Basc Module Readings in Philippine History

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BASC Module- Readings in Philippine History
Readings in Philippine History (Bulacan Agricultural State College)
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Republic of the Philippines

BULACAN AGRICULTURAL STATE COLLEGE
Institute of Arts and Sciences
Pinaod, San Ildefonso, Bulacan, Philippines 3010
Cert. No. 19.67.PH212501.00
HIS100- READINGS IN
PHILIPPINE HISTORY
Learning Module
Yosef Eric C. Hipolito, LPT, MA

Faculty Member, Social Sciences Discipline
Bulacan Agricultural State College

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OVERVIEW
This module is allotted for tertiary students who are enrolled in the subject,
“Readings in Philippine History” that aims students to be exposed to different facets of
the past of Filipino nation through the lens of eyewitnesses or primary sources from
different periods of our history since Pre-Colonial times (these primary sources were
arranged chronologically as based from the CHEd Memorandum Order No. 20, series of
2013.
Moreover, the heart of this course will be the second module that pertains to the
content and contextual analysis of selected primary sources in Philippine History in order
to consider the following; historical context of the source, the author/s’ background and
intent, relevance and meaning that may affect the present Philippines and applying
appropriate techniques depending on the type of source.
Besides, this course may allow student to analyze Philippine historical context in
different perspectives from primary sources to classify authors’ main argument, compare
different point of views and identify biases.
Specifically, as based from the course guide prescribed by the Commission on
Higher Education, at the end of the course, the students are expected to evaluate and
analyze several primary sources to determine its contribution. Yet, through these ideal
activities to be done, the course may enhance the students’ capabilities like development
or critical and analytical skills, demonstrative ability to use primary sources, effective
communication and to manifest their interest in discovering local history to promote
country’s national patrimony.

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AUTHOR’S BIOGRAPHICAL SKETCH
He was born on April 19, 1996 at Baliwag, Bulacan to Enrico R. Hipolito, a Civil
Engineer and Maria Amparo V. Custodio a former bank cashier. He has a sibling named
Eric Paulo C. Hipolito, an Information technologist.
He graduated First Honorable Mention in elementary at Saint John School, San

Ildefonso, Bulacan and finished as Academic Excellence Awardee in high school on the
same school. At Baliuag University, he took up Bachelor of Arts in History with 18 units
of Bachelor of Secondary Education major in Social Studies and graduated as a Cum
Laude and a Service to the University Awardee.
Despite being a historian by profession, he wants to pursue his passion in teaching

as one of the ideal jobs of his finished program. He passed the 2017 Licensure
Examination for Teachers and registered as a Licensed Professional Teacher by the
Professional Regulation Commission. To continue his professional development, he
finished his Master of Arts in Education degree, with the specialization in Educational
Management in Bulacan Agricultural State College in 2021. Personally, he visited almost
200 historical places in the Philippines as part of his studies, majority of these are
recognized by the National Commission of the Philippines (formerly National Historical
Institute).
Served as an Araling Panlipunan teacher (s.y. 2017-2018); Grade 10 Curriculum

Chairman, Senior High school Department Student Government Adviser, Senior High
School Social Science Teacher (s.y. 2018-2019); and Science, Technology, Engineering
and Mathematics Strand Academic Head (s.y. 2019-2020) at Saint John School, San
Ildefonso, Bulacan.
Now, he is serving as Instructor I of Social Sciences Discipline and Social

Science Technical Expert at the Institute of Arts and Sciences, Bulacan Agricultural State
College Main Campus.

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TABLE OF CONTENTS
Page
Cover Page 1
Overview 2
Author’s Biographical Sketch 3
Table of Contents 4
MODULE 1: Meaning and Relevance of History
I. Introduction 7
II. Learning Competencies/Objectives 7
III. Pre-assessment 8
IV. Discussion 8
V. Evaluation 14
References 16
MODULE 2: Content and Contextual Analysis of selected Primary

Source
I. Introduction 18
IV. Discussion 19
V. Evaluation 32
References 33
MODULE 3: One Past but Many Histories: Controversies and

Conflicting Views in Philippine History
I. Introduction 35

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IV. Discussion 36
V. Evaluation 44
References 46
MODULE 4: Social, Political, Economic, and Cultural Issues in

Philippine History
I. Introduction 48
IV. Discussion 49
V. Evaluation 54
References 56
MODULE 5: Critical Evaluation and Promotion of Local and Oral

History, Museums, Historical Shrines, Indigenous Practices,
Religious sites, and Rituals etc.
I. Introduction 58
IV. Discussion 59
V. Evaluation 63
References 64
BASC Vision, Mission and Objectives 65

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Cert. No. 19.67.PH212501.00
HIS100- Readings in
Philippine History
Learning Module
*Module 1


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MODULE 1: MEANING AND RELEVANCE OF HISTORY
I. INTRODUCTION
Many scholars viewed that history is the “window to the past.” Aside from,
history also contained several definitions based from different historians and this area of
Social Science also sphered in controversial manners sometimes.
Nick Joaquin, a famous writer sees history as a culture that is not merely a
chronological reconstruction of the past or an analytical interpretation of past events,
instead it is a process of creation or a formation of culture, specifically a “national
culture.”
Besides, after defining history in a context, we must understand that before having
history, painstaking historical research was done by the historians incorporated with the
process of conducting surveys from different sources of information to gain extensive
knowledge on a particular topic. Likewise, the sources that those historians gained from
their surveys should be distinguished whether it is a primary or secondary source, then,
the researcher must undergo historical criticism that includes external and internal
criticism.
This first module consists of introductory parts for studying Philippine History
aligned with the prescribed pedagogy and methodology of Commission on Higher
Education. Module 1 tackles two sub-topics; “Meaning and Relevance of History” and
“Distinction of Primary and Secondary Sources; External and Internal Criticism.”
At the end of Module 1, you are expected to answer the key question below:
“How history should be define, understand and research in the 21 st Century?”
II. LEARNING COMPETENCIES/OBJECTIVES

In this module, you should able to:
1. differentiate primary and secondary sources of historical records;
2. identify the criteria in evaluating primary and secondary source materials; and
3. assess primary and secondary source materials

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III. PRE-ASSESSMENT
Define the following through your own words:
1. PRIMARY-
2. FIRSTHAND-
3. SOURCE-
4. SECONDARY-
5. SECONDHAND-
IV. DISCUSSION
Meaning and Relevance of History

History
Traditional Understanding Modern Understanding
• Study of the past • Came from Greek word “Historia”
• Chronological record of significant that means “Knowledge acquired
events often including an through inquiry or investigation”
explanation of their causes • Sources are oral traditions in forms
of epics, songs, artifacts,
architecture, memory etc.
“Ang kasaysayan ay SALAYSAY na may SAYSAY sa SINASALAYSAYANG

SALINGLAHI.”
-Zeus Salazar

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“Pantayong Pananaw” (1974)

Divisions of History
1. Pre-History
 period where no written records exist or when the writings of people were not
preserved
 analyzed through fossils and artifacts by Archaeologists and Anthropologists
2. History
 period when man started to write and record events using a system of writing
 analyzed through wood carves, engraved metals, written papyrus, written papers
Role of Historians
 To look at the available sources and select the most relevant for history and
subject of study
 To organize the past that is being created
 To seek for the meaning of recovering the past to let the people see the continuing
relevance of memories (Historical Understanding)
*History is a Social Science area like Economics, Political Science, Sociology,
Anthropology, Philosophy, Geography and Psychology.
Historiography
 “Writing of history” (Historical Writing)
 Based on critical examination of sources, selection of particular details from
authentic materials in those sources and the synthesis of those details into a
narrative

