HISTORY LECTURE FOR PRELIMS
He who does not know how to look back at where he came from
will never get to his destination.
DEFINITIONS
 It is a discipline which deals with the study of significant
events in the past in order to ascertain the truth.
 It refers to the study of chronological events that happened
in the past. It is also a descriptive study of recorded events.
 It is the study of texts which are presented in narrative
form.
 What Is History?
History is the knowledge of and study of the past. It is the
story of the past and a form of collective memory. History is
the story of who we are, where we come from, and can
potentially reveal where we are headed.
 History as a discipline existed for around 2,400 years and is
as old as mathematics and philosophy
 Historia became known as the account of the past of a
person or a group of people through written documents and
historical evidences . The meaning stuck until the early part
of the the 20th century
 History became an important academic discipline
 History is important to study because it is essential for all of
us to understand ourselves and the world around us. There
is a history of every field and topic, from medicine to music,
to art. To know and understand history is absolutely
necessary, even though the results of historical study are
not as visible, and less immediate.
 Allows You To Comprehend More
1. Our World
History gives us a very clear picture of how the various
aspects of society such as technology, governmental
systems, and even society as a whole worked in the past so
we understand how it came to work the way it is now.
 2. Society And Other People
Studying history allows us to observe and understand how
people and societies behaved. For example, we are able to
evaluate war, even when a nation is at peace, by looking
back at previous events. History provides us with the data
that is used to create laws, or theories about various
aspects of society.
 3. Identity
History can help provide us with a sense of identity. This is
actually one of the main reasons that history is still taught in
schools around the world. Historians have been able to
learn about how countries, families, and groups were
formed, and how they evolved and developed over time.
When an individual takes it upon themselves to dive deep
into their own family’s history, they can understand how
their family interacted with larger historical change. Did
 family serve in major wars? Were they present for
significant events?
 4. Present-Day Issues
History helps us to understand present-day issues by asking
deeper questions as to why things are the way they are.
Why did wars in Europe in the 20th century matter to
countries around the world? How did Hitler gain and
maintain power for as long as he had? How has this had an
effect on shaping our world and our global political system
today?
 5. The Process Of Change Over Time
If we want to truly understand why something happened —
in any area or field, such as one political party winning the
last election vs the other, you need to look for factors that
took place earlier. Only through the study of history can
people really see and grasp the reasons behind these
changes, and only through history can we understand what
elements of an institution or a society continue regardless
of continual change.
Historical Sources
Classification of Historical Sources
1. Primary Sources
2. Secondary Sources
 Primary Sources - are sources produced
at the same time as the event, period or subject being
studied
e.g. if a historian wishes to study the Commonwealth
Constitution Convention of 1935 his primary sources can
include the minutes of the convention, newspaper clippings.
Philippine Commission report, draft of the constitution,
photographs of the event, eyewitness account of convention
delegates
2. Secondary Sources- are those sources which were produced by an
author who used primary sources to produce the material
Secondary sources- are historical sources who studied a
certain historical subject
e.g Teodoro Agoncillo’s Revolt of the masses
The Study of Bonifacio and Katipunan published originally in
1956.
PURPOSES
 It narrates the events that happened in the past in order to
understand the present and somehow predict and/or
influence the future.
 It helps us understand people and societies because it offers
a wide range of information on how people and societies
behave.
 It teaches us to appreciate our heritage in a broad
perspective.
 It enables us to think critically.
THE PHILIPPINE GEOGRAPHICAL FEATURES
THEORIES ON THE ORIGIN OF THE PHILIPPINES
 Mu or Lemuria Theory
 The Philippines came from a lost continent named Mu or
Lemuria (Pacific Ocean).
 Pacific or Magmatic Theory
 The Philippine archipelago came about due to volcanic
eruptions beneath the ocean.
 Asiatic Theory
 The Philippines was a part of the Asian continent through
land bridges.
STRATEGIC LOCATION
 Southeast of the Asian continent
 4o 30’ N and 21o 20’ north latitude and 116 o 55’ E and 126 o
36’ east longitude or 13 00 N, 122 00 E (CIA’s World
Factbook)
 Latitude – measures the distance of a specific location/point
from the equator
 Longitude – measures the distance of a specific
location/point from the prime meridian
 The Philippines measures 300,242,943 square kilometers (or
115,830 square miles).
