The document summarizes key events in the Philippines during the Japanese occupation from 1941 to 1945. It discusses how Japan invaded and took control of the Philippines to secure military bases. This led the Philippine government to evacuate to Australia while Japan established a puppet government. The Japanese faced resistance from guerilla groups. American forces began liberating the Philippines in 1944 through major battles until the country was fully liberated after Japan's surrender in 1945.
The Japanese Occupation
Sources:
Cawagas, Virgina, and Swee-Hin Toh. Our Nation Our World 5. 2nd ed. Quezon City: Sibs Publishing House, 2014. 1-396
Visit:http://kasaysayan4kids.blogspot.com/
For more resources.
The Japanese Occupation
Sources:
Cawagas, Virgina, and Swee-Hin Toh. Our Nation Our World 5. 2nd ed. Quezon City: Sibs Publishing House, 2014. 1-396
Visit:http://kasaysayan4kids.blogspot.com/
For more resources.
This slide presentation summarizes the events that happened during the Japanese occupation in the Philippines.
*I do not own any of the photos contained in the presentation*
For more rare and unseen photos that covers this topic kindly visit : http://corregidor.org/archive/battle_of_manila/bom_01.htm
This slide presentation summarizes the events that happened during the Japanese occupation in the Philippines.
*I do not own any of the photos contained in the presentation*
For more rare and unseen photos that covers this topic kindly visit : http://corregidor.org/archive/battle_of_manila/bom_01.htm
MATH Lesson Plan sample for demo teaching preyaleandrina
This is my first made lesson plan ...
i thought before that its hard to make lesson plan but being just resourceful and with the help of different methods and strategies in teaching we can have our guide for highly and better teaching instruction:)..
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter 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.
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.
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
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
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.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Philippines Under Puppet Government written report
1. PHILIPPINES UNDER JAPANESE PUPPET GOVERNMENT
MAIN OBJECTIVES
1. To prevent use of Philippines as an advance American
military base.
2. To acquire staging areas and supply bases to enhance
operations.
3. To secure communication lines from japanese home
Island.
THE PACIFIC WAR
Japan invaded the Manchuria, China, French indo
China, and Dutch east Indies.
USAFFE (July 31,1941)
o US Army Forces in The Far East
o A combined military forces of American and
Filipino Soldiers under the command of
GENERAL DOUGLAS MacArthur(26
January 1880 – 5 April 1964)
USAFFE FOUR COMMANDS
o North Luzon Force(Dec. 3,1941)
-Maj. Gen. Jonathan Wainright
o South Luzon Force(Dec. 13,1941)
-Brig.Gen. George Parker Jr.
o Visayan Mindanao Forces
-Brig. Gen. William Sharp
o USAFFE Reserved
-Gen. Douglas MacArthur
Philippine National Red Cross
o Conducted practice evacuation in Manila
July 10, 1941- first simulated blackout in Manila.
October 6, 1941- total blackout in archipelago.
December 7, 1941 ( Washington time)
o Admiral K. Nomura was in the Washington
to present Japan’s peace proposal.
o PEARL HARBOR attacked by Japanese
Forces in Hawaii.( naval US pacific fleet of
America)
U.S. Battleships Row In Pearl Harbor
1.Nevada - Just over a half hour after the Nevada was hit
by one torpedo, the Nevada got underway and left its berth
in Battleship Row to head toward the harbor entrance.
2.Arizona - The Arizona was struck a number of times by
bombs. Approximately 1,100 of her crew were killed. A
memorial has since been placed over the
Arizona’s wreckage.
3.Tennessee - The Tennessee was hit by two bombs and
was damaged by oil fires after the nearby Arizona exploded.
However, it stayed afloat.
4.West Virginia - The West Virginia was hit by up to nine
torpedoes and quickly sank.
5.Maryland - The Maryland was hit by two bombs but was
not heavily damaged.
6.Oklahoma - The Oklahoma was hit by up to nine
torpedoes and then listed so severely that she turned nearly
upside down. Despite being upside down, a large number of
her crew remained trapped on board.
7.California - The California was struck by two torpedoes
and hit by a bomb.
JAPANESE FIRST ATTACKED IN THE PHILIPPINES
December 8, 1941 (Philippine time)- Under the
command of Gen. Masaharu Homma, Air Attacks
conducted in Davao, Toguegarao, Zambales, Tarlac
and Clark field.( airplane naval base in the Phil.)
December 9, 1941- Manila First wartime air raid by
Japanese forces.