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 Done through “Historical Research” with the aid of “Historical Methodology”
Process of Historiography:
1. Choosing a topic.
2. Looking for data through Historical sources.
3. Determining the data as a Primary or Secondary source.
4. Analyze the data through historical criticisms.
5. Writing the entire narrative.
Importance of History
 To unite a nation
 To legitimize regime and forge a sense of collective identity through collective
memory
 To make sense of the present
 To not repeat mistakes of the past
 To inspire people to keep their good practices to move forward
Distinction of Primary and Secondary Sources; External and Internal Criticism

Historical Sources:
1. Primary Sources
 Produced at the same time as the event being studied (Contemporary Accounts)
 Include documents or artifacts created by a witness or participant of the event
 “Firsthand testimony,” “Eyewitness accounts”
 It may include diaries, letters, interviews, photographs, newspapers
 It can be “Written” or “Unwritten”
6 Points of inquiries to evaluate Primary sources (Garraghan, 1950):
 Date- When was it produced?
 Localization- Where did it originate?
 Authorship- Who wrote it?
 Analysis- What pre-existing material served as the basis for its production?
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 Integrity- What was its original form?

 Credibility- What is the evidential value of its content?
2. Secondary Sources
 Produced by authors who used and interpreted primary sources
 Analyzed a scholarly question and often use primary source as evidence
 Include books, theses, dissertations, journals, magazines, knowledge of historians
 Written few years after the exact time of the event
Secondary sources must only be used for (Gottschalk, 1969):

 Deriving the setting wherein the contemporary evidence will fit in the grand
narrative of history;
 Getting leads t other bibliographic data;
 Acquiring quotations or citations from contemporary or other sources;
 Deriving interpretations with a view of testing and improving them but not
accepting them as outright truth.
Primary and Secondary sources should be evaluated its validity and credibility by asking
these questions:
1. How did the author know about the given details? Was the author present at the
event?
2. Where did the information come from? Is it a personal experience, an eyewitness
account etc.?
3. Did the author conclude based on a single or multiple source?
In terms of historical reliability,

Primary source: The closer the date of creation, the more reliable one.
Secondary source: The farther the date of creation, the more reliable one.
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Historical Criticism
1. External Criticism
 Verification of authenticity by examining physical characteristics; consistency
with the historical characteristics of the time when it was produced, and materials
used.
We can ask the following questions:

-when it was written?
-where it was written?
-who was the author?
-why did it survive?
-what were the materials used?
-where the words used were being used those times?
3 Preconditions for historical argument through External Criticism (Howell and

Prevenier):
 It must be comprehensible at the most basic level of vocabulary, language and
handwriting.
 The source must be carefully located in accordance with place and time.
 The source must always be checked and counterchecked before accepting as a
credible source
2. Internal Criticism
 Looks at the truthfulness and factuality of the evidence by looking at the author of
the source, its context, the agenda behind its creation
 It looks at the content of the source and examines the circumstance of its
production
We can ask the following questions:

-was it written by eyewitness or not?
-why was it written?
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-is there consistency?

-what are the connotations?
-what is the literal meaning?
-what is the meaning of the context?
7 factors in evaluating through Internal Criticism (Howell and Prevenier, 2001):

-Genealogy of the document
-Genesis of the document
-Originality of the document
-Interpretation of the document
-Authorial authority of the document
-Competence of the observer
-Trustworthiness of the observer
Examples of historical issues on Philippine History:

1. Rizal did not wrote “Sa Aking Mga Kabata”
2. Roman Roque; “Forger of Philippine History”
(signature of Gen. Urbano Lacuna and 1897 biography of Josephine Bracken)
3. Jose Marco; “Greatest Con Man of Philippine History”
(Code of Kalantiaw and La Loba Negra)
Suggested readings for Module 1:

 Understanding History: A Primer of Historical Method (1969) by Louis
Gottschalk (pp. 41-61, 117-170)
 From Reliable Sources: An Introduction to Historical Methods (2001) by Martha
Howell and Walter Prevenier (pp. 17-68)
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V. EVALUATION
A. Write “PS” if the item is a Primary source of historical record, while if it is a
Secondary source, write “SS.”
__________________1. “Batas Militar: Martial Law Under President Ferdinand E.
Marcos Full Documentary”
__________________2. “La Revolucion Filipina” of Apolinario Mabini
__________________3. National Historical Commission of the Philippines YouTube
Channel
__________________4. Historical Data Papers from National Library of the Philippines
(Microfilm)
__________________5. “War Memoirs of Jose P. Laurel” by Jose P. Laurel
__________________6. “Brains of the Nation” by Resil B. Mojares
__________________7. “A Question of Heroes” by Nick Joaquin
__________________8. “Anting-anting ni Manuel Quezon” at National Museum of the
Philippines- Museum of Anthropology
__________________9. “Veneration Without Understanding” by Renato Constantino
__________________10. Homo luzonensis Ecofacts (fossils) unearthed by UP
Archaeological Studies Program
B. Read the manuscript “Undelivered Arrival Speech of Senator Benigno S. Aquino,

Jr.” from the internet and answer the following questions in 2-3 sentences.
1. What are your first impressions about the undelivered speech?
2. What kind of documents is it (letter, newspaper etc.)?
3. To whom was the written document addressed?
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C. Create a Venn diagram that compare and contrast the characteristics of primary
and secondary source materials.
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References
Printed materials:
Asuncion, N. M. & Ofalia, B. C. (2019). Readings in Philippine history. C & E
Publishing, Inc.
Halili, M. C. N. (2010). Philippine history. REX Bookstore, Manila, Philippines
Link:
https://www.youtube.com/watch?v=F600NvSGhu4&t=139s
https://www.youtube.com/watch?v=i6ctVvdL3SI&t=2069s
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Cert. No. 19.67.PH212501.00
HIS100- Readings in
Philippine History
Learning Module
*Module 2

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MODULE 2: CONTENT AND CONTEXTUAL ANALYSIS OF SELETED

PRIMARY SOURCES
I. INTRODUCTION
At present, history is somehow complicated to be discussed with the students
because of different information spread in the internet that are not historically based from
credible sources. Many students tend to read more on social media that was why many
students nowadays believe on different historical facts, point-of-views and analysis based
from “unhistorical” sources.
This issue became the core of this Module 2 that covers several and selected
primary sources in the history of the country that considered to be the most accurate
source in deciphering information in regards to different scenarios in the past of the
Filipino nation.
“First Voyage Around the World” by Pigafetta will be the source for the
Magellan expedition, “Customs of the Tagalog” by de Plasencia for Pre-colonial
Philippines, “Kartilya ng Katipunan” by Jacinto will discuss the Katipunan and 1896
Philippine revolution against Spain, “Mga Gunita ng Himagsikan” by Aguinaldo will
guide us in discovering the second phase of Philippine revolution, “Acta de la
Proclamacion de la Independencia del Pueblo Filipino” by Bautista will cover the
information about Philippine independence against Spain, “Political Caricatures of the
American Era” by Alfred McCoy and “Filipino Grievances Against Governor Wood” by
Commission on Independence will mention the stories of American Government in the
country, “President Corazon Aquino’s Speech Before the U.S. Congress (September 18,
1986)” will be talked about the Marcos dictatorship until its end, “Raiders of the Sulu
Sea (Documentary)” will discuss the history of Filipino-Muslim conflict and “Works of
Luna and Hidalgo” will discuss the Post-War Philippines.

