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Part I Matching Type covering History as a Discipline and Peopling of the Philippines Part II T or FALSE covering Peopling of the Philippines and ALL the presentations of the groups Part III Application of the 3 Effective Historical Thinking Skills (Module 1) Part IV Definition and practical Appl...

Part I Matching Type covering History as a Discipline and Peopling of the Philippines Part II T or FALSE covering Peopling of the Philippines and ALL the presentations of the groups Part III Application of the 3 Effective Historical Thinking Skills (Module 1) Part IV Definition and practical Application of the Historical Method Part V. Pre-16th century literacy and cultural tradition LCVs and ELGAs Topic 1 | Definition of History | A. Definition of History (cf. Gottschalk, “What are history and historical sources?” History was originally defined as records of natural events in the world, regardless of sequence or narrative arrangement. But with the word science coming into play, science refers to the non-chronological record of events while history is the chronological record of the events. It is different from “the past” in that the past is well, in the past – it cannot be re-made in the present. These could have either been forgotten or made no significant impact when it happened. There are things that are long forgotten or unrecorded, leaving experiences of previous generations beyond total recollection. The entire past of mankind can never be told, as unfortunate as that may be D. Historical Sources Primary vs. Secondary Written & non-written cf. Gottschalk, “What are history and historical sources?” “The more precise his delimitations of persons, area, time, and function, the more relevant his sources are likely to be (page 53, para 1).” This is such an important quote I feel because as a STEM student this is extremely ingrained—sources have to be relevant. Research journals, papers, news articles or even the ones mentioned in the book are crucial information to properly formulate and analyze events of the past. Now what sources do you look for then? We have primary and secondary sources, which may fall under written or oral sources. A primary source is an account from a person or machine present during the event while an account from a person or machine not present is a secondary source. They say primary source needs to be original but what does it mean to be original? It could be that the document or reference has new and innovative ideas or that it is still in its original language upon writing. Maybe the document presented is the first draft, or the earliest source available. Or perhaps it is a text that cannot be modified or tampered with as it is approved or has a seal. However, it is best used to illustrate a first copy, fresh from the authors hands or a source that provides the earliest attainable knowledge as earlier accounts of the past could have been lost. Additionally, it is more important that the testimony is “original” in the sense that it is witnessed firsthand rather than the definitions stated prior. The reliability of the person, author, or machine that narrate the event as a witness is something historians pay close attention to to determine whether it is primary or secondary E. Historical Criticism: External Criticism or the test of authenticity (cf. Gottschalk, “External Criticism”) It is very possible to be wary of historical documents or information as whether the document is authentic is a question that must be answered. There have been instances in which documents have been forged to push a claim to the public or to earn money through counterfeit documents. Sometimes, documents are meant to mislead other parties, such as letters written by spies, or the issues of newspapers printed after the dates they said to be published. But then again, the context of these forgeries can shed light on important political, cultural or biographical information. With that said, the authenticity of a document can be tested by playing detective. Checking the date, or materials to see if it is of that time, checking the handwriting, or seal to discover the author, and checking the events mentioned in the document to see if it aligns with the timeline are some ways to verify its authenticity. However, if a document is in proper custody, such as a family archive or library, it creates a presumption of its genuineness. There may be times that a historian will come across multiples copies of the same document but are not identical. In such cases, through comparing the different copies, which could be different versions of the text or a published copy and the original manuscript, they need to determine which is closest to the original or which copy is most accurate to determine what details were added or redacted in other copies F. Historical Criticism: Internal Criticism or the test of credibility (cf. Gottschalk, “Internal Criticism”) When reading through or analyze documents, historians must ask "is this credible?" By taking a look at a particular or specific details or events, a historian must establish what most likely happened based on available source. After that, they can define this as a historical "fact" if a particular is "credible after testing according to the historical method (p140, para 2)".Also, simple, easily observed and easily recorded phenomena can be deemed as "facts" as they are rarely disputed. These "facts" should also "contradict no other knowledge (p141 para 1). There are also instances that there are testimonies that make historians question the credibility of a fact and opens a possibility of contradiction and