Module 1: History as a Discipline

Knowledge

1. What is history? What are its uses?

History is a systematic study of written records of the past, including the prehistory of man. History is a story of recorded events, (in chronological order), including the development and behavior of people; a written account of cultural and natural phenomena; something that belongs to the past; and one that is no longer worth consideration. History in the hands of the historian becomes a form of literature. That means history has an objective and a subjective element. In the hands of the historian, the study and recording of history is an attempt to give meaning to our past, present, and future. In this way, a good historian draws us into a personal relationship with the past, allowing us to grow and learn from it. As a discipline, history is the study of the past. In other words, historians study and interpret the past. In order to do this, they must find evidence about the past, ask questions of that evidence, and come up with explanations that make sense of what the evidence says about the peoples, events, places, and time periods under consideration. Because it is impossible for a single historian to study the history of all peoples, events, places, and time periods, historians develop specialties within the discipline.

History is important because the past held valuable lessons of how to succeed and how to avoid costly mistakes. History gave us insight into who we are, who we can be, and a sense of our identity. Our view of the past affects how we respond to our present circumstances. If our view of history is wrong, we are likely to make wrong choices today. These wrong choices will lead to further conflicts and a waste of resources that can eventually lead to the fall of an entire civilization.

It is said that experience is the best teacher. Still, our learning would be very narrow if we profited only from our own experiences. Through the study of history, we make other people’s experiences our own. History teaches judgment. It does this both by supplying a knowledgeable background and by training in the technique of criticism and reasoned conclusions.

2. How do we write history?

Historical writing, like history itself, is a vast and varied subject. It has gone on in every society and every age since the dawn of civilization. It is the production of records as part of the events themselves. These first-hand documents- the writings and utterance of leaders; the notes of eyewitnesses; the letters, diaries, and recollections of participants- are the primary sources of history. Next come the efforts to compile and systematize the record in chronicles and yearbooks, followed by the books and articles written on the basis of intensive research to find out how and why events happened as they did. Finally, there are works written specifically for reference or instructional purposes-encyclopedia articles, handbooks, and textbooks-whose purpose is to draw from the record in order to present a clears and convenient picture to the learner. Most of the time an historical narrative will be organized chronologically, with the sections determines by the important happenings.

Historical method is the process of critically examining and analyzing the records and survivals of the past. First step is the selection of the subject for investigation. Next, is the collection of probable sources of information on that subject. Third, is the examination of those sources for genuine and lastly the extraction of credible particulars from the sources. Historiography is the writing process of history. It is the imaginative reconstruction of the past from the date derived by that process.

3. How would you compare/ contrast history with other social sciences?

History- based primarily on facts rather than on imagination and feeling unlike humanities, literature, arts and philosophy; it tries to explain by particular description rather than by general analysis and laws; its aim is to depict the significant historical individual or situation in all its living detail; it is defined by its focused on time but it also has the characteristic of embracing all aspects of human activity as they occurred in the past; it is able to serve as the discipline that integrates the specialized work of other fields of social science; it is a study of the facts of man's social existence, which is essentially the common denominator of the social sciences; bears close relations to all the particular social sciences and is really no more different from them in concept, method and material than they are among each other.

Geography and political science: are the fields most intimately related to history to the extent of inevitable interpenetration and overlapping.

Geography- studies the terrestrial setting in which history has occurred, sets the spatial dimension of historical events and endeavors to explain the relation between land forms and resources on the one hand and man's historical accomplishments on the other.

Political science - endeavors to explain analytically and systematically the same vast range of political data and events that constitute a major portion of our historical experience.

Economics, sociology, anthropology and psychology: deal with more specialized approaches or realms of experience.

Economics- deals with relations of production and exchange expressed by money.

Sociology- deals with the web of informal as well as formal relationships among people

Anthropology- deals with the patterns of behavior and belief that distinguish particular societies.

Psychology- deals with thought, emotion and behavior from the standpoint of the individual human behavior.

The only basic difference between history and the other social sciences is that social sciences take individuals and events, study the qualities they have in common and arrive at general laws about human affairs, whereas history is the study of a unique sequence of individuals, events, situations, ideas and institutions, occurring in the one-dimensional and irreversible stream of time.

4. What can history tell you?

Everything that exists in the present has come out of the past, and no matter how new and unique it seems to be, it carries some of the past with it. Everything has a history. At least part of the answer to any question about the contemporary world can come from studying the circumstances that led up to it. The more we understand about the past influences, the more we will know about the present subject to which they are related.

Indeed, most people are curious. In fact, children are always asking their parents the question "why" of things. Because everything has a history, most questions can be answered, at least in part, by historical investigation. Though our questions could go on forever, the answers are written somewhere in the record of the past. The record of the past is not only contained in musty volumes on library shelves; it is all around us in museums, historical preservations, and the antique furnishings and utensils contained in almost every household. Our minds are living museums because the ideas we hold come down to us by way of a long historical journey. Though we are usually unaware of it, the past and the history is always with us. Because history is literally at our fingertips, we can travel back into it without difficulty.

Comprehension.