1. explain the importance of each grand narrative of Philippine History; and
2. evaluate the relevance of the document as a primary source
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III. PRE-ASSESSMENT
In three words, how can you describe the method of teaching in Philippine History?
Then, explain your answers.
1.
2.
3.
IV. DISCUSSION
PRIMARY SOURCE 1: “First Voyage Around the World” (“Primer Viaje en Torno
del Globo”)
 Written by Antonio Pigafetta in one of the five ships that first circumnavigate the
world
 It covers the time when Ferdinand Magellan’s fleet “Armada de Molucca” started
the voyage (1519) until it was successfully went back to Spain
 The copies of this account was presented by Pigafetta to Pope Clement VII, King
Francis I’s mother, etc.
 His original diary was lost and not known in what language it was written
 Survived in 4 manuscript versions; 1 Italian (Carlo Amoretti) and 3 French
MARCH 17, 1521 (originally March 16)

 Arrival in “Zamal” (Samar) particularly in the island of “Humunu” (Homonhon)
 Magellan called it “Acquada da li buoni Segnialli” (Watering place of God Signs)
 The district was called “Las Islas de San Lazaro” (Islands of Saint Lazarus)

 Magellan and his men landed in Humunu and saw by native boatmen from Suluan
Island who gave them foods.
 Transaction made through Magellan’s slave interpreter, “Enrique” (of Malacca)
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 The boatmen return to Magellan’s location and gave two boats of foods
MARCH 30 (originally March 29)

 “Umangkla ang barko namin sa isla ng Mazaua, malapit sa bahay ng Rajah nito
(Rajah Siagu) at umakyat ng barko ang Rajah at sila Magellan kung saan sila’y
nagpalitan ng regalo.
 Nag-almusal at ipinasyal ni Magellan ang Rajah sa paligid ng kanyang barko at
ipinakita ang kanyang mga armas. Gayundin ako at isang kasama ay sumama sa
Rajah at sa Balanghai, kami ay pinakain ng baboy, pinainom ng alak at pinakita
ng hari ang kanilang palasyo at nagpakain pa.”
MARCH 31 (originally March 30)

 “Bumalik kami kasama at aming mga barko kasama ang kapatid ng Rajah ng
Mazaua, ang Rajah ng Butuan-Calagan na si Colambu, ang pinakamaayos na
lalaking nakita namin.”
APRIL 1, 1521 (originally March 31)

 First mass in the Philippines was happened in “Mazaua”
 Attended by Magellan, Rajah Kolambu, Rajah Siagu (Siaui) and local islanders
APRIL 8, 1521
 Magellan went to Zubu (Cebu) and met Rajah Humabon
 The rajah wanted to Magellan and his men to pay tribute to them but told his
translator Enrique that they are working for King of Spain and threatened him a
war
APRIL 15, 1521 (original April 14)

 Held a mass on Humabon’s place where attended by 800 local members
 Magellan gave Hara Humamay an image of Sto. Niño
 Humabon became “Carlos” and Humamay became “Juana”
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APRIL 27, 1521 (originally April 26)

 Rajah Zula told Magellan that Matan’s (Mactan) chieftain Cilapulapu (Lapulapu)
refused to obey the King of Spain
 Zula requested Magellan to send him only one boatload of men to fight
Cilapulapu but Magellan
APRIL 28, 1521 (originally April 27)

 60 of Magellan’s men set out armed with corselets and helmets and 20-30
Balanhais loaded by Rajah Humabon’s men went to Matan to attack Cilapulapu
 The local islanders had lances of bamboo and stakes hardened with fire
 “Battle of Mactan” happened
 “Organisado ang paglusob ng mga tiga-Mactan habang nagsisigawan. Isang
grupo kada tagiliranng mga Espanyol at isa sa harap na tila tatsulok. Nang
magpaputok ng mga kanyon at riple ang mga Espanyol, nakahanda na ang mga
kalasag ng mga ito. Gayundin, kanya-kanyang tago ang mga mandirigma upang
makaiwas, malinaw na malinaw na sila’y handa sa atake. Hindi nakayanan ng
mga Europeo ang mga pana, sibat, putik at bato na dumapo sa kanila.
At matapos nito’y iniutos ni Magellan na magsunog ng mga bahay ng mga taga-
Mactan na siyang lalong ikinagalit ng mga ito. At natutunan ng mga
mandirigmang taga-Mactan na puntiryahin sa paa ang mga kalabang nakabaluti.
Tinamaan si Magellan ng panang may lason sa kanang binti, pero sinabi nitong
bumalik na sa mga barko. Sa katapusan ng laban si Magellan ay tinamaan ng
sibat sa mukha ngunit nakalaban pa, nasugatan pa braso at nakampilan pa sa
kaliwang binti. Sa kanyang pagbagsak, pinagtulungan na siya ng mga tiga-
Mactan. At nang makita ng mga kasama na patay na si Magellan, sila’y
nagsiatrasan, dala-dala ang iba pang mga sugatan.”
Other contents of Pigafetta’s manuscript:

 Lifestyle of early Filipinos in Visayas
 First vocabulary of Visayan words ever penned by a European
 Description of early Visayan music
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 Evidence that the world is round

 Re-discovery of Pacific Ocean
PRIMARY SOURCE 2: “Customs of the Tagalogs” (Relacion de las Cosutmbres de

Los Tagalos)
 Written by Fray Juan de Plasencia in 1589
 Currently kept in Archivo General de Indias in Seville, Spain.
 Its English version appeared on Volume VII of Blair and Robertson’s collection
of Spanish documents
 Contains extensive information about political and socio-cultural history of
Tagalog region
It discusses the early Tagalog:

1. Social Classes
 Datu, Maharlika, Timawa, Alipin (Namamahay and Saguiguilir)
2. Houses
 made of bamboo, wood and nipa palm
3. Ornaments
 adds distinction to a person (Kalumbiga and Agimat)
4. Dressing
 Male: Putong, Kangan,Bahag
 Female: Baro, Saya
5. Government
 Barangay system (30-100 families)
6. Marriage
 Paninilbihan, Bigay-kaya, Panghihimuyat, Bigay-suso
7. Religious beliefs (Paganism/Animism)
 Badhala (Supreme being), Idayanale (agriculture), Sidapa (death), Agni
(fire), Balangaw (raibow), Mandarangan (war), Lalahon (harvest),
Siginaguran (hell)
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8. Economic life
 agriculture, fishing, hunting, shipbuilding, foreign trades
9.Language
 Baybayin
10. Burials
 Normal people buried beside their house, Datu buried under a porch after a
four-day mourning
 Mourning was accompanied by drinking
11. Witchcraft
 Mancocolam, Hocloban, Manggagauay, Tigbalang, Patianac
PRIMARY SOURCE 3: “Kartilya ng Katipunan”

 Written by Emilio Jacinto in 1896
 Codified document listing the duties and responsibilities of every Katipunan
member
 Chose by Bonifacio instead of his “Katungkulang Gagawin ng mga Z. Ll. B.”
(Dekalogo)
It was influenced by:

 Age of Enlightenment
 French Revolution
 Masonry
 Propaganda Movement
 La Liga Filipina
1. Ang kabuhayang hindi ginugugol sa isang malaki at banal na kadahilanan ay

kahoy na walang lilim, kundi damong makamandag.
2. Ang gawang magaling na nagbubuhat sa pagpipita sa sarili, at hindi sa talagang
nasang gumawa ng kagalingan, ay di kabaitan.
3. Ang tunay na kabanalan ay ang pagkakawang gawa, ang pagibig sa kapua at ang
isukat ang bawat kilos, gawa’t pangungusap sa talagang Katuiran.
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4. Maitim man at maputi ang kulay ng balat, lahat ng tao’y magkakapantay;

mangyayaring ang isa’y higtan sa dunong, sa yaman, sa ganda…; ngunit di
mahihigtan sa pagkatao.
5. Ang may mataas na kalooban inuuna ang puri sa pagpipita sa sarili; ang may
hamak na kalooban inuuna ang pagpipita sa sarili sa puri.
6. Sa taong may hiya, salita’y panunumpa.
7. Huag mong sasayangin ang panahun; ang yamang nawala’y magyayaring
magbalik; nguni’t panahong nagdaan na’y di na muli pang magdadaan.
8. Ipagtanggol mo ang inaapi, at kabakahin ang umaapi.
9. Ang taong matalino’y ang may pagiingat sa bawat sasabihin, at matutong
ipaglihim ang dapat ipaglihim.
10. Sa daang matinik ng kabuhayan, lalaki ay siyang patnugot ng asawa’t mga anak;
kung ang umaakay ay tungo sa sama, ang patutunguhan ng iaakay ay kasamaan
din.
11. Ang babai ay huag mong tignang isang bagay na libangan lamang, kundi isang
katuang at karamay sa mga kahirapan nitong kabuhayan; gamitan mo ng buong
pagpipitagan ang kaniyang kahinaan, at alalahanin ang inang pinagbuhata’t
nagiwi sa iyong kasangulan.
12. Ang di mo ibig na gawin sa asawa mo, anak at kapatid, ay huag mong gagawin sa
asawa, anak, at kapatid ng iba.
13. Ang kamahalan ng tao’y wala sa pagkahari, wala sa tangus ng ilong at puti ng
mukha, wala sa pagkaparing kahalili ng Dios wala sa mataas na kalagayan sa
balat ng lupa; wagas at tunay na mahal na tao, kahit laking gubat at walang
nababatid kundi ang sariling wika, yaong may magandang asal, may isang
pangungusap, may dangal at puri; yaong di napaaapi’t di nakikiapi; yaong
marunong magdamdam at marunong lumingap sa bayang tinubuan.
14. Paglaganap ng mga aral na ito at maningning na sumikat ang araw ng mahal na
Kalayaan dito sa kaabaabang Sangkalupuan, at sabugan ng matamis niyang
liwanag ang nangagkaisang magkalahi’t magkakapatid ng ligaya ng walang
katapusan, ang mga ginugol na buhay, pagud, at mga tiniis na kahirapa’y labis
nang natumbasan. Kung lahat ng ito’y mataruk na ng nagiibig pumasuk at
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inaakala niyang matutupad ang mga tutungkulin, maitatala ang kaniyang

ninanasa sa kasunod nito.
PRIMARY SOURCE 4: “Mga Gunita ng Himagsikan”

 Written by Gen. Emilio Aguinaldo
 The first volume of this memoirs was produced between 1928 and 1946
 It includes the accounts from his birth and early years until the signing of the
Biak-na-Bato Treaty in 1897.
 This was based on Aguinaldo’s diary, documents from himself and his
relatives.
 End of 1963, decided to publish this memoirs and translated by Dr. Luz C.
Bucu of University of the East in 1967.
 Ambeth Ocampo pressumed that the second volume of this memoirs (2nd
phase of Philippine Revolution against Spain until Philippine-American War).
The following contents of “Mga Gunita ng Himagsikan” were from the sixth chapter of
Nick Joquin’s “A Question of Heroes:”
 Aguinaldo had a rich family (Carlos Aguinaldo and Trinidad Famy)
 Aguinaldo studied at Colegio de San Juan de Letran but stopped because of
father’s death
 Aguinaldo became Cabeza de Barangay of Binakayan (1895) because of
Maura Law
 Aguinaldo became the first Capitan Municipal of Cavite Viejo (Kawit)
 Participated in Masonry with the name “Colon” and in Katipunan with the
name “Magdalo”
 Santiago Alvarez (from Noveleta) urged him to join Katipunan in Manila
(1895)
 Aguinaldo led the Magdalo faction in Cavite.
 He married Hilaria del Rosario of Imus in 1896.
 “Capitan Municipal sa araw, Katipunan sa gabi”
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 Did not attend the August 24 Balintawak meeting of Katipunan, instead he

was represented by his brother Crispulo (in this meeting Bonifacio announced
that the revolution will be started on August 29)
 The August 29 plot did not happen because Bonifacio in Manila was attacked
by Spaniards from Caloocan
 Aguinaldo started the revolt in Cavite on August 31 (together with Bacoor,
Imus, and other Cavite Capitan Municipals)
 Aguinaldo became successful in different battles in Cavite that caused some
issues in Katipunan
 The Katipunan in Cavite split into two: “Magdalo” (Pro-Aguinaldo) and
“Magdiwang” (Pro-Bonifacio)
 Bonifacio wanted to solve the rivalry in a December 1896 meeting in Imus
(resulted into a decision to dissolve the Katipunan and to have a formal
election for the new revolutionary government)
 Aguinaldo became the president of Philippine Revolutionary Government in
March 22, 1897 through Tejeros Convention
 Bonifacio did not accept the results of the election, then, he wrote the “Acta
de Tejeros” (March 23, 1897) and held the “Naic Military Agreement” (April
19, 1897)
 Aguinaldo ordered the arrest and trial of Bonifacio (and his brother Procopio)
 Further, Aguinaldo decided to sentence the brothers into death penalty on May
10, 1897
 Aguinaldo agreed to be in a peace pact in Biak-Na-Bato, San Miguel, Bulacan
with the Spaniards that led his exile to Hong Kong in 1897
PRIMARY SOURCE 5: “Acta de la Proclamacion de la Independencia del Pueblo

Filipino”
 Written by Ambrosio Rianzares Bautista
 Its intention was to encourage the Filipinos to fight against the Spaniards
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 It was read during the declaration of Philippine Independence on June 12, 1898 at
Kawit, Cavite
 It’s declaration was accompanied by playing of the Philippine national anthem
composed by Julian Felipe through the band, “San Francisco de Malabon”
 The declaration was signed by 97 Filipinos and an American official, Col. M.L.
Johnson
 The text of declaration reminisced the start of 1896 Revolution in Caloocan and
the eight provinces who joined the Katipunan
 “Sa huli, napagkasunduan ng lahat na ang Bayang ito, na malaya na mula sa
araw na ito, ay dapat gamitin ang watawat na dati nang ginagamit nito, na may
disenyo at kulay na inilalarawan sa inilakip na guhit: Ang tatlong panig na
makikita rito ay tiyak na sumasagisag sa puting tatsulok na simbolong
nagbibigay-pagkakakilanlan sa bantog na kapisanang “Katipunan,” na sa
pamamagitan ng sanduguan ay nagpasiklab sa pag-aalsa ng masa; ang tatlong
bituin na kumakatawan sa tatlong pangunahing isla ng Arkipelago – Luzon,
Mindanao, at Panay kung saan nagsimula ang mapanghimagsik na kapatiran;
ang araw na representasyon ng mga dambuhalang hakbang na isinagawa ng mga
anak ng bayan sa landas ng kaunlaran at kabihasnan; ang walong sinag na
sumisimbolo sa walong probinsiya–Manila, Cavite, Bulacan, Pampanga, Nueva
Ecija, Bataan, Laguna, at Batangas–na nagdeklara ng digmaan, nang unang
masindihan ang mitsa ng himagsikan; at ang mga kulay na bughaw, pula, at puti,
na lahat ay nagsisilbing paggunita sa watawat ng Estados Unidos sa Hilagang
Amerika, bilang pagpapakita ng malalim na pasasalamat sa Dakilang Bansa na
nagkaloob at nagkakaloob ng walang pag-iimbot na pagtatanggol. At sa ganang
ito, inihaharap ngayon itong watawat sa mga Ginoong nagtitipon.”
 “Ypinanaog ang Bandera nacional dito sa bahay ng nasirang Dn. Maximo
Ynocencio, patungo sa bayan ng Cauit, o C. Viejo, p.a. proclamahin ang
aspiracion ng Yndep.a nitong Sangkapuluang Katagalugan o Filipinas, oras ng a
las cuatro at dalauang minuto ng hapon. Cavite a 12 Junio 1898.”
 The document lost during the pilferage of historical documents in 1990s but
finally returned to National Library in 1994 through historian Milagros Guerrero.
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PRIMARY SOURCE 6: “Philippine Cartoons: Political Caricature of the American

