This is the second chapter of the course Readings in Philippine History as per the Commission on Higher Education.
Course sub-topics:
1. "First Voyage Around the World"
2. "Customs of the Tagalogs"
3. "Kartilya ng Katipunan"
4. "Mga Gunita ng Himagsikan"
5. "Acta de la Proclamacion de la Independencia del Pueblo Filipino"
6. "Philippine Cartoons: Political Caricature of the American Era"
7. "Filipino Grievances Against Governor Wood"
8. "President Corazon Aquino's Speech Before the US Congress"
9. "Raiders of the Sulu Sea"
10. Works of Luna and Amorsolo
This is the third chapter of the course Readings in Philippine History as per the course guide from Commission on Higher Education.
Course sub-topics:
-Site of the First Mass
-Cry of Balintawak or Pugad Lawin?
-Rizal's Retraction
This is the second chapter of the course Readings in Philippine History as per the Commission on Higher Education.
Course sub-topics:
1. "First Voyage Around the World"
2. "Customs of the Tagalogs"
3. "Kartilya ng Katipunan"
4. "Mga Gunita ng Himagsikan"
5. "Acta de la Proclamacion de la Independencia del Pueblo Filipino"
6. "Philippine Cartoons: Political Caricature of the American Era"
7. "Filipino Grievances Against Governor Wood"
8. "President Corazon Aquino's Speech Before the US Congress"
9. "Raiders of the Sulu Sea"
10. Works of Luna and Amorsolo
This is the third chapter of the course Readings in Philippine History as per the course guide from Commission on Higher Education.
Course sub-topics:
-Site of the First Mass
-Cry of Balintawak or Pugad Lawin?
-Rizal's Retraction
Religious Experiences and Spirituality: Indigenous Religions in Pre-colonial ...Tikboy Rosquillo
A Final Requirement for General Education for Social Science and Philosophy (GESSP): Religious Experiences and Spirituality.
Submitted by Group 3 from I-CBPW (2014-2015) under Prof. Tessie Tapiador-Sagadraca , University of Makati
Social System of Pre-Colonial Period in the PhilippinesAnne Valino
Prepared by: Anne Mariz Valino
Compilation of Articles: Bonita Montina Jusay
Central Luzon State University
College Of Veterinary Science and Medicine
Subject: History 100
This is the first chapter of the course Readings in Philippine History as per the course guide from Commission on Higher Education.
Course sub-topics:
1. Meaning and Relevance of History
2. Distinction of Primary and Secondary source; External and Internal Criticism
Sources of History- Readings in the Philippine HistoryRomalieGalleto
The first chapter of the Readings in the Philippine History. It comprises of the discussions about sources of history and historical methods to critically examine historical evidences from different accounts and sources
Science and technology studies, or science, technology and society studies (STS) is the study of how society, politics, and culture affect scientific research and technological innovation, and how these, in turn, affect society, politics and culture.
To the Young Women of Malolos: Summary and AnalysisGhail Bas
Jose Rizal’s legacy to Filipino women is embodied in his famous essay entitled, “To the Young Women of Malolos,” where he addresses all kinds of women – mothers, wives, the unmarried, etc. and expresses everything that he wishes them to keep in mind.
Course: GEC 1204 – READING IN PHILIPPINE HISTORY
Reporter: Kent S. Escovidal BSIT-1 MCAFEE
Instructor: John T. Gonzales
Tittle: Custom Of the Tagalog By: JUAN DE PLASENCIA
THE CUSTOMS of the Tagalogs is a narrative on the established culture of the Tagalogs in Luzon written by Juan de Plasencia, a Franciscan missionary in the Tagalog region since 1578 until 1590
This document was written as an answer to the request of the monarchy in Spain which was to provide pieces of information about the government, administration of justice, inheritances, slaves, dowries, worship, burials, and superstition of the "Indians in the colony. In addition, the document is to rectify previous reports about the people’s way of life in the region.
Historical background of the document
*Social classes
Dato or chief captain of wars, who governed, obeyed, and reverenced.
There are three Castes.
NOBLES OR MAHARLIKA Free born, they do not pay taxes or contribute to Dato.
COMMONERS OR ALIPING NAMAMAHAY They live in their own houses and lords of their property and gold.
SLAVES OR ALIPING SA GUIGUILIR They serve their master in his house and his cultivated lands and can be sold.
HOUSES are made of wood, bamboo, and nipa palm.