debate. Now as we investigate further asking if the source is credible or not, we check the details of the testimony, starting with the author. While there will be times that the author is not explicitly stated, we can learn so much about them by reading the written source or text provided. An example in the book is Lincoln’s Gettysburg Address. As for the dates, we can establish a termini or points to present the possible range of dates that the event occurred. Let’s examine the testimony further. Does the witness have the ability to tell the truth? Were they near the event, near as in a geographical and chronological sense? What about their competence, their expertise, their mental, and physical state, their other skills? What about leadings questions, those that force an answer? What about their reasoning, their arguments and alibis? What about their ego (egocentrism), what did they pay attention to, which details were more important to them? There’s also the witness’ willingness to tell the truth to take into account. Would they benefit from modifying the truth? Are they biased toward one side or the other? What about their desire to be a people-pleaser or otherwise? What about the style of writing, which may omit or modify some details for the sake of the narrative? What about the laws or convestions that may cause witnesses for avoid the truth? What about documents with inaccurate dating for formality reasons? What about expectations, their prejudices and hypotheses? G. Effective Historical Thinking (cf. https://historicalthinking.ca/historical- thinking-concepts (A) sensitivity to multiple causation - “In history, as opposed to geology or astronomy, we need to consider human agency. People, as individuals and as groups, play a part in promoting, shaping, and resisting change.” Para 2 Analyze - “Causes are thus multiple and layered, involving both long-term ideologies, institutions, and conditions, and short-term motivations, actions and events. Causes that are offered for any particular event (and the priority of various causes) may differ, based on the scale of the history and the approaches of the historian.” (B) sensitivity to context - “Taking historical perspective means understanding the social, cultural, intellectual, and emotional settings that shaped people’s lives and actions in the past.” Para 3 Take - “Though it is sometimes called “historical empathy,” historical perspective is very different from the common-sense notion of identification with another person. Indeed, taking historical perspective demands comprehension of the vast differences between us in the present and those in the past.” Para 3 take (C) patterns of continuity and change - “One of the keys to continuity and change is looking for change where common sense suggests that there has been none and looking for continuities where we assumed that there was change. Judgments of continuity and change can be made on the basis of comparisons between some point in the past and the present, or between two points in the past, such as before and after Confederation in Canada. We evaluate change over time using the ideas of progress and decline” para 3 Identify Not necessarily about memorizing in this class -Lor Di Vera? Journalist Chismis noon kasaysayan ngayon -The past and present is connected while no one can predict the future -“We don’t subscribe to ‘history repeats itself’.” -FEB 14 quiz warning – maams q – What documents did the school ask from you? Why did they ask for them? oNews article – on eligibility -Primary – document or physical object created during the time under study oTangible evidence -Nauso id dahil uso kidnappan T_T -Corroborate authenticity and credibility of a meme o Historical Thinking -Multiple causation – inquiry to all relevant condition and circumstances -Sensitivity to context – bridging the cultural and temporal gap oIf ur insensitive, u become uncivilized, barbaric -Interplay between continuity and change – there can only be history when there is change Topic 2 | History as Social Science | What is History by the Casual Historian -History – list of names dates and places oCan be applied to other subjects -Chroniclers – put tgt list of events from numerous sources, at times w commentary -Historians – records past events and asks questions of the past; more diligent than chroniclers; “Knowledge from inquiry” 1:01 oFinds answers using primary and secondary sources oOral history – not really relied on since the story could change over time Difference between History and the Past From ash notes History vs Past – Past is everything, History is account of the past oUsually written, has witnesses and significant events are given attention oCreation of human intelligence oAnalyze and write about the past From avp -“History doesn’t exist…until we create it” 0:01 -History texts records an “accurate” portrayals of the past -History fiction -History books reconstruct the past for modern understanding to not repeat those mistakes oIt is written as a narrative instead of random events that happen with no connection to each other whatsoever which is like life oUnconnected series of events, arising randomly -Ontological dissonance (history textbooks) oPast =/= History oHistory puts the Past events in order oThere are gaps at times as it is impossible to account EVERYTHING -Principal of minimal departure (history fiction) oStill narrative. Still with gaps. But in this case, let the readers fill the gaps using their own experiences -The past is what we make of it through history since the past does not exist in our Now. -The perception of past events can be changed because of history and the qualitative