Era”
 Written by Alfred McCoy and Alfredo Roces
 American period in the Philippines provided leeway in the publication of
independent newspapers but in strict manner.
 The censorship loosened when civil government was established in 1901.
 Many Filipino artists made us of cartoons as political commentaries to expose
the ills of the American colonial government.
 McCoy provided an analysis of the issues during American period through
cartoons and Roces compiled these cartoons on a book.
Newspapers that included political cartoons:

1. “The Philippine Free Press” (featured investigative articles regarding
country’s development)
2. “The Independent” (forum for the discussion of political issues in the
country weekly)
3. “Bag-Ong Kusog” (highlighted the conditions in Cebu prior to WW2 and
differences of Spanish and American colonization)
4. “Lipag-Kalabaw” (Tagalog and Spanish newspaper with satiric cartoons)
5. “El Renacimiento” (campaigned for the right of free press)
6. “La Vanguardia” (survived until WW2 and one of Manila’s leading
newspapers)
PRIMARY SOURCE 7: “Filipino Grievances Against Governor Wood”

 Written by Gregorio Zaide and was approved by Commission on Independence as
Document No. 608 on November 17, 1926
 It was served as a protest for an Impeachment request for Gov. Leonard Wood
Gov. Leonard Wood’s political achievements:

 Arrived in the Philippines after his services in Cuba during 1903
 Appointed as Governor of Moro province in Mindanao
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 Commissioned 1921 by US Pres. Warren Harding with Gov. William Forbes

to investigate if the Philippines was ready to be given independence after
Francis Harrison’s “Filipinization Policy.”
Grievances against Governor Wood:
 Recommended the extension of US in the Philippines after Wood-Forbes Mission
 Reversed the Filipinization Policy of Harrison when he appointed as Governor of
the Philippines in 1923.
 Issued Executive Order No. 37 that nullified laws creating the Board of Control
(composed of Filipinos) and its functions
 Aimed to conduct business without the consent of Philippine Legislature
 Disregarded the decision of Jose P. Laurel (Interior Secretary) to suspend Ray
Conley from his work as a secret detective because of bribery and having
mistress, this caused the “Cabinet Crisis of 1923” (Five Filipino Cabinet
secretaries resigned led by Laurel and followed by Senate Pres. Manuel Quezon
and House Speaker Manuel Roxas)
 The executive-legislative tension became more intense when Gov. Wood vetoed
several bills passed by Philippine legislature.
 Gov. Wood did not finish his term because of his death in August 7, 1927.
PRIMARY SOURCE 8: “President Corazon Aquino’s Speech Before the U.S.

Congress” (September 18, 1986)
 Written by Corazon Aquino as she was invited by the US Congress to convene a
Joint Meeting for the purpose of hearing an address from a foreign leader
 The speech was delivered seven months after being sworn into office under
revolutionary government
The speech targeted two goals:

1. To express gratitude towards US for helping Filipinos regain freedom from
Marcos’ dictatorship;
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2. To seek help from US in restoring government, considering her decision to

honor the foreign debts the Philippines incurred during Marcos’
administration
PRIMARY SOURCE 9: “Raiders of the Sulu Sea”

 Documentary produced by Oak3 Films in 2008 in co-production agreement with
the Media Authority of Singapore and Korean Broadcasting Commission
 It depicts the slave-raiding activities by Balangingi Samal, Ilanun and Tausug
tribes under the command of Sultan of Sulu
 It also shows the Moro resistance to the Spanish and American colonial
Governments in Mindanao.
 The raids through the use of “Balanghai” in the coastal areas of Spanish
settlements were sanctioned by the Sultans to retaliate against the colonizers.
 The Spanish and American wars against Moros led the Christian-Muslim conflict.
Documentary’s key informants:

1. Icelle D. Borja
2. Samuel K. Tan, PhD
3. Barbara W. Andaya, PhD
4. Julius Bautista, PhD
5. Margarita D. Cojuangco, PhD
6. Halman Abubakar
PRIMARY SOURCE 10: Works of Luna and Hidalgo

Juan Luna’s paintings
 Illustrates literary and historical scenes that carried political commentaries
1. “Spoliarium” (largest painting in the Philippines (4.22 m x 7.67 m) and
Luna spent eight months working on this painting that won three gold
medals in 1884 Exposicion Nacional de Bellas Artes in Madrid, Spain)
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2. “La Muerte de Cleopatra” (won silver medal in 1881 Exposicion

Nacional de Bellas Artes in Madrid, Spain and now located at the Museo
del Prado, Spain)
3. “The Battle of Lepanto” (won the gold medal in the 1888 Exposicion
Nacional de Bellas Artes in Madrid, Spain and located at present in
Palacio del Senado, Spain)
4. “The Parisian Life”
5. “El Pacto de Sangre” (depicts the blood compact between Rajah Sikatuna
and Miguel Lopez de Legazpi and now located at Malacañang Palace)
6. “Portrait of a Lady”
Fernando Amorsolo’s paintings

 Depicted life during late American period and Japanese occupation in the country,
and also other focused on rural landscapes
1. “Bombing of the Intendencia”
2. “Bombing of the Legislative Building”
3. “Burning of Sto. Domingo”
4. “Rape of Manila”
5. “Rizal Avenue Ruins”
6. “Defense of Filipino Woman’s Honor”
7. “Burning of Manila”

 “The Philippine Islands, 1493-1898 ;Vol. 7” (pp. 165-187) by Emma Blair and
James Alexander Robertson (2004)
 “The Light of Liberty: Documents and Studies on Katipunan, 1892-1897” by
James Richardson (2013)
 “Mga Gunita ng Himagsikan” by Emilio Aguinaldo (1964)
 “Documents of the 1898 Declaration of Philippine Independence” by National
Historical Institute (1997)
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 “Philippine Cartoons: Political Caricature of the American era 1900-1941” by