MODE OF DRESSING
Male
Headgear is called Putong (symbolizes the number of persons the wearer had killed) (Upper) a jacket with short sleeves called kanggan. (Lower) bahag
Female
(Upper) Baro or Camisa (lower)Saya
ORNAMENTS
A decorative object or detail that adds quality or distinction to a person, place, or thing.
GOVERNMENT
The government is called Barangay, ruled by a chieftain, and consists of 30 to 100 families together with their relatives and slaves.
ADMINISTRATION OF JUSTICE
The chieftain's executive function includes implementing laws, ensuring order and giving protection to his subject.
Disputes between individuals were settled by a court made up of the chieftain and council of elders.
Inheritance
The 1st son of the barangay chieftain inherits his father’s position; if the 1st son dies, the 2nd son succeeds their father; in the absence of male heirs, it is the eldest daughter that becomes the chieftain.
Slaves
A person becomes slave by:
by captivity in war,
by reason of debt,
by inheritance,
by purchase, and
by committing a crime.
A Slaves can be emancipated through:
by forgiveness,
by paying debt,
by condonation, and
by bravery (where a slave can possibly become a Datu) or by marriage.
Marriage Customs
Men were in general, monogamous, while their wives are called Asawa.
Courtship begins with Paninilbihan.
Prior to marriage the man requires to give a dowry:
Bigaykaya (a piece of land or gold).
Panghihimuyat (a gift for brides’ beliefs)
Bigay –suso (for bride’s wet nurse).
Marriage between couples belonging to different social classes was not common.
Several grounds of divorce are:
Adultery,
Abandonment on the part of the husband's name mo no one else has a good night
Course:
Religious Experiences and Spirituality: Indigenous Religions in Pre-colonial ...Tikboy Rosquillo
A Final Requirement for General Education for Social Science and Philosophy (GESSP): Religious Experiences and Spirituality.
Submitted by Group 3 from I-CBPW (2014-2015) under Prof. Tessie Tapiador-Sagadraca , University of Makati
Social System of Pre-Colonial Period in the PhilippinesAnne Valino
Prepared by: Anne Mariz Valino
Compilation of Articles: Bonita Montina Jusay
Central Luzon State University
College Of Veterinary Science and Medicine
Subject: History 100
This is the first chapter of the course Readings in Philippine History as per the course guide from Commission on Higher Education.
Course sub-topics:
1. Meaning and Relevance of History
2. Distinction of Primary and Secondary source; External and Internal Criticism
Sources of History- Readings in the Philippine HistoryRomalieGalleto
The first chapter of the Readings in the Philippine History. It comprises of the discussions about sources of history and historical methods to critically examine historical evidences from different accounts and sources
Science and technology studies, or science, technology and society studies (STS) is the study of how society, politics, and culture affect scientific research and technological innovation, and how these, in turn, affect society, politics and culture.
To the Young Women of Malolos: Summary and AnalysisGhail Bas
Jose Rizal’s legacy to Filipino women is embodied in his famous essay entitled, “To the Young Women of Malolos,” where he addresses all kinds of women – mothers, wives, the unmarried, etc. and expresses everything that he wishes them to keep in mind.
Course: GEC 1204 – READING IN PHILIPPINE HISTORY
Reporter: Kent S. Escovidal BSIT-1 MCAFEE
Instructor: John T. Gonzales
Tittle: Custom Of the Tagalog By: JUAN DE PLASENCIA
THE CUSTOMS of the Tagalogs is a narrative on the established culture of the Tagalogs in Luzon written by Juan de Plasencia, a Franciscan missionary in the Tagalog region since 1578 until 1590
This document was written as an answer to the request of the monarchy in Spain which was to provide pieces of information about the government, administration of justice, inheritances, slaves, dowries, worship, burials, and superstition of the "Indians in the colony. In addition, the document is to rectify previous reports about the people’s way of life in the region.
Historical background of the document
*Social classes
Dato or chief captain of wars, who governed, obeyed, and reverenced.
There are three Castes.
NOBLES OR MAHARLIKA Free born, they do not pay taxes or contribute to Dato.
COMMONERS OR ALIPING NAMAMAHAY They live in their own houses and lords of their property and gold.
SLAVES OR ALIPING SA GUIGUILIR They serve their master in his house and his cultivated lands and can be sold.
HOUSES are made of wood, bamboo, and nipa palm.
