Review the definitions of nationalism
and patriotism. Let the students cite some
acts showing nationalism and patriotism.
2. Lead the students in inferring the
significance of nationalism to the
development of a country.
3. Discuss the dawn of liberalism in the
Philippines. Make a timeline of the events
that led to the emergence of liberalism in the
country.
4. Tell the class about the leadership of
Governor – General Carlos Maria dela Torre.
Explain its impact on the Filipinos.
5. Introduce the ilustrados. Tell the class
who te ilustrados were, then discuss how
they emerged. Discuss also the role they
played in the revolution against Spain. Show
appropriate pictures.
6. Discuss the country’s participation in
the world market and the corresponding
emergence of modernization in the
Philippines. Tackle the events given in the
timeline. Explain also the importance of the
development of transportation and
communication in the country.
7. Explain in detail the purpose of the
reform movements.
8.Tackle the secularization movement
and nationalization. Show Appropriate
pictures. Explain the issues of the Filipino
clergy with the church.
9. Enumerate the steps implemented by
the Spaniards to counter and restrain the
reformist movements. Explain how the
change in leadership affected the reform
movements.
10. Define propaganda. Cite concrete
examples, then explain its purpose.
11. Discuss propaganda movement in
Spain. Mention the prominent personalities
that led this movement. Explain also its
purpose and its effect to the eventual
revolution. Show appropriate pictures.
12. Discuss the La Solidaridad and the
La liga Filipina
13. Narrate the events that led to the
founding of the Katipunan. Tell the class
something about the prominent figures
involved in its founding. Explain also why it
was founded. Show appropriate pictures.
14. Discuss pertinent aspects of the
Katipunan, in particular, its goals, its
leadership structure, its classification of
members, and its code of conduct.
15. Explain in detail the role of women in
the Katipunan.
16. Make a timeline of the events that led
to the discovery of the Katipunan. Discuss
each event.
17. Discuss the impact of the Katipunan
in the revolution against the Spaniards.
18. Recount the beginning of the
revolution, then discuss how it spread
across the country. Then, make a timeline of
the significant events that followed.
19. Explain in detail the role of women in
the revolution.
20.Discuss the Republic of Biak-na-Bato
and its constitution. Explain important
aspects of this republic. Tackle also the Pact
of Biak-na-Bato and its corresponding
failure.
21. Recount and discuss the event that
led to the proclamation of Philippine
independence.
22. Summarize the important details
discussed in the lesson.
23. Lead the students in inferring the
effects of the Filipino revolution against
Spain.
V. Evaluation
A. Ask the students to write an essay
on how to express nationalism.
B. Have the students identify the
following
1. The owner of the house where
the meeting that led to the Cry
of Pugad Lawin occurred. (Juan
Ramon)
2. This was the place where the
Cry of Pugad Lawin took place,
(Pugad Lawin, Balintawak)
3. He was the founder of La liga
Filipina. (Jose Rizal)
4. He was the goodhearted
governor-general that ruled
 with leniency. (Governor-
General Carlos Maria dela
Torre)
5. This was the date of the
execution of the GOMBURZA.
(17 February 2872)
C. Ask the student to enumerate the
following:
1. The three martyrs
a. Mariano Gomes
b. Jose Burgos
c. Jacinto Zamora
2. The first eight provinces which
revolted against Spain
a. Manila
b. Cavite
c. Laguna
d. Batangas
e. Bulacan
f. Pampanga
g. Nueca Ecija
h. Tarlac
D. Ask the students to answer the following:
1. What is liberalism? How did
liberalism emerge in the Philippines?
How did it affect the revolution?
2. Who were the ilustrados? How did
they become vital players in the
country’s quest for independence?
3. What would have happened had
Governor-General Carlos Maria dela
Torre’s successors continued his
kind of governance? Justify your
answer.
4. What were the five demands that
Aguinaldo made on the Spanish
Government in relation to the
founding of the Republic of Biak-na-
Bato?
5. What were the three directives that
Aguinaldo made as President of the
Republic? Why do you think did he
do so?
(Check the students’ answer.)
E. Ask the students to make a timeline of the
events that eventually led to the
proclamation of Philippine independence.
VI. Enrichment
A. Ask the students to answer the following
question:
1. As students, how can you show your
love for the country?
2. In your opinion, was it practical to
hope to achieve freedom through pen
and paper? Explain.
3. In your opinion, was the method
employed by the Katipuneros –
Strength, courage, and arms –
appropriate in the fight for freedom?
Explain.
4. As students, how can you show your
sense of unity in struggling for
freedom?
5. In your opinion, if the Philippines did
not declare independence, would it
still have achieved its freedom from
the Spaniards? Explain.
B. Ask the class to reenact the following:
1. A meeting of Katipuneros
2. Execution of the GOMBURZA
3. Cry of Pugad Lawin
4. Pact of Biak-na-Bato
5. Proclamation of independence
c) Ask the students to research about
the accomplishments of the following:
1. Graciano Lopez Jaena
2. Marcelo del Pilar
3. Jose Rizal
4. Mariano Ponce
5. Dominador Gomez
6. Antonio Luna
7. Jose Ma. Panganiban
8. Carlos Maria dela Torre
9. La Solidaridad
10. La liga Filipina
Answer Key
Look It Up
1. arsenal
2. Ilustrados
3. Kartilya
4. LIberalism
5. Nationnalism
6. Peninsulares
7. Insulares
8. secularization
Challenge Yourself
1 – 7. Check the students’ answers.
Lesson 2 Institution of the Republic of
the Philippines
I. Objectives
By the end of this lesson, the
students should be able to
A. narrate how the First Republic of
the Philippines was founded.
B. Narrate the achievements of the
Malolos Congress;
C. Summarize the pertinent
provisions of the Malolos Constitution;
D. enumerate the schievements of
the First Republic;
E. Cite the ways with which the
Filipino showed their knowledge in politics
and their reverence for freedom; and
F. infer the significance of the
founding of the first Philippine Republic.
II. Values
 The students recognize the
significance of liberty and freedom
 The students appreciate the nature
of politics in relation to the
development of a country.
III. Material
 Pictures of the Malolos Congress and
the Filipino revolution against Spain, 10-
peso bill
IV. Teaching the Lesson
A. Preliminary Activity
1. Call on volunteers to make a timeline
of the events that led to the
proclamation of Philippine
independence. Facilitate a brief
review afterward.
2. Show the class a 10-peso bill and
have the students focus on the
Barasoain Church. Ask the students
what they know about this church.
Accept and discuss as many answer
as possible.
B. Lesson Development
1. Tell the class that the Barasoain
Church was the site of the
inauguration of the Malolos
Congress. Then, review the events
that led to the founding of the First
Philippine Republic.
2. Explain what the Malolos Congress
is, then tell the class something
about its inauguration on 15
September 1898. List on the board
appropriate pictures as well.
3. Tell the class something about the
Malolos Constitution. Discuss its
pertinent provision. Make the
students react to each provision that
you will discuss.
4. Discuss the achievements of the First
Republic.
5. Lead the students in inferring the
impact of significance of the First
Philippine Republic in Philippine
history.
V. Evaluation
A. Let the students identify the role played
by each of the following personalities in the
founding of the First Republic of the
Philippines.
1. Emillio Aguinaldo (President of the
First Republic)
2. Apolinario Mabini (Brain of the
Revolution)
3. Dr. Pedro Paterno (Head of Congress)
4. Benito Legarda (Vice President)
5. Gregorio Araneta (First Secretary)
6. Pablo Ocampo (Second Secretary)
7. Felipe Calderon (Author of the
Malolos Constitution)
8. Teodoro Sandico (intenal Secretary)
9. Baldomero aguinaldo (secretary of
War)
10. Mariano Trias (Finance Secretary)
B. Ask the students to write an essay
summarizing and critiquing the provisions
in the Malolos Constitution.
VI. Enrichment
A. Ask, “ As students, what can you do to
contribute to the stability of our republic?”
B. Have the students research more about
the Malolos Congress and the Malolos
Constitution. Then, ask the students to
relate to the class the additional information
that they found out in their research.
C. Let the students write an essay proving or
disproving the political know-how and savvy
of Aguinaldo and Company.
D. Ask the students to find five similarities
between the Malolos Constitution and the
1987 Constitution.
Answer Key
Look It Up
1. ASSEMBLY
2. DIPLOMAT
3. INDEPENDENCE
4. REPUBLIC
5. CONSTITUTION
6. DEMOCRACY
Challenge Yourself
1 – 4. Check the students’ answers.
Lesson 3 The Iglesia Filipina
Independiente
I. Objectives
By the end of this lesson, the
students should be able to
A. recount how the Iglesia Filipina
Independiente was founded.
B. Discuss the reasons behind the
establishment of the Iglesia Filipina
Independiente;
C. enumerate the significant contribution of
the Iglesia Filipina Independiente to the
country; and
D. infer the historical impact of the
founding of Iglesia Filipina Independiente to
the present Filipino churches.
II. Values
 The students appreciate the freedom
to choose and oractices one’s
religion.
 The students recognize and respect
the religious beliefs of one another.
III. Material
Picture of father Gregorio Aglipay
IV. Teaching the Lesson
A. Preliminary Activity
Show the class a picture of father
Gregorio Aglipay. Ask the students to share
what they know about him. Then, lead them
to the conclusion that Father Aglipay
founded the Iglesia Filipina Independiente
B. Lesson Development
1. Tell the class what the Iglesia Filipina
Independiente is, then discuss how it
was founded by Father Aglipay.
2. Let the students analyze the reasons
behind the founding of the Iglesia
Filipina Independiente.
3. Enumerate and discuss the
Contributions of the Iglesia Filipina
Independiente to the country and to
the present Filipino churches.
4. Facilitate a freewheeling discussion
on the historical significance of the
Iglesia Filipina Independiente.
V. Evaluation
A. Instruct the students to make a timeline
of the founding of the iglesia Filipina
Independiente.
B. Ask the students to write an essay on the
significance of the Iglesia Filipina
Independiente to Philippine History.
VI. Enrichment
A. Ask, “Do you agree that people should
have the right to choose their own religion or
faith? Why or Why not?”
B. Let the students research more about the
life of Father Gregorio Aglipay and the
Church he founded. Then, write biographical
narration of his life emphasis on his
foundation of the Iglesia Filipina
Independiente.
Answer Key
Look It Up
1. c
2. b
3. a
4. d
Challenge Yourself
1 – 3. Check the students’ answers.
CHAPTER 10
ESTABLISHMENT OF THE AMERICAN
AND THE JAPANESE GOVERNMENTS
Lesson 1 Filipino-American War
I. Objectives
By the end of the Filipino- American
War erupted:
A. recall how the Filipino-American
War erupted;
B. enumerate the battles that took
place during the Filipino-American
war;
C. Analyze the reasons behind the
Filipino-American War;
D. discuss how these battles affected
the Philippines; and
E. infer the impact of the Filipino-
American War on the consciousness
of the Filipinos.
II. Values
 The students appreciate the
importance of peace.
 The students recognize that war
should not supersede diplomacy and
peace.
III. Material
None
IV. Teaching the Lesson
A. Preliminary Activity
1. Ask the class to verify If the following
statements are thrue or false:
a. Aguinaldo returned to the
Philippines from Malaysia to build a
government ruled by Filipinos (False)
b. One of the most important
achievements of the Malolos
Congress was its approval of the
Constitution of the First republic of
the Philippines. (True)
c. The author of the Malolos
Constitution is Claro M. Recto.