Alfred McCoy and Alfredo Roces (1985)
 “Documentary sources of Philippine History; Vol. 2” by Gregorio Zaide (1990)
 “President Corazon Aquino’s Speech before the U.S. Congress (September 18,
1986)”
V. EVALUATION
Create a Content and Contextual Analysis of each Primary Sources that presented
above using the Analysis Template made by your Instructor. Below are the sample
templates.
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References
Printed materials:
Asuncion, N. M. & Ofalia, B. C. (2019). Readings in Philippine history. C & E
Publishing, Inc.
Links:
https://www.youtube.com/watch?v=h7VoYbMNXP4&t=1792s
https://www.youtube.com/watch?v=SJW5ID1YhMQ&t=282s
https://www.youtube.com/watch?v=iFn6JeZGLK4&t=548s
http://malacanang.gov.ph/7013-andres-bonifacios-decalogue-and-the-kartilya-ng-
katipunan/
https://www.studocu.com/ph/document/xavier-university-ateneo-de-
cagayan/information-technology/summaries/filipino-grievances-against-governor-
wood/8856198/view
https://xiaochua.net/2013/03/26/xiao-time-21-march-2013-ang-mga-pamana-ni-emilio-
aguinaldo/
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Cert. No. 19.67.PH212501.00
HIS100- Readings in
Philippine History
Learning Module
*Module 3

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MODULE 3: ONE PAST BUT MANY HISTORIES: CONTROVERSIES AND

CONFLICTING VIEWS IN PHILIPPINE HISTORY
I. INTRODUCTION
“Readings in Philippine History” authors Nestor M. Asuncion and Geoffrey
Rhoel C. Cruz mentioned that nevertheless, Philippines has such rich colonial past as it
riddled with conflicting perspectives that paved the way for numerous controversies arise.
We can surmise that history is very a controversial area of Social Science in fact that it
deals with the deciphering of the past events happened. Basically, the study of history
may be contextualized in the principle that “as long as you go further (in terms of
historical timeframe) with the topic that you are studying, the lesser the primary sources
that you can gain as evidence.”
On the first place, Philippine history is full of controversial events that resulted
because of controversial acts of controversial personalities. Anyhow, these historical
controversies help people to demonstrate the ability to formulate arguments in favor or
against a particular issue using primary sources.
Module 3 analyzes the different controversies and conflicting views in Philippine
history through the use of primary and secondary sources as it synthesizes three historical
events in Philippine history that are considered to be controversial. It is a single historical
event but appeared to be in many conflicting views.
The author included only the three required controversial topics in Philippine
history by the Commission on Higher Education as indicated on their Curriculum/Course
Guide such as the Site of the First Mass, Cry of Balintawak or Pugad Lawin and
Retraction of Rizal.

1. analyze and synthesize facts from primary sources in reconstructing and
understanding significant events in Philippine history;
2. develop critical skills in analyzing primary sources; and
3. present arguments using justifiable proofs and claims
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III. PRE-ASSESSMENT
Identify the following:
__________________ 1. Katipunan leader who led the declaration of revolution
Against Spain?
__________________ 2. When is the death anniversary of Dr. Jose Rizal?
__________________ 3. How many provinces declares revolution against
Spain during 1896?
__________________ 4. Where was Dr. Jose Rizal executed?
__________________ 5. What was the punishment given to the GOMBURZA?
IV. DISCUSSION
Site of the First Mass
On April 1, 1521 (originally March 31), the first mass in the Philippines was
happened in “Mazaua.” Besides, Republic Act No. 2733 declared Barangay Magallanes
in Limasawa, Southern Leyte as the site of the first mass
In contrary, Dr. Sonia M. Zaide presented evidences that the site of the first mass was
not in Limasawa but in Masao, Butuan, Agusan del Norte.
In some ways, the site of the first mass was first mentioned by Maximillian
Transylvanus on his “De Moluccis…” in 1523 because he interviewed the survivors of
Magellan expedition. The survivors mentioned that they landed in “Messana” where the
first mass officiated.
Limasawa as site of the first mass Masao as site of the first mass
 Carlo Amoretti (1800) of  Gian Battista Ramusio (1536)
Ambrosiana Library said that wrote a chronicle about the
Mazaua where Magellan landed voyage of Magellan where he
before and the Limasawa insisted Butuan as the site of the
mentioned by Fr. Francisco first mass.
Combes are the same.
 Sonia Zaide pointed-out the ff.:
 Limasawa was supported by Fr. 1. As the place called “Mazaua,”
Pablo Pastells, Dr. Trinidad H. Limasawa has four syllables and
Pardo de Tavera, Jaime de Veyra begins with another letter, while
and James Alexander Robertson. Masao has conclusive syllable.
2. The expedition traveled 20-25
 Fr. Francisco Colin wrote a book leagues from Homonhon. If they
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about the spread of Christianity in had been to Limasawa, the

the Philippines but could not distance only 14.6 leagues.
exactly determine the site, but he 3. The distance to Cebu from
based in “Limasawa” claim Mazaua based on Pigafetta was
because of the writings of 35 leagues (140 miles). The
Antonio Herrera who based his distance from Limasawa to Cebu
writings to Andres San Martin is only 80 miles.
that the site was in “Mazaua” 4. Rajah of Mazaua came to their
ship in a “Balanghai,” now,
 Limasawa became part of Butuan is a site for atleast nine
Magellan’s expedition because of excavated Balanghai relics.
the writings of Fr. Colin Limasawa has no significant relic
(Dimasaua) and Fr. Francisco of Balanghai.
Combes (Limasawa on his 5. Mazaua has abundance of gold,
“Historia de Mindnao… in 1667) now Agusan Valley had
abundance of gold while
 William Henry Scott, Vicente de Limasawa doesn’t have.
Jesus and NHI the eyewitness
account for the issue was the  Mafra mentioned that Magellan’s
accounts of Gines de Mafra group reached Mindanao. Mazaua
(mariner who reached Mazaua is 45 n.m. south of Surigao, a
twice; 1521 and 1543) perfect harbor during Northeast
monsoon.
 As drawn by Pigafetta, Mazaua

has two hilly areas;
Pinamangculan and Dalindingan
where many rice, coconut and
fruits.
*Saint James The Great Church, Bolinao, Pangasinan the first site? (A marker claims
that it 1324, Fray Odorico Pordenone from Friuli, Italy officiated the first Catholic mass
in the country)
Cry of Balintawak or Pugad Lawin?

Before, Caloocan was only a municipality of Manila province. It was composed
of several barrios, namely Balintawak (largest barrio), Baesa, Bagobantay, Bahay Toro,
Banlat, Culiat, Kangkong, Loma, Marulas, Talipapa, and Tangke.
Historically, the “Cry” (Unang Sigaw) was meant to many interpretations, (1)
Unang Laban by Soledad Borromeo-Buehler, (2) Pasya and (3) Pagpupunit by Teodoro
Agoncillo & Isagani Medina.
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In the case of “Cry” of Balintawak, Borromeo-Buehler pointed out that this “Cry”
commemorated the “Unang Laban,” the Katipunan encounter with a detachment of the
Guardia Civil on August 26, 1896.
On the other hand, the “Cry” of Pugad Lawin appeared for many controversies.
The name “Pugad Lawin” did not appear on any map of Caloocan at that time. In 1917,
Pio Valenzuela insisted that the Pagpupunit and Pasya were happened on the house of
Melchora Aquino in Pasong Tamo, Barrio Banlat, Caloocan (“Pacpac Lawin”). But on
1920’s Valenzuela restated that the two events happened at Juan Ramos’ house in Barrio
Bahay Toro, Caloocan (“Pugad Lawin”).
Moreover, Isagani Medina believed that Pagpupunit preceded the Pasya. But it
was not believed by many and insisted that Pagpupunit happened soon after the Pasya
had been taken, and in the same vicinity.
Allegedly, the Pagpupunit was happened on August 23, while Pasya was
happened on August 24 because of the following documents (Medina):
- Biak na Bato Constitution (1897)
- Carlos Ronquillo’s chronicles (1896)
- La Liga Filipina Monument, Tondo (1903)
- Santiago Alvarez’ memoirs (1927)
Where did the allegedly Pagpupunit (August 23) and Pasya (August 24) really happen?
 Leading revolutionists went first to Poblacion, Caloocan after leaving Manila, and
then headed eastwards via Kangkong towards Pasong Tamo and eventually
Balara.
 Some sources say they left Kangkong as early as August 23, whereas others say
they were still in Kangkong as late as August 26.
 Three places where the Pagpupunit and Pasya was happened:
-Apolonio Samson’s house in Barrio Kangkong, Caloocan
-Melchora Aquino’s house in Pasong Tamo, Barrio Banlat, Caloocan
-Juan Ramos’s house in Barrio Bahay Toro, Caloocan
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“Walang tigil ang ambon na humina at lumakas habang tinatahak ng Katipunan ang
malalawak at mapuputik na bukiran at parang.
Basaan ang mga damit, namimitig ang katawan sa malamig na simoy ng hangin. Pagal
at walang imik sa paglalakad.”
-Santiago Alvarez, 1896
*Based on Santiago Alvarez’ accounts*

 August 22, 1896, Bonifacio and 300 Katipuneros reached Apolonio Samson’s
house in Kangkong, Caloocan with 12 revolvers, itak, suligi and balaraw.
 August 23, 1896, Bonifacio and his men went to Melchora Aquino’s house in
Bahay Toro and the lady fed 500 Katipuneros.
 August 24, 1896, the number of Katipuneros in Aquino’s house reached 1,000,
then Bonifacio led a general meeting
 The meeting pointed-out the establishment of “Pamahalaang Mapaghimagsik”
(an evidence that Bonifacio can considered to be as the president of the
Philippines) and the Pasya (decision) for the start of revolution, scheduled to be
on August 29-30, 1896.
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*From the survey, Jim Richardson surmised that the KKK Veterans’ statements that the two
events happened in Kangkong, Caloocan was legitimate. Yet, Teodoro Agoncillo and Isagani
Medina considered the memoirs of Valenzuela because of his being an “eye witness.”
Teodoro Agoncillo wrote the book, “Revolt of the Masses” in 1956 that was
based fully on Valenzuela’s memoirs. He insisted that the Pagpupunit and Pasya were
happened on August 23, 1896 in Pugad Lawin particularly in Bahay Toro, Caloocan
(Juan Ramos’ house).
In 1983, “Pugad Lawin Historical Committee” was established who investigated
the “Cry” but did not find any fresh document that the “Cry” happened in other places. Its
investigation relayed to the National Historical Institute, then, a historical marker was
placed on Bahay Toro, Quezon City (alleged Pugad Lawin) on August 23, 1984.
However, in order to simplify the issue, Dr. Ambeth Ocampo suggested that it is
much better to be called as “Sigaw sa Caloocan” (Cry of Caloocan). In some ways, to
play safe, Prof. Xiao Chua suggested it to be called as “Unang Sigaw ng Himagsikan”
(First Cry of Revolution).
Retraction of Rizal
December 28, 1896
 Archbishop of Manila Fr. Bernardino Nozaleda requested the Jesuit Professors of
Rizal in Ateneo Municipal to give him some spiritual consolation. Part of this was
to convince him to “retract” his Freemasonry linkages.
December 29, 1896
 Fr. Balaguer went to Rizal on 11:00 AM together with Fray Jose Villaclara tried
to convince him to write a retraction paper. But still believing in the Holy
Scriptures, Rizal supposedly refused to retract his anti-Catholic views by
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exclaiming: “Look, Fathers, if I should assent to all you say and sign all you want
me to, just to please you, neither believing nor feeling, I would be a hypocrite and
would then be offending God!”
But historians believed that Rizal had a deal with the friars that he will make a
retraction paper in return, they will allow him to marry with Josephine Bracken and to
produce a marriage certificate. Allegedly, friars agreed with this deal. After their
conversation, Fr. Balaguer reported to the Archbishop that the only hope to save the life
of Rizal was to retract.
 At 2:00 PM, Rizal had talks with Fr. Estanislao March and Fr. Jose Villaclara
then, Fr. Balaguer returned to his cell at 3:30 PM to discuss (again) the retraction.
History did not know about the result of their second discussion.
 Around 5:30 PM, Don Silvino Lopez Tuñon, the Dean of the Manila Cathedral,
accompanied by Frs. Balaguer, March and Villaclara to talk with Rizal and
exchange some views with him. Historians did not find any papers about their
conversation but one thing is for sure, this was about the retraction paper of Rizal.
 Before he took his last supper, he had confessed to Fray Faura. Afterwards, an
amiable talk happened to Rizal and Manila’s Royal Audiencia Fiscal Don Gaspar
Cestaño at 9:30 PM.
 Exactly 10:00 PM, Rizal and some Catholic friars worked on his retraction
papers. Fr. Balaguer allegedly brought a retraction draft to Rizal made by
Archbishop Nozaleda but Rizal did not like it because it was too long. Fray Pio
Pi, the Superior of Jesuit Mission in the Philippines, made a shorter retraction
paper that was liked by Rizal and signed it.
“I retract with all my heart anything in my words, writings, publications and

conduct that has been contrary to my character as a child of church. I declare this
spontaneously, in order to repair any scandal which my acts may have caused and so that
God and man may pardon me.”
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The retraction paper was also signed by two witnesses; Juan Del Presno, chief of
the Civil Guards who watched Rizal in Fort Santiago and Eloy Maure, adjutant of plaza
in Intramuros.
 As stated by Father Balaguer, he was the one who married Rizal and Bracken
before his execution (6:00 AM of December 30, 1896).
Gregorio Zaide, said that Rizal’s assumed retraction and his supposed church
marriage with Josephine Bracken have been considered as a highly dubious by many
Rizal scholars until the present time.
Nevertheless, the alleged retraction paper “signed” by Rizal did not do anything.
Spanish military court became firm on its decision to sentence him to death by means of
firing squad as duly allowed by Governor General Camilo G. Polavieja.
The retraction paper was found in 1935. The issue on Rizal’s retraction was
proven because of a document that could be an “independent eye witness account,” the
spy records of Federico Moreno from the members of Cuerpo de Vigilancia Manila. This
Cuerpo were the Spanish spies stationed in prison cell of Rizal during his stay in
Intramuros.
Some of its members mentioned to Moreno three things:

1. Rizal wrote a paper that he called “La Retractacion”
2. Fr. Villaclara, Fr. March, Del Presno and Maure were on Rizal’s prison cell
during that time (match with the persons who signed the “retraction paper” aside
from Rizal)
3. Rizal was married to Bracken before his execution.
Other controversies in Philippine History:

 Princess Urduja, a hoax?
 Andres Bonifacio, the first Philippine President?
 Emilio Aguinaldo sold Philippine revolution in Biak-Na-Bato?
 Golden arinola of Elpidio Quirino
 Marcos’ Martial Law was a “Golden Age”
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 Documentary sources of the Philippine History (Vol. 8, pp.301-309) by Gregorio
Zaide and Sonia Zaide
 First Voyage Around the World (pp. 23-32) by Antonio Pigafetta (Philippine
version)
 Jose Rizal: Life, works, and writings of a genius, writer, scientist, and national
hero (Second Edition) by Gregorio Zaide and Sonia Zaide
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V. EVALUATION
A. Complete the matrix below by stating your side/opinion in regards to these historical
controversies.
Where did the first mass Explain your side below Source/s of your
happened; Limasawa or answer/s
Masao? (Just state below
your choice)
Did Rizal retract; Yes or Explain your side below Source/s of your
No? (Just state below your answer/s
choice)
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B. Watch a debate on YouTube that regards to the “Cry of Balintawak or Pugad