descriptors used by authors oIs it riots or protests? Dictator or leader? Discover or invader? -Downtown abbey oReconstructed using politics and system in the past to talk about modern concerns oIt is a post modern show -They all impact the present and the future through an unavoidably imagined past 10:56 Historical Method -Historia – learning oSystematic account of natural phenomena oChronological events of humankind -Scientia – science oNon chronological acc of natural phenomenon -History is limited due to the knowledge presented oNot every event has vestiges or written records oWe can say the past has perished leaving occasional traces oOnly part of the past was recorded, Only part of what was recorded survived, only part of what survived caught the attention of historians o“Only the expressed part of the understood part of the credible part of history on record [is the history we know]” 2:24 -Historian’s Task – recreate a verisimilar image as much as the data provided allows oSubjectivity – the image or the gaps can be influenced by the historians’ own experience -Historical method – critically examining and analyzing records and survivals of the past -Historiography – imaginative reconstruction of the past from data derived from the historical method Primary and Secondary sources -Primary oFirst-hand accounts of the event, topic oOriginal information oLetters, journals, pictures, speeches, newspapers, creative works, research data oUnfiltered information, critique original work -Secondary oInterpret, critique, analyze primary sources oTextbooks, reviews, encyclopedia, commentaries oConsider other perspectives, strengthen own argument Historical Context -“Under what circumstances were these words uttered” 0:32 -Example: Congressional hearing and letter to the editor of a newspaper -When, where, what, why, how -Understand the context History as a Social Science -XIAO TIME! -History is part of humanities -> liberal arts oLiberal – free Free from influence from church and king Reason of man at the center oArts and Literature more than the science Creativity and imagination oThrough make-believe Things out of this world Seen through literature works -Imagining and creating its narrative cannot be based on make believe but only on evidence 2:14 -Historical Method so more than literature but a Science, specifically Social Science -External Criticism - To determine if the documents are genuine or not -Internal Criticism – Tests the truthfulness of accounts by comparing with other sources available -History must be interpretative; Analysis is key -History is different from Journalism of Art oFamiliarity of the General Narrative of PH History makes this difference -Historian vs Antiquarian oHistorian can contextualize and connect to general history -History is a social science due to the emphasis on evidence and analysis Topic 3 | History as a Discipline and Peopling of the Philippines | A. Traditional Knowledge: Negrito, Malay and Indonesians as our forebears H.O. Beyer’s WOM Theory: how many migrators were there? What are the 3 salient points of Beyer’s theory? List down the migrators: 1.Primitive human type similar to Java man 2.Negritos and Australoid-Sakai type 3.Seafaring, stone tool using Indonesian A 4.Bark cloth wearing Indonesian B from Indo-China 5.Terrace-building people from central Asia 6.Civilized Malays thru Borneo, Palawan and Mindoro 7.Modern Asians during the Christian era At least 3 salient points of Beyer’s theory: 1.The migrants came in waves 2.Archaeological excavations (though not done by experts but by farmers, diggers, etc; not systematic) were used as a basis to develop theories of movement and migrations 3.Our traits as Filipinos are due to the immigrants’ traits that seeped into the country Keypoints of Beyer’s Theory (lecture): 1.Seven Migrators 2.Land bridges 3.The Philippines was a clean geographical state 1. absence of solid paleo-osteological data. The assumption can never be empirically validated 2. reconstructing the physical traits is rejected as untenable in physical anthropology B. F. L. Jocano: The WOM as untenable Reasons why the WOM is untenable: 1.All cultural and physical developments that occur in a race over time is not JUST due to the immigrants, as this theory states. There are factors such as natural selection or adaptation to be considered. 2.Are we sure that these “immigrants” knew about their destination? Moreover are we sure that they are a homogenous group that traveled to new lands? 3.It is doubtful to think that immigrants came at a specific and short time period and maintained the same community patterns. Additionally, it is hard to believe that they maintained a stable population as there are natural hazards that occur in history. Keypoints 1.Lack of sources 2.Impossible for a small group to thrive due to risks (such as sickness) in the environment 3.Lack of mathematical proof for the percentages of races from Beyer’s theory Venn Diagram Analysis: Austronesian (Bellwood) vs. Nusantao (Solheim) Differences: Austronesian Hypothesis (Bellwood): Single Origin: Suggests a migration originating from Taiwan around 4,000–2,000 BCE. Agricultural Expansion: Focuses on the spread of agriculture (e.g., rice cultivation) as the driver of migration. Migratory Waves: Proposes a directional migration southward through the Philippines to the Pacific and Indian Oceans. Linguistic Emphasis: Relies on linguistic evidence connecting Austronesian-speaking populations. Nusantao Hypothesis (Solheim): Localized Development: Suggests origins within Island Southeast Asia (Nusantara) rather than a single external source. Trade Networks: Highlights maritime trade and cultural