(False)
d. Andres Bonifacio was the first
president of the First Republic of the
Philippines. (False)
e. Aguinaldo said in a Speech, “ Great
is this day, great is this date, and
surely this instance shakk not be
forgotten, for now is when our people
have finally achieved freedom.” (True)
2. Let the students share their thoughts on
the saying, “There are no winners in war.”
Accept and discuss as many answer as
possible.
3. Have the students share what they think
are the reasons why countries go to war.
Then, ask them to infer the effects of war on
people.
B. Lesson Development
1. Discuss the Spanish-American War,
specifically its reasons and its
effects.
2. Enumerate the signs that pointed to
an upcoming war between the
Filipinos and the Americans.
3. Cite and discuss the causes of the
Filipino-American War.
4. Ask the class to analyze the cause of
the Filipino-American War.
5. Discuss the battles that occurred
between the Filipinos and the
americans.
 6. Let the students evaluate the Lesson 2 United States Governance in
significant events that occurred the Philippines
during the Filipino-American War.
7. Lead the students in inferring and I. Objectives
analyzing the effects of the Filipino- By the end of this lesson, the
American War. students should be able to
A. describe the Benevolent Assimilation Act;
V. Evaluation
A. Ask the students to identify the B. explain the kind of government the
importance of the roles played by the Americans established in the Philippines;
following character in the Filipino-American
War: C. analyze the aims of the American
1. Ge. Antonio Luna occupation;
2. Vito Belarmino
3. Martin Delgado D. Explain how the Filipino way of life
4. Arcadio Maxilom changed
5. Gen. John Bates
6. Gregorio del Pilar E. Discuss the commission sent to the
7. Licerio Geronimo Philippines.
8. Gen. Vicente Lukban
9. Cresencia San Agustin de Santos F. describe the policies implemented by the
B. Ask the students to make a chart on the Americans during the American occupation;
statistics regarding losses and death during
the Filipino-American War. G. explain how Filipino patriotism was
renewed during the American occupation;
VI. Enrichment
A. Ask, “in your opinion, how could a war be H. illustrate a matrix containing the years,
avoided?” leaders, location, and effects of the Filipino
opposition against the American
B. Let the students research more about the government; and
Spanish-American War.
I. recognize the Filipinos’ effort at regaining
C. Have the students research the role of the country’s freedom.
women in the fight against the Americans.
II. Values
Answer Key  The students recognize the value of
Look It Up patriotism.
A U T O N O M Y T A  The students appreciate the heroism
S D R R P W M W H S of the Filipino who resisted the
S D E A R D A W E S American occupation.
I V A L O E S E Y E
M L T K T R S R O M III. Material
I N Y G E T A T C B Pictures of the significant personalities
L X O V C F C Y C L involved in the American occupation
A D F J T C R U U Y
T E P Z O N E I P K IV. Teaching the Lesson
I T A E R T Q O A L A. Preliminary Activity
O O R D A Z A A T O 1. Ask the students to identify the following:
N G I R T S S S I I a) I am the father of the Katipunan.
(Andres Bonifacio)
J V S U E E T D O Y
b) I am the author of the Kartilya ng
B E N E V O L E N T
Katipunan. (Emilio Jacinto)
A F U I D S F T O P
c) I tended the wounded Katipuneros I
am also known as tandang Sora.
1. Treaty of Paris
(Melchora Aquino)
2. Zone
d) I wrote Noli Me Tangere and El
3. Assembly Filibusterismo. (Jose Rizal)
4. Massacre e) I founded the republic of Biak-na-
5. Occupation
Bato. (Emilio Aguinaldo)
6. Protectorate
2. Have the students fill in the blank spaces
7. Autonomy
with the correct answers.
a) The Pact of (Biak-na-Bato) tha exiled
Challenge Yourself
the Filipino revolutionaries was a
1 – 5. Check the students’ answers.
failure
b) The Katipunan was formed in
(Azcarraga, Tondo).
 c) Bonifacio was gunned down in D. Ask the students to assess three of the
(Maragondon, Cavite). many policies implemented by the
d) The Cry of the Revolution transpired Americans.
in (Pugad Lawin).
e) Rizal was exiled to (Dapitan). VI. Enrichment
3. Ask the students to prepare a grid that A. Ask the students to answer the following
describes the various forms of government questions:
instituted all over the world. Let the students 1. In you opinion, did the American
assess each form of government listed in governance prove beneficial to the
their grid. Philippines or not? Why?
2. As students do you agree about the
4. Let the students share their insights on policies that he United state
the song “Bayan ko.” implemented in the Philippines?
Why?
B. Lesson Development B. Let the students research more on the
1. Discuss the Benevolent Assimilation Act. following. Then, ask the students to assess
2. Tell the class about the type of the effect and impact of each law on
government the americans established Filipinos.
in the Philippines. Described its 1. Sedition Law
structure in detail. 2. Brigandage Act
3. Ask the class to examine the aims of the 3. Reconcentration Act
Americans occupation. 4. Flag Law
4. Enumerate the commissions sent by the
Americans and discuss in detail each Answer Key
one. Show appropriate pictures. Look It Up
5. Cite and discuss the policies C
implemented by the Americans. A U T O N O MY
Encourage the students to scruntinize M
the political, economic, social, religions, C O M MI S S I O N
and cultural policies imposed by the E
Americans. Show appropriate pictures. I N D U S T R I A L I Z A T I O N
6. Explain how the way of life of Filipinos C
changed during the American S A R S WE L A
occupation.
7. Explain how Filipino patriotism was Challenge Yourself
renewed during the American 1 – 8. Check the students’ answers.
occupation. Enumerate and discuss the
events that led to this renewal of
patriotism. Lesson 3 Acts and Policies toward
8. Initiate discussion on how to appreciate Philippine Independence
the Filipino who fought for our nation’s
independence from the Americans. I. Objectives
9. Ask the students to enumerate the By the end of this lesson, the
Filipinos’ efforts at attaining students should be able to
independence. Let them express their A. Enumerate and discuss the acts,
opinions and reactions. policies, and laws implemented to prepare
the Philippines for independence;
V. Evaluation
B. Cite and describe the changes in the
A. Ask the students to fill in the chart country when the Commonwealth
about the two commission sent by the government was established;
Americans.
Schurman Taft C. Discusses the establishments of the
Commission Commission Philippine Assembly and cite its
Head achievements;
Objectives
Result D. Describe each independent mission sent
B. let the students enumerate three or more by the Americans to the Philippines.
policies that the United states carried out in E. summarize the important provisions in
the Philippines. Have them classify these the 1935 Contitution;
policies according to the following areas:
Political, economic, or social. F. recall what happened in the national
elections of 1935;
C. Have the students discuss the Benevolent
Assimilation Act. G. recount the event that led to the
establishment of the Commonwealth
government

H. Identify the prominent personalities
involved in the Commonwealth government;
and
I. Infer the significance of the changes that
occurred during the commonwealth period.
II. Values
 The students appreciate the
importance of laws and policies in
national development.
 The students recognize the efforts of
Filipino leaders who fought for
Philippine independence.
III. Material
Pictures of the significant personalities
involved in the establishments of the
Commonwealth government.
IV. Teaching the Lesson
A. Preliminary Activity
Elicit the students opinions on the
following statements. Accept and discuss as
many answer as possible.
 “ The Philippines is for the Filipinos”
 “One for all and all for one”
 “Support Filipino products”
B. Lesson Development
1. Review the previous lesson. Ask the
students to recall the event the
events that occurred during the
American occupation.
2. Make a timeline of the events that led
to the establishments of the
Philippine
3. Introduce and explain the Jones act
of 1916 and the Hare-Hawes-Cutting
Bill. Discuss each act’s purpose and
significance.
4. Let the students analyze the
pertinent provisions of the Jones Act
of 1916 and of the Hare-Hawes-
Cutting Bill. Let them inder the
significance of both.
5. Discuss the events that led to the
drafting of the 1935 Constitution.
Then, discuss the pertinent
provisions included in it.
6. Discuss the national elections of
1935. Tell the students what
happened in these elections. Mention
the first Filipinos who comprised the
first all Filipino government. Show
appropriate pictures.
7. Tell the class about the
Commonwealth government.
Discuss how it was established and
the ironies on its inauguration.
8. Have a discussion on the significant
role played by Manuel L. Quezon in
the Commonwealth government.
9. Enumerate the changes that
occurred during the commonwealth
period.
10. Lead the students in inferring the
impact and significance of this period
to Philippine history.
V. Evaluation
A. Have the students identify the following:
1. The three branches of the
government (Executive, Legislative,
and Judiciary)
2. The five things stipulated in the
Tyding-Mcduffie Act (10 Years of
Commonwealth government,
creation, conduction of a plebiscite to
ratify the constitution, election of
officials of the Commonwealth
government, independence on 04
July 1946)
3. The three laws created by the
Philippine Assembly (Institution of a
Public school system, Gabaldon Act,
Legislature Act No. 1870)
B. Ask the students to enumerate the
important roles the following people played
under American rule.
1. Manuel L. Quezon (President of the
Commonwealth)
2. Sergio Osmeña (Vice president of the
Commonwealth)
3. Claro M. Recto (Head of the
Constitutional Convention that
drafted the 1935 Constitution)
4. Ramon Avanceña (Chief Justice of
the Supreme Court during the
Commonwealth period)
5. General Douglas MacArthur (Military
Adviser during the Commonwealth
period).
C. Let the students enumerate and discuss
five changes that occurred during the
Commonwealth period.
D. Have the students discuss briefly the
following:
1. Tydings-McDuffie Act
2. Jones Act of 1916
3. Hare-Hawes-Cutting Act
VI. Enrichment
A. Ask the following to the students. “ As a
student, how can you show that you obey
the laws and policies of the country?”
B. Ask the students to give their opinion on
the influence of American culture in
Philippine culture.
C. Have the students research more about
the 1935 constitution. Then, have them
compare its provisions with those of the
Malolos Constitution.
D. Let the students research more about
Manuel L. Quezon. Then, have them write a
brief biography of him, Afterwards, ask them
to analyze whether Quezon had fulfilled his
duties or not as president of the
Commonwealth.

Answer Key
Look It Up
1. Assembly
2. delegate
3. plebiscite
4. suffrage
5. capitalists
6. Commonwealth government
7. neutral state
Challenge Yourself
1 – 4. Check the students’ answers.
Lesson 4 Japanese Occupation
I. Objectives
By the end of this lesson, the
students should be able to
a) Enumerate the reasons why the
Philippines was involved in the
Second World War.
b) Cite the events the occurred in the
Philippines during the second World
War;
c) State the objectives of the Japanese
occupation of the Philippines;
d) Explain the significant events that
occurred during the Japanese rule;
e) Describe the Japanese military
government in the Philippines;
f) Describe the republic of the
Philippines during the Japanese
occupation;
g) Discuss the guerilla war against the
Japanese; and
h) Infer the impact of the Japanese
occupation of Philippine society.
II. Values
The students appreciate the courage
of the Filipinos who fought the Japanese
imperialists.
III. Material
Pictures on the Japanese occupation, parts
of the documentary video, “In our Image,”
copy of propaganda materials during the
Japanese occupation.
IV. Teaching the Lesson
A. Preliminary Activity
1. Call on students to review the
Lesson.
2. Ask the students to share what they know
about the second World War. Accept and
discuss as many answer as possible.