MODE OF DRESSING
Male
Headgear is called Putong (symbolizes the number of persons the wearer had killed) (Upper) a jacket with short sleeves called kanggan. (Lower) bahag
Female
(Upper) Baro or Camisa (lower)Saya
ORNAMENTS
A decorative object or detail that adds quality or distinction to a person, place, or thing.
GOVERNMENT
The government is called Barangay, ruled by a chieftain, and consists of 30 to 100 families together with their relatives and slaves.
ADMINISTRATION OF JUSTICE
The chieftain's executive function includes implementing laws, ensuring order and giving protection to his subject.
Disputes between individuals were settled by a court made up of the chieftain and council of elders.
Inheritance
The 1st son of the barangay chieftain inherits his father’s position; if the 1st son dies, the 2nd son succeeds their father; in the absence of male heirs, it is the eldest daughter that becomes the chieftain.
Slaves
A person becomes slave by:
by captivity in war,
by reason of debt,
by inheritance,
by purchase, and
by committing a crime.
A Slaves can be emancipated through:
by forgiveness,
by paying debt,
by condonation, and
by bravery (where a slave can possibly become a Datu) or by marriage.
Marriage Customs
Men were in general, monogamous, while their wives are called Asawa.
Courtship begins with Paninilbihan.
Prior to marriage the man requires to give a dowry:
Bigaykaya (a piece of land or gold).
Panghihimuyat (a gift for brides’ beliefs)
Bigay –suso (for bride’s wet nurse).
Marriage between couples belonging to different social classes was not common.
Several grounds of divorce are:
Adultery,
Abandonment on the part of the husband's name mo no one else has a good night
Course:
This topic will provide a review on the different practices, values, belief and culture of the Filipinos in the Philippines during the Pre-hispanic, Spanish, American and Japanese period.
Chapter III : Early Philippine Society and CultureFranklin Bahian
This Chapter would focus on culture and society of these Filipino to familiarize student of history to different cultural and society patterns such as social stratification , marriage customs, slavery, clothing and ornament and even food and dainties of the barangay.
The Resurgence of the Caribs, and Indigeneity, in Trinidad and TobagoMaximilian Forte
Produced in 2010, this presentation provides a concentrated overview of the political and cultural resurgence of Carib indigeneity in Trinidad and Tobago, against forces that would declare the Caribs to be "extinct".
In which ways can one speak of a “resurgence” of indigeneity in Trinidad? What does it mean to be Carib in Trinidad today? Does acknowledging a Carib presence significantly alter mainstream theories of the historical and cultural development of Caribbean societies? How have Trinidadian self-perceptions and self-representations been altered by acknowledging the Carib presence? These and related questions are addressed by Maximilian Forte in his outline and analysis of the increased recognition of the Carib presence in Trinidadian society, and the many political contradictions faced by the “Carib resurgence”. In particular, we are invited to examine the meanings and valuations of indigeneity, the multiple interests vested in erasing the theme of indigenous extinction (long prevalent), and the poisoned chalice of state support for the organized, formalized Carib Community in Arima, Trinidad. We will look at the roles of the state, the Catholic Church, the national media, and the transnational indigenous peoples’ movement in both spotlighting and circumscribing the Carib resurgence. Ultimately, the discussion will broach the question: If there is Carib resurgence, why does it matter?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. ✣ Born to the illustrious family of Portocarreros in
Plasensia in the region of Extremadura, Spain in
the early 16th century. He was one of the seven
children of Pedro Portocarrero, a captain of a
Spanish schooner.
✣ Juan de Plasencia grew up during the period
known as the Siglo de Oro, a Golden Age when
arts and literature flourished in many parts of
Spain, among them his native Extremadura.
✣ Fray Joan de Puerto Carrero, del convento de
Villanueva de la Serena. Was his real name.
4. ARRIVAL IN THE PHILIPPINES
✣ Fray Juan de Plasencia came together with the
first batch of Franciscan missionaries in
the Philippines.
✣ Arrived at a port in Cavite, a few kilometers south
of Manila on the 2nd of July 1578.
4
5. Purpose: Relacion de las
Costumbres and Instruccion
✣ To put an end to some injustices being committed
against the natives by certain government officials.
