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MODULE 4 GE 2 (Readings in Philippine History )

Activities Description Time to Complete

Synchronous
1. Formative Activities: 1. Every Picture Tells a 40 Minutes
Story (Martial Law Photo
Analysis)
2. Song Interpretation
(MAGKAISA)
230 Minutes
2. Watch a Video (Video Documentaries/
Readings)
1. BATAS MILITAR: Martial
Law Under President
Ferdinand E. Marcos Full
Documentary
2. Martial Law in the
Philippines: The Road Ahead
3. The Philippines "EDSA
Revolution" February 22 1986
4. Stories of Change - The
Philippine (EDSA) People
Power Revolution of 1986 90 Minutes
3. Assessment 5.“MARAWI: 153 days of war”

1. Graded discussion of
chosen lines from “People’s
Synchronous Power Documentary”
1. Reinforcement 2. Reflection paper about
Discussion “The Marawi Siege” Total: 360 minutes

2020-21 Module Packet for General Education -2 (Readings in Philippines History), College of Liberal Arts, Sciences, and Education, University
of San Agustin Iloilo City, Philippines.
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Module 4: The Period of Reckoning

Section 1: Martial Law

LEARNING OUTCOMES:

At the end of this section, you are expected to:

1. cite specific events that justify Marcos’ decision in declaring Martial Law; and
2. describe the basic concepts of Martial Law— its objectives, nature and
3. characteristics of a state under such rule, its effects on the people and their way
of life vis-a-vis human rights, social justice, freedom and democracy, among
others.

INTRODUCTION
On September 21, 1972, Marcos declared the Martial Law through Proclamation No.
1081 which placed the entire country under the military for the reason that the there is a
state of lawlessness that had gripped the country and place the Filipino people in danger.

ACTIVITY 1: Photo Analysis

Instruction: Open the link below to view the images, decide what you see in each,
record your ideas, and write a story based upon your findings. Each one will share
his/her story with the class when it is completed.

Open Mystery Picture on https://images.app.goo.gl/CTDghA7ADGMfcvdV9

Duration: 15 Minutes
2020-21 Module Packet for General Education -2 (Readings in Philippines History), College of Liberal Arts, Sciences, and Education, University
of San Agustin Iloilo City, Philippines.
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ACTIVITY 2: Watch a Video/Readings

Instruction: Watch the video: “BATAS MILITAR: Martial Law

Under President Ferdinand E. Marcos Full Documentary”, or read the articles
about Martial Law found below Abstraction.

ABSTRACTION

Online Learning Activity 2. Class Discussion/ Online Chat (Synchronous)

Title of the Synchronous Session: Martial Law in the Philippines

Title of Article and URL/ site:

BATAS MILITAR: Martial Law Under President Ferdinand E. Marcos Full Documentary
https://www.youtube.com/watch?v=be3wLiPUN9A

Martial Law in the Philippines: The Road Ahead

https://www.cia.gov/library/readingroom/docs/CIA-RDP79R00967A000500030010-6.pdf

Guide Questions:
1. Is the enactment of Martial Law and/or the suspension of the Writ of Habeas Corpus
ever justified?
2. Who are behind Martial Law? What are their contributions/roles in the said event?
3. Was Marcos justified in declaring Martial Law?

2020-21 Module Packet for General Education -2 (Readings in Philippines History), College of Liberal Arts, Sciences, and Education, University
of San Agustin Iloilo City, Philippines.
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Stop Over!

ACTIVITY 3: APPLICATION & ASSESSMENT

Instruction: Prepare for an interactive virtual discussion about Martial Law. Your
active participation will be graded based on the rubric below.
Graded Oral Recitation Rubric

Category 4 (Excellent) 3 (Very Good) 2 (Good) 1 (Fair)

Comprehension Accurately Accurately Accurately Unable to

answers almost answers most answers few accurately
all questions all questions questions answer
questions
Content Shows full Shows good Shows good Does not seem
understanding understanding understanding to understand
of the topic of the topic of the parts of the topic very
the topic well
Preparedness Completely Seems pretty Somewhat Not prepared at
prepared prepared prepared all
Enthusiasm Very strong Strong interest Little interest Very little
interest interest

Assignment
Each one will work alone to interview members of the family about their experiences
or ideas about the Martial Law period in the Philippines and communicate the findings
through a video clip to be submitted through email. The video presentation should be 2-3
minutes in length. There are no restrictions on the style of the video.