 The Philippines is bounded on the north and the west by the
West Philippine Sea, on the east by the Pacific Ocean, and
on the south by the Celebes Sea and the Sulu Sea.
 The northernmost point of the Philippines is Y’Ami Isle
which is about 78 miles from Taiwan while the
southernmost point is Saluag Isles, which is only 34 miles
east of Borneo.
17 REGIONS IN THE PHILIPPINES
 Region I (Ilocos Region) – Ilocos Norte, Ilocos Sur, La Union,
Pangasinan
 Region II (Cagayan Valley) – Batanes, Cagayan, Isabela,
Nueva Vizcaya, Quirino
 Region III (Central Luzon) – Aurora, Bataan, Bulacan, Nueva
Ecija, Pampanga, Tarlac, Zambales, Angeles City, Olongapo
City
 Region IV-A (CALABARZON) – Batangas, Cavite, Laguna,
Quezon, Rizal, Lucena City
 Region IV-B (MIMAROPA) – Marinduque, Occidental
Mindoro, Oriental Mindoro, Palawan, Romblon, Puerto
Princesa City (Capital)
 Region V (Bicol Region) – Albay, Camarines Norte,
Camarines Sur, Catanduanes, Masbate, Sorsogon
 Region VI (Western Visayas) – Aklan, Antique, Capiz,
Guimaras, Iloilo, Iloilo City (Capital), Negros Occidental,
Bacolod City (Capital)
 Region VII (Central Visayas) – Bohol, Cebu, Cebu City
(Capital), Lapu-lapu City (Capital), Mandaue City, Negros
Oriental, Siquijor
 Region VIII (Eastern Visayas) – Biliran, Eastern Samar, Leyte,
Northern Samar, Samar (Western Samar), Southern Leyte,
Tacloban City
 Region IX (Zamboanga Peninsula) – Zamboanga del Norte,
Zamboanga del Sur, Zamboanga Sibugay, Zamboanga City,
City of Isabela
 Region X (Northern Mindanao) – Bukidnon, Camiguin, Lanao
del Norte, Iligan City, Misamis Occidental, Misamis Oriental,
Cagayan de Oro City (Capital)
  Region XI (Davao Region) – Compostela Valley, Davao del
Norte, Davao del Sur, Davao Oriental, Davao City
 Region XII (SOCCSKSARGEN) – North Cotabato, Saranggani,
South Cotabato, Sultan Kudarat, General Santos City
(Dadiangas), Cotabato City
 Region XIII (CARAGA) – Agusan del Norte, Agusan del Sur,
Surigao del Norte, Surigao del Sur, Butuan City, Dinagat
Islands
 ARMM (Autonomous Region of Muslim Mindanao) –
Basilan, Lanao del Sur, Maguindanao, Sulu, Tawi-Tawi
 NCR (National Capital Region) – Kalookan City, Las Piñas
City, Makati City, Malabon City, Mandaluyong City, City of
Manila, Marikina City, Muntinlupa City, Navotas City,
Parañaque City, Pasay City, Pasig City, Pateros, Quezon City,
San Juan City, Taguig City, Valenzuela City
NATURAL RESOURCES
 Land Resources
 There are 8,400,000 hectares of land in the Philippines that
can be used as agricultural land.
 The primary agricultural crops in the Philippines are rice,
corn, sweet potato, sugar cane, coffee, tobacco, and abaca.
 Fish and Marine Resources
 Fish is one of the staple foods of the Filipinos.
 There are a total of 174,000 hectares of fish farms and
aquaculture spaces in the Philippines.
 The common marine products in the Philippines include
milk fish, mussels, shrimp, etc.
 Mineral Resources
 The country’s mineral exports can be classified as metal and
non-metal.
 There are also oil explorations in the Philippines and one of
them is in Palawan where oil firms extract as much as
10,000 BPD (barrels per day).
 Forest Resources
 The Philippine forest offers 3,500 varieties of trees.
 It is the major producer of Philippine wood, which is known
for its quality and sturdiness.
THE PRE-COLONIAL PHILIPPINES
Theory of Evolution - the belief that man came from apelike
creatures who lived thousands of years ago in caves and had crude
tools.