B. Lesson Development
1. Enumerate and discuss the events
that led to the start of the Second World
War in the Philippines.
2. State and explain the objectives of
the Japanese occupation. Elicit the
students reactions and insights on
each objective you discuss.
3. Make a timeline of the important
events that occurred during the
Japanese rule. Discuss each one in
detail. Then, let he students infer and
analyze its significance.
4. Describe the Japanese military
government in the Philippines.
Discuss how it was established, then
tell the class the kind of governance
it administered.
5. Discuss what is the Philippines
Executive Commission.
6. Mention the state of the Philippine
republic under the Japanese rule.
7. Explain how the guerilla movement
emerged in the Philippines. Then.
Discuss the guirella war,
emphasizing on its objectives.
V. Evaluation
A. Have the students write ✔ on the blank
space if the statement is true and ✘ if it is
false.
✘ 1. General Arthur MacArthur headed
the USAFFE.
✘ 2. Pearl Harbor in Hawaii was bombed
on 08 December 1941
✔ 3. General Masaharu Homma headed
the Japanese forces that landed in
Lingayen.
✔ 4. The Japanese intended to establish
the Greater East Asia Co-Prosperity Sphere.
✔ 5. The Axis power were made up of
Great Britain and United States.
B. Ask the students to write True If the
statement occurred during the time of the
Puppet Republic and False if it did not.
(True) 1. Government departments were
converted into ministries.
(True) 2. The Philippines flas was raised and
the national anthem was sung.
(True) 3. Jose P. Laurel was elected president
(False) 4. Manuel L. Quezon’s term was
called the pupper Republic.
(True) 5. The Philippines established as
embassy in Tokyo.
C. Ask the students to make a timeline of the
events that led to the establishment of the
Japanese military government.
D. Have the students write an essay
describing the type of governance
implemented by the Japanese.
E. Ask the students to explain the concept of
“puppet republic.”
VI. Enrichment
A. Ask the students to answer the following: establishment of the Japanese
1. As students, how do you help in military government in the country.
maintaining peace and order in your 2. Let the students explain what a
communities? “puppet republic” is and why the
2. What can you do to help keep peace Philippine government led by Jose
in our country as a whole? Laurel become one.
B. Have the students research on the 3. Ask the students to share their
following: thoughts, reactions, and insights on
1. Death March the way the Japanese governed the
2. USAFFE country during the Japanese
3. Mickey Mouse Money occupation.
4. KALIBAPI 4. Show the class a picture of the Leyte
5. MAKAPILI Landing. Tell the class about General
Douglas MacArthur and his “ I Shall
Answer Key return” promise to the Filipinos.
Look It Up Narrate how he fulfilled this promise.
1. bayonet Then ask, “ What does this say of
2. guerilla General MacArthur’s values and
3. MAKAPILI virtues as a soldier? As a leader? As
4. Greater East Asia Co-Prosperity Sphere a human being?” Accept and discuss
5. Mickey Mouse Money as many answer as possible.
6. Axis Powers
B. Lesson Development
Challenge Yourself 1. Show the class a timeline of the
1 – 6. Check the students’ answers. events that led to the end of the
Second World War. Discuss each
event. Mention also the personalities
Lesson 5 Freedom for the Philippines
involved in each one.
2. Facilities a discussion on the role
I. Objectives
played by the Americans in ending
the war and the Japanese
By the end of this lesson, the
occupation. Emphasize General
students should be able to
Douglas MacArthur’s significant role.
a) Recall how the Second World War
3. Call on students to discuss the
ended.
reinstitution of the Commonwealth
b) Discuss the role of General Douglas
government. Add important details to
MacArthur and the American
the students’ discussion. Discuss
soldiers in ending the second world
also the program, policies, and laws
war.
immediately implemented by the
c) Narrate how the Commonwealth
reinstituted government.
was reinstated;
4. Enumerate the effects of war on the
d) Enumerate the effect of the war on
Philippines, in particular, on the lives
the lives of Filipino; an
of Filipinos, Discuss each one in
detail. Have the students infer other
II. Values
effects not presented in the textbook.
 The students take pride in the
5. Ask the students to share what they
courage that our heroes showed
can do to safeguard peace and
fighting for your freedom.
independence of the country.
 The students value our freedom as a
nation. V. Evaluation
 The students recognize the
importance of nationalism in A. Ask the student to put ✔ on the blank
progress. space if the statement happened in the
country after the Second World War. If not,
have them put ✘ instead.
III. Material
Pictures of the effects of war, timeline ✘ 1. There was better employment.
of the events that led to the end of the
Second World War, pictures of General
Douglas MacArthus and Leyte Landing in
✔ 2. The unemployment was high.
1944.
✔ 3. The food shortage affected many
IV. Teaching the Lesson people.
A. Preliminary Activity
1. Call on students and have them ✘ 4. The number of educated people
discuss the events that led the rose.
 ✘ 5. There was an increase in the 10. This young general killed Col.
supply of medicine. Stotsenberg.
11. He owned the house where the
B. Have the students write as essay detailing meeting that led to the Cry of Pugad Lawin
the end of the war in the Philippines, the
Occurred.
reinstitution of the Commonwealth
government, and the effect of war on the 12. He killed General Henry
country. Lawton.
13. This was the place where the
VI. Enrichment Cry of Pugad Lawin happened.
A. Ask, “as students, what can you do to 14. This brave general led the
maintain peace and order in our country?
Filipinos in the Battle at Balangiga.
Explain
15. She was the first volunteer
B. Let the students research more about nurse at a war hospital in Imus, Cavite.
General Douglas MacArthur and his “I shall 16. This organization advocated
return” declaration. equality between the Filipino clergy and the
Spanish friars concerning the supervision
C. Divide the class into three groups. Ask of parishes,
one group to reenact the Leyte Landing; the
17. This newspaper was founded by
other, the surrender of the Japanese to the
US Forces; and the last group, the convening General Antonio Luna.
of the First Congress of the Philippines. Let 18. This campaign, spearheaded by
each group research more about the event it Fipilino secular priests, espoused the
will reenact. secularization of all Philippine parishes.
19. Hereplaced Governor-General
Answer Key Carlos Maria de la Torre.
Look It Up
20. This served as the guide of
1. Atomic Bomb
2. gulf katipuneros in terms of their of conduct.
3. war
4. famine B. Enumerate the following.
5. Nation
1. The first eight provinces which
Challenge Yourself revolted against Spaniards in the
1 – 4. Check the students’ answers. Philippines.
2. The Three branches of the
UNIT TEST government
3. The three martyred priests
A. identify the following 4. The five things stipulated in the
1. He founded the La Liga Filipina. tydings-Mcduffie Act.
2. He was the good-hearted C. Identify the cause if each of the following

governor-general who ruled the Philippines situation. Choose your answer from the

with leniency. choices given in the box. Write the letter of

3. This was the date of the the correct answer on the blank space before

execution of the GOMBURZA. each statement.

4. He was the author of the Malolos 1. increase in number of Spanish

Constitution. mestizos

5. He was the Cabiner President

and Secretary of External Affairs in the 2. ban on whipping as a
Republic of Biak-na-Bato punishment for delinquent Filipino soldiers
6. This was the place where the
Katipunan was founded. 3. abolition of the strict censorship
7. This was the place where the of the press.
Katipunan was founded. 4. shortening of the sea route
8. He was the Head of Congress of
between Philippines and Spain.
the Republic of Biak-na-Bato.
9. He led the uprising in Tondo and
Binondo.
 5. development and establishment
of transportation and communication in the
Philippines.
6. progress in farming technology
and increase in export products.
7. Filipinos learned of and were
influenced by the liberal ideas forbidden by
the Spanish friars
8. opening of new business and
industries.
9. rise if educated young men
10. founding of Guias dela Torre
A. leniency of Governor-General Carlos Maria
dela Torre
B. the opening of Suez Canal
C. the emergence of the intellectual ilustrados
D. the participation of the Philippines in the
world market.
D. Arrange the following in chronological
order.
Write number 1-10.
a. Rizal establishes the La Liga
Filipina
b. Bonifacio is tried for sedition and
treason, then shot down in Bundok Buntis.
c. The Biak-na-Bato Constitution is
ratified.
d. Prppagandists published the La
Solidaridad.
e. The Malolos Congress ratified the
independence of the Philippines.
f. The maiden issue of La
Solidaridad is released.
g. Andres Bonifacio establishes the
Katipunan in a house in Azcarraga, Tondo.
h. The GOMBURZA are executed on
17 February 1872.
i. Katipuneros shred their cedulas
in what is now called “Cry of Pugad Lawin.”
j. Aguinaldo proclaims Philippine
independence in Kawit, Cavite
E. Identify the pen names of the following
propagandists.
1. Jose Rizal
2. Marcelo del Pilar
3. Mariano Ponce
4. Jose Ma. Panganiban
5. Antonio Luna
F. Explain how the following facilitated the
awakening of nationalism among the
Filipinos.
1. The leniency experienced by the
Philippines under the leadership of
Governor-General Carlos Maria dela
Torre
2. The opening of suez Canal
3. The emergence of the intellectual
ilustrados
4. The participation of the Philippines
in the world market.
G. Answer the following in three to four
sentences.
1. What is liberalism? How did
liberalism emerge in the
Philippines? What role did it play in
the revolution?
2. Who were the ilustrados? How did
they become vital players in the
country’s quest for independence?
3. What were the achievement of the
first republic of the Philippines?
4. Who was father Gregorio Aplipay?
What was his contribution to the
revolution and to the foundation of
the Iglesia Filipina Independente?
5. What is the significance of the
Iglesia Filipina Independiente to the
Filipino nation?
Answer Key
A.
1. Jose Rizal
2. Governor-General carlos Maria dela
Torre
 3. 17 February 1872 B. Creation of a constitutional
4. Felipe Calderon convention
5. Apolinario Mabini
6. Azcarrga, Tondo C. Conduction of a plebiscite to
7. Maragondon, Cavite ratify the Constitution
8. Dr. Pedro Paterno
9. Gen. Antonio Luna D. Election of officials of the
10. Gregorio del Pilar Commonwealth government
11. Juan Ramon
12. Licerio Geronimo E. independence on 1946
13. Pugad Lawin, Balintawak C.
14. Gen. Vicente Lukban 1. b
15. Cresencia San Agustin de Santos 2. a
16. Iglesia Filipina Independiente 3. a
17. La Independencia 4. b
18. Secularization movement 5. d
19. General Rafael de Izquierdo 6. d
20. Kartilya ng Katipunan 7. c
8. d
B. 9. c
1. The first eight provinces which 10. a
revolted against Spain D.
a) Manila a) 4
b) Cavite b) 7
c) Laguna c) 8
d) Batangas d) 2
e) Bulacan e) 10
f) Pampanga f) 3
g) Nueva Ecija g) 5
h) Tarlac h) 1
2. The three branches of the i) 6
government j) 9
a) Executive Branch E.
b) Legislative Branch 1. Laong Laan
c) Judiciary 2. Plaridel
3. The three martyred priests 3. Tikbalang, Naning, and Kalipulako
a) Mariano Gomes 4. Jomapa
b) Jose Burgos 5. Taga-ilog
c) Jacinto Zamora F. 1-4 Check the students’ answer
4. The five things stipulated in the G. 1-5. Check the students’ answer.
Tydings-McDuffie Act UNIT IV FREEDOM GAINED
a. 10 years of Commonwealth Unit IV is about how the Third republic began
government. and the changes it brought to the nation,
Chapter II descusses the start of the Roxas
administration to the Arroyo administration,
Chapter 12, meanwhile, tackles the structure
of the Philippine government.