JAPANESE LANDING IN THE PHILIPPINES
Appari and Vigan, Ilocos Sur (December10, 1941)
Legazpi, Albay ( December 12, 1941)
Davao ( December 20)
Lingayen, Pangasinan (December 22, 1941)- under
command of Lt. Gen. Masaharu Homma a 45,000
Japanese troops landed.
WAR PLAN ORANGE 3 (RAINBOW 5)
Master plan that ordered the withdrawal of all island
forces to Bataan peninsula.
Required the evacuation of all Civilian within the
Area before the Entry of Japanese Troops.
COMMONWEALTH EXILE
December 24, 1941 – Pres. Manuel Quezon , His
Family and His War Cabinet moved to Corregidor
together with Sec. Justice Jose Abad Santos , Vice
President Sergio Osmeña, Gen. Basilio Valdez, and
Col. Manuel Nieto.
February 18, 1942 – Commonwealth left Corregidor
on board Submarine Swordfish.
February 20, 1942 - Commonwealth landed in
Australia to America.
MANILA AS AN OPEN CITY
December 26, 1941- Gen. Douglas MacArthur
declared Manila as an Open City.
2. PHILIPPINES UNDER JAPANESE PUPPET GOVERNMENT
JAPANESE IN MANILA
January 2, 1942- Japanese Forces entered Manila
GEN. DOUGLAS MacARTHUR ESCAPED
March 11, 1942- under Pres. Roosevelt, Gen
Douglas MacArthur left Corregidor and went to
Australia.
March 17, 1942 – after landing in Australia, Gen.
MacArthur promised to Filipino people and said that
“ I came Through and I Shall Return”
USFIP( US FORCES in THE PHILIPPINES)
-Activated under the Command of Gen. Jonathan
Wainrigth.
CORREGIDOR
the tadpole shaped defensive fort of three square
miles of island at the mouth of Manila Bay
had three supporting islands
• Caballo
• Carabao
• El Fraile
FALL OF BATAAN
April 9, 1942 – under Major General Edward "Ned"
P. King, Jr, Bataan surrendered to Japanese
Forces under the command of Lt. General
Masaharu Homma.
DEATH MARCH (70 Km march)
o The infamous Bataan Death March was one of the
greatest atrocities of World War II.
o More than 75,000 U.S. and Filipino soldiers were
forced to become Prisoners of War.
o This was a 70-mile forced march of American and
Filipino soldiers by Japanese forces.
o Phase One: March the prisoners 19 miles to
Pampanga
Phase Two: Load the prisoners into 200 trucks to
transport them 33 miles to a train station
Phase Three: Prisoners march 8 more miles to
Camp O'Donnell
BATAAN DEATH MARCH ROUTE
1. MARIVELES tp San Fernando, Pampanga (55 Km
March)
2. San Fernando, Pampanga to Capas, Tarlac ( Travel by
Train herded into BoxCart)
3. Capas, Tarlac to Camp O’ Donnel (Walk 7 Km to prison
camp)
VOICE OF FREEDOM- radio station inside Malinta
tunnel in Corregidor.
May 6, 1942- General Jonathan Wainright
broadcast the surrender of Corregidor and all troops
in the Philippines.
JAPANESE MARTIAL LAW
January 3, 1942- Japan Established JAPANESE
MILITARY ADMINISTRATION under Gen.
Masaharu Homma as Gen. Director and imposed
Martial Law in the Country.
Detention Camps became place of torture.
January 23, 1942- Central Administrative
Organization established as replace in
Commonwealth Government.
o Jorge Vargas – Chairman of Executive
commission.
o The following was appointed as department
heads:
1. Benigno Aquino, Sr.( interior),
2. Antonio de las Alas (finance),
3. Jose P. Laurel (justice)
4. Claro M. Recto (education, health,
and public welfare)
5. Quintin Paredes (public works and
communication)
6. Jose Yulo (Chief Justice of the
Supreme Court)
Feb. 17 , 1942
o Japanese educational Policies enacted
through Military Order No.2 (promoting
Filipino culture, spiritual enrichment
among Filipino families, propagation of
Japanese language- Nipongo and the
implementation of GREATER EAST
ASIA CO-PROSPHERITY SPHERE.)
Japanese Premier Hideki Tojo (January 21, 1942 )
o “Established the Philippines for the Filipinos’
o GREATER EAST ASIA CO-PROSPHERITY
SPHERE- a long range economic plan for
Japanese conquered territories.