diffusion as key factors in population spread. Non-Directional Movement: Proposes multidirectional interaction and communication rather than a linear migration. Cultural Exchange: Focuses on the role of shared technologies, like seafaring and pottery, spread through trade rather than mass migrations. Similarities: Focus on Maritime Skills: Both hypotheses recognize the importance of seafaring and maritime expertise in population spread and cultural exchange. Cultural Interaction: Both acknowledge the influence of cultural diffusion across Island Southeast Asia. Use of Archaeological Evidence: Both rely on material evidence like pottery and tools to support their theories. Influence on Southeast Asia: Both theories explain the peopling and cultural development of the Philippines and broader Southeast Asian region. E. Video: Austronesian Heritage -austribesian speaking region is the biggest linguistic region in the world -indonesia, philippines (andami pala), madagascar, taiwan(some part), malaysia, samoa, javanese, hawaii, to name some -austronesian speakig dhare culutural yraits i.matriarch or bilineal society ii.taboos iii.circumcision iv.tattoos v.similar architecture aesthetics i.similar voyaging and agri -there is shared genetic ancestry - there r common ancestors - malay race i.islanders of pacific, marianne, philippines, molucca, malayan peninsula, hawii, tahiti, tonga and samoa, merina of madagascar, eastwr island -during colonization of foreign powers, some saw thriugh it. wanted to create a austronesian, malay nations free confederation - ma-phil-indo confederation| F. Video: Austronesian Migration Some 5 thousand years ago, greatest human migrations of the world South china – Taiwan – ph, batanes West to Madagascar East easter islands Austronesians Ph – entry into the tropical part of the world -Had to develop methods of crossing sea Austronesians -Expert seafarers, boat builders? Had skills to travel to distant islands -Altrigger canoe? Double hulled sailing canoe -In the Philippines, sails, outriggers? For sailing canoes in long distances -Sources say they came by boat -> South china Taiwan to the phl -Austronesians colonized islands of SEA and Pacific and imposed language on them -1200 languages of Austronesian family, 350Million -Burial Jar Manunggol jar Palawan -Researching them thru linguistic, archaeologic, genetic history -Caried out trade -Nephrite jade from Taiwan? oFound in batanes jade workshop Belief system -Traditional home -> Upper room, under room, and smth I cant hear… space below for animals, rooms for humans, shrines for ancestor worship in loft above? Smwhere? -Upper room, underworld and flat ground ata -Other cultural traits despite geographical distances oWeaving cloth backstrap loom oChewing of smth still practiced in parts of SEA Peoples of SEA share cultural and linguistic history G. Disney’s Moana: Maui teaches Moana how to sail o, sailing or “wayfinding” as Maui puts it requires the following skills: knowing which rope works what (e.g. the sails), how to measure the stars, and recognizing the currents. “It’s not just sails and knots. It’s seeing where you’re going in your mind; seeing where you’re going by seeing where you’ve been” – Maui, Moana 1 Group 2 | Introduction to Barter Trade and Chinese-Philippine Trade | Group 2: Visual Script: Introduction to Barter Trade and Chinese-Philippine Trade Relations [Opening Scene: Modern Trade in Action] (Visuals: A bustling stock exchange, a New York customer ordering online, a drone delivering goods, and a container ship navigating a busy port.) Narrator (Voiceover): "Today, trade moves at the speed of light. A banker in Singapore can send a deal to New York in seconds. Goods ordered from across the world—electronics made in China or textiles from Southeast Asia—arrive at our doorsteps within days. The global economy thrives on instant transactions and intricate logistics." [Shift to Contrast: The Past] (Visuals: Slow-moving caravans, wooden ships docking at an ancient port, merchants exchanging goods by hand.) Narrator (Voiceover): "But it wasn’t always this way. Before digital transfers and global shipping lanes, trade relied on something far simpler—barter." [Defining Barter: Brief Explanation] (Visuals: A Chinese junk approaching the Philippine coast, people exchanging goods in a lively port market.) Narrator (Voiceover): "Barter can be traced back to even the year 982. It is the direct exchange of goods without the use of currency. It wasn’t about fixed prices or profits but about meeting mutual needs. If two parties valued their goods differently, intermediaries and relationships often bridged the gap." [Connecting to the Historical Era: Why It Matters] (Visuals: Ancient maps of Southeast Asia, bustling ports, and depictions of early trade routes.) Narrator (Voiceover): "This system of barter connected cultures across vast distances. Nowhere was this more evident than in the trade relations between China and the Philippines during the pre-colonial era. At a time when currency was scarce, the exchange of silk for gold, porcelain for beeswax, and other exotic goods shaped not only economies but also traditions, technologies, and alliances. This era matters because it laid the foundation for Southeast Asia’s role as a hub of cultural and economic exchange." [Transition to the Main Content] (Visuals: A Chinese junk ship approaching Ma-yi, port activity bustling with merchants, and products like porcelain, silk, beeswax, and gold being exchanged.) Narrator (Voiceover): "In this video, we’ll take a closer look at the barter system that defined pre-colonial Southeast Asia, its impact on Chinese-Philippine trade