CHAPTER 11
FROM THE THIRD REPUBLIC TO THE
NEW GOVERNMENT
Lesson 1 From Roxas to Marcos
Administration
I. Objectives
By the end of this lesson, the
students should be able to
A. Describe the important events that
occurred and the prominent
personalities involved in the Roxas,
Quirino, Magsaysay, Garcia,
Macapagal, and Marcos
administrations;
B. Discuss something about former
presidents Roxas, Quirino,
Magsaysay, Garcia, Macapagal, and
Marcos;
C. Recall the important achievements
of the Roxas, Quirino, Magsaysay,
Garcia, Macapagal, and Marcos
administrations;
D. Explain the significant laws, acts,
promulgations, executive orders,
projects, and reforms implemented
by each administration;
E. Discuss the major problems of each
administration;
F. Explain how each president dealt
with or resolved the major problems
encountered by each
administration;
G. Compare and contrast the
leadership style and the government
policies and reforms implemented by
each administration.
H. Assess the strengths and weakness
of each administration.
I. Recall the event that led to the
declaration of martial law;
J. Analyze the reasons why martial law
was declared;
K. Explain the changes that occurred
during constitutional
Authoritarianism;
L. Recount the events that led to the
end of Constitutional
Authoritarianism.
M. Describe the event that led to the
return of democracy;
N. Infer the importance of the first
EDSA People Power Revolution; and
O. Assess the role of art, literature, and
the media in society.
II. Values
 The students infer and appreciate
the traits that make a good leader.
 The students value the freedoms
given by democracy.
 The students recognize the value of
unity and nationalism in national
development.
 The students realize their roles as
citizens of the Philippines.
 The students recognize that
nonviolent action can be useful tool
for change.
 The students recognize their role in
safeguarding their basic rights as
citizens.
III. Material
Pictures of former presidents Rozas,
Quirino, Magsaysay, Garcia, Macapagal, and
Marcos; pictures of the signigicant events
that occurred during each administration;
documentary about martial law;
transparency containing the constitutional
provision about martial law; OHP; CDs with
nationalistic songs (e.g., “Bayan Ko”)
documentary about Ninoy Aquino; DVD/CD
player; television.
IV. Teaching the Lesson
A. Preliminary Activity
1. Have the students arrange the
following events in order in which they
happened. Then, discuss each one briefly.
 Death March (5)
 The Declaration of Manila as an
Open City (2)
 The Fall of Bataan (3)
 The Fall of Corregidor (4)
 The Bombing of Pearl Harbor (1)
 The Return of MacAthur (6)
2. Elicit from the students their
insight on what they think are the
characteristics that a president
should possess. Accept and discuss
as many answer as possiple. Then,
identify which characteristics were
mentioned most.
3. Ask, “ Which of the presidents you
know possessed most of these
qualities? Why do you say so? Do you
think he or she is worth emulating?”
4. ask the students what they know
about martial law. Then, facilitate a
brief discussion about it.
5. Let the student listen to
nationalistic songs. Then, elicit their
insights and reactions to each one.
B. Lesson Development
1. review the events that led to the
establishments of the Third Republic.
2.Recount the event that led to the Roxas
administration. Then, tell the class
background information about Manuel
L. Roxas.
3. Describe the Rozas administration.
Enumerate the laws, acts projects, and
reforms implemented during this
administration. Let the students
analyze each one.
4. Identify the problems faced by the
Roxas administration, then explain how
the president dealt with each one.
5. Tell the class how the Roxas
administration ended abruptly. Then
explain how this led to the quirino
administration.
6. Give a brief biography of Elpidio
Quirino. Then, discuss the laws,
acts, projects, and reforms he
implemented during his
administration.
7. Mention the problems encountered
by the Quirino Administration. Then,
discuss the steps Quirino took to
resolve each one.
8. Tell the classabout Quirino’s bid for
reelection, the n discuss why he
failed.
9. Give the class a short biography of
Ramon Magsaysay. Then, let the
student assess why he was able to
beat Elpidion Quirino.
10. Describe the Magsaysay
administration. Enumerate the laws,
acts, projects, and reforms
implemented during the Magsaysay
administration. Let the students
analyze each one.
11. Discuss the problems encountered
by the Magsaysay administration,
and the corresponding steps
Magsaysay took to resolve these
problems.
12. Narrate how the Magsaysay
administration began.
13. Recount and describe how the Garcia
administration began.
14. Enumerate the laws, acts projects,
and reforms implemented during this
administration. Let the students
assess each one.
15. Discuss the problems encountered
by the Garcia administration, and
the corresponding steps Garcia took
to resolve these problems.
16. Mention that Garcia, too, seeked
reelection, but lost to diosdado
Macapagal.
17. Tell the class something about
Diosdado Macapagal. Let the
students assess how he won the
presidency.
18. Describe the Macapagal
administration. Enumerate and
discuss the problems it faced and the
steps undertaken to solve them.
19. Narrate the events that led to the first
Marcos administration.
20. Describe the first Marcos
administration. Tell the class about
its achievements. Then discuss the
problems it encountered. Explain
also how Marcos dealt with these
problems.
21. Discuss how Marcos got a second
term as president. Describe his
second term. Emphasize the major
problems Marcos encountered
during his second term.
22. Explain how the state of the country
degenerated during the second
Marcos administration. Then,
discuss how these problems
eventually led to the declaration of
martial law.
23. Make a timeline of the events that led
to the declaration of martial law.
Then, describe the implementation of
martial law. Discuss also the events
and changes that occurred during
this period.
24. Let the students watch a
documentary about the martial law
era, then have them share their
reactions and insights about it.
25. Lead the students in assessing the
lessons that Filipino learned during
the martial law era.
26. Discuss the events that led to the end
of the martial law era.
27. Introduce Benigno Aquino, Jr. Give
the class a short biography of the
former senator. Emphasize his role
during the martial law era. Stress
also how his assassination began a
change of events the led to the
toppling of the Marcos
Administration.
28. If possible, show the class a
documentary about Ninoy’s
assassination. Facilitate a discussion
afterwards.
29. Narrate the events that occurred
during the snap elections of 1986.
Emphasize how these events sparked
a wave of nationalism among
Filipinos.
30. Discuss the EDSA People Power
Revolution. Let the students infer its
significance and impact to the
country.
V. Evaluation
A. Let the students identify the president
who implemented the following programs or
policies.
1. Amnesty for the Huks (Quirino)
2. FOCOMA (Magsaysay)
3. Agrarian Reform Code (Macapagal)
4. Treaty of General Relation (Roxas)
5. Filipino First Policy (Garcia)
6. NARRA (Magsaysay)
7. Green Revolution (Marcos)
8. PACSA (Quirino)
9. ACCFA (Quirino)
10. PLEDGES (Marcos)
B. Have the students find in Column B The
answers for the items in Column A. Ask
them to write their answers on the blank
spaces.
  Ramon Magsaysay
Column A  Carlos Garcia
b 1. 30 January 1970
c 2. 17 January 1981  Diosdado Macapagal
e 3. 21 September 1972  Ferdinand Marcos
d 4. 08 August 1963
2. Why was martial law constitutional?
a 5. 21 August 1983
Explain.
j 6. 22 February 1986
3. In your opinion, was the EDSA
h 7. 07 September 1946
People Power Revolution I reasonable
f 8. 28 April 1949
or not?
g 9. 15 December 1954
4. What do you think were the top three
i 10. 21 August 1971
achievements of the following
administration:
Column B  Roxas administration
a) Ninoy Aquino was assassinated.
 Macapagal administration
b) The bloodiest student  Magsaysay administration
demonstration occurred in Mendiola  Marcos administration
c) Proclamation 2075 was announced,
ending martial law. 5. If you were the president today, what
d) The Agricultural Land Reform Code programs or policies will you
was signed into law. implement on the following fronts:
e) Martial law was declared.  Style of Governance
f) The Huks killed Aurora Aragon  Fight against corruption
Quezon, wife of former President  Economy
Quezon.  Education
g) President Magsaysay signed the  Peace and Order
Laurel-Langley Agreement that  Arts and Literature
expanded trade between the United  Foreign relations
States and the Philippines. B. Have the students research more on the
h) President Roxas signed the following and discuss it briefly in class.
proclamation giving amnesty to 1. Bell Trade Act
2. HUKBALAHAP
guerrillas for any crimes committed
3. Luis tarus
during Japanese rule.
4. Magsaysay’s Death
i) Plaza Miranda bombing occurred 5. Filipino First Policy
j) Enrile and Ramos called a press 6. New Society
conference announcing their 7. Mendiola Massacre
defection from President Marcos. 8. Writ of Habeas Corpus
9. First Quarter Strorm
C. Ask the students to fill out the chart. 10. Assassination of Ninoy Aquino
President Years as Accomplishment Problem C. Let the students discuss how Marcos
president or policies faced addressed the following:
Manuel  Increase harvest to ensure sufficient
Roxas food supply.
Elpidio  Firm implementation of land reform
Quirino  Community development
Ramon D. Have the students write an essay
Magsaysay analyzing the success of EDSA people Power
Carlos Revolution I.
Garcia
Diosdado E. Ask the students to assess which
Macapagal administration was most successful.
Ferdinand
Marcos Answer Key
Look It Up
1. Amnesty
D. Ask the students to write an essay about 2. authoritarianism
“The Problems of Philippine Governance.” 3. capital flight
4. communism
VI. Enrichment 5. democracy
A. Ask the students to answer the following: 6. HUKBALAHAP or Huk
1. List down three qualities or trains of 7. martial law
the following presidents that you 8. Parity Rights
would like to emulate: 9. Writ of Habeas Corpus
 Manuel Roxas
 Elpidio Quirino Challenge Yourself
1 – 10. Check the students’ answers.
Lesson 2 The Aquino and Ramos
Administration
I. Objectives
By the end of this lesson, the
students should be able to
a) Recall the events that led to the
ascent of Corazon Aquino to the
presidency;
b) Tell about the leadership of former
president Corazon Aquino and Fidel
Ramos;
c) Describe the Aquino and Ramos
administration;
d) Discuss and criticize the policies,
programs, and reforms implemented
during the Aquino and Ramos
administrations;
e) Describe the problems encountered
by former president Aquino and
Ramos and the steps they took to
resolve or deal with each problem;
and
f) State the significant achievements of
the Aquino and Ramos
administrations.
II. Values
 The students infer the importance of
good leadership in national
development.
 The students infer and value the
characteristics that a good leader
should have.
III. Material
Pictures of Corazon Aquino and Fidel Ramos
and large-scale events during their
administration
IV. Teaching the Lesson
A. Preliminary Activity
1. Call on six volunteers. Ask each one to
report on the Roxas, quirino, Magsaysay,
Garcia, Macapagal, and Marcos
administration, respectively.
2. Review briefly the events that led to the
end of martial law and the beginning of the
Aquino administration.
3. Ask the students to infer the state of the
country at the beginning of the Aquino
administration. Accept and discuss as many
answer as possible.
B. Lesson Development
1. Let the students discuss how Corazon
Aquino became president of the country.
Then, give the class some background
information about her. Show also a picture
of the former president.