REFORMING THE PHILIPPINE GOVERNMENT
December 2, 1942- KALIBAPI (Kapisanan ng
Paglilingkod sa Bagong Pilipinas), Organization
3. PHILIPPINES UNDER JAPANESE PUPPET GOVERNMENT
in the Service of the New Philippines was the only
Political Party allowed during this period.
o Jose Vargas – Ex Officio
o Benigno Aquino-Director General
October 14, 1943- Proclamation of Philippine
Independence and inauguration of Republic of the
Philippines.
PUPPET REPUBLIC (October 14, 1943)
– Second Republic / Japanese Sponsored-Republic.
o Jose P. Laurel –President
o Benigno Aquino, Sr-Vice President
o Antonio de las Alas -Minister of finance
o Claro M. Recto – Minister of Foreign Affairs
o Quintin Paredes – Minister of Agriculture and
Commerce
o Jose Yulo - Chief Justice of the Supreme Court
o Teofilo Sison- Minister of Justice
o Jose Villa – Acting Executive Secretary
GUERILLA – Anti Japanese Movements
HUKBALAHAP- Hukbo ng Bayan Laban sa
Hapon / People’s Anti- Japanese Army (1942)
lead by Luis Taruc of Partido Komunnista ng
Pilipinas .
Founded in bounderies of Nueva Ecija and Tarlac
mostly consisting Peasants and Workers.
THE LEADER OF HUK’S
1. LUIS TARUC
2. Castro Alejandrino
3. Bernardo Poblete
4. Eusebio Aquino
5. Felipa Culala
6. Lope Dela Rosa
7. Mariano Franco
Fundamental Spirit- Document guiding principles
of the Huk’s
Iron Discipline- Document duties and priviliges of
Huk’s soldier.
Katubusan ng Bayan- Principal Huk Publication
JAPANESE COLLABORATORS
GANAPs- Serve as Spies for the Japanese military
authorities.
PULAHULANES- Acted as guides for the Japanese
in their efforts to arrest people who supported the
geurilla cause.
PALAAKs – Worked as gurads for Japanese army
UNITED NIPPON- Wore army uniforms as part of
Japanese Military .
PAMPARS( Pambansang Pag-asa ng mga Anak ni
Rizal)- organized in Pililia, Rizal, a group members
wore blue denim uniforms with short pants.
MAKAPILI(Dec.8, 1944)-[Makabayan: Katipunan ng
mga Pilipino] headed by Artemio Ricarte, Benigno
Ramos, Pio Duran
FIVE MORTAL ENEMIES OF FILIPINO
1. Japanese Military
2. Diseases
3. The guerillas
4. Hunger
5. Japanese paid Filipino spies
SOCIAL CONDITION
People lived with fear from Japanese
atrocities.
Many people died of starvation
Comport Women increased(Raped and
abused by Japanese official)
ECONOMIC CONDITION
Mickey Mouse Money – the currency used during
the Japanese era
Malnutrition was rampant
Kangkong became a common food to fight hunger
THE JAPANESE INFLUENCES
Livelihood
The Filipinos learned to engage indifferent
businesses like buy and sell and barter trade to earn
a living.
In Literature, Filipinos were encouraged towrite on a
condition that they would useTagalog as medium.
However, the writersdid not fully enjoyed the
freeedom of expression
Entertainment
4. PHILIPPINES UNDER JAPANESE PUPPET GOVERNMENT
RECONQUERING PHILIPPINES
Oct.20,1944- AMERICAN FLEET ON PALO,LEYTE
o Together with Gen. Douglas MacArthur and
Sergio Osmena.
Oct. 24 - 26, 1944 - BATTLE OF LEYTE GULF
o Greatest naval battle in history
o almost destroyed the entire Japanese fleet-
said to have signaled the beginning of
Philippine liberation from the Japanese
January 9, 1945- American in Lingayen Gulf
February 3, 1945- American entered in Manila
March 3, 1945 – American had won the war in
Manila .
April 26,1945- Baguio was captured
June 4, 1945- Gen. Douglas MacArthur declared
independence of the Philippines from Japanese
invasion
July 4, 1945- completed liberating Luzon.
Aug. 6-9, 1945- Atomic bomb in Hiroshima and
Nagasaki, Emperor Hirorito declared the surrender
of Japanese troops.
September 2, 1945- Formal end of world War II in
Asia after signing a treaty on board USS Missouri at
Tokyo Bay.
September 3,1945 (Appari, Cagayan)- The last
Japanese Army troops surrendered under Gen.
Tomoyuki Yamashita
BY: JONALYN TIMBAL
BSE MATH 3B
URSR
NOTES: