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HIS003 - MINSUPALA > Chapter 1 - Introduction > Flashcards

Chapter 1 - Introduction Flashcards

1
Q

a WWII veteran and well-known Tausug hero from the town of Luuk, Sulu province, that unexpectedly rebelled against the Philippine government from 1948-1955

A

Hadji kamlon

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2
Q

where is Hadji kamlon from?

A

Luuk, Sulu province

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3
Q

What was the government’s view of hadji kamlon

A
  • not an ordinary criminal
    -he was considered as the biggest threat to national security after hukbalahap communists in the1950’s
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4
Q

How did the tausugs viewed Hadji kamlon?

A

legendary folk hero, similar to Robin hood

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5
Q

how long did hadji kamlon defied government authorities and succesfully evade arrest by the Philippine military?

A

8 years (1948- 1955)

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6
Q

where did the philippine military concentrated its forces to capture Hadji kamlon but he still evaded the arrest

A

Jolo

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7
Q

What year did kamlon’s uprising reached its zenith/peak

A

1951

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8
Q

How many followers did Hadji Kamlon have during his peak rebellion in 1951

A

100

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9
Q

in 1951, Kamlon and about 100 of his armed followers inflicted “____ ____” on patrolling government soldiers

A

heavy casualties

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10
Q

By about 1951, armed clashesh started to rage over wide areas of ___

A

sulu

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11
Q

the most bloody armed clash

A

one launched by kamlon hadji and 100 followers

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12
Q

what weapons did hadji kamlon and his followers primarily use?

A

mostly old rifles and krises (traditional swords)

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13
Q

where were kamlon and his followers mainly restricted?

A

luuk area on jolo island

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14
Q

kamlon and his followers inflicted severe losses on:

A

lives, equipment, and fund

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15
Q

how many years did the Philippine government was engaged/actively involved in military operations against hadji kamlon?

A

almost four years

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16
Q

during the final assault, how did the philippine government respond to kamlon’s rebellion?

A
  • they deployed 5000 ground troops, along with naval, air and mortar supports.
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17
Q

how much did the philippine government spend during its final assault on hadji kamlon?

A

185M

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18
Q

What event led to hadji kamlon finally surrendering

A

he surrendered conditionally due to his advancing age

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19
Q

in august 1955, how many government troops were killed and wounded when hadji kamlon and his followers routed a plantoon in sulu

A

18 were killed; 19 were wounded

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20
Q

what year did kamlon and his ___ followers routed a plantoon in sulu, were 18 were killed and 19 were wounded

A

August 1955
40 followers

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21
Q
  • “largest casualty figure in one engagement suffered by government troops” in pursuit of kamlon
A

when kamlon and his follower’s routed a plantoon in sulu

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22
Q

in the largest casualty, how many were killed and wounded in kamlon’s group?

A

1 death, 5 wounded

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23
Q

views of military on Hadji kamlon’s rebellion

A

they saw him as a moro who wanted to return to the life of a freebooter

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24
Q

what are the potential cause of kamlon’s rebellion ?

A
  • conflict among local leaders in sulu
  • he was irked by the land registration law, which required him to register his land to make it his
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25
Q
  • what law reportedly angered Hadji kamlon and contributed to his rebellion
  • was said to caused a clan feud between kamlon and another tausug (affiliated with the government), who applied for land title to Kamlon’s ancestral land
A

land registration law

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26
Q

what happenned when violence broke out between kamlon and his adversary?

A
  • the government intervened to pacify them, but it became entangled in a web confrontation and armed violence
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27
Q

what did kamlon (and his followers) suspected about the government during the feud?

A

they suspected/were convinced that the government was supporting his local enemies

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28
Q

what were the charges brought against hadji kamlon

A

multiple murder and kidnapping

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29
Q

what was kamlon’s sentence accroding to the court ruling

A

sentenced to death

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30
Q

when and who: affirmed kamlon’s sentence to death, but was NOT carrried out

A

supreme court in 1963

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31
Q

Why did the local people did not cooperate with the military despite the huge rewards offered for his capture

A

because many tausugs respected and loved kamlon

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32
Q

what were the common responses given by the locals when the military asked for kamlon’s whereabouts?

A

“diih” - no
“bukon” - not him/not the one in the picture

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33
Q

what did the congress created to investigate the causes of kamlon’s uprising

A

special house committee

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34
Q

who were the (3) members of the special house committee?