1. What approach would you use in studying history?

Transformative Learning Approach is one approach to better understand and interpret history. Through transformative learning, students learn in more experiential way and it is based more on experiences. Using this approach would help students to express their own idea and give out their own interpretation about certain things. In this way, they are able to learn new things in more understandable way because they relate what they study in their own knowledge. There is also what we call "Guided Participation" in which the teacher guides the student as they study about certain things such as history. Unlike the ordinary way of teaching wherein teachers talk and students listen, students may raise up a question and answer them accordingly. There is a pattern in transformative learning which helps the students to gain more knowledge and apply what they have learned.

2. What Skills Does a Student of History Develop?

The Ability to Assess Evidence. The study of history builds experience in dealing with and assessing various kinds of evidence—the sorts of evidence historians use in shaping the most accurate pictures of the past that they can. Learning how to interpret the statements of past political leaders—one kind of evidence—helps form the capacity to distinguish between the objective and the self-serving among statements made by present-day political leaders.
Learning how to combine different kinds of evidence—public statements, private records, numerical data, visual materials—develops the ability to make coherent arguments based on a variety of data. This skill can also be applied to information encountered in everyday life.

The Ability to Assess Conflicting Interpretations. Learning history means gaining some skill in sorting through diverse, often conflicting interpretations. Understanding how societies work—the central goal of historical study—is inherently imprecise, and the same certainly holds true for understanding what is going on in the present day. Learning how to identify and evaluate conflicting interpretations is an essential citizenship skill for which history, as an often-contested laboratory of human experience, provides training. This is one area in which the full benefits of historical study sometimes clash with the narrower uses of the past to construct identity. Experience in examining past situations provides a constructively critical sense that can be applied to partisan claims about the glories of national or group identity. The study of history in no sense undermines loyalty or commitment, but it does teach the need for assessing arguments, and it provides opportunities to engage in debate and achieve perspective.

Experience in Assessing Past Examples of Change. Experience in assessing past examples of change is vital to understanding change in society today—it's an essential skill in what we are regularly told is our "ever-changing world." Analysis of change means developing some capacity for determining the magnitude and significance of change, for some changes are more fundamental than others. Comparing particular changes to relevant examples from the past helps students of history develop this capacity. The ability to identify the continuities that always accompany even the most dramatic changes also comes from studying history, as does the skill to determine probable causes of change. Learning history helps one figure out, for example, if one main factor—such as a technological innovation or some deliberate new policy—accounts for a change or whether, as is more commonly the case, a number of factors combine to generate the actual change that occurs.

Application.

1. How can we use history in our lives?

People live in the present. They plan for and worry about the future. History, however, is the study of the past. Perhaps the most significant role of history in our lives is how it can serve as a teacher. History, as we know it, involves many pros and cons. Through it, we can learn how to live better, more effectively, based on how the past events happened. We apply these learnings through history and use it as a guide in facing our future trials in life.

It also helps us to understand people and societies. . This, fundamentally, is why we cannot stay away from history: it offers the only extensive evidential base for the contemplation and analysis of how societies function, and people need to have some sense of how societies function simply to run their own lives. History also allows us to understand change and how the society we live in came to be. These two fundamental reasons for studying history underlie more specific and quite diverse uses of history in our own lives. History well told is beautiful. Exploring what historians sometimes call the "pastness of the past"—the ways people in distant ages constructed their lives—involves a sense of beauty and excitement, and ultimately another perspective on human life and society. It also provides a terrain for moral contemplation, which provides moral understanding and identity. Studying the stories of individuals and situations in the past allows a student of history to test his or her own moral sense, to hone it against some of the real complexities individuals have faced in difficult settings.

Analysis

1. How is history related to other social science?

History is almost always thrown together with the social sciences in the usual three- or four-way classifications of academic subjects. History is a study of the facts of man's social existence which is really the common denominator of the social sciences. It puts up close dealings to every social science. History is similar to other social sciences in perception, approach, and material. The conclusions of all these disciplines result to valuable and interesting insights to historians and those must not be overlooked. Equally, every discipline draw on the data of history and incorporate the perspective of history on the changing circumstances of human behavior. One notable recent influence of social sciences on history is the expanding interest in quantitative approaches to historical research.

2. What can you infer from the similarities and difference of history from other social sciences?

History is not really different to other social sciences because both history and social sciences deal with the facts of human being's social existence. Methods in writing history and social sciences are similar. In addition, the concepts under study in history are parallel with the concepts in social sciences. Each social science contributes to the study and writing of history. Indeed, history plays an important wherever interdisciplinary social science work has been developed.

But since history is the study of particulars (unique sequence of individuals, events, situations, ideas and institutions), it is impossible for the historian to proceed in the same way as the scientist, who tries to generalize from his observations and experiments to arrive at laws of natural phenomena. There are no laws of history in the strict sense, although there are of course many regularities and patterns in human behavior that once established by the social scientists, those must be taken into account by the historian in his investigations.

Synthesis

1. Give your own definition of history?

History is a social science that studies significant people, place and events in a chronological, systematic and analytical way. It contains lessons wherein we can learn from the mistakes of the past. It contains numerous issues that need to be debated without ends and guides the people whenever they are lost and give them the right path. It also contains interesting experiences of famous people and is guided by principles.