Review
Martial law refers to the replacement of civil rule by military rule. This may be
characterized by curfews, the dispensation of military tribunal rulings on civilians, and the
suspension of the privilege of the writ of habeas corpus. The writ of habeas corpus, which
in Latin refers to “having the body”, is a citizen’s protection against unlawful imprisonment.

2020-21 Module Packet for General Education -2 (Readings in Philippines History), College of Liberal Arts, Sciences, and Education, University
of San Agustin Iloilo City, Philippines.
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This is suspended in times of crisis to expedite justice. (Retrieved from

https://martiallawmuseum.ph/magaral/martial-law-101/.
Marcos used several events to justify martial law. Threat to the country’s security
was intensifying following the re-establishment of the Communist Party of the Philippines
(CPP) in 1968. Supporters of CPP’s military arm, the New People’s Army, also grew in
numbers in Tarlac and other parts of the country. The alleged attempt to the life of then
Minister of Defense Juan Ponce Enrile gave Marcos a window to declare Martial Law. Marcos
announced the emergency rule the day after the shooting incident. Marcos also declared
insurgency in the south caused by the clash between Muslims and Christians, which Marcos
considered as a threat to national security. The Muslims were defending their ancestral land
against the control of Christians who migrated in the area. The minority group organized
the Moro National Liberation Front (MNLF) in Malaysia and pushed for the autonomy of
Mindanao from the national government. (Retrieved from https://www.philippine-
history.org/martial-law-philippines.htm).

Section 2: EDSA REVOLUTION

LEARNING OUTCOMES

At the end of this section, you are expected to:

1. investigate the events leading to the People Power Revolution;

2. describe the role played by the masses and media during the revolution; and

3. identify persons that led to or is involved directly on the EDSA Revolution

2020-21 Module Packet for General Education -2 (Readings in Philippines History), College of Liberal Arts, Sciences, and Education, University
of San Agustin Iloilo City, Philippines.
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INTRODUCTION
The Epifanio de los Santos Avenue (EDSA) People Power’s Revolution was a bloodless
revolution which erupted on February 25, 1986 and marked a significant national event in
Philippine history. It gives the Filipino people the true power of democracy by the successful
efforts to oust a tyrant through demonstration and prayers.

ACTIVITY 1: Video Presentation/Article Reading

Instruction: Watch the videos about the EDSA Revolution by clicking on the
links
found below.
Title of Article and URL/ site:

View: The Philippines "Edsa Revolution" February 22 1986 on

https://www.youtube.com/watch?v=- zHGBrCllD8

Read: Stories of Change - The Philippine (EDSA) People Power Revolution of 1986 on
https://www.youtube.com/watch?v=sW4Xf2aJCng

The topics assigned will be discussed in the next synchronous session.

ACTIVITY 2: Song Interpretation

Instruction: Watch the video of the song “MAGKAISA” by clicking on the link
below.

ABSTRACTION

Online Learning Activity 2. Song Interpretation (Synchronous)

Title of the Song and URL/ site:
MAGKAISA
https://www.youtube.com/watch?v=ssIK1jF962w

Duration: 4 minutes

2020-21 Module Packet for General Education -2 (Readings in Philippines History), College of Liberal Arts, Sciences, and Education, University
of San Agustin Iloilo City, Philippines.
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Guide Questions for Discussion:

1. Do you think it is necessary for

2. the Archbishop to join the
3. revolution? Why or why not?
4. Do you think it is necessary for
5. the Archbishop to join the
6. revolution? Why or why not?
1. How did this song make you feel?
2. What idea is the writer concerned about?
3. Does the song make you aware of something you did not know before? What is
it?
4. What is/are the most important word(s) in the song? Why?
5. Write a paragraph or a few sentences that describe the message, viewpoint or
lesson the songwriter was trying to convey. Share examples from the song in
your explanation.

Stop Over!

ACTIVITY 3: APPLICATION & ASSESSMENT

Instruction: A graded discussion of the chosen lines from “People’s Power

Documentary” follows. You are expected to participate actively. The same rubric
for graded oral recitation will be used.