2. Enumerate the pressing issues that the
Aquino administration immediately faced.
Then, discuss how she addressed them.
3. Discuss the political, economic, civic,
tourism, and foreign relations program
implemented during the Aquino
administration.
4. Let the students infer the significant
achievements of the Aquino administration.
Have them infer its impact as well.
5. Narrate how the 1992 national elections
went. Tell the class how Fidel Ramos won
the presidency.
6. Give the class a short biography of Fidel
Ramos. Show also a picture of the former
president. Then, describe his
administration.
7. Enumerate and discuss the pertinent
programs and policies implemented during
the Ramos administration. Cite and discuss
also the problem if faced and the steps he
undertook to resolve them.
8. Lead the students in analyzing the
program and policies of the two
administration. Have them assess the
overall performance of former president
Aquino and Ramos.
V. Evaluation
A. Ask the students to fill in the blanks.
1. After the EDSA People Power Revolution I,
(Corazon, Aquino) became the first female
president of the Philippines.
2. The (President Commission on
Government Recognition) was created to
formulate a new system of government that
will respond more efficiently to the needs of
a democratic way of life.
3. The Freedom Constitution was
proclaimed through Proclamation No. 3 on
(22 March 1986).
4.Fidel Ramos took his oath of presidency
on (27 July 1992).
5.The Slogan (“Unity, Strength, and
Assistance”), was the guiding principle of
the Ramos administration.
B. Have the students write A on the blank
space if the program or policy was
implemented by the program or policy was
implemented by the Aquino government
and R if it was implemented by the Ramos
Government.
A 1. Implementation of CARP
 A 2. Establishment of ARMM and
CAR
R 3. Philippines 2000
A 4. Generic Drug Act
A 5. Transparency in government
C. Ask the students to enumerate the
programs implemented by former president
Fidel Ramos to address the following:
1. Strengthening of political and
national unity.
2. Improving the way of living of
Filipinos
3. Caring for the environment
4. Responding to the problems of
infrastructure and energy
D. Let the students fill in the following
table.
Administration Policy Problem
or Being
Program Addressed
Aquino
Ramos
E. Ask the students to write an essay
analyzing former President Ramos’
Philippines 2000 program.
F. Ask the students to discuss why critics
frowned upon former President Ramos’
frequent visits abroad.
VI. Enrichment
A. Ask the following:
 In your opinion, which of the
programs of the two administrations
had the most impact? Explain.
 Do you think former president
Corazon Aquino was qualified to be
president of the Country? Why or
Why not?
 Why do you think coup attempts
were rampant during the Aquino
administration?
 What do you think of former
President Ramos’ frequent travel
abroad? Were these travels
justifiable or not? Why or why not?
 How much impact did the 1997
Asian financial crisis have on Ramos’
legacy as president?
B. Have the student’s research more on the
following and discuss important points in
class:
1. coup attempts during the Aquino
administration
2. Gregorio Honasan
3. President Commission on Human
Rights.
4. President Commission on Good
Government
5. Freedom Constitution
6. Writing and ratification of the
1987 Constitution
7. Founding of the Autonomous
Region in Muslim Mindanao
8. Fidel Ramos’ role in the EDSA
People Power Revolution I
9. Philippines 2000 program
10. 1997 Asian currency crisis
Answer Key
Look It Up
1. Constitutional convention
2. Gross National Product
3. democracy
Challenge Yourself
1 – 6. Check the students’ answers.
Lesson 3 Joseph E. Estrada: 13th
President of the Philippines
Impact
or I. Objectives
Effect By the end of this lesson, the
students should be able to
A. Tell something about former
president Joseph Estrada;
B. Give a brief account of the various
stages of Estrada’s career before he
became president of the country;
C. Name Estrada’s significant
achievements before he became
president.
D. Recall how Estrada’s president;
E. Discuss the programs, policies and
achievements of the Estrada
administrations.
F. Discuss the problem faced by the
Estrada administration and the
steps Estrada took to resolve these
problems;
G. Recount and make a timeline of the
events that led to Estrada’s ouster
from the presidency;
H. Discuss the EDSA People Power
Revolution II; and
I. Infer the significance and impact of
the Estrada administration on
Philippine history.
II. Values
The students recognize of morality in
governance.
III. Material
Pictures of President Estrada, copy of
the Articles of Impeachment against former
president Estrada on transparencies, OHP,
pictures of the EDSA People Power
Revolution II.
IV. Teaching the Lesson
A. Preliminary Activity
1. Have the students discuss briefly
each of the following government programs:
a. Kabuhayan 2000
b. CARP
c. Transparency Policy
d. Water for life
e. Privatization Program
f. Philippines 2000 program
2. Call on studets and have them
share their reactions and insights on
the Aquino and Ramos
administration. Ask, “How would you
rate their respective administration?”
Accept and discuss as many answer
as possible.
3. Show the class a picture of Joseph
Ejercito Estrada. Ask the students to
share what they know about him.
Write on the board the students’
answers.
B. Lesson Development
1. Give a short biography of Joseph
Ejercito Estrada. Then, discuss
briefly his achievements as actor,
mayor, senator, and vice president.
2. Review how Joseph Estrada
became the 13th president of the
Philippines.
3. Ask the students to enumerate the
policies and programs that the
Estrada administration
implemented. Let the students
analyze if each policy or program was
appropriate and effective.
4. Cite problems and challenges
faced by the Estrada administration.
Discuss each one, then explain how
the former president dealt with each
problem.
5. Introduce who is Luis “ Chavit”
Singson. Then, Tell the class about
his allegations on Estrada. Discuss
the effects of Singson’s bombshell
against Estrada.
6. Narrate the events that led to
Estrada’s impeachment trial. Show
the class the Articles of Impeachment
leveled against Estrada. Discuss
each one in detail. Elicit the
students’ reactions and insights
about each article.
7. Discuss the important events of
the impeachment trial.
8.Elcit the students’ ractions on the
impeachment of Estrada. Discuss
important points raised by the
students.
9. Recount how the EDsa People
Power Revolution II started. Then,
discuss the significant events of this
revolution. Discuss how it affected
the Estrada administration.
10. Discuss Estrada’s departure
from Malacañang.
11. Lead the class in analyzing the
aftermath of Estrada’s departure
from Malacañaang. Discuss also the
significance and impact of Estrada’s
impeachment to the political
Landscape of the country.
V. Evaluation
A. Ask the students to find in Column B the
answers for the items in Column A.
Column A
a 1. The Estrada government
created this unit to stop the rampant
kidnapping and bank robbery.
c 2. It aimed free education for
the poor.
d 3. A computer system that gives
information to Filipino jobseekers to
help them find jobs.
b 4. A program implemented for
the street children.
e 5. A program that aimed to
get funds from the private sector and
use them to meet the needs of the
poor.
Column B
a. President Anti-Organized Crime Task
Force
b. Ahon Bata sa Lansangan
c. Erap para sa Mahirap
d. Phil-Jobnet
e. Ahon Bayan
B. Ask the students to identify the following:
1. This was the name given to the 12
senators who voted against the RP-US
Military Bases Agreement. (Magnificent 12)
2. This commission served as the
Ramos administration’s main arm in
monitoring and curbing kidnapping, bank
robberies, and other lawless elements in
society. (President Anti-Crime Commision)
3. This task force, formed by former
President Joseph Estrada, solved 49 cases of
kidnapping saved 57 kidnapping victims,
and apprehended 122 suspects. (President
Anti-Organized Crime task Force)
4. She was the public accountant
who allegedly served as Estrada’s auditor of
the money collected from jueteng (Yolanda
Ricaforte)
5. A former Ilocos Sur governor, he
released a tape showing former president
Estrada gambling in Casino Filipino. (Luis
“Chavit” Singson)
C. Have the students discuss briefly the
following:
1. Estrada’s career as a politican
2. Estrada’s “Erap para sa Mahirap”
program
3. Establishement of the President Anti-
Organized Crime Task Force.
4. Chavit Singson’s allegations
5. Estrada’s departure from malacañang
D. Have the students explain briefly the gist
of the following Articles of Impeachment
against Estrada.
1. Bribery
2. Graft and Corruption
3. Betrayal of Public trust
4.Cupable violation of the
constitution
VI. Enrichment
A. Ask the students to answer the flowing:
1. in your, were the program, were
the program of President Estrada
effective in helping the poor?
2. what was the significance of people
Power Revolution II for the Filipino?
3. Were the changes against Estrada
fair and valid? Why or Why not?
4. how did the EDSA People Power
Revolution II exemplified the plea of
the people.
B. Have the students research more about
the following:
1. Bingo 2-Ball
2. “I Accuse” speech by Teofisto
Guingona
3. Hilario Davide, Jr.
4. Process of impeachment
5. jueteng
C. Let the students assess the Estrada
administration. Have them compare it with
the previous 12 administration. Then, ask, “
How would you rank the Estrada
administration against the previous 12
administrations?”
Answer Key
Look It Up
1. IMPEACHMENT
2. JUETENG
3. BRIBERY
4. GRAFT AND CORRUPTION
Challenge Yourself
1 – 5. Check the students’ answers.
Lesson 4 Gloria Macapagal-Arroyo: 14th
President of the Philippines
I. Objectives
By the end of this lesson, the
students should be able to
A. give a brief biography of Gloria
Macapagal-Arroyo;
B. enumerate the achievements and
accomplishments of Gloria Arroyo before
she became presidents.
C. recount the events that brought
Gloria Arroyo to power;
D. analyze the legality of Gloria
Arroyo’s rise to the presidency;
E. enumerate and discuss the
objective of the Arroyo administration;
F. discuss the achievements of the
Arroyo administration; and
G. discuss the problems faced by
the Arroyo administration.
II. Values
The students recognize the
importance of good leadership in national
development
III. Material
Pictures of president Arroyo’s oath-
taking, illustration of the various projects
and problems of the Arroyo administration
IV. Teaching the Lesson
A. Preliminary Activity
1. Call on students to review the events that
led to Joseph Estrada’s ouster from
Malacañang.
2. Show the class pictures of Presidents
Arroyo’s oath-taking. Ask the students to
share what they know about this event.
B. Lesson Development
1. Give a brief biography of President Gloria
Macapagal-Arroyo. Enumerate and discuss
her achievements and accomplishments
before she became president.
2. Mention how Arroyo became president of
the country. Explain in detail the
circumstances behind her ascent to power.
Then, facilitate a discussion on the legality
of Arroyo’s rise to the presidency. Ask, “Did
Arroyo become president legally? Why or
Why not?” Accept and discuss as many
answer as possible.
3. Enumerate the objective of the Arroyo
administration. Discuss each one in detail.
Discuss also the focus of Arroyo’s programs.
4. Discuss how Arroyo got a second term in
office even though the 1987 Constitution
expressly prohibits a president from running
for office again. Elicit as many reaction as
possible.
5. State and discuss the programs, projects,
and reforms implemented by Arroyo during
her second term as president.
6. Discuss the problems faced by the Arroyo
administration. Then, discuss the
corresponding steps that Arroyo took to
address these problems.
V. Evaluation
A. Have the students identify the following:
1. The four main goals of the Arroyo
government
a) End poverty
b) Fix the moral standards of
government and society
c) Change the form of politics
d) Promote good governance
2. The three bases for a strong republic:
a) Good and strong morals
b) Clear policies and programs
c) Proper implementation of the law
3. The five major programs that Presidents
Arroyo implemented in her second term
a) Reforming the Market
b) Reforming Agriculture
c) Reforming Social Assets
d) Reform in Bureaucracy
e) Reforming Institutions that Uphold
Peace and order
B. Let the students explain how Arroyo was
able to run for reelection despite the
constitutional provision that prohibits
incumbent presidents from running for
reelection.