2. How can you make the study of story more interesting, relevant and fun?

Some students find history a boring subject, with all those dates, places and people to remember. One way of making it more interesting and fun to learn is by connecting the past and current events, making it more relevant. Another way is by piecing various points of view to come up with your own truth, just like the Hardy Boys. Making some skit, plays or dramas, makes studying more fun and enjoyable.

We should also make a connection of history with your interest to make it less boring. It is said that what is past is prologue. It's also said that history repeats itself. If that is true, then look at the study of history as a study of self-interest to learn from the mistakes of the past. A lot of people who want to be successful study the habits of already successful people; you, too, can study the past to improve your own understanding of how we got here; what we faced; where we failed; and how we can improve.

Evaluation

1. Is the study of history still relevant nowadays? why or why not?

The study of history in our generation nowadays is very important not only because it tells us the important events in the past; but it also teach us lessons that may help us to live our life to the fullest. The study history is very essential for every individual and in our society. History helps us understand people and the society, because history explains how people and society behave. It also helps us to know how things change and how we became like this. The study of history also provides us our own identity. Because of history, we know where we came from and who we really are. Historical data include evidence about how families, groups, institutions and whole countries were formed and about how they have evolved while retaining cohesion. Studying history is also essential to be a good citizen. It sometimes represents of citizenship history hope merely to promote national identity and loyalty through a history spiced by vivid stories and lessons in individual success and morality. But the importance of history for citizenship goes beyond this narrow goal and can even challenge it at some points.

The past causes the present and so the future, it is why we need to study our history. In studying history we can grasp how things change; also through history can we begin to can understand the factors that cause change; and also in history, we know what elements of an institution or a society persist despite change.

Module 2: Trial and Execution of Andres Bonifacio

The unjust trial of Andres Bonifacio

Bonifacio's actions after the Tejeros Convention have been called counter-revolutionary, the charge of treason justified, and his elimination even necessary to ensure unity of the Filipino revolutionaries. Teodoro Agoncillo writes that Bonifacio's declaration of authority in opposition to Aguinaldo posed a danger to the revolution, because a split in the rebel forces would result in almost certain defeat to their united and well-armed Spanish foe. In contrast Renato Constantino writes that Bonifacio was neither a danger to the revolution in general for he still planned to fight the Spanish, nor to the revolution in Cavite since he was leaving; but Bonifacio was definitely a threat to the Cavite leaders who wanted control of the Revolution, so he was eliminated. Constantino contrasts Bonifacio who had no record of compromise with the Spanish with the Cavite leaders who did compromise, resulting in the Pact of Biak-na-Bato whereas the revolution was officially halted and its leaders exiled, though many Filipinos continued to fight (though Aguinaldo, unofficially allied with the United States, did return to take charge of the revolution during the Spanish-American War).

Historians have also discussed the motives of the Cavite government to replace Bonifacio, and whether it had the right to do so. The Magdalo provincial council which helped establish a republican government led by one of their own was only one of many such councils in the pre-existing Katipunan government. Therefore, Constantino and Alejo Villanueva write they may be considered guilty of violating Bonifacio's constituted authority just as they considered Bonifacio to violate theirs. Aguinaldo's own adviser and official Apolinario Mabini writes that he was "primarily answerable for insubordination against the head of the Katipunan of which he was a member". Aguinaldo's authority was not immediately recognized by all rebels. If Bonifacio had escaped Cavite, he would have had the right as the Katipunan leader to prosecute Aguinaldo for treason instead of the other way around. Constantino and Villanueva also interpret the Tejeros Convention as the culmination of a movement by members of the upper class represented by Aguinaldo to wrest power from Bonifacio who represented the middle and lower classes. Regionalism among the Cavite rebels, dubbed "Cavitismo" by Constantino, has also been put forward as motivation for the replacement of BonifacioMabini writes: "All the electors [at the Tejeros Convention] were friends of Don Emilio Aguinaldo and Don Mariano Trías, who were united, while Bonifacio, although he had established his integrity, was looked upon with distrust only because he was not a native of the province: this explains his resentment."

Agoncillo’s Account on Trial and Execution of Andres Bonifacio

Weak and assailed by fearful thoughts as he lay on a cot in the dark stuffy prison of the Maragondon tribunal, Bonifacio waited for the result of the trial. He was hungry and he has wounds in his neck and left arm. Meanwhile, on May 6th, 1897, the members of the Council of war, now composed of only three members namely, General Mariano Noriel, presiding officer, Tomas Mascardo and Esteban Ynfante, met and studied the records of the trial. Several questions were threshed out and finally voted upon.

First: Did Andres Bonifacio know that there was a revolutionary government?

Second: Did he possess any permit to keep arms and maintain an army as well as the right to make prisoners of men in Limbon?

Third: Did he, together with his brothers, Ciriaco and Procopio, order his soldiers to fire upon the government soldiers?

Fourth: Did he induce the government officers to renege so as to join his forces?

Fifth: Did he, in thus inducing said officers to turn against the government, bribe them?

Sixth: Did he and his brothers offer any resistance to the government soldiers which resulted in the death of Ciriaco and two government soldiers?

Seventh: Was Bonifacio’s intention in staying in Limbon and in maintaining an army of his own to revolt against the government?