Review

EDSA Revolution was one of the most important events that shaped our country’s
history. Because of their great desire for change, millions of Filipinos gathered together,
supported each other, and made a dictator step down from power. Not only did it free the
Philippines from dictatorship, it also became a clear proof of how collective efforts from
people who want change can create an enormous and powerful difference (Garcia, 2018).

2020-21 Module Packet for General Education -2 (Readings in Philippines History), College of Liberal Arts, Sciences, and Education, University
of San Agustin Iloilo City, Philippines.
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Section 3: The Marawi Crisis

LEARNING OUTCOMES:

At the end of this section, you are expected to:

1. understand Marawi seizure against existing separatist insurgency, poverty,
marginalization and lack of inclusive governance;
2. identify factors that triggered the Marawi Siege; and
3. determine the implication of the success of the Marawi Siege against
terrorism.

INTRODUCTION
The Siege of Marawi was a five-month-long armed conflict in Marawi, Lanao del Sur
that started on May 23, 2017 until October 17, 2017, when President Duterte declared the
liberation of Marawi City or 153 days of fighting, between Philippine government security
forces and militant groups.

Activity 1: Video Presentation

Instruction: Watch the video about the Marawi Siege by clicking on the link
below.
Title of Article and URL/ site:
View: “MARAWI: 153 days of war”

2020-21 Module Packet for General Education -2 (Readings in Philippines History), College of Liberal Arts, Sciences, and Education, University
of San Agustin Iloilo City, Philippines.
 9

URL /Website Address https://www.youtube.com/watch?

v=whi0UE2JefY&list=PLW_0ZXxLdafJqltpH1GywodHvmNV1RgKe&index=3
&pbjreload=101&has_verified=1

The assignment will be discussed in the next synchronous session.

The topics assigned will be discussed in the next synchronous session.

Activity 2: Class Discussion/ Online Chat

Instruction: Prepare for an interactive virtual discussion the Marawi Siege. Your
active participation will be graded based on the same rubric for graded oral
recitation.

ABSTRACTION

Title of the Synchronous Session: The Marawi Siege

Guide Questions:
1. It is true that the threat of radicalization remains; the carcass of the central district of
Marawi City is by itself a potent source of resentment and a tool for recruitment?
2. Why vulnerable cities like Marawi City was targeted by this type of terrorist
organization?
3. What were the factors in the operational environment that influenced the siege in
Marawi City?

Stop Over!

Activity 2: APPLICATION & ASSESSMENT

Instruction: Write a reflection paper about “The Marawi Siege” in 300 words. Follow
this format: Font-Tahoma, Font Size-12 and Line Spacing- 1.5.
2020-21 Module Packet for General Education -2 (Readings in Philippines History), College of Liberal Arts, Sciences, and Education, University
of San Agustin Iloilo City, Philippines.
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Review
The Marawi Siege posed a serious national and regional security concern because it
would rekindle another Moro insurgency and potentially attract would would-be jihadists to
make urban siege as a template to conduct similar attacks in neighboring countries in the
Southeast Asia (Divinagracia, E. (2018). The terror attack was catastrophic in nature that
the Philippine Government declared Martial Law in Mindanao to contain the terrorist threat.
It had cost severe human suffering with several hundreds of militants, soldiers and civilians
killed, thousands were injured, and hundreds of thousands displaced. The effects of the
urban attack were reverberating so that the cost of rehabilitation reached in the billions of
dollars (Ibid.). The siege that happened in Marawi City was a result of three main factors
namely: the terrorist organization, the operational environment, and the urban
environment. It has strategic implications for national and regional security. The Marawi
Siege highlights the need for the Philippines to develop a holistic approach by integrating
the different instruments of national power to defeat, deny and prevent the resurgence and
expansion of terrorism in urban centers across the Philippines (Ibid.).