VI. Enrichment
A. ask the students, “In your opinion, what
are the key traits of president Arroyo as good
president? Explain.”
B. Ask the students to compare the
programs of the Estrada government with
those of the Arroyo government.
C. Let the students compare the Arroyo and
the Aquino administrations.
D. Say, “ Former President Corazon Aquino
and President Gloria Macapagal –Arroyo are
the only women presidents in Philippines
history.” Then, have the students answer the
following.
1. Who do you think was better, Arroyo or
Aquino? Justify your answer.
2. What were the similarities and differences
of the two women presidents?
3. Who would you rather emulate as a
leader, Arroyo or Aquino? Why?
Answer Key
Look It Up
1. b
2. d
3. a
4. h
5. f
6. g
7. c
8. e
Challenge Yourself
1 – 3. Check the students’ answers.
CHAPTER 12
THE PHILIPPINE GOVERNMENT
Lesson 1 The Philippines as a State
I. Objectives
By the end of this lesson, the
students should be able to
A. Explain how a country becomes a
state;
B. Discuss the elements of a state;
C. Compare and contrast a nation and
a state;
D. Explain why the Philippines is a
state; and
E. Infer the importance of being a
state.
II. Values
 the students understand the
importance of a country being a
state
 The students recognize their role as
citizens of the state.
 The students realize the significance
of a country’s sovereignty.
III. Material
Flash cards for the four elements of
the state citizen, territory, government,
sovereignty
IV. Teaching the Lesson
A. Preliminary Activity
1. Ask the students to share what they know
about the concepts of state and nation. Elicit
and discuss as many answers as possible.
Discuss important point raised by the
students.
2. Let the students share their views on the
importance of freedom in a country. Discuss
briefly the answers given by the students.
B. Lesson Development
1. Explain the importance of freedom in a
country. Then ask, “ Do you consider the
Philippines as a free country? Explain.”
2. Discuss how a country becomes a state.
3. Post on the board flash cards for the four
elements of a state. Discuss each element in
detail. Cite examples that illustrate each
element.
4. Explain the difference between a nation
and a state.
5. Discuss why the Philippines is considered
a state.

6. Let the students share their ideas on the
importance of a nation being a state.
V. Evaluation
A. Have the students identify the following:
1. The most important element of the state
(people)
2. The power of the State to implement laws
(sovereignty)
3. The land where the people of a state live
(territory)
4. The Smallest state in the world based on
population (Vatican City)
5. An institution that implements the laws
and rules that express the desires of the
state (government).
B. Have the students explain in their own
words the following elements of a state:
1. citizens
2. territory
3. government
4. sovereignty
C. Let the students write a four-paragraph
essay on the importance of the Philippines
being a state.
D. Let the students write a three-paragraph
essay on why the people are considered as
the most important element of a state.
VI. Enrichment
A. Have the students gather pictures and
articles that will serve as proof that the
Philippines is a state. Let them compile these
pictures and articles on a scrapbook.
B. Have the students make a diagram of the
fundamental differences between a state and
a nation.
C. Have the students explain how a nation
with a government cannot be considered a
state.
Let them cite five examples.
Answer Key
Look It Up
1. STATE
2. NATION
3. CITIZENS
4. TERRITORY
5. GOVERNMENT
6. SOVEREIGNTY
Challenge Yourself
1 – 3. Check the students’ answers.
Lesson 2 The Constitution
I. Objectives
By the end of the lesson, the
students should be able to
A. define constitution
B. explain why a constitution is important
to a country;
C. enumerate and discuss the purpose of a
constitution
D. describe the kinds of constitution
E. Discuss the phases of the formation of
the Philippine Constitution;
F. State significant provisions in the
current Philippine Constitution;
G. Compare and contrast the important
provision of the different constitutions of
the Philippines; and
H. Infer the importance of the Philippine
Constitution to the Filipinos.
II. Values
 The students recognize the value
and importance of having a set of
laws in the development of a
country.
 The students realize their duty to
obey the laws and provisions
expressed in the Philippines
Constitution.
III. Material
Copy of the 1987 Constitution
IV. Teaching the Lesson
A. Preliminary Activity
1. Call on students to review the significant
provisions of Philippine Constitutions from
the Malolos Constitution to the 1987
Constitution.
2. Ask the students, “In you opinion, what is
a constitution? Is it important? Why or Why
not?” Discuss as many answer as possible.
3. Show the class a copy of the 1987
Constitution. Then, ask the class what they
think is its purpose. Accept and discuss as
many answer as possible.
B. Lesson Development
1. Use the preliminary activities as a
springboard in explaining what a
constitution is. Tell the class its purpose.
2. Say that a constitution may be written or
unwritten. Show the 1987 Constitution and
say. “This is an example of a written
constitution.” Then, mention that the United
Kingdom has an unwritten constitution.
Explain why.
3. Explain the importance of a constitution.
Then. Have the class relate the importance
of the 1987 Constitution to the country.
4. Discuss in detail each purpose of a
constitution.
5. Enumerate and discuss the kinds of
constitution. Give examples for each kind.
6. Discuss in detail the phases of formation
of the 1987 Constitution.
7. Let the students discuss among
themselves the importance of the
constitution in relation to national
development.
8. Let the students share their ideas on the
importance of a country having a
constitution.
V. Evaluation
A. Ask the students to relate the items in
Column A with those in Column B by writing
the letter on the blank space.
Column A
(b) 1. 1973 Constitution
(d) 2. 1935 Constitution
(c) 3. Malolos Constitution
(a) 4. 1987 Constitution
Column B
a) Freedom Constitution
b) 17 January
c) Felipe Calderon
d) Tydings-McDuffie Act
B. Have the students study a certain
provision in the 1987 Constitution and give
an example how it is observed through
pertinent laws enacted by the Philippine
legislature.
VI. Enrichment
A. Ask, “Should the present constitution be
amende? Why or why not?”
B. Ask the students to read, memorize, and
analyze the preamble of the 1987 Philippine
Constitution.
C. Ask the students to find out what makes
a good constitution. Have them write an
essay about this.
Answer Key
Look It Up
1. Constitution
2. Cumulative or evolved
3. Rigid or inelastic
4. Malolos Costitution
5. 1987 Constitution
Challenge Yourself
1 – 2. Check the students’ answers.
Lesson 3 Citizenship
I. Objectives
By the end of his lesson, the
students should be able to
a) Define citizenship
b) Explain what it means to be a
citizen;
c) Recognize the Filipino citizen;
d) Describe the kinds of citizens
e) Define naturalization
f) Discuss the qualifications for
naturalization;
g) Describe the two natures of
citizenship;
h) Infer ways on how to show
citizenship; and
i) Discuss the value of citizenship.
II. Values
 The students recognize the
significance of citizenship
 The students realize their vital role
as Filipino citizens.
III. Material
None
IV. Teaching the Lesson
A. Preliminary Activity
1. Call on students to explain why people or
citizens are considered the most important
element of statehood. Facilitate a brief
discussion about this.
2. Ask the class to identify prominent
personalities who encountered citizenship
problems (e.g., players from the Philippines
Basketball Association like Asi Taulava, Erik
Menk, and Danny Seigle). Discuss each one
elicit the students’ reactions and insights
about their problems.
B. Lesson Development
1. Define citizenship. Then, explain what it
means to be a citizen.
2. Describe a Filipino citizen. Discuss each
qualification as stated in Article 4, Section 1
of the 1987 Constitution.
3. Describe the kinds of citizens.
4. Define naturalization. Then, discuss how
to gain citizenship through naturalization.
5. Discuss the qualifications for citizenship
one-by-one.
6. Explain how a Filipino can lose his or her
citizenship. Cite specific examples.
7. Describe the two categories of citizenship.

8. Lead the class in inferring the importance
of citizenship.
V. Evaluation
A. Ask the students to identify what is being
described by the following:
1. A person’s birthplace is the basis
of citizenship (jus oil)
2. The basis of citizenship is blood
relation (jus sangunis)
3. Formal legal process wherein a
foreigner can become a citizen of the country
(naturalization)
4. A person’s membership to a
political society (citizenship)
5. A person residing in an organized
society (citizen)
6. Citizen of other countries
7. A case wherein a person is a
citizen of two countries (dual citizenship)
8. The citizenship given to a person
born in the Philippines (natural-born
Filipino)
B. Ask the students to discuss briefly the
following:
1. Qualification of a Filipino citizen
2. Qualification for naturalization
3. Two categories of citizenship
4. Dual citizenship
VI. Enrichment
A. Ask, “In your opinion, should the country
deport foreigners who entered the country
illegally? Explain.”
B. Have the students research cases in
which a Filipino citizen lost his or her
citizenship. Then, ask the students to assess
whether the forfeiture of citizenship in that
case was valid and appropriate.
Answer Key
Look It Up
1. b
2. a
3. c
4. d
Challenge Yourself
1 – 2. Check the students’ answers.
Lesson 4 The Rights of Filipinos
I. Objectives
By the end of this lesson, the
students should be able to
A. Enumerate the basic rights of
Filipinos;
B. Differentiate civil rights from
political rights;
C. Recall and discuss the classes of
rights;
D. State and explain the classes of
constitutional rights;
E. Explain the concept and aspects of
due process;
F. List the responsibilities of citizens in
a democratic state;
G. Discuss how women should be
treated in the country as stated in
the constitution;
H. Enumerate and discuss the rights of
children under the law;
I. Discuss the Bill of Rights;
J. Explain how human rights are
violated;
K. Cite examples of human rights
violation; and
L. Infer the importance of knowing
basic laws and one’s rights.
II. Values
 The students recognize and
understand their rights and
responsibilities as Filipinos.
 The Students appreciate the
significance of laws in a country.
 The students realize their
responsibilities in upholding the
laws of the land, especially, those
concerning human rights.
III. Material
Copy of the 1987 Philippine
Constitution, video clip or documentary
about the violation of human rights,
VCD/DVD player, television.
IV. Teaching the Lesson
A. Preliminary Activity
1. call on students to review the previous
lesson about the constitution.
2. show the class a video clip or
documentary on human rights violation.
Elicit the students’ reactions and insights
about the clip or documentary.
3. Ask, “ What do you think are your basic
rights as human being? Explain each one. “
Accept and discuss as many answer as
possible.
B. Lesson Development
1. Tell the class that the rights and
responsibilities are explicitly expressed in
the constitution. Mention that the rights of
Filipinos can be found specifically in Article
III – Bill of Rights of the 1987 Philippine
Constitution.
2. Before you proceed to the Bill of Rights,
enumerate first the classes of rights, and
then explain each one. Afterward, discuss
the classes of constitutional rights.
3. Explain the concept of due process.
Discuss also the aspects of due process.
Differentiate these aspects from one
another.
4. Cite the responsibilities of Filipinos, then
let the students discuss these
responsibilities among themselves.
5. Discuss the concept of equal protection of
law. Cite examples that illustrate this
concept.
6. Discuss women empowerment. Tackle
one-by-one the rights of women as presented
in the 1987 Constitution and in the
textbook. Discuss also the responsibilities of
women.
7. Enumerate and discuss the right of
Filipino children.