• Archeologists - scientist who study about the past
• they study old material relics like
bones, jars, pottery and antique
jewelry
• these relics are found in the sites
of old burial plots, homes or
villages of people who lived long,
long ago.
• Hominin, Any member of the zoological “tribe” Hominini
(family Hominidae, order Primates), of which only one
species exists today—Homo sapiens, or human beings
The earliest known hominin remains in the Philippines is the fossil
discovered in 2007 in the Callao Caves in Cagayan. The 67,000-
year-old find predates the 47,000-year-old Tabon Man, which was
until then the earliest known set of human remains in the
archipelago.
Tabon Man refers to remains discovered in the Tabon Caves in
Lipuun Point in Quezon, Palawan in the Philippines. Discovered by
Robert B. Fox, an American anthropologist of the National
Museum of the Philippines, on May 28, 1962.
LAND BRIDGES THEORY
This theory explains that the waters around the Philippines fell
about 155.84 feet (or 47.5 meters) below its original level during the
Ice Age.
he Stone Age was a broad prehistoric period during which stone was
widely used to make tools with an edge, a point, or a percussion
surface. The period lasted for roughly 3.4 million years, and ended
between 8700 BCE and 2000 BCE , with the advent of metalworking.
Lithic flake is a "portion of rock removed from an objective piece by
percussion or pressure,"[1]:255 and may also be referred to as a
chip or flake, or collectively as debitage.
Charcoal is the traditional fuel of a blacksmith's forge and other
applications where an intense heat is required.
PRE-COLONIAL PERIOD
NEGRITOS
 They came from the southern part of the Philippines
(particularly Palawan, Borneo, Sulu, and Mindanao) through
the land bridges.
 Physical characteristics: broad nosed, dark and kinky hair,
short, black-skinned, round black eyes
 Their tools were made up of stones. They also used blow
guns and bow and arrow as their primary instruments that
were used in hunting and gathering and other agricultural
activities.
INDONESIANS
 The first group of settlers who reached the Philippines by
sea.
 Physical characteristics: five to six feet high (relatively taller
than Negritos), fair complexioned, high-bridged nose,
protruded forehead
 The Indonesians were settled in just one area. Their food
supply was usually from hunting, fishing, and farming. They
also used tools such as shields, spears, and knives.
MALAYS
 Their arrival is composed of three waves:
 First group – arrived from 200 B.C. to 100 A.D. (head-
hunting Malays)
 Second group – arrived from 100 A.D. to 13 th century
(alphabet-user Malays)
 Third group – arrived from 14th to 16th century (Muslim
Malays)
 Physical characteristics: medium in height, brown-
complexioned, straight and black hair, dark brown eyes, and
flat noses

SOCIAL CLASSES
 Nobles
 They occupied the upper class in the pre-colonial Filipino
society.
 The nobles were highly-honored by the rest of society.
  Lakandula (Lakan Dula), Lakanilaw (Lakan Haw), Gatmaitan
(Gat Maitan), Gatchalian (Gat Saiian), and Gatbanton (Gat
Bunton)
 Freemen
 They are considered as the society’s middle class.
 The freemen did not have to pay tribute to the noble (e.g.
datu).
 Dependents
 They occupied the lowest social status in the Filipino pre-
colonial society.
 Full dependent (parents – both dependents)
 One-half dependent (only one parent – dependent)
 Semi-dependent (one parent – one-half dependent; other
parent – free)
 Tagalogs (aliping namamahay and aliping
sagigilid/saguiguilid)
 Visayans (tumataban, tumarampuk
*Women were permitted to occupy key positions in the society.
 Women were entitled to the rights and privileges enjoyed
by men.
 They were permitted to inherit, own, and sell properties.
 They were permitted to become village chiefs in the
absence of male heir.
 They had the right to give names to their children.
 They were highly-respected and revered by men.
MARRIAGE CUSTOMS
 It was customary to marry a person who was in the same
social class.
 A man had the right to marry as many women as he could
support.
 Before a man could marry a woman, he should render
household services to the woman’s family.
 The groom should give dowry (bigay-kaya) and gift
(panghimuyat) to the bride’s parents.