Eighth: Do the two brothers, Andres and Procopio, due to the gravity of their crimes, deserve capital punishment?

Ninth: Do the officers and soldiers of said Andres Bonifacio deserve punishment for obeying him?

The members of the Council unanimously decided that the two brothers were guilty as charged and that, with respect to the ninth question, the officers and soldiers of the Supremo shoul;d be transferred, as punishment for being his soldiers and subordinates, to the government army in order to make them work in the barracks. It was furthermore decided that as compensation for the death of the two government soldiers killed in the battle, Andres and Procopio Bonifacio should be held responsible for pensioning the widows of the deceased, with the government throwing in an allowance for their maintenance.

General Noriel immediately announced the result of the Council’s deliberation and ordered that the necessary papers be forwarded to General Emilio Aguinaldo for action. Studying the papers one by one, general Baldomero Aguinaldo, Auditor of War, on May 8th wrote his recommendations to President Aguinaldo. These recommendations reached General Aguinaldo’s headquarters the same day. Without losing a moment, General Aguinaldo, acting in his capacity as President of the Republic, prepared a statement on the case commuting the death penalty meted out to the two brothers to banishment. Maragondon, the rebel capital and headquarters of General Aguinaldo and the place where Andres Bonifacio was tried four days before was then undergoing the experience of a city besieged and threatened by the enemy from all sides.

In so far as the documents are concerned, it appears that the Executive Order pardoning the two brothers were shown to the defense attorneys by Macapagal. However, only the signature of Placido Martinez appears on the document, together with that of Makapagal as attesting to the fact. The same notice of commutation of sentence was apparently shown to Procopio Bonifacio who sight the papers but Makapagal, the secretary, maintained that when the notice presented to Andres Bonifacio, the latter, “after understanding it, agreed, but on account of some trouble with his arm, he was not able to affix his signature. Two witnesses testified and the secretary attests to it.” No signature, either by Makapagal or by Bonifacio or y the two witnesses mentioned, appears on the document.

As soon as Aguinaldo’s order of pardon was released, General Mariano Noriel and General Pio del Pilar rushed to his headquarters and argued their case against Bonifacio. They regarded that he should withdraw his order of pardon because for them to keep Bonifacio alive is to endanger the cause of the Revolution, they couldn’t afford to be divided at the critical moment. Under such powerful pressure, General Aguinaldo withdrew his order of pardon.

Early morning of May 10th, 1897, General Noriel ordered and instructed Major Makapagal to get the prisoners (Andres and Procopio) and take them to Mount Tala; open the sealed letter when they arrive there and read it aloud to the two prisoners; and follow the instructions to the letter. The soldier did everything what he was instructed to do. When they arrived at Mount Tala he read aloud:

"Major Makapagal,In accordance with the order of the Council
held at Maragondong on May 8 against the brothers Andres and Procopio Bonifacio,
who have been sentenced to be shot to death, you and your soldiers under you are
ordered to carry out the judgment."

For a time Major Makapagal stood as if stunned by a heavy blow that made him insensible to his surroundings. The order was precise. He pitied the men before him, imploring his forgiveness as if their lives were in hollow of his hands. He had only one thought for the moment: he was a soldier and as a soldier he had to obey the orders of his superior officers. Before him were his own countrymen, people of his own race, who spoke the same language, and nursed the same ideals as he. He did not relish his mission. It was MURDER, no less. But again he heard the voice of duty and the thought of it seared his mind and rudely brought him face to face with a tragic reality.

Andres, in the brief moment give his word, he must have collected strayed pieces of the past and wove them in his mind into a clear pattern of recollection: the founding of the Katipunan, the despair and the hope of its ultimate success, the discovery, the first cry of the Revolution, the series of battles he had fought against the enemy, the bulled that passed through the collar of his coat in a heroic attempt to save his dear friend, Emilio Jacinto, his sufferings and privation in the mountains of Montalban and San Mateo, his travels through the thick forests or Morong in an attempt to mediate between the quarreling faction of Cavite.

When they were done with the assignment given to them the soldier dug a shallow hole with their bayonets and buried Andres Bonifacio. On the grave, Major Makapagal place a few twigs. The major and the four soldiers marched back to the town and saw the convent and the church tower being bombarded by the enemy. A shot hit the church tower, and a tremendous explosion blew the cap off the Major’s head. Another bullet whizzed at him and hit his left arm, he fell to the ground. Then before losing consciousness, he remembered the letter that he had not finished reading. He took the letter out of the envelope and read:

"You are hereby warned that for any negligence or carelessness
that you commit in carrying out this order, you will be held responsible and
subjected to the rigor of the loaws in the code of Spanish military courtMay God
guard you for many years."

(sgd) M, Noriel

Module 3: Comparison of the Japanese and American Colonization

Knowledge:

What are the reasons for the Americans/Japanese to colonize our country?

Americans: Strategic location, exercise power

The colonization of the Philippines was actually the first attempt of America into trying their power as imperialists. In fact, the American congress even had laws against any attempt of invasion against other countries. And because of such by-laws, the military forces of America had to find loop-holes which will free them from any liabilities with accordance to the laws of invasion. After which they used the country (Philippines) as a strategic location into colonizing part of China which was actually their ultimate goal then. What happened is, at the start of the colonizing process of American, there was no land free of the influence of the first western colonizers. And because of this, they were left with what they called the “Chinese melon.” The Chinese melon was a term given to the country of China where most of the western imperialists had a share of, and American wanted to have a part in these shares, so they saw the Philippines as a good strategic location into helping them colonize parts of China.