8. Introduce the Bill of Rights. Tell the class
what it is, then discuss in detail the basic
rights included in the Bill of Rights.
9. Explain what constitutes a violation of
human rights. Cite concrete examples of
human rights violations in the country. Let
the students add more examples.
10. Let the students infer the importance of
human rights. Then, have them share their
insights and reactions about this.
V. Evaluation
A. Ask the students to write R on the blank
space if the statement refers to a right and D
if it refers to a duty of a Filipino citizen.
(R) 1. Owning property.
(R) 2. Freedom of expression.
(D) 3. Paying courtesy to the Philippines flag.
(D) 4. Protecting the state.
(D) 5. Loyalty to the republic
(R) 6. Choosing one’s faith or religion
(R) 7. Getting a court hearing when accused.
(D) 8. Registration for voting
(D) 9. Defend the country’s honor
(R) 10. Swift justice
B. Ask the students to assess whether the
1987 Constitution, particularly the Bill og
Rights, contains sufficient provision to
safeguard the basic rights of Filipinos as
human being.
C. Ask the students to explain in their own
words the concepts of due process and equal
protection of law. Have them cite examples
to illustrate the two concepts better.
VI. Enrichment
A. ask the students following:
1. If given the chance, what provision
will you add to further safeguard the rights
of women and children?
2. Why is it important for a citizen to
know his or her rights and responsibilities?
B. Ask the students to research five recorded
cases of human rights violation in the
Philippines in the past 20 years. Have the
students fill in the following table.
Case What People Human Aftermath/Effect/
Happened Involved Right(s) Resolution
Violated
Answer Key
Look It Up
1. Ex post facto law
2. salvaging
3. police brutality
4. natural rights
5. constitutional rights
Challenge Yourself
1 – 2. Check the students’ answers.
Lesson 5 Participation in the Political
Activities
I. Objectives
By the end of this lesson, the
students should be able to
A. Discuss the different ways for people
to participate in political activities;
B. Explain what an election is;
C. Discuss the different types of
election is;
D. Describe the process of election;
E. Identify who can vote in an election;
F. Define plebiscite, referendum, and
political party; and
G. Infer why it is important for people
to participate in political activities.
II. Values
 The students recognize the value of
citizen participating in political
activities.
 The students realize the importance
of elections.
III. Material
Pictures of local and national elections,
names of the senatorial and presidential
candidates during the 2004 national
elections printed on transparencies, OHP,
sample ballots of the last national elections.
IV. Teaching the Lesson
A. Preliminary Activity
 Conduct a mock officers’ election in
class. Acquaint the students on how voting
is done in a national election. Then, ask the
students to “elect’ the class officers. Tally the
finals results. Afterward, ask the students, “
what do you think is the purpose and
significance of having elections?” Accept and
discuss as many answer as possible.
B. Lesson Development
1. Enumerate and discuss the different ways
for people to participate in political activities.
Elicit the student’s opinion about each of
these ways.
2. Explain what an election is and discuss
its purpose.
3. Mention that elections can be categorized
into four: general, national, local, and
special. Discuss each one in detail.
4. Enumerate the necessary qualifications
for a Filipino to be able to participate in an
election.
5. Let the students discuss among
themselves the significance of an election.
6. Define plebiscite, referendum, and
political part. Discuss each one. Cite also
examples of each.
7. Have a discussion on why it is important
for people to be involved in political
activities. Encourage the students to
participate actively.
V. Evaluation
A. Have the students match Column A
with Column B. Let them write the
letters of the correct answer.
Column A
(c) 1. This election decides the fate of
leaders of regions, provinces, cities,
municipalities, and barangays.
(a) 2. One of the reasons for this kind of
election is the sudden vacancy of a position
due to death or the permanent incapacity of
the leader to rule.
(d) 3. These are inquires carried out for
the welfare of the public.
(b) 4. This is a consultation done in
order to approve or reject a law passed in
Congress.
(e) 5. This is an election that decides
the fate of those who seek higher posts
such as president, vice president, senators,
and congressmen.
Column B
a) Special elections
b) Referendum
c) Local elections
d) Plebiscite
e) National elections
B. Ask the students to discuss briefly the
four categories of elections.
VI. Enrichment
A. Ask, “In your opinion, should the
government implement absentee voting?
Explain.”
B. Have the students write a foor-paragraph
essay on what they think are the things that
voters must remember when voting for
future leaders.
C. Let the students analyze whether it is
necessary to have political parties or not.
D. Ask the student to research the following:
1. plebiscites held in the country in
the last 50 years.
2. referendums held in the country in
the last 50 years.
3. snap elections held in the country
Answer Key
Look It Up
Check the students’ definitions.
Challenge Yourself
1 – 2. Check the students’ answers.
Lesson 6 The Government
I. Objectives
By the end of this lesson, the
students should be able to
A. Define government;
B. Enumerate and discuss the
functions of the government in a
state;
C. Discuss the forms of government;
D. Compare and contrast the forms of
government;
E. Discuss the duties and
responsibilities of the government.
F. Infer the importance of having a
stable government;
G. Discuss and describe the different
branches of government;
H. Explain the scope and limitation of
each branch of government;
I. Cite the qualifications,
responsibilities, and capacities of
the leaders of each of the three
branches of government;
J. Analyze the structure, duties, and
capacities of the local government;
 K. Examine the relation between local
government and national
government; and
L. Express opinions on the
establishment of autonomous
regions.
II. Values
The students recognize the
importance of a government to a country.
III. Material
Diagram showing how the three branches of
government are related, pictures of the
present leaders of the three branches of the
Philippine government.
IV. Teaching the Lesson
A. Preliminary Activity
1. Call on students to share their insights on
the current situation of the Philippine
government. Discuss these insights.
2. Allow the students to express their
sentiments about the policies of the present
government. Then, have them do the
following:
a) Let them analyze the present
problems and challenges faced by the
government.
b) Ask them to explain the duties that
they think the government must
fulfill.
c) Ask them the importance of having a
strong and stable government.
3. Show the pictures of leaders of the three
branches of government – executive,
legislative, and judiciary. Ask the students
to identify each leader’s position in the
government.
4. Ask the students, “what do you think is
the role of the government in a country?
What would happen if a country did not have
a government?” Accept and discuss as many
answer as possible.
B. Lesson Development
1. Define government. Then enumerate and
discuss the function of the government in a
state. Elicit the students’ insight on this.
2. Enumerate and discuss in detail the forms
of government. Afterward, have the students
infer what form of government the country
has.
3. Guide the students in comparing and
contrasting the different forms of
government from one another.
4. Cite and discuss the duties and
responsibilities of the government. Provide
the class situation in which each of these
duties and responsibilities are shown.
5. Let the students infer the importance of
having a stable government. Ask them to
share what they think of the present
Philippine government as regards to its
stability.
6. Show the class a diagram of the different
branches of government. Discuss each
branch in detail. Emphasize each branch’s
purpose and function as well as other
important aspects related to each. Then,
explain how these branches are interrelated
to one another.
7. Tell the class what local government is,
then illustrate on the board the structure of
the local government as stated under Article
X of the 1987 Constitution.
8. Discuss the duties and capacities of the
local government. Elicit the students’
insights throughout the discussion.
9. Guide the students in examining the
relation between local government and
national government,
10. Cite an example of an autonomous
region. Then explain the concept of
autonomous regions. Discuss the structure
of autonomous regions
11. Ask the class if it is necessary to have
autonomous regions.
V. Evaluation
A. Ask the students to write T if the
statement is true. If it is false, have them
change the underlined word or phrase that
makes it false.
1. An aristocracy is governed by a few
people or by a family. (T)
2. The President heads the parliamentary
form of government. (Prime minister)
3. Democracy is the kind of government
that functions in the Philippines (T)
4. Equality between the rich and the poor is
the philosophy of communism. (T)
5. The king heads a monarchy. (T)
6. It is the government’s duty to safeguard
national security. (T)
7. The Philippines has a federal
government. (Presidential)
8. The Legislative Branch of the government
is headed by the Chief Justice. (Judicial
Branch)
9. An aspiring senator should be at least 24
years old be qualified to run for the senate.
(25)
10. A quorum represents the number
needed to hold a meeting in the senate. (T)
B. Ask the students to fill in the blank
space with the correct answer.
1. The president’s term of office is
(six) years.
2. if the president dies or is
incapacitated, the (Vice President)
will take over the vacated position.
3. The capacities of the president
are described in (Article VII) of the
1987 Constitution.
4. The president is the (Commander-
in-Chief) of the Armed Forces of the
Philippines.
5. The two houses of Congress are
the (House of Representatives) and
the (senate)
6. A senator’s term of office is
(six)years.
7. The House of Representatives
consists of not more than (250)
members.
8. The (Supreme Court) is composed
of a head magistrate and 14 other
magistrates.
9. A (military government) in run by
the military.
10. The leader of a parliamentary
form of government is called (prime
minister
C. Ask the students to identify
countries that use the following forms
of government.
1. monarchy
2. oligarchy or aristocracy
3. democracy
4. unitary government
5. parliamentary
6. Parliamentary
7. Military government
D. Have the students illustrate the
structure of the Philippines
government. Then, ask them to discuss
each branch briefly.
VI. Enrichment
A. Ask the student to answer the following
question:
1. In your opinion, should our system of
government be changed? Explain
2. If you were the president, which of
the country’s problems would you
prioritize? Explain.
3. In your opinion, what are the
characteristics of a good civil
servant?
4. In your opinion, how can you help
solve the problems of your own
community? Cite Examples.
5. What do you think are the factors to
consider in implementing a particular
form or type of government in a country?
B. Have the students research more on the
following forms of government. Ask them to
cite countries that implement (or have
implemented) each form of government.
1. Military government
2. Parliamentary government
3. de jure government
4. Oligarchy
5. Monarchy
C. Have the students write a five-paragraph
essay assessing which form of government is
most appropriate for the country.
D. Ask the students to find out the
government programs implemented to
1. Keep our safety and security;
2. Supply our social welfare needs;
3. Ensure economic development; and
4. Monitor political responsibility.
E. Have the students form three arguments
to prove that the Philippine government
today is stable or not.
Answer Key
Look It Up
1. A
2. C
3. E
4. H
5. G
Challenge Yourself
1 – 3. Check the students’ answers.
Lesson 7 The Constitutional
Commissions
I. Objectives
By the end of this lesson, the
students be able to
A. discuss the nature of constitutional
commission;
B. Explain the purpose of constitutional
commission;
C. identify the constitutional commissions
established by the government;
D. discuss the purpose, functions,
objectives, and structure of each
constitutional commission established by
the government;
E. explain the importance of a national
budget;
F. discuss the aspects related to a national
budget;
G. describe how the government allocates
by the national budgets.
H. State the measures implemented by the
government to safeguard the national
budget; and
I. infer the significance of constitutional
commissions and the national budget.
II. Values
 The students recognize the
importance of having a unified
approach in governance.
 The students realize the importance
of allocating and spending money
wisely.
III. Material
None
IV. Teaching the Lesson
A. Preliminary Activity
Ask, “What are the existing rules and
regulations in the school? Why do we need
to have set of rules and regulations?” Accept
and discuss as many answer as possible.
B. Lesson Development
1. Define constitutional commission.
Explain its purpose function. Then,
cite the constitutional commissions
established by the Philippine
government.
2. Discuss the structure of each
constitutional commission you have
cited. Emphasize pertinent details
and aspects of each commission.