 Wedding was usually officiated by the priesties or the
babaylan.
abaylan refers to the pre-colonial Philippine tradition of female
mystical healers whose spiritual connectedness was a source of
political and social power. Babaylan women serve as
intermediaries between spiritual and material worlds in their
communities. Their leadership roles are multi-fold: warrior,
healer, priestess and sage.
POLITICAL SET UP
BARANGAY
 The term “barangay” comes from the Malay/Austronesian
word “balangay,” which means “sailboat.”
 It is the basic unit of the government during the pre-colonial
period. It is usually composed of 30 to 100 families in one
unit.
 The families within the tribes are accumulated in a single
political unit (barangay).
CHIEFTAIN/DATU
 Protect and promote the interests of his subjects.
 Possessed the executive, legislative, and the judiciary
powers in a barangay unit.
  As a legislator, the chieftain was usually assisted by the  Early Filipinos worked in various mines of gold, copper, iron,
council of elders who would give advice to issues concerning silver, etc.
his barangay.  Shipbuilding and logging
 Although barangays were independent from each other, the  Early Filipinos were also engaged in shipbuilding and
chieftain of each barangay chose to forge an alliance with logging.
other barangays to preserve peace and harmony and  Antonio de Morga stated that the natives were skillful in
provide mutual protection from a common enemy. constructing sea-based vessels.
 TRIAL BY ORDEAL This skill may be attributed to the rich presence of hardwood in
the Philippine forests.
It refers to the primitive method of determining a person’s s
innocence or guilt through the use of treacherous tests. EDUCATION & SYSTEM OF WRITING
 Laws were made through the Initiative of the Datu and with  The pre-colonial alphabet is called baybayin or alibata. In
the approval of the elders. this system of writing, a particular letter is pronounced as a
 Once approved, A public announcer called “Omalohokan” syllable.
goes around the barangay and announce the New Law.  Baybayin or alibata – composed of 17 symbols (three
ECONOMIC LIFE vowels/patinig and 14 consonants/katinig)
 Agriculture  The ancient Filipinos wrote on large leaves. They also used
 Various crops were raised such as banana, sugar cane, sticks with sharpened end as their main writing instrument
cotton, coconut, rice, vegetable, hemp (tough fiber from and colored tree saps as ink.
abaca), and others. EARLY LITERATURE
 Land cultivation has been popular in the Philippines as early  Oral
as the existence of the ancient Filipinos.  Sabi
 Antonio Pigafetta noted in his journal some agricultural  Bugtong
crops that he saw in Sugbu (Cebu).  Talindaw
 Ancient Filipinos were engaged in progressive irrigation  Tagumpay
system to ensure that there is a continuous crop  Uyayi and hele
production.  Ihiman
 Industries  Kumintang
 Mining
MUSIC AND DANCE
 The Negritos of Zambales and Bataan were fond of playing
kullibaw, which resembled the Jew’s harp made of bamboo;
the bansic, a sort of flute made of bamboo; and the gangsa,
a kind of guitar.
 Kinnallogong and the kinnoton – favorite dances of Ilocanos
 Balitaw (exchange of extemporaneous love verses) and the
dandansoy (courtship dance) – favorite dances of the
Visayans
 Rural dances include such favorites as the high-stepping
Tinikling, which mimics a bird, and the Gaway-Gaway, which
features the movements of children pulling the stalks of the
gaway roots during a bountiful harvest.
RELIGIOUS BELIEFS
 They also believed that there was a Supreme Being, named
Bathala.
 hey also believed in the existence of a number of gods
whom they worship and made offerings to according to
rank
 Minor deities: Idiyanale (god of agriculture), Sidapa (god of
death, Agni (god of fire), Balangaw (god of rainbow),
Mandarangan (god of war), Lalahon (goddess of harvest),
and Siginarugan (god of hell)
 The ancient Filipinos also worshipped the sun, the moon,
the animals, and others. They believed that each part of the
environment had to be respected.
BURIAL
 The Manunggul Jar, a container for bones of the dead, is a
manifestation of the early Filipinos’ reverence towards their
dead.
 Mourning for a woman was called mororal while mourning
for a man was called maglahi.
 For the chieftain, the mourning was called laraw.