Japanese: Part of expansion program

Japan with its growing population needed areas for expansion, locations which will feed their growing population and their need of raw materials for manufacturing goods this was their primary reason for colonizing countries specifically those near it.


What approach did the Americans and Japanese use in order to colonize our country?

In general, both colonizers used the same strategy which was to make the Filipinos feel as if they were not colonizers but the only difference was the time for them to implement their plans. Because of this the Filipinos saw the Americans better compared to that of the Japanese because during the American occupation there was no war unlike that of the Japanese occupation. And because of this, the Americans had time to “brain wash” the Filipinos because they had the time to cover their atrocities.

Americans: The Americans used the “Savior” approach with the Filipinos thinking that the Americans will do the same to them (the Filipinos) as that of the Cubans because the Americans have saved the Cubans from foreign conquest the Filipinos thought they (the Americans) would do the same to them. As Admiral Dewey has so obviously related in his telegrams that it was more of the Filipinos helping the Americans rather than the Americans helping the Filipinos, despite this the Filipinos believed that it was the Americans who will lead them to their long aspired freedom.

This notion of the Americans saving the Philippines actually started after Aguinaldo, who was then in Singapore, requested the help of the Americans. Actually the Philippines was an exact replica of Cuba at the time of the Spaniards, as Constantino describes in his book the Conquest of the Philippines. And because the Americans had successfully freed the Cubans from exile, the Filipinos believed the Americans would do them the same without knowing that the Americans had other intentions, which was to keep the Philippines which they failed to do so in Cuba.

Japanese: They used their military forces and power in order to colonize the Philippines
During America’s colonization of the Philippines, Japan was yet to be considered a threat to the American forces but as the year grew it was hard to ignore the menace of the Japanese military forces. Because of this America was even considering letting the country (Philippines) go for it was more of a liability than an asset then. By this, Americans in the Philippines would be saved from inevitable death they may face if the Japanese’ would opt to attack. With that in mind, war was triggered by the bombing of Pearl Harbor and it was too late for the Americans to back out. But because the American troops in the Philippines were weak they lost to the Japanese forces, even after declaring Manila an open city despite it left in ruins from Japanese bombs. By these moves the Japanese forces flexed its military muscle evidently.

Comprehension:

How would you differentiate the tactics/strategies of the 2 imperialists in colonizing our country?

If placed in context there is not much difference with the strategies implemented by both parties. The Americans tried making the Filipinos think that they are not the enemies but actually allies, which they were successfully able to. And the Japanese also tried the same approach except that time did not let them do so. The problem with the Japanese was that they had to first remove whatever the Americans has planted in the minds of the Filipinos and then implement the “brain washing” they were planning for. And because of this they needed more time, which they never was allowed to have.

During the American colonial period of the Philippines (1898-1943), the American government gave priority to education in the Philippines. Education became very important for the Filipinos. The spread of democracy and formation of good citizens, including the rights and responsibilities of the people, were the focus of American education in the country. Education allowed the Americans to spread or share their culture, particularly the English language, to the Filipinos.

The American government wanted to give everyone the chance to study so they built public schools for the Filipinos. Volunteer Filipino soldiers became the first teachers of the Filipinos. Part of their mission was to build classrooms in every place where they were assigned. The Filipino soldiers stopped teaching only when a group of teachers from the U.S. came to the Philippines in June 1901. They came aboard the ship "Sheridan." In August 1901, 600 teachers called Thomasites arrived. Their name came from the ship they traveled on, the S.S. Thomas. This group became successful in their mission.

With the assurance of the Americans’ promise to free the country, General Aguinaldo, a municipal mayor and the commander of the Philippine forces, declared the Philippine independence on June 12, 1898. He confirmed the establishment of Philippine Republic on January 23, 1899 with himself as president.

The invasion of the Americans moved the Filipinos to a more unfamiliar authority. English was chosen to be the official language of instruction in businesses and schools, the economy flourished and the country’s economy begun relying on the US. Under the supremacy of Governor Taft, systems were regulated in most districts. New government organizations were established along with the general establishments of schools and other related institutions. Construction of roads, highways, and ports were prioritized to consolidate more business all over the country.

However, during the Japanese Colonial period, Manila was declared an open city to prevent it from destruction, meanwhile, the government was moved to Corregidor. In March 1942, U.S. General Douglas MacArthur and President Quezon fled the country. The cruelty of the Japanese military occupation of the Philippines is legendary. Guerrilla units harassed the Japanese when they could, and on Luzon native resistance was strong enough that the Japanese never did get control of a large part of the island. The Japanese occupation was infamous not only because of the ferocity of the military conquerors, but also because the Filipinos as a whole had lost their social and moral balance.

Finally, in October 1944, McArthur had gathered enough additional troops and supplies to begin the retaking of the Philippines, landing with Sergio Osmena who had assumed the Presidency after Quezon's death. The battles entailed long fierce fighting; some of the Japanese continued to fight until the official surrender of the Empire of Japan on September 2, 1945.

After their landing, American forces also undertook measures to suppress the Huk movement, which was originally founded to fight the Japanese Occupation. The American forces removed local Huk governments and imprisoned many high-ranking members of the Philippine Communist Party. While these incidents happened, there was still fighting against the Japanese forces and, despite the American measures against the Huk, they still supported American soldiers in the fight against the Japanese.

Application:

From the different approaches the 2 imperialists demonstrated, which type of government would best suit the present situation of the Philippines?

We believe that in the present situation of our country right now, with all the corruption and anomalies the government is involved with a dictatorial type of government is best suited. A completely centralized government as that of the Marcos era where the power of the three branches namely; executive, legislative and judiciary, will be given solely into one.

The only problem will be, “who” exactly will be trusted with such power and serve the country with complete honesty. We justify our answer by reasoning that with this type of government, there is only one to blame for everything. With this we do away with the problem of government officials playing the “blame game.”

Analysis:

What can you infer from the Filipino reactions?

Filipinos initially saw their relationship with the United States as that of two nations joined in a common struggle against Spain As allies, Filipinos had provided the American forces with valuable intelligence and military support. However, the United States later distanced itself from the interests of the Filipino insurgents. Aguinaldo was unhappy that the United States would not commit to paper a statement of support for Philippine independence. Relations deteriorated and tensions heightened as it became clear that the Americans were in the islands to stay.

American Influences can still be seen in the country's system of education, literature, art, architecture, science, industry, home, food, clothes, religion, pastimes, music and dances. Filipinos took education seriously which resulted to the high social status of some Filipinos. The Filipinos learned how to read, speak and write English in a short matter of time. The free exchange of goods between the United Stated and the Philippines ended when the U.S. Congress approved the Tydings-Mcduffie Law.

Through the Homestead Act, the right to own any civil land up to 24 hectares was given to any Filipino. The Protestant religion was accepted by the Filipinos. The social status of Filipino Women during the American period. They were allowed to participate in politics, to work in the government, and to pursue their studies in college. Matters like health and cleanliness were improved. Transportation and communication in the Philippines were developed. Philippine people might have enjoyed some benefits but they were not the real reasons why such developments were made.

The rules that had been imposed by the Americans to the Filipinos in relation to health and education also had negative effects. The Americans imposed these rules to achieve their main objective, which is to colonize and use the country and its people. Education was the most useful means or ways in pursuing a peaceful relationship with the Filipinos. Through education, the Americans influenced the Filipinos in terms of the way they eat, to love the American culture and most of all, to prioritize American products.

However, The arrival of the Japanese caused tremendous fear, hardships and suffering among the Filipinos. The Filipino way of life was greatly affected during the Japanese period. The Filipinos lost their freedom of speech and expression. The development of art was also stopped. Filipinos greatly feared the "zoning". There were Filipinos spies hired by the Japanese to point those who were suspected of being part of the guerilla movement. The Japanese made some changes in the system of education.

Synthesis:

What criteria would you use as basis in colonizing?

Choosing criteria as a basis for colonizing, our group has chosen the American approach on how they colonized our country rather than Japanese approach. We prefer more the American method for they did colonized the Philippines in a less violent way. Unlike the Japanese method for colonizing the Philippines which used more military forces and power, Americans used the “Savior” approach in which they made us think that they are going to protect us against other states such as what they did to the Cubans. In this method, they only used strategic plans colonizing the Philippines while limiting the use of force and other equipments.

In this way, Filipinos were easily influence in terms of agreements and objectives of the Americans.In terms of the objective of the Japanese and the Americans for colonizing the Philippines, our group also chose the intention of the Americans more than the Japanese for their reason is to exercise power and use as strategic location. Their purpose is more likable and pleasing to the Filipinos rather than the Japanese for the purpose of the Japanese is to use the Philippines as part of the expansion program. Their intention is more of expanding the Philippines turning it to Japan which would not be supported by most Filipinos. As our group decided, we would rather prefer to be colonized by the Americans rather than the Japanese in terms of their approach and intention.

Evaluation:

Is the study of colonialism still relevant nowadays? Why or why not?

As we all know, colonialism is one of the most significant part in the history of the Philippines. We had been colonized for hundred of years and through this time we have learned and adapt so many things from the cultures of those who had colonized us. From this idea, we could now say that colonialism is still relevant nowadays. It is relevant for the fact that we could apply what we have learned during the period of colonization and we could also avoid the mistakes we have committed during those times.

Though we cannot say that this study is applicable in our everyday life, we may still say that this part of our history can help us in some other ways. It will help us maybe in the future if other colony will colonize us or we could even apply this in the present times. The things we have learned during those times are still being applied nowadays and some are being adapted culturally. Also, knowing the history of colonialism would make us aware of how our culture came to be and where some of our traditions came from. Knowing these things would help us to think more standardized on the things happening around us. These are the reasons why the study of colonialism is still relevant nowadays.

Module 4: Philippine Presidents: Gloria Macapagal - Arroyo

Gloria Macapagal Arroyo ( 2001-to the present )

Condition of the Philippines:

-The fruits of the Second EDSA revolution.