“We learn, not for school, but for life”

- Lucius Annaeus Seneca
*End*

REFERENCES

Araullo, C. (2014, February 24). FQS: The uprising that created and nurtured people power.
Rappler. Retrieved 7/22/20 from URL: http://www.rappler.com/thought-leaders/51446-
carol-araullo-from-first-quarter-storm-to-edsa

Bantayog ng mga Bayani (2015, October 15). The Jabidah Massacre of 1968 – Bantayog ng
mga Bayani. Retrieved 7/22/20 from URL: http://www.bantayog.org/the-jabidah-massacre-
of-1968/

Bueza, M. (2016, March 10). Ex-Senate president Jovito Salonga dies . Rappler. Retrieved
7/22/20 from URL: http://www.rappler.com/nation/125357-jovito-salonga-dies
2020-21 Module Packet for General Education -2 (Readings in Philippines History), College of Liberal Arts, Sciences, and Education, University
of San Agustin Iloilo City, Philippines.
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Bueza, M. (2016, March 10). The life, love and struggles of Jovito Salonga . Rappler.
Retrieved 7/22/20 from URL: http://www.rappler.com/newsbreak/iq/79963-timeline-life-
jovito-salonga

Celoza, A. (1997). Ferdinand Marcos and the Philippines: The political economy of
authoritarianism. Westport: Praeger.

Divinagracia, E. (2018). Urban Terrorism: The Siege of Marawi City . Fort Leavenworth,
Kansas 2018

Garcia, G. (2018). 5 Lessons from the EDSA Revolution We Need to Share with our Kids .
Retrieved 7/22/20 from URL: https://momcenter.com.ph/2018/02/22/5-lessons-edsa-
revolution-need-share-kids/

Inquirer Research. (2012, October 8). True or false: Was 1972 Enrile ambush faked? net.
Retrieved 7/22/20 from URL: http://newsinfo.inquirer.net/284836/true-or-false-was-1972-
enrile-ambush-faked#ixzz4oBx9G5ZB

Marcos, F. E. (1969). Fourth State of the Nation Address. The Official Gazette of the
Philippines. Retrieved 7/22/20 from URL :
http://www.officialgazette.gov.ph/1969/01/27/ferdinand-e-marcos-fourth-state-of-the-
nation-address-january-27-1969/

Mijares, P. (1976). The Conjugal Dictatorship of Ferdinand and Imelda Marcos . Ateneo De
Manila University Press

Pangalangan, R., Fernandez, G., & Tugade, R. (2018). Marcosian Atrocities: Historical
Revisionism and the Legal Constraints on Forgetting

Quimpo, N. and Quimpo, S. (2012). “Subversive Lives: A Family Memoir of the Marcos
Years”. Ohio University Press;

Vitug, M., & Gloria, G. (2013, March 18). Jabidah and Merdeka: The inside story. Rappler.
Retrieved 7/22/20 from URL: http://www.rappler.com/newsbreak/24025-jabidah-massacre-
merdeka-sabah

Retrieved 7/25/20 from URL https://www.esquiremag.ph/politics/news/look-back-at-the-

philippine-free-press-marcos-era-editorial-cartoons-a00207-20170925-lfrm

Retrieved 7/25/20 from URL https://sites.google.com/site/twulf62014/home

2020-21 Module Packet for General Education -2 (Readings in Philippines History), College of Liberal Arts, Sciences, and Education, University
of San Agustin Iloilo City, Philippines.
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Retrieved 7/25/20 from URL twulf@psd202.org

Retrieved 7/25/20 from URL https://martiallawmuseum.ph/interactive/warningsigns/

Retrieved 7/25/20 from URL https://www.cia.gov/library/readingroom/docs/CIA-

RDP79R00967A000500030010-6.pdf

Retrieved 7/25/20 from URL https://www.youtube.com/watch?v=-zHGBrCllD8

https://www.youtube.com/watch?v=sW4Xf2aJCng

https://www.youtube.com/watch?
v=whi0UE2JefY&list=PLW_0ZXxLdafJqltpH1GywodHvmNV1RgKe&index=3&pbjreload=101&
has_verified=1

https://martiallawmuseum.ph/magaral/martial-law-101/

https://www.philippine-history.org/martial-law-philippines.htm

https://www.philippine-history.org/edsa-people-power-revolution.htm

https://www.casa-arts.org/cms/lib/PA01925203/Centricity/Domain/54/_10-12_%20Rubric
%20for%20In-Class%20Essays.pdf

2020-21 Module Packet for General Education -2 (Readings in Philippines History), College of Liberal Arts, Sciences, and Education, University
of San Agustin Iloilo City, Philippines.