A
  1. Sen. Domocao Alonto of Lanao
  2. Cong. Luminog Mangelen of Cotabato
  3. Cong. Ombra Amilbangsa of Sulu
35
Q

what did the special house committee’s investigation reveal about the cause of kamlon’s rebellion

A

the problem was not due to an inept military or kamlon’s talisman (anting-anting) but the general feeling of the moros that they were not filipinos

36
Q

How did the Moros perceive the philippine military and government during kamlon’s rebellion

A
  • they viewed the philippine military as not their own and saw the Philippines government as a foreign entity
37
Q

what did the committee recommended to adress the problem of kamlon’s rebellion

A

adopting measures to make the moros feel like an integral part of the philippine nation.

38
Q

what areas did the commitee suggest the government should focus on to adress this problem

A

the government should implement a comprehensive approach covering economic, social, moral, political, and educational developments

39
Q

what are the programs and agencies created by the government that were supposed to affect the economic , social, political, and educational integration of non-christian filipinos into the main body politic of the Philippines.

A

The commission on national integration (1957)
Mindanao Sate University (1961)

40
Q

what year was the commission on national integration created

A

1957

41
Q

when was MSU founded, and what was its purpose

A

founded in 1961 to support the integration of non-christian filipinos into the broader Philippine society

42
Q

what was the first agency tasked with integrating non-christian filipinos

A

The commission on national integration (CNI)

43
Q

why did the commission on national integration struggle to fulfill its mandate

A

due to its gigantic task, limited funding, and poor administration

44
Q

what happened to commission on national integration (CNI) after more than 10 years of its creation

A

abolished
#merisi

45
Q
  • which institution took over the responsibility for educational integration after the CNI was dissolved
  • government response to the “Mindanao problem”
A

MSU

46
Q

When was MSU established, and through what legistation

A

September 1, 1961
Republic Act 1387

47
Q

Who was the brainchild behond the creation of MSU

A

Se. Domocao A. Alonto

48
Q

Who is the first presidemt of MSU

A

Dr. Antonio Isidro

49
Q

what is the heart of MSU according to Dr. Isidro

A
  • Integration, serving as a social laboratory to adress the “Mindanao Problem”
50
Q

what was the crucial mandate of MSU

A

advance the national cause of national unity and actively pursue integration through education

51
Q

msu was described by the 1954 congress committee as

A

as a social laboratory for national integration

52
Q

What makes MSU unique among universities in the Philippines accroding to its mandate

A
  • the only university directly charged by the government to promote national integration through education
53
Q

According to its cahrter, MSU is mandated to do the following:

A
  1. perform the traditional functions of a university, namely: instruction, research and extension service
  2. Provide trained manpower skills and technical know-how for the eonomic development of MINSUPALA region
  3. Help accelerate the program of integration among the people of Southern Philippines, particularly, the Muslims and other cultural minorities
54
Q

when did MSU began to operate and how many initial batch it had

A

June 13, 1962
282 initial batch of freshman, who passed the scholarship exam administered by National Science Development Board

55
Q

how many regular filipino faculty members does MSU have

A

12

56
Q

MSU volunteers:

A

Britidh voluntary service overseas, Volunteers in Asia, Ford Foundation and Fulbright foundation

57
Q

How many colleges did MSU had and what courses it offers

A

2 colleges
1. College of liberal arts
2. College of education and Community development
-only 2 baccalaureate courses

58
Q

MSU campuses

A

MSU-Marawi, Main
MSU-Iligan Institure Technology
MSU- General Santos
MSU-Maguindanao
MSU-Sulu
MSU-Tawi-Tawi
MSU- BUUG (Zamboanga sibugay)
MSU-Naawan (Misamis Oriental)
MSU-Maigo (Lanao del Norte)
MSU-LNAC (Lanao del Sur)
MSU LNCT (Marawi City)
MSU-Lopes Jaena (Misamis Occidental)

59
Q

term used by the Special House Committee referring to the unrest caused by the Moro’s and IP’s general feeling of not belonging to the Philippine nation

A

mindanao problem

60
Q

How does MSU promote integration among students in dormitories

A

by having an official policy that no students from the same province can become roommates

61
Q

why the dormitory policy was created?

A

allow students of different ethnic, religious, and cultural backgrounds to interact, build camaraderie, and form lifelong frienships

62
Q

what performing groups and cultural guilds on campus in which, Muslim, Christian, and Lumad students learn from each other’s traditional dances, music, language, poetry, and values

A

Darangen
Kambayoka
Kapariz

63
Q

Why do some Moros object to the term “integration” as used in MSU’s mandate

A

They believe it includes the notion of assimilation, leading to the absorption of their beliefs and culture into the dominant Christian group

64
Q

he argues that the integration “implied that the Christian were not only superior in all spheres of life, but even in matters of religion, they were spiritually or religiously corrected”

A

Salah Jubair

65
Q

What does Jubair believe could happen through the process of integration?