relations, and how products, places, and people came together to shape a significant era in history." (Title Card: "Barter with the Chinese: The Roots of Philippine Trade") [Defining Barter: Brief Explanation] (Visuals: A Chinese junk approaching the Philippine coast, people exchanging goods in a lively port market.) Narrator (Voiceover): "Barter was the lifeblood of trade in pre-colonial Southeast Asia. It was about meeting mutual needs without a fixed price number. Trust played a vital role, and sometimes, hostages were even used as collateral to guarantee agreements." (Visuals: A merchant offering his son or trusted aide as a hostage, being taken aboard a ship or kept at a rival’s settlement while trade negotiations continued.) Narrator (Voiceover): "This practice ensured that neither party would cheat or break their part of the deal—it was a stark reminder of how high the stakes could be in these transactions." [Visual: Chinese and Filipino traders exchanging goods near coastal waters.] Narrator: "The trade between the Chinese and the Philippine archipelago was particularly robust, thanks to their geographical proximity. [ Visual: pop-up four different slides with each material] Narrator: "The Philippine archipelago was a treasure trove of natural resources. Among the most sought-after goods were pearls, which symbolized wealth and beauty; tortoiseshells, prized for their use in crafting luxury items; and beeswax, essential for candles and seals." [Visual: Chinese goods like silk and ceramics being loaded onto ships.] Narrator: "In return, Chinese traders brought silk, ceramics, and iron tools, which were highly valued in the Philippines. These exchanges not only enriched both societies but also introduced new technologies and cultural influences to the archipelago." 2. Historical Context of Barter Trade [Visual: A depiction of Chau Ju-Kua writing his accounts.] Narrator: "One of the most important historical sources documenting this trade is the Chu Fan Chi, written by the Chinese official Chau Ju-Kua in the 13th century. His accounts provide invaluable insights into the vibrant trade network between the Chinese and the people of the Philippine archipelago during the Song Dynasty." [Visual: A timeline showing the peak of Chinese-Filipino trade.] With China experiencing economic growth under the Song Dynasty, there was a heightened demand for Southeast Asian products, further solidifying these trade relations." 3. Places in the Archipelago Mentioned in the Chu Fan Chi [Visual: A map showing Ma-yi, San-su, and other ports in the Philippines.] Narrator: "The Chu Fan Chi mentions several trading settlements in the Philippine archipelago, including Ma-yi, San-su, and other coastal ports. [Visual: Bustling ports with ships unloading goods.] Narrator: "The Philippines' location made it an ideal crossroads for trade. Its coastal ports provided safe harbors for Chinese junks, which depended on the seasonal monsoon winds to navigate the seas. These ports became centers of economic activity, where goods from surrounding islands were gathered and exchanged." [Explaining the Routes: Simplified Geography] (Visuals: A map with key ports and trade routes highlighted—China, Vietnam, Brunei, and Philippine islands like Manila, Cebu, and Mindoro.) Narrator (Voiceover): "Chinese junks would typically set sail from ports like Guangzhou or Quanzhou in southern China, traveling southward along the coastline of Vietnam and Brunei before arriving at prominent trading hubs in the Philippines. These included: Ma-i (present-day Mindoro) Sugbu (modern Cebu) Maynila (modern Manila) From there, goods would be exchanged or further transported to other islands, forming a web of economic and cultural connections." (Visuals: A map showing a clear route starting in Guangzhou, passing through Vietnam, and ending in Manila with arrows indicating the journey.) [Previewing Barter vs. Trade] (Visuals: A split screen showing barter on one side—goods exchanged in a port—and trade on the other—coins being exchanged for products in a market.) Narrator (Voiceover): "While modern trade revolves around currency and contracts, barter was rooted in necessity, trust, and the rhythms of nature— [Visual: A seasonal calendar showing monsoon wind patterns.] Narrator: like monsoon winds—or generally, the weather—guiding Chinese junks to navigate their way to Philippine shores. If not, shipping and travel would be delayed, and a ship can only stay anchored to port for a maximum of three to four days. We wouldn’t want to miss our goods, would we? Conclusion [Visual: A modern map showing trade routes influenced by ancient networks.] Narrator: "The barter trade between the Chinese and the Philippine archipelago laid the foundations for a rich history of economic and cultural exchange in Southeast Asia. Even today, the legacy of this trade continues to influence the interconnected world we live in, reminding us of the enduring power of collaboration and mutual exchange." Group 3: | Social Classes in Tagalog Society | Chapter 1: Introduction ​ Introduction by Group Three of Z49 on social classes in Tagalog society. ​ Focus on the structure, roles, and nuances of terms like alipin. ​ Objective: Appreciate Filipino heritage and correct historical misconceptions. ​ Importance of analyzing social stratification's impact on governance and economy in pre-Hispanic Tagalog society. ​ Promoting historical and cultural awareness to correct misrepresentations, particularly of the elite.  ​ Each civilization has social classes that respond to geography, trade, and access to resources: ○​ Ancient Egypt: Pharaohs, nobles, and farmers. ○​ Tagalog Society: Governed by the Datu over the Barangay. ​ Social classes serve as frameworks for governance and resource management. ​ Factors influencing social class distribution: ○​ Geography: Access to resources like fertile land and water affects thriving ability. ○​ Trade Routes: Access affects control over valuable goods causing disparities. ​ Comparison to ancient Egyptian society with pharaohs and rulers. Chapter 2: The Datu Class ​ Four distinct social classes in Tagalog society: ○​ Datu Class (Maginoo): Elite rulers overseeing Barangays and military leadership. ○​ Muharlika: Warrior class supporting the Datu. ○​ Timawa: Free men working as farmers, craftsmen, and traders; they are the majority. ○​ Alipin: Dependent class divided into Namamahay and Sagigili. ​ Responsibilities of the Datu: ○​ Governance, leading wars, and resource control. ○​ Protecting the barangay, maintaining order, and dispensing justice. ○​ Rights to own land and immense respect from the community. ​ Maharlika class: ○​ Nobles and warriors; exempt from taxes. ○​ Provide allegiance and military service to the Datu. Chapter 3: Namamahala and Alitin ​ The Namamahala worked alongside as comrades, rather than as slaves. ​ Timawa: Bulk of the population, required to pay tribute to the Datu. ​ Types of Alitin: ○​ Alitin Namamahay: Dependent but autonomous, can own land and property. ○​ Alitin Sagigili: Live with the master's household and entirely dependent. ​ Visualization of social classes as a pyramid: ○​ Top: Datu Class. ○​ Middle: Muharlika, Timawa. ○​ Base: Alitin Namamahay, Alitin Sagigili. ​ Social mobility existed through various means, such as war service. Chapter 4: The Social Classes ​ Movement between classes was possible, notably from Alitin to Timawa through accumulated wealth, particularly gold. ​ Ceremony for the ascension includes splitting owned items and property.  ​ Fines were common for offenses, with imprisonment or servitude as alternatives for debts. ​ Children's social classes depend on birth order: ○​ First, third, fifth child belong to the father. ○​ Second, fourth, sixth belong to the mother. ​ Complexity in child inheritance, affecting status based on parentage. Chapter 5: Serve The Children ​ Children inherit social status based on parentage and birth order: ○​ Mixed-status children are half free and half slave. ○​ Illegitimate children have specific rights depending on the parents' class. ​ Contrast between Alitin and Western slavery: ○​ Alitin had certain rights, could own property, and could attain freedom. ​ Mislabeling Alitin erases the complexities of Filipino history, depicting it inaccurately as dehumanizing. Chapter 6: Conclusion ​ Misrepresentation of terms like Alipin harms cultural identity. ​ Gaining understanding of this social system fosters appreciation for history. ​ Relevance to modern Filipino identity: Understanding the rich and complex pre-Hispanic society. Group 4: | Social Classes in Visayan Society | SAMPLE TOPIC OUTLINE Topic: Visayan Society Guide Questions: ○ If you were to use a pyramid/triangle, how are you going to plot the different social classes in Visayan society? ○ What were their roles in society? Note: Datu as a political leader will be dealt with by Group 1; what you should discuss is the DATU CLASS Jocano: Why should we NOT/NEVER translate “oripun” as “slave? Topic Outline I. Introduction (contextualization of the topic) A. The Visayan society provides a window into the rich historical and cultural landscape of the pre-colonial Philippines where we delve into the barangay’s significance as an economic and socio-political unit as well as exploring a deeper knowledge on the social organization of Visayas. B. Physical Appearance C. Religion/Beliefs II. Barangay A. “Balangay” (ba-la-ngay not ba-lang-gay; spanish dictionaries) B. Tackling the notion that a barangay is not just composed of 30 to 100 households C. Specialists in Barangay a. Visayas i. Woodworkers ii. Ironworking/Smithing iii. Boat Building iv. Pottery v. Goldworking vi. Weaving vii. Hunting and Fishing viii. Textiles D. Barangay as a state a. Has power that extends beyond kinship, that has the power to incarcerate members of the barangay. i. Territory ii. Large Aggregate of People iii. Government power iv. Sovereignty v. Common Heritage b. Formed alliances with other datus for the sake of trade, etc. Sandugo was the symbol of the pact. E. Barangay Communities are centered around agriculture that is centered on land and water use. III. Social Organization of the Visayan Society A. Social Classes a. Datu A datu is known as the head of the Visayan community and is tasked with various responsibilities such as exercising authority over its people, settling disputes, and leading them into battle. The right to rule within the datu class depended on direct lineage and men who married a datu to become a datu are called Sabali. b. Timawa The timawa class is referred to as “freemen” and described as privileged given they were nonslaved individuals who enjoyed special laws and exemptions. c. Oripun  Oripon is translated from to let live equating to individuals who are spared from battle, ransomed captive, or have debt equivalent to one’s life but is loosely attributed to slavery despite having a different alignment of the Western concept of slavery as oripun can hold certain privileges. Oripun’s are classified differently depending on their state: 1. Bihag for outright captives 2. Hayohay/Ayuey for oripuns that live in their masters’ house 3. Tuhay/Mamahay for oripuns that own their own house and field B. Community a. A datu’s following, called haop or dolohan, referred to the people under their leadership, not their place of