PRE-COLONIAL TRADE CONTACTS AND INFLUENCES
CHINESE INFLUENCES AND RELATIONS
 New Stone Age – Chinese started to establish trade contacts
with the people in some areas of the Southeast Asian region
including the early Filipinos
 10th century A.D. – Filipino-Chinese relations began
 Trade relations between the Philippines and China only
flourished during the Tang Dynasty, which was around 618
to 907 A.D.
 Such historical finding is evident in the unearthed Tang
Dynasty wares discovered in Cagayan de Sulu, Jolo, Cebu,
Bohol, Mindanao, Manila, etc.
 Trade was conducted on a whole sale basis in which Tondo
became the main trading center during that time.
 Jade, coins, scales, mirrors, and porcelain wares were most
common trade products.
 Production of gunpowder
 Use of tin, silver, lead, gongs, and porcelain
 Proliferation of blacksmithing and goldsmithing professions
in the country
 Method of artificial incubation of eggs, which can be likened
to duck culture around Pateros and Taguig
  Improvement of Filipino culinary art: the natives were
taught to roast pigs (lechon), brew tea for drinking and cook
several Chinese dishes like pancit
 Use of firecrackers on New Year’s eve
 Beating of gongs that signal the start of a festival
 Collection of tong (percentage fee) by the owner of a
gambling joint
THE ADVENT OF EUROPEAN DISCOVERY AND CONQUEST
FERDINAND MAGELLAN
 A Portuguese explorer who is known as the first
circumnavigator of the Earth.
 Born in 1480 at Saborosa/Sabrosa in Villa Real, Province of
Traz os Montes, Portugal.
 His first stint as a maritime explorer began in 1505 when he
offered his services to be a part of Francisco d’Almeida’s
expedition.
 Ferdinand Magellan renounced his citizenship and offered
his services to the King of Spain.
Antonio Pigafetta
- He was a Venetian scholar and explorer.
- He joined the expedition to the Spice Islands led by
explorer Ferdinand Magellan under the flag of King
- He wrote this book that served as a source of information
during the exploration of Magellan.
- Documentation of the different places discovered
TREATY OF TORDESILLAS
 The division of the world was ordered by Pope Alexander VI
as a result of the unending “sea rivalry” between Portugal
and Spain.
 Important provisions of the treaty:
 At a distance of 370 degrees west of the Cape Verde Islands,
the treaty provided an imaginary line drawn from north to
south. All lands that will be discovered east of this
imaginary line would be owned by Portugal and those on
the west would belong to Spain.
 If Spain discovers lands that are within the demarcation line
of Portugal, they should be turned over to the latter. On
the other hand, if Portugal discovered lands that are not
within their demarcation line, they should be turned over to
Spain.
 Pope Alexander VI, being a Spaniard, ordered that no
Portuguese ships shall be sent to lands belonging to Spain
even for the purpose of trade and commerce.
FERDINAND MAGELLAN’S EXPEDITION
 Magellan was given hundreds of Spanish crews to help him
fulfill his expedition goals. They heard Mass in the Church
of Santa Lucia de la Victoria (Santa Maria de la Victoria de
Triana) and the captain of his ships as well as their crews
took an oath of allegiance to Magellan as their commander-
in-chief.
 A mutiny was staged by Ferdinand Magellan’s crew, namely
Quesada (Concepcion ship), Mendoza (Victoria ship), and
Cartagena (San Antonio ship). Magellan managed to stop
their attempt to take control of the whole expedition and
eventually punished the perpetrators of the mutiny.
 Spice Islands of Moloques
 - Spices from Asia or from the East are very popular for the
Europeans.
   TATTOOS = signifies the veterans and skilled in battle.
 On March 17, 1521, Magellan and his men saw the
mountains of what is now called Samar (Agoncillo and
Mangahas, 2010).
 Magellan and his men made their first landfall on a
Philippine island called Homonhon on March 18, 1521.
 They continued their navigation and reached the islet of
Limasawa. It was governed by Rajah Kulambu.
 Magellan and Rajah Kulambu secured a relationship and
eventually sealed their friendship through a blood compact
called the sanduguan on March 29, 1521.
 The first mass in the Philippines was celebrated on March
31, 1521 on the coast of Limasawa which was officiated by
Fr. Pedro de Valderrama.