A

That there would come a time when one could no longer distinguish between Muslims and Christians

66
Q

as far as MSU is concerned, integration does not entail ____ of the local culture and the religious belief of the Moros and IPs of MinSuPala.

A

assimilation

67
Q

What is MSU’s mission in relation to peace and development?

A

MSU is committed to the attainment of peace and sustainable development in the MINSUPALA region through excellence in science, arts, technology, and other fields

68
Q

How does MSU plan to facilitate the integration of Muslim and other cultural groups into the national community?

A

By accelerating economic, cultural, socio-political, and agro-industrial development, while preserving and promoting cultural heritage and infusing moral and spiritual values.

69
Q

What international goal does MSU pursue according to its mission statement?

A

MSU aims for international recognition as a leading institution of higher learning through vigorous linkages with foreign agencies

70
Q

The University mission stresses the phrase ?

A

“preserve and promote the cultural heritage of the region”

71
Q

To MSU, integration does not stand for ____ and eventually ____ of the Moro and other IP heritages. In fact, the University is tasked, as part of its national integration effort, to preserve and promote Moro and other IP cultures.

A

absorption ; annihilation

72
Q

MSU is tasked, as part of its national integration effort, to?

A

preserve and promote Moro and other IP cultures.

73
Q

What is Integration acc to MSU v ?

A

enabling the Moros and other IPs to recognize that they are indeed Filipinos, too, by enabling them to appreciate the government’s efforts of advancing their hentage and cultures, counting them as part of the general Filipino heritage and providing them with educational, economic and other opportunities to move up on the social ladder

74
Q

How does integration affect the perception of Moro and IP cultures in the Philippines?

A

Integration means that Moro and IP cultures would no longer be considered marginal or minor but instead be viewed as integral parts of the national cultural heritage of the Philippines.

75
Q

What was the rationale behind the idea of requiring GEC110 (formerly HIS003) in the MSU curricula

A

the struggle and history of the Moros and Lumads are integral parts of the general struggle and history of the Philippines. Thus, they should be included in the national (ie., “mainstream” or “central”), not in any marginal or local history of the Philippines

76
Q

Why should the struggles of the Moros and Lumads be included in the general history of the Philippines?

A

Because their struggles are as much a part of the national history as those of other groups like the Tagalogs, Ilocanos, Bisayas, and Igorots

77
Q

What is the purpose of studying “A History of the Filipino Muslims and Lumads of Mindanao, Sulu, and Palawan”

A

to help students learn from the past mistakes of the Filipino people, avoid repeating them, and recognize past victories and successes, with the goal of contributing to an improved future for the nation.

78
Q

Why did the Moros and Lumads did not see Philippine history as their history.

A

In Philippine History books of the last few decades, that in fact attitudinally hark back to the spirit of Spanish records, the Moros and Lumads were either not mentioned or depicted only as villains, bandits, pirates or “wild” people that needed to be tamed

79
Q

The first more relevant reason why there is a need to study MINSUPALA

A
  1. To correct the long distorted, incomplete, and lop-sided “popular history that had alienated them
80
Q

Why should we recognize the Moro and Lumad contribution to the making of the Filipino nation and include their perspectives in the study of the country’s past

A

one would hope to turn Philippine history into EVERY FILIPINO’S STORY

81
Q

What is the second relevant reason why there is a need to study MINSUPALA

A
  • Studying the Moros and Lumads in the past would broaden Filipino understanding of the country’s present situation. In particular, it would help that understanding of the present dynamics of Muslim-Christian-Lumad relationships
    2. broaden understanding of implications in government responses, such as the impact of war on the lives, properties, and relationships of all the peoples involved
    3. create a better picture of possibilities when the parties involved express willingness and collective efforts to dialogue; to find common grounds
82
Q

By redefining the violent past of Mindanao together with and in the context of the basic desires and dreams of its tri-people, history would hope to broaden ______ _____

A

Philippine horizons

83
Q

What is the third relevant reason why there is a need to study MINSUPALA

A
  1. By broadening such horizons, Filipinos hope to develop essential values needed in genuine reconciliation, such as empathy, respect, acceptance of other’s needs, and the culture of dialogue.
  2. minimize, if not eradicate, the “culture of violence” and bring about the eventual triumph of the “culture of peace” in the MinSuPala.

HIS003 - MINSUPALA (7 decks)

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