residence, typically comprising 30 to 100 households. Villages (bongto or lungsod) and smaller hamlets (gamuro) were formed by one or more haop, with community decisions requiring consensus among datus. b. Members of a haop were often relatives, and loyalty was strengthened through rituals like sandugo (blood compacts) or shared oaths (balata). c. Social hierarchy was reinforced through conduct, privileges, and customs: datus displayed wealth and authority through clothing and ceremonial behavior, while lower classes showed deference through gestures, speech, and posture. C. Laws a. In ancient society, laws were rooted in customs (kablangan) and natural order (kahimtong), emphasizing class differences as inherent. Imprisonment was avoided to maintain labor productivity, and death was reserved for severe crimes like witchcraft. Theft, especially of food, was b. Common and punished according to severity, while violent crimes required compensation (kilgo). Insults, especially those questioning a man’s virility, demanded personal satisfaction c. Legal disputes were overseen by a datu, who acted as a judge, sometimes consulting experts in custom law. IV. Conclusion [not the same as a summary] The Visayan society’s barangay system in the precolonial era influenced governance and highlighted a cultural foundation based on shared responsibility and collective well-being. Appreciating the complexities of this system encourages a greater respect for indigenous history and its enduring impact on modern Filipino identity. Group 6 | Tattoo and Body Piercing in Visayan and Kalinga | Group 6: Body piercings and traditional tattoos have long been part of the culture of various ethnic groups in the Philippines, particularly among the Visayans and the Kalinga of Northern Luzon. The Visayans were called "Pintados" by the Spanish due to their extensive use of tattoos, which served as marks of bravery and high social status. Body piercings, commonly done by piercing the ears of both men and women, were also indicators of wealth and social standing. These practices were believed to be connected to social identity, status, and even the spiritual beliefs of ancient Filipinos. In ancient Visayas, the body was not just a natural form but a canvas of identity, bravery, and social status. Beyond tattoos, body piercings, including tugbuk (penis pins) and tosok (ear piercings), held deep cultural significance. The tugbuk was a unique form of body modification among the ancient Visayans. It was a small pin or rod-shaped object inserted into the male genitalia, usually made of gold, silver, or other durable materials. This was not merely decorative—it played a profound role in sexuality and marital relationships. According to Spanish records, the use of penis pins was related to enhancing the sexual pleasure of women. A ritual was performed before insertion, often as part of a rite of passage for men into full manhood. The ability to endure the pain of tugbuk was proof of one's resilience and readiness for marriage. Additionally, the tugbuk signified social status. The more intricate and detailed the design of the penis pin, the higher the man's wealth and influence. For the Visayans, the body was a symbolic representation of strength and history, so even in the most personal aspects of their lives, they displayed their valor. The tosok or wearing of earrings was also an important tradition among the ancient Visayans. Unlike today, where it is seen as simple adornment, wearing earrings back then was tied to wealth, power, and identity. For men, large gold earrings symbolized bravery and being a full-fledged warrior. Their earrings were often made of pure gold, and the number and size indicated their success in battle. For women, earrings were a sign of beauty and high social standing. Wealthy Visayans wore large earrings, while the poor had simpler or smaller versions. Beyond gold earrings, other types of body jewelry were worn, such as nose pendants and earrings on different parts of the ear. These displayed an individual's ability to endure pain, a crucial trait for a brave warrior or leader. Tattooing, known as batok (or batuk) or patik among the Visayans, was a sacred and deeply symbolic practice. For them, tattoos represented strength, bravery, heroism, personal achievements, social status, and rites of passage into true manhood. The tattooing process was an ancient and revered tradition, where tattoo artists used combs made of bamboo or wild plants like calamansi, dipped in a mixture of charcoal and water called biro. The charcoal usually came from burned tree sap or coconut husks, ensuring deep and lasting color. The inked comb was tapped into the skin using a small wooden mallet, permanently embedding the designs. The tattooing process was painful and required great endurance, making it a rite of passage into true manhood that only the brave could endure. Tattoos symbolized bravery for warriors, earned through victories in battle. Those who had not killed or conquered were scorned and called cowards, compared to timid lizards. Warfare marked a young man's entry into true manhood. The tigma was his first battle or sexual experience, while the tiklad was his first victory. Both required tattoos for respect, while celibate transvestites, called mapuraw, were exempt. Warriors proudly displayed new tattoos. The kulmat was a parade to show off new tattoos, and the hundawas was stripping to the waist to display bravery. The pain of getting a tattoo was enough to make it a test of true manhood. As a result, some warriors postponed these steps until they were compelled to do so. Others displayed macho strength by using burning