3. Let the students compare and
contrast the duties and capacities of
the constitutional commission. Ask
them to do this through a Venn
diagram.
4. Explain what a national budget is,
then tell the class why it is important
for a country to have a national
budget.
5. Discuss the various aspects related
to a national budget, in particular,
the source of funds, government
expenditures, allocation of the
budget, and means of safeguarding
the budget.
6. Let the students infer the
significance of constitutional
commission and the national budget.
V. Evaluation
A. Ask the students to write CS if the
statement refers to Civil Service; E if it
refers to Election; and A if it refers to audit.
(CS) 1. Making policies that regulate
employees.
(CS) 2. Conducting studies on cases related
to the appointment of members and
employees.
(E ) 3. Supervision of laws in relation to the
conduct of plebiscite or recall
(E ) 4. Decision-making regarding voter’s
rights
(A) 5. Analyzes the expenditures of all the
government branches
(A) 6. Implements regulations on
accounting and auditing rules.
B. Have the students explain the purpose of
a national budgets.
C. Let the students discuss briefly the
functions and structure of the following:
1. Civil service Commission
2. Commission on Election
3. Commission on Audit
VI. Enrichment
A. Ask, “do you agree that the
government should allot a greater part of the
budget for payment of the country’s debts?”
B. Have the students research the
national budget for the past five years. Have
them search how the national budget was
allocated for the past five years. Then, let the
students assess if the amount of the yearly
national budgets was sufficient for
developing the country and if it was
appropriately allocated.
Answer Key
Look It Up
1. Withholding tax
2. Income tax
3. National budget
4. Constitutional commissions
Challenge Yourself
1 – 2. Check the students’ answers.
Lesson 8 Philippine Foreign Policies
I. Objectives
By the end of this lesson, the
students should be able to
A. discuss how the Philippines relates to 5. Enumerate the approaches used by
other countries in terms governance; various government in addressing national
issues.
B. enumerate the foreign issues confronting
the country today; V. Evaluation
A. Ask the students to discuss briefly the
C. cite steps undertaken by the government following approaches in addressing national
to address the foreign issues confronting it; issues.
and 1. Negotiation
2. Commission
D. infer the importance of having good
3. Mediation
foreign policies.
4. Arbitration
II. Values 5. Hearing in the world court
 The students realize the importance
of a country maintaining cordial B. Have the students write an essay on the
foreign policies of the present government.
relationships with other countries.
Encourage them to write a critique on each
 The students appreciate the
policy and suggest ways to improve it.
importance of unity among states in
national and global development
C. Have the students write an essay on the
 The students recognize the value of
importance of the Philippine government
having good relationships with
maintaining good relations with other
others.
countries.
III. Material
VI. Enrichment
None
A. Ask, “In your opinion, do trade and other
relations with other nations help or hinder
IV. Teaching the Lesson
the Philippines from achieving progress?
A. Preliminary Activity
Justify your answer.”
1. Narrate to the class events that happened
abroad which were related to the
B. Have the students research the purpose
Philippines. Discuss each event and let the
and objectives of the following:
students infer its effect on the country.
1. World trade Organization
2. Association of Southeast Asian
2. Elicit the students’ insights on why it is
Nations
important to have good and cordial
3. Asia Pacific Economic Cooperation
relationships with other people. Then, have
4. BIMP-EGA
them relate this with the importance of
maintaining good relations with one
C. Have the students research the foreign
another.
issues faced by the country today. Then,
have them assess which of these issues are
B. Lesson Development
the three most pressing ones for the
1. Mention that the Philippines is a member
Philippine government. Afterwards, have the
of the following organization: World Trade
students suggest ways on how the Philippine
Organization, Association of Southeast
government can deal with these problems.
Asian Nations, Asia Pacific Economic
Cooperation, and BIMP-EGA. Let the
D. Ask the students to research
student discuss among themselves the
international issues that were settled
significance of these membership
through each of the following approaches:
affiliations.
1. Negotiation
2. Discuss how the country strengthens its
2. Commission
regional affiliations with various countries.
3. Mediation
4. Arbitration
3. Have a discussion on the country’s
5. Hearing in the world court
external or foreign problems. Let the
students analyze why each is a significant
Answer Key
problem for the country.
Look It Up
1. Extradition treaty – a suspected criminal
4. Discuss how the Philippine government
hiding in a foreign land can be repatriated to
relates to other countries. Enumerate the
his country to face the charges against him
country’s external policies and discuss each
one in detail.
2. Certiorari – an order from a higher court
to a lower court to return all pertinent
documents on a case which will again be 6. Launching of Bingo 2-Ball
investigated.
7. Proliferation of the Hukbo ng
3. General Appropriations Act – an annual Bayan Laban sa mga Hapon (HUKBALAHAP
record of the government containing the
or Huk)
primary sources of income and the budget
allocation for the government departments. 8. Formation of the new labor code
on 01 May 1974
4.Mandamus – a written order from a higher
court to a lower court, or an official, 9. Launching of the Presidential
corporation or the like, instructing the
Commission on Human Rights (PCHR)
accomplishment of a specific directive.
10. Celebration of the First
5. quorum – the required number of
Centenary of the National Hero of the
members from the senate and the House of
representatives to institute a legal motion Philippines.
11. Development of the barrios
6. quo warranto – a court order demanding
an individual to prove his bases of claims 12. Implementation of the
Agriculture and Fisheries Modernization Act
7. reclusion perpertua – lifetime
imprisonment (AFMA)
13. Recognizing outstanding
Challenge Yourself
Check the students’ answers. Filipinos in the fields of arts, science, and
literature through the Republic Cultural

UNIT TEST Heritage Award.

A. Determine under which administration 14. Passing of the Code of
the following events occurred. Choose your
answer from the choices in the box. Write Agricultural Land Reform under Republic
only the letter of your answer. Act No. 3844
15. Launching of “Philippines: Fiesta
a. Roxas F. Marcos Islands of Asia”
b. Quirino g. Aquino
16. Promotion of nationalism by
c. Magsaysay h. Ramos
d. Garcia i. Estrada wearing Barong tagalog and speaking
e. Macapagal j. arroyo Filipino in government
17. First Quarter Storm
1. Founding of the Rehabilitation 18. Asian Financial Crisis
Finance Corporation (RFC) to assist private 19. Formation of the New Society
citizens and corporation in their recovery 20. Creation of MAPHILINDO
from the war. 21. Launching of the “Filipino First”
2. Establishment of the presidential (“Pilipino Muna”) program
Action Committee on Social Amelioration 22. Founding of the Autonomous
(PACSA) to laid poor families Region in Muslim Mindanao (ARMM) and the
3. Signing of the Bell Trade Act Cordillera Administrative Region (CAR)
4. Founding the Agricultural Credit 23. Survived a military attempt by
and Cooperative Financing Administration Magdalo soldiers to overthrow the
(ACCFA) to assist farmers by providing loans government.
and putting up cooperatives 24. Launching of “Philippines 200”
5. Establishment of the National 25. Launching of “Sustansya para sa
Resettlement and Rehabilitation Masa”
Administration (NARRA) to supervise the
organized distribution of public lands to B. Match Column A with Column B.
ordinary citizens. Column A
 1. 17 January 1981
2. 30 January 1970
3. 21 September 1972
4. 21 August 1983
5. 21 August 1971
6. 22 February 1986
7. 07 February 1986
8. 15 December 1954
9. 07 September 1946
10. 28 April 1949
11. 15 April 1948
12. 16 May 1954
13. 25 February 1986
14. 30 June 1998
15. 20 January 2001
Column B
a) Ninoy Aquino was assassinated.
b) The bloodiest student
demonstration occurred in
Mendiola.
c) Proclamation No. 2075 was
announced ending martial law.
d) This date was set for the snap
elections.
e) Martial law was declared.
f) The huks killed Aurora Aragon
Quezon, wife of former President
Quezon.
g) President Magsaysay signed the
Laurel Langley Agreement that
expanded trade between the United
States and the Philippines.
h) President Roxas signed the
proclamation giving amnesty to
guerrillas for any crimes committed
during Japanese rule.
i) Plaza Miranda bombing occurred.
j) Enrile and Ramos called a press
conference announcing their
defection from President Marcos.
k) Joseph Estrada was sworn in as
president of the Philippines.
l) President Roxas died of heart attack
while visiting a US military base.
m) Gloria Macapagal-Arroyo took het
oath as president of the Philippines.
n) Luis Taruc surrendered.
o) Corazon Aquino is proclaimed as
president.
C. Fill in the blank with the correct answer.
1. The was the name given
to the 12 senators who voted against
the RP-US Military Bases Agreement
in 1989.
2. The land where the people of a state
live is called .
3. The , formed by
former president Joseph Estrada,
solved 49 cases of kidnapping,
saved 57 kidnap victims, and
apprehended 122 suspects.
4. The heads a
monarchy.
5. The inherent and unconditional
right and capability of the state to
formulate laws freely is called
.
6. The served
as the Ramos administration’s main
arm in monitoring and curbing
kidnapping, bank robberies, and
other lawless elements in society.
7. The is the
smallest state in the world based on
population.
8. Under , a person’s
birthplace is the basis of citizenship.
9. Under , the basis of
citizenship is blood relation.
10. Former Ilocos Sur Governor
released a tape
showing former President Estrada
gambling in Casino Filipino.
11. The is an
institution that implements the laws
and rules that express the desires of
the state.
12. An is governed
by a few people or by a family.
13. Equaliy between the rich and the justify a more appropriate form of
poor is the philosophy of government.
. Answer key
14. The formal legal process wherein a A.
foreigner can become a citizen of the 1. A
country is called . 2. B
15. A person’s membership to a political 3. A
society is called 4. B
16. The of the 5. C
government needed to hold a 6. I
meeting in the senate. 7. A
17. A represents 8. F
the number needed to hold a 9. G
meeting in the senate. 10. D
18. A case of 11. C
happens when a person is a citizen 12. J
of two countries. 13. D
19. The heads the 14. E
parliamentary form of government. 15. G
20. An aspiring senator should be at 16. C
least to be 17. F
qualified to run for the senate. 18. H
19. F
D. Answer the following questions 20. E
briefly. 21. D
1. The first few months of the Aquino 22. G
administration were bombarded by 23. J
several coup attempts. What do you 24. H
think were the reasons behind the 25. I
prevalence of these coup attempts? B.
Explain. 1. C
2. The 1987 Philippines Constitution 2. B
states that an incumbent president 3. E
cannot run for reelection. However, 4. A
Gloria Macapagal- Arroyo was able to 5. I
run again. Explain the steps she did in 6. J
order to legally run for a reelection. 7. D
3. Do you think it is appropriate to 8. G
make amendments in the 1987 9. H
Philippine Constitution? Why or Why 10. F
not? 11. L
4. Is the current form of government in 12. N
the Philippines suitable for the country? 13. O
Explain your answer. Then suggest and 14. K
15. M
C.
1. Magnificent 12
2. Territory
3. President Anti-Organized Crime task
force
4. King
5. Sovereignty
6. President Anti-Crime Commision
7. Vatican City
8. Jus soli
9. Jus sanguinis
10. Luis “Chavit” Singson
11. Government
12. Aristocracy
13. Communism
14. Naturalization
15. Citizenship
16. Judicial Branch
17. Quarum
18. Dual citizenship
19. Prime minister
20. 25 years old
D.
1-4 Check the students’ answers.