-Chief Justice has just proclaimed the presidential position vacant.

-The reigning vice president, Gloria Arroyo is to assume the position.

-The petitions of the former president Joseph Estrada with his clarifications regarding the terms Gloria Arroyo will be taking.

Primary Problems:

-The confusion of whether or not Gloria Arroyo will permanently assume the presidential seat of Joseph Estrada or not.

-The scandals the former president has been linked to, namely his kickback allegations, mistresses and alias bank accounts all over the world is yet to be settled.

Promises in the Elections:

-Win the fight against poverty.

-Establish a government ruled with good governance.

-Create a new image for the politicians in her campaign for a new politics.

Results of Programs:

-There were more infrastructures built during her term counting even those which was already started but never finished. Her example to this was the Subic-Clark-Tarlac Expressway. She has also built and upgraded new and existing airports and the roll on/roll off system.

-She has created new job opportunities from the BPO and tourism sectors. -She has created resources that will serve and support the welfare of the people through increase in government salaries and cash handouts.

-Has distributed lands to the landless of over 700,000 native farmers.

-Has created business opportunities for the small entrepreneurs through microfinance loans.

- Has helped in the housing problems through programs like Pag-IBIG, NHA, Community Mortgage Program, Certificated of Lot award and Restructuring Acts.

-Has built classrooms and trained teachers. She has also provided over 600,000 scholars nationwide.

Controversies:

-ZTE scandal and the fertilizer scam.

-“Hello Garci” Scandal

-Foreign trips

Philippine President: Joseph Estrada

Joseph Estrada (1998-2001)

Condition of the Philippines:

-Rampant crimes
-Poverty
-Graft and corruption throughout the government

Primary problems:

-Rampant crimes
-Corruption
-Rich getting richer, poor getting poorer
-Pork barrel or kick back issues

Promises in the Election:

-Speed up the improvement of the living conditions of the common people for them to have a fairer share of the national wealth they create and a bigger stake in their own country.

-Improve the economy

-Time for the masses to enjoy first priority in the programs of the government.

-Housing programs, feeding programs, education and health programs, peace and security, jobs with dignity, infrastructure.

– to raise the masses productivity and income.

-“What wealth will be generated will be more equitably shared. What sacrifices are demanded will be more evenly carried.”

-“You will not be alone again in making sacrifices, and you will not be the last again to enjoy the rewards when they come.”

-Ask the rich to take a share of the sacrifices commensurate with their strength.

-Stamp out crime big and small.

-Provide basic services without the extra cost of pork barrel or kickback

–give a government that works

-Protect the interest of OFWs

-Peace and harmony to society

Primary Programs:

-Erap (Education, Research and Assistance Program) para sa mahirap

-To initiate, provide and establish education, research and other forms of assistance programs and services to poor but deserving citizens of our country, and to foster mutual assistance and self-reliance by promoting livelihood and self-help programs.

Results of Programs:

Economy began to suffer and the Philippine peso suffered devaluation.

Controversies:

-Involvement in various illegal activities a nd pocketing vast sums of money from illegal gambling protection money as well as skimming from tobacco taxes.

-Was charged with bribery, graft and corruption, betrayal of the public trust and violation of the constitution.

Philippine President: Fidel Ramos

Fidel Ramos ( 1992-1998 )

Condition of the Philippines:

-Civil liberty has just been restored.
-Nation was in trouble
-Philippines were once the school of Southeast Asia but neighboring countries have one by one gotten beyond.
-There were repeated assaults from insurgents and rebels.
-There was a need for people empowerment, not only in their political rights but also in economic opportunities.
-People speak out against old politics.-People reaffirmed their adherence to the secular ideal (Church and State separate but collaborating, coexistent but each supreme in its own domain).

Primary problems:

-Neighboring countries have outdone the Philippines.
-Philippine economy should be nursed back to health and propel it to growth.
-Repeated assaults from rebels.

Promises in the Election:

-Civic order restoration

-So that businesses can run, workers can create wealth, liberty can flourish.

-Mandated to continue the democratic reforms gained by Aquino.

-Make politics serve the nation – not just families, friends, factions

-“I will continue to reach out to all the groups and factions making up the political community. As early as possible, I will consult with the leaders of the Senate and the House of Representatives to work out the priorities of the legislative agenda.”

-Call on mutinous soldiers and radical insurgents to give up their armed struggle.

-Work with Congress in fashioning an amnesty policy that will enable errant reformists to re-enter civil society.

-Ask Congress to convene itself as a Constituent Assembly to amend the Constitution.

-Government will work hand-in-hand with non government organization and people's organizations to expand the life choices of the poorest

-Get the entire economy to generate productive employment

-“My administration will prove that government is not unavoidably corrupt — and that bureaucracy is not necessarily ineffective.”

-“In foreign relations, we shall strive to strengthen ties with old friends and trading partners and we shall endeavor to develop new friendships.”

Primary Programs:

-Deregulation

-Open the country to foreign investments

-Focus on agriculture – because almost half of all workers still live on it and it is the foundation of industrial modernization.

-More realistic Agrarian Reform Law-Global competitiveness

-Mastermind and implemented a comprehensive Social Reform Agenda (SRA)– addressed the long-standing problem of poverty: jobs and livelihood, health, education, skills training, housing, environmental protection, children and the youth, elderly and the handicapped, agrarian reform, and access to equal opportunity.