moxa, pellets of hairy fiber used in medical cauterization, to create scar patterns on their arms. The eyelids of the bravest warriors were tattooed. Such faces were terrifying, instilling fear in both allies and enemies. When a brave man displayed such obvious physical strength, men in society were slow to challenge him. Each tattoo design had unique names and meanings. The labid was a line an inch wide, straight or zigzag, running from the leg to the waist, symbolizing their victories. The ablay consisted of shoulder tattoos. The dubdub covered the chest to the throat. Arm tattoos were called dayadaya (also known as tagur in Panay). Warriors with bangut (also called langi) had facial tattoos resembling terrifying masks, like the jaws of a crocodile or the beak of a bird. In the province of Kalinga, tattooing or skin marking has been widely practiced since ancient times. The batok, batuk, or whatok, as the Kalinga call it, carries political, religious, and social significance. The tools used for tattooing in Kalinga are the gisi, made of wood or carabao horn with thorns or needles to mark the tattoo design, and ink made of charcoal mixed with water. The skin is deeply punctured to ensure the marks are clear, symbolizing their identity and life achievements. Some reasons for getting tattoos include showcasing bravery in war, protection, good fortune, or serving as talismans. An example of a specific tattoo is the whiing, marked on the chest of brave warriors who fought in battles. Another example is the dakag or chakag, a tattoo marked on the back when a warrior successfully killed an enemy but retreated from battle. The design resembles a serpent eagle or hawk in flight, a symbol of power and authority in their culture. However, designs are not limited to animals but also include objects or motifs. These motifs often combine lines and shapes to depict things like ladders, criss-cross patterns, snake parts, raindrops, and more. Some tattoos feature names or mnemonic devices to remember loved ones or significant events. Regarding the spiritual and ritualistic aspects of ancient tribes, these cultures are closely tied to nature, ancestors, and deities. Shamans and healers perform rituals, offerings, and sacrifices to honor them. Ancestor worship is crucial for indigenous people, where ancestors guide and protect their descendants. Sacrifices, bloodletting, and signs are common elements of these rituals. Similarly, the Sulad or Saad is believed to resemble the world, where the souls of ancestors are adorned in gold to be accepted by their forebears. Despite the intense effects of colonization and the rapid pace of modernization, Filipino identity remains strong, especially the spiritual practices of the Visayans from the 16th century that continue to thrive and adapt. The role of the babaylan or spiritual healer persists in rural parts of the Philippines, where healing and ancestor worship remain prevalent, especially during Undas. Additionally, respect for nature spirits like the diwata remains an essential part of agriculture, such as farming and fishing. The revival of cultural traditions is led by scholars, artists, and activists, reigniting interest in pre-colonial beliefs and linking them to environmental advocacy. Ultimately, the spiritual traditions of our past are not just part of history—they continue to be lived and reflect Filipino identity. Despite the challenges of modernity, they continue to shape Philippine culture and provide a deep connection to our ancestors. Conclusion Tattoos are not easily earned, as they require effort and symbolize bravery and social status. In the Visayas, warriors received more batok based on the number of enemies they killed, while in Kalinga, the batek was a rite of passage from youth to full warriorhood. Beyond being symbols of bravery, tattoos are also believed to possess spiritual powers that offer protection. In Kalinga, certain designs are placed on body parts vulnerable in battle, while in the Visayas, tattoos serve as talismans to maintain the strength and resilience of warriors. Despite modernization, it is crucial to continue valuing and supporting indigenous communities to preserve their art and culture. These traditions are not just part of our history but also a testament to their rich heritage as a people. Valuing and preserving them is not just a look back at the past but also a step toward a stronger identity for our people in the future. Once again, we are the sixth group, thanking you for listening and taking the time to better understand the significance of traditional body piercing and tattooing in the Visayas and Kalinga. LASALLIAN CORE VALUES (LCV) & EXPECTED LASALLIAN GRADUATE ATTRIBUTES (ELGA) Lasallian Core Values (LCV) 1.​ Faith: Integrating belief with academic knowledge. 2.​ Service: Commitment to social responsibility. 3.​ Communion: Fostering community and leadership. Expected Lasallian Graduate Attributes (ELGA) ​ Critical & Creative Thinkers: Able to analyze and innovate. ​ Effective Communicators: Skilled in diverse communication platforms. ​ Reflective Lifelong Learners: Committed to continuous learning. ​ Engaged Citizens: Active in community and national development. ​ Virtue-Guided Decision-Makers: Making ethical choices. ​ Technically Proficient Professionals: Applying expertise in real-world contexts. APPLICATION & PRACTICAL QUESTIONS Applying the Three Effective Historical Thinking Skills  ​ Example question: How does the continuity & change concept apply to the barter system and modern trade? Practical Use of the Historical Method ​ Example question: How would you determine if a newly discovered artifact is authentic?