5
6. “The chronicler, Francis enemies, and so I can hardly express the
sadness I feel any time the news of such incidents reach my ears
or I myself am involved; however, if one is to choose between
enmity and friendship and between peace and war, I believe
enmity is to be preferred. For considering the kind of persons
most of the alcaldes mayores are nowadays, nothing indicates that
friendship with them will help the missions in any way. On the
contrary, it will destroy them. Because, as I have observed, you
can hardly find one that is not blinded and moved by greediness,
thus destroying his own soul as well as the lives and possessions of
the poor Indians.”
6
7. References
✣ OFM ARCHIVES – PHILIPPINES by: Fr. Jose
"Long" D. Gutay, OFM
(http://ofmphilarchives.tripod.com/id8.html)
✣ The Philippine Islands, 1493–1898 Volume VII,
1588–1591 (Edited and annotated by Emma Helen
Blair and James Alexander Robertson with historical
introduction and additional notes by Edward Gaylord
Bourne)
7
15. Mode of Dressing
Male
Headgear is called
Putong (symbolizes the
number of persons the
wearer had killed)
(Upper) a jacket with
short sleeves called
kanggan.
(Lower) bahag
15
18. Government
✣ The unit of government is called
Barangay ruled by a chieftain, and
consist of 30 to 100 families together
with their relatives and slaves.
18
19. Administration of Justice
✣ The chieftain’s executive function
includes implementing laws, ensuring
order and giving protection to his
subject.
✣ Disputes between individuals were
settled by a court made up of the
chieftain and council of elders.
19
20. Inheritance
✣ The 1st son of the barangay chieftain
inherits his father’s position; if the 1st
son dies, the 2nd son succeeds their
father; in the absence of male heirs, it
is the eldest daughter that becomes
the chieftain.
20
21. Slaves
✣ A person becomes slave by: (1) by
captivity in war, (2) by reason of debt,
(3) by inheritance, (4) by purchase, and
(5) by committing a crime.
✣ Slaves can be emancipated through: (1)
by forgiveness, (2) by paying debt, (3)
by condonation, and (4) by bravery
(where a slave can possibly become a
Datu) or by marriage.21
22. Marriage Customs
✣ Men were in general, monogamous; while their wives are
called Asawa.
✣ Courtship begins with Paninilbihan.
✣ Prior to marriage the man requires to give a dowry: (1) Bigay-
kaya (a piece of land or gold); (2) Panghihimuyat (a gift for the
brides parents); (3) Bigay-suso (for brides wet nurse).
✣ Marriage between couples belonging to defferent social
classes were not common.
✣ Several grounds of divorce are: (1) Adultery, (2) Abandonment
on the part of the husband, (3) Cruelty, and (4) Insanity.
22
23. Religious Belief
✣ They worship many gods and goddesses:
(1) bathala, supreme being; (2) Idayanale,
god of agriculture; (3) Sidarapa, god of
death; (4) Agni, god of fire; (5) Balangaw,
god of rainbow; (6) Mandarangan, god of
war; (7) Lalahon, god of harvest; and (8)
Siginarugan, god of hell.
✣ Also believe in sacred animals and tress.
23
24. Superstitious Beliefs
✣ Believe in Aswang, Dwende, Kapre,
Tikbalang, Patyanak/Tiyanak.
✣ They also believe in magical power of
amulet and charms such as anting-anting,
kulam and gayuma or love potion.
24
25. Economic Life
✣ Agriculture in the plane lands: planting of rice,
corn, banana, coconut, sugar canes and other kinds
of vegetable and fruits.
✣ Hunting in high lands.
✣ Fishing in river banks and sea.
✣ Shipbuilding, weaving, poultry, mining and
lumbering.
✣ Domestic trade of different barangays by boat.
✣ Foreign trade with countries like Borneo, China,
Japan, Cambodia, Java, and Thailand.
25
27. Language and System of Writing
✣ Major languages: Tagalog, Ilocano, Pangasinan,
Pangpangan, Sugbuhanon, Hiligaynon,
Magindanaw and Samarnon this languages is
originated from the Malayo-Polenisian language.
✣ System of writing: the alphabets consisted of 3
vowels and 14 consonants called Baybayi.
✣ They used tap of tress as ink and pointed stick as
pencil.
✣ They wrote on large plant leaves, bark of a tree
or bamboo tubes.
27
29. References
✣ History of the Filipino People (Eighth
Edition) by Teodoro Agoncillo
✣ The Philippine Islands, 1493–1898
Volume VII, 1588–1591 (Edited and
annotated by Emma Helen
Blair and James Alexander
Robertson with historical introduction
and additional notes by Edward
Gaylord Bourne) 29