 Magellan, together with Rajah Kulambu, reached the island
of Cebu on April 7, 1521. Rajah Humabon (ruler of Cebu)
accepted Ferdinand Magellan in his island.
 Rajah Humabon’s Christian name was Carlos, in honor of
the King of Spain (Charles/Carlos). His wife Hara Amihan
was baptized under the name of Juana, in honor of King
Charles’ mother (Johanna).
 Ferdinand Magellan gave Juana an image of the Infant Jesus
as a gift for her baptism.
THE BATTLE OF MACTAN
 Conflict between the two rajahs sparked the famous Battle
of Mactan. It was a conflict between Rajah Sula and Rajah
Lapu-Lapu, both from Mactan Island.
 Seasoned Warriors.
 Spain used to call them as TINDADOS or with many Tatoos
 While Magellan was in Cebu, Rajah Sula went there and
asked for Magellan’s help to wage a war against Rajah Lapu-
Lapu.
 From Cebu, he sailed for Mactan with 1,000 Cebuano
warriors and 60 Spaniards.
 Rajah Lapu-Lapu outnumbered Magellan’s force. He was
also killed by Rajah Lapu-Lapu’s men.
 RAJA HUMABON PRANK
 The rest of the crew went back to RAJA HUMABON.
 RAJA HUMABON invited them for a Fiesta or Salo-salo which
is a TRAP and Killed 27 men of the crew.
 Some of the crews escaped.
 November 8, 1521
 The remaining troops of the Crew arrived in Moluccas to
trade with Spices.
 Only two Ships were left. (Trinidad and Victoria)
 The Victoria was in bad condition already.
 VICTORIA were left in the Mollucas for repair.
 - Once repaired, they will travel using the route they used to
travel to Philippines back to SPAIN. (Required them to cross
the Pacific Ocean)
 Reportedly captured by the Portuguese Groups; Crew were
Incarcerated or held prisoner
 2. TRINIDAD commandeered by JUAN SEBASTIAN ELCANO
was assigned to go back to SPAIN.
 Successfully arrived to Spain September 6, 1522
 Survivor were 18 men.
 Increased to 35 by the imprisoned crews.
SIGNIFICANCE OF MAGELLAN’S EXPEDITION After reaching Cebu, Legazpi went to Cibabao (Leyte) then to Samar.
 It proved that the Earth is round. Legazpi sealed his friendship with some of the local chieftains in that
 It also pioneered the use of the sea route rather than the area through a blood compact.
land route.
 The voyagers realized how vast the Pacific Ocean was. THE PHILIPPINES UNDER SPANISH COLONIAL RULE
 The beauty and richness of the Philippines captured the
interest and attention of the European colonizers.
GOVERNMENT CHURCH
 ENRIQUE

- Malaysian Slave of the Crew.

- Translator that helps the Spaniards to communicate with King of Spain Pope
the Filipinos.
Dominant Language = Malaysian Viceroy of Mexico
- Believed to complete the Circum navigation of the Earth
SPANISH COLONIZATION
Governor General Archbishop
Ruy Lopez de Villalobos
 His expedition started on November 1, 1542 and reached
Mindanao three months later. Alcalde Bishop
 Villalobos ordered his men to plant corn in order to avoid Mayor/Corregidor
starvation. However, the crop failed to feed them so
Gobernadorcillo Priest
Villalobos sent Bernardo de la Torre to Tandaya to get
some food.
 As a sign of gratitude, he named the islands Samar and Cabeza de Barangay Parish priest
Leyte Felipinas in honor of Prince Philip of Spain.
Miguel Lopez de Legazpi
 Legazpi started to sail on November 21, 1564 at the
Mexican port. He reached Cebu in February of 1565.
Colony
• A territory under the immediate political control of a state.
• A colony is divided into province, pueblo, barangay.
• A province is composed of a number of pueblos.
• A pueblo is composed of a number of barangays.
Central Government
• The power comes from the King of Spain.
• The representative of the King of Spain in the Philippines is
the Spanish Governor-General.
• Two branches:
Executive
• Controlled by the Spanish Governor-General.
Judiciary
• Controlled by the Real/Royal Audiencia, lower court, and
the Spanish Governor-General.
There was no legislative branch of government under the
Spanish occupation because all laws came from Spain through
royal decrees.