-Encouraged privatization of public entities, to include the modernization of public infrastructure through and an expanded Build-Operate-Transfer (BOT) law.-Centerpiece program: Philippines 2000 which aims to uplift the Philippines as a newly industrialized country by the year 2000.

Results of Programs:

-Put and end to the power crisis that crippled Filipino homes and industries for two years.

-Philippine economy recovered dramatically during the years 1993-1997

-Average income of the Filipino family grew more during his administration than in the two decades.

-Achieved a peace agreement with military rebels and the secessionist Moro National Liberation Front (MNLF) for which he won for the Philippines the coveted 1997 UNESCO Peace Award – the first for Asians.

-Broken oligopolies that have controlled key sectors in shipping, telecommunication and banking.

-The Philippines became known as the “Asian Tiger”.

-He was widely credited for reviving the country’s economy.

Controversies:

-a large number of cabinet members were former military officials, attempts to override the Supreme Court

-creation of a coalition that eliminated nearly all opposition in Congress

-a number of other acts which have been dubbed unconstitutional, in some cases, no proper vote was held in the Senate-total war policy in dealing with communist rebels

-the militarization of various parts of the country, resulting in human rights violations at the hands of military-speculation of the re-imposition of martial law.

-made a move to amend the 1987 Constitution in order give Ramos the chance to run for re-election.

Philippine President: Corazon Aquino

Corazon Aquino ( 1986-1992 )

Condition of the Philippines:

The triumph of the peaceful People Power Revolution and the ascension of Corazon Aquino into power signaled the end of authoritarian rule in the Philippines and the dawning of a new era for Filipinos. She inherited an economy that was bankrupt and debt-ridden as a result of twenty years of misrule and mismanagement under the Marcos regime. During the first months of Aquino's presidency, the country experienced radical changes and sweeping democratic reforms. Electric blackouts became sporadic and common which somehow hampered economic transactions and business operations in the country.

Primary Problems:

-Her presidency faced several threats from both right-wing military elements and extreme left-wing communist rebels.

-Her administration also dealt with numerous problems such as major natural disasters which struck the country and severe power shortages which took a toll on doing business in the Philippines. It was also during her tenure that the United States finally ended its military bases and presence in the country.

-Corruption continued to be widespread and towards the end of her tenure ,Mrs Aquino faced more than 100 charges ranging from money smuggling to theft.

-Economic injustice, a problem that was only provoked by continuing warfare between the communist insurgency and a military whose loyalties to Aquino were uncertain.

Promises in the Election:

- Promised that she would not appoint a single communist to her cabinet.

- Rejected a power-sharing agreement proposed by the American diplomat Philip Habib, who had been send as an emissary by U.S. President Ronald Reagan to help defuse the tension.

- Her main assets in the campaign were her reputation for moral integrity along with her avowal of her slain husband's ideals. To these were added the quiet support of the influential Roman Catholic Church in the Philippines, whose prelate Jamie Cardinal Sin was instrumental in the Aquino-Laurel reconciliation.

"The only thing I can really offer the Filipino People is my sincerity."

Primary Programs:

-Creation of the Presidential Commission on Good Government (PCGG), which was tasked to go after the Marcos ill-gotten wealth. Aquino, being a revolutionary president by virtue of people power.

-Abolished the 1973 "Marcos Constituion" and dissolved the Marcos allies-dominated Batasang Pambansa, despite the advice of her vice-president and only prime minister Salvador Laurel.
-Created a Constitutional Commission, which she directed for the drafting of a new constitution for the nation.

-Made important gains in the aspects of bringing back democracy, restoring investor confidence in the economy and enacting legal and constitutional reforms.

-Promulgated two landmark legal codes, namely, the Family Code of 1987, which reformed the civil law on family relations, and the Administrative Code of 1987, which reorganized the structure of the executive branch of government.

-Another landmark law that was enacted during her tenure was the 1991 Local Government Code, which devolved national government powers to local government units (LGUs). The new Code also enhanced the power of LGUs to enact local taxation measures and assured them of a share in the national revenue.

-Brought back fiscal discipline in order as it aimed to trim down the government's budget deficit that ballooned during Marcos' term through privatization of bad government assets and deregulation of many vital industries. It was also during Aquino's time that vital economic laws such as the Built-Operate-Transfer Law, Foreign Investments Act and the Consumer Protection and Welfare Act were enacted.

-Comprehensive Agrarian Reform Law which paved the way for the redistribution of agricultural lands to tenant-farmers from landowners, who were paid in exchange by the government through just compensation but were also allowed to retain not more than five hectares of land.

Result of the Programs:

Furthermore, the economy posted a positive growth of 3.4% during her first year in office. On the overall, the economy under Aquino had an average growth of 3.8% from 1986 to 1992.

Controversies:

Aquino was not spared from the controversies that eventually centered on Hacienda Luisita, a 6,453-hectare estate located in the Province of Tarlac, which she inherited from her family. She was scored for allowing Hacienda Luisita, which was now owned by the Tarlac Development Corporation, to opt for stock distribution, instead of land redistribution.