Miguel Lopez de Legazpi (1502-1572)
• First Spanish Governor-General in the Philippines.
• Governor-General
• Implement all the directives and orders of the King of Spain.
• Serve as the chief of the Spanish army to the Philippines.
• Manage and command the Spanish army to protect the
colony.
• Appoint and remove government officials.
• Manage and control any government office.
• Implement and execute justice; pardoning power.
• The most powerful political official in the Philippines during
the Spanish occupation.
• Representative of the King of Spain as the head of the
colonial government.
• His tenure of power depends on the confidence of the
Spanish Crown.
• His executive power is absolute; on the other hand, his
judicial and legislative powers are limited.
Real/Royal Audiencia
• This refers to the highest court of justice in the Philippines
during the Spanish occupation.
• This is equivalent to the Supreme Court of the Philippines.
• It was established in 1584 (Manila).
• Santiago de Vera – first president
• It was mandated to interpret all laws.
• It had the authority to solve cases pertaining to human
rights violation.
• It was tasked to audit all the expenses of the colonial
government.
• It also had a legislative function. The Real/Royal Audiencia
had the power, together with the Governor-General, to
enact laws known as the Autos Acordados.
Encomienda
• This involved the land, the crops that can be found in it, and
the people living on it.
• The encomienda system was an old practice in Spain
wherein the King, in an effort to recognize the good deeds,
services, and loyalty of his officers and men awarded a piece
of land.
• Those who received the encomiendas were called
encomienderos.
Functions of Encomiendero • Payment of taxes is tantamount to the impression that an
• Protect the people from any kind of attacks organized by individual recognized the power of the King of Spain.
armed groups. • 1884-Tribute replace by cedulla tax = residence certificate
• Take care of the general welfare of the people. • Diezmos prediales – a kind of tax that was comprised of
• Maintain peace and order within his encomienda. one-tenth of the produce of the land
• Help the Spanish missionaries spread the teachings of • Donativo de Zamboanga – a kind of tax that was introduced
Christianity to the indigenous people. in 1635 in order to invade Jolo, Sulu
• Collect taxes from the people living within his encomienda. • Vinta – a kind of tax that was paid by the people of Luzon
Local Government THE BANDALA SYSTEM
Provincial Government • The Filipinos became the vassals of Spain.
• The type of local government which replaced the • This refers to the obligation of Filipino farmers to sell their
encomienda system. products to the government at a minimum price.
• Occupied the largest unit of the local government. The abuses were reported to the King of Spain and it was
Municipal Government eventually abolished in 1782 in order to avoid revolution from
• Each pueblo/town was ruled and controlled by the Filipino farmers.
gobernadorcillo, also called as capitan KASAMA SYSTEM
City Government • Hacienda
• Also called as ayuntamiento - Large land estates that were owned by the Spanish friars.
• Governed by two mayors, 12 councilors, one chief of police, • Inquilino – group of people who took care of the
and one secretary. friars’ haciendas
• Barangay/Barrio • poor relatives of the inquilinos
Barangay – the smallest unit of government • tilled and cleaned the land
• Governed by former datus POLO Y SERVICIO
• Datus = cabeza de barangay It is a form of forced labor.
THE TRIBUTE/ TAX • Filipino men who were 16 to 60 years of age had the
• It was officially introduced in 1570. obligation to render community service in the span of 40
• Church tribute = sanctorum days.
• Filipinos between 16 to 60 years of age were entitled to be • Polistas are men who underwent force labor.
taxed in cash or in kind. • One could be exempted from polo by paying the falla.
GALLEON TRADE • Under this monopoly, the provinces like Cagayan Valley,
• It is a desire to isolate the Philippines from the rest of the Ilocos, Nueva Ecija, and Marinduque were mandated by
world. the government to plant tobacco in their agricultural lands.
• 16th-19th Century spain cut the trade relationship between • This was successful in increasing government revenues.
the other countries and only China and Mexico are allowed • This also paved the way for the development of the tobacco
as their trading partner. industry in the Philippines.
• Trade between Manila and Acapulco The reported abuses committed by the Spanish government officials
• In order to maximize profit, the King of Spain imposed led to its abolition in 1882 by Governor-General Primo de Rivera.
monetary restrictions on trade.
• The Galleon Trade also served as a means of transportation Opening of the Manila to foreign Trade
of the following: • aisses faire or let alone policy by Adam Smith led to the
 Funds from the King of Spain opening of Manila to foreign trade
 Directive/orders of the King of Spain • More Philippine ports were established and opened.
 Spanish passengers such as friars, government officials, and SOCIAL, CULTURAL AND EDUCATIONAL CHANGES
travelers/tourists from Mexico and Spain SOCIAL CLASSES
 BOLETA
• A ticket entitling an ordinary trader to engage in the galleon
trade.
• A boleta was normally issued to the Governor-General,
clergy, members of the Real/Royal Audiencia and their
friends, and to the widows of Spanish officials.
• It can be sold to anyone at a higher price.
• Obras Pias are funds that came from the donations to the
Church.
THE TOBACCO MONOPOLY
• It was established by Governor-General Basco on March 1,
1782.
• Its main purpose was to boost up the government’s
revenues.
SOCIAL TRANSFORMATION
REDUCTION
• Reduction scheme was centered into plaza.
• Within the plaza- church, the school, and the barangay
office then the household surrounds .
• Church were equipped with huge bells
FAMILY LIFE
• Women are not allowed to participate in politics, no equal
opportunities with men.
• Men control most of the family affairs.
SOCIAL CHANGES
• Conversion of Filipinos into Catholism
• Hispanization of Filipino Surnames
• Metamorphosis of Bahay Kubo into Bahay na Bato
• Indigenization of Spanish and Chinese Cuisine
• Change of mode of dressing
• Introduction of Spanish language
• Celebration of religious fiest, honoring patron saints.
CULTURAL CHANGES
• Introduction of the Latin Alphabet
• Art printing
• Appearance of Theocratic (with divine guidance)
Literature
• Persistence of Folk and Colonial Art
• Introduction to Hispanic Music and Western Musical
Instruments.
EDUCATIONAL TRANSFORMATION
• University of Sto. Tomas founded by Dominicans in 1611
• Only Spaniards and Meztizos were admitted in the various
academic program offered in UST.
• Middle 19 century-wealthy Filipinos also allowed to attend
in academic programs.
• Secondary schools for boys and girls were opened.
• Public education opened in 19th century.
EARLY REVOLTS AGAINST SPAIN
Revolution
It is a fundamental change in power or organizational structures
that takes place in a relatively short period of time. (Wikipedia)
Reasons Leading to Revolution
 Desire for freedom
 Despite the 333 years of Spanish colonization and political
rule, the Spaniards had not really conquered the Filipinos.
The desire for independence led a few Filipinos to lead
pocket rebellions.
 Objection to unfair economic practices
 The Filipinos were discontented on how the Spaniards
managed the economy, which was solely based on the
interest and profit of Spain.
 Resistance against religion
 The Spanish friars violated the rights of the Filipinos. All
activities against Spain were also deemed against the
Church.
 Desire to be heard
 Some Filipinos could no longer bear the ill-treatment they
received from their conquerors. They decided to fight
back to express their discontentment against the
Spaniards.
 Development in Asia: Interdisciplinary, Post-Neoliberal, and
Transnational: Interdisciplinary, Post-neoliberal, and Transnational
REFERENCES: Perspectives by Derrick M. Nault
The Philippines: A Global Studies Handbook by Damon L. Woods
• Aplaten, M.C. & Gavina. M.A.C.L. (2014). Philippine An Introduction to Philippine Social Science by Maximo M. Kalaw
history. St. Andrew Publishing House. Colonial Counterpoint: Music in Early Modern Manila by D. R. M.
• Bono, V & Caña M. (2020) Lecture Notes: The Spanish Irving
Period.ppt
• Corpuz R. M. and Wy, L. V. (2008). Time Travel: A Glimpse END OF LECTURE FOR PRELIMS/// VTBONO 25Aug 2023
to Philippine History. Mindshapers
• Garcia, C.D. (2015). Philippine history and government for
college students. Books Atbp. Publishing Corp.
• Halili, M.C. N. (2010). Philippine History. 2nd ed. Rex Book
Store
• Ongsotto, R. R. (2005). The Study of the Philippine History.
Rex Book Store

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