Lawin?” Then, state and reflect on the information that opposing sides mentioned.
BALINTAWAK
PUGAD
LAWIN
C. Research and enumerate three primary sources that can be the basis for analyzing
the below historical issues.
SITE OF THE FIRST MASS
1.
2.
3.
RETRACTION OF RIZAL
1.
2.
3.
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References
Printed materials:
Asuncion, N. M. & Cruz, G. R. (2019). Readings in Philippine history. C & E
Publishing, Inc.
Halili, M. C. N. (20014). Philippine history (Second Edition). REX Bookstore.
Zaide, G. F. & Zaide, S. M. (1994). Jose Rizal: Life, works, and writings of a genius,
writer, scientist, and national hero (Second Edition). All-Nations Publishing Co.
Inc.
Links:
https://sites.google.com/site/katipunandocumentsandstudies/studies/notes-on-the-cry-of-
august-1896
https://www.youtube.com/watch?v=Dtc9q_V8_hs
https://www.youtube.com/watch?v=IYzG6tbcYxk&t=2s
46

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Cert. No. 19.67.PH212501.00
HIS100- Readings in
Philippine History
Learning Module
*Module 4

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MODULE 4: SOCIAL, POLITICAL, ECONOMIC, AND CULTURAL ISSUES IN

PHILIPPINE HISTORY
I. INTRODUCTION
Throughout history, Philippine context in terms of social, political, economic and
cultural were very susceptible in several issues. Likewise, these issues in terms of their
respective categories may be reckoned as “lessons” from the past that can be the guide
for the present and future issues that our country may face. In fact, issues are cannot be
debunk in every situation of our lives as Filipinos because first of all, it is in the
behavioral aspect of the Filipinos that they cannot avoid themselves to be inside the circle
of problems.
“History may repeat itself” based on a common and lay-man’s tongue. Yet, the
Dr. Ambeth Ocampo revised this infamous line with his version; “We repeat history.”
Indeed, for the past hundred years of the Philippines, many happenings before are
continuously and repeatedly happen at the present. These issues rise in a circular manner
and can be continuously and repeatedly occur for the next generation.
On the other hand, writers Nestor Asuncion and Geoffrey Rhoel Cruz mentioned
that these issues may be touted as products of the demands made by the Filipino people
throughout the existence of our sovereignty. Further, these issues must be given attention
by each administration with hope of achieving progress and maintaining order.
4th module will discuss the major issues in the Philippines in the context of
economic (agrarian reform), political (Philippine Constitution) and social (taxation).
These issues were the issues that shaped our history from the American occupation that
considered to be the era in the Philippine historiography as the start of Filipino
nationhood. Besides, this module may enumerate other issues in the Philippine history
that until the preset time occurs.

1. identify and review the core of specific issues in Philippine history; and
2. propose possible solutions to the mentioned issues
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III. PRE-ASSESSMENT
Identify the main task and current situation of the following sectors in the Philippines:
1. Government-
2. Business industry-
3. Landowners-
4. Landless farmers-
IV. DISCUSSION
Agrarian Reform Policies from Commonwealth Period to the 5th Republic
Agrarian Reform is a government system that is concern with the relation between
production and distribution of land among farmers. It may also be considered as the
processing of raw materials that are produced by farming the land from the respective
industries.
During American period, the following were implemented as springboard for
Agrarian Reform:
 Philippine Bill of 1902 (set the ceiling on the hectares of private land with 16 hec.
and corporations with 1,024 hec.)
 Land Registration of 1902 (registration of private lands through Torrens Title
System)
 Cadastral Act (need of certification/title as registered land)
 Homestead Program of 1903 (tenants were allowed to enterprise with 16 hec. of
farm)
 Friars Land Act of 1904 (lease and sale of friars lands during Spanish period)
Quezon’s Administration
 Rice Share Tenancy Act of 1936 (50-50 tenant-landlord relation)
 Regulation of 10% interest
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 No dismissal of tenants
 Contract for 1 year only
Japanese Occupation
 HUKBALAHAP controlled Central Luzon
 Peasants earned fixed rental of lands
Roxas Administration
 Tenant Act (70-30 landlord-tenant and regulated shared tenancy)
 No dismissal of tenants
Ramon Magsaysay
 Agriculture Tenancy Act of 1954 (tenure of tenants-land owners)
 Land Reform Act of 1955 (rice and corn land distribution over 200 hec. for
farmers and other corporations)
Macapagal Administration
 Agricultural Land Reform Code (private land distribution to farmers on easy term
payment)
 Retention limit of 75 hec.
 Exemption rule of big companies and transfer of landlordism
Marcos Administration
 Agrarian Reform Special Fund Act (Republic Act No. 6390)
 Tenant Emancipation Act (operational land transfer)
 Presidential Decree No. 27 (7 hec. up sell)
 Created the Department of Agrarian Reform
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Aquino Administration
 Comprehensive Agrarian Reform Law of 1988 (promotes social justice and
owner-cultivatorship of economic-sized farms)
Philippine Constitutions
1. Biak na Bato Constitution (1897 Constitution), first informal constitution of the
Philippines
2. Malolos Constitution (1899 Constitution, first formal constitution of the
Philippines
3. 1935 Constitution (Commonwealth Constitution)
4. 1943 Constitution (Puppet Constitution)
5. 1973 Constitution (Martial Law Constitution)
6. 1986 Constitution (Freedom Constitution)
7. 1987 Constitution (Anti-Marcos Constitution)
*1935 Constitution
 Legal basis of Commonwealth Republic under the American Government
 Featured “Bicameral Legislator” in the Philippine Legislative (Senate and
Congress)
 Gave President and Vice President four-year term without re-election
 Started the “Suffrage” in the Philippines (21+ male and extended to women)
*1973 Constitution
 Also known as the “Martial Law Constitution”
 Established Parliamentary Government with Prime Minister and a President
 Gave the legislative powers to a Unicameral National Assembly elected by the
people
 Legalized all decrees, proclamations and orders by the president
*1987 Constitution
 Also known as “Anti-Marcos Constitution”
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 Upholds national sovereignty

 Gave Philippines a Democratic Governance and the prevention of another
dictatorship
 Secures respect for human rights and civil liberties
 Formulated the three branches of government; Executive, Legislative and
Judiciary
Philippine Taxation
Taxation considered as the “Lifeblood of the government” as it covers the raising
of revenue. It is one of the three powers of state aside from “Power of Eminent Domain”
and “Police Power.”
Nonetheless, it is the simplest way to identify the collection of “Taxes” (amount
of money that a government requires people to pay according to their income that is used
for government projects).
Kinds of Taxes according to:

*Subject matter:
 Personal Tax- imposed on residents
 Property Tax- imposed on properties
 Excise Tax- imported on a privilege/right
*Purpose:
 Revenue- to raise money for government
 Regulatory- to regulate an act/practice
*Scope:
 Local- based on certain locality
 National- national in nature
*Determination of the amount of tax to pay:
 Ad Valorem Tax- based on the value of object taxed determined by the appraiser
 Specific Tax- based on weight and measurement
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*Who bears the burden:

 Direct Tax- imposed to a person directly involved
 Indirect Tax- forms part of the purchase price of the commodity and passed on to
customers
*Rate:
 Proportional Tax- based on fixed percentage
 Progressive Tax- based on certain tax bases
 Regressive Tax- the tax rate decreases as the base increases
At present, Philippine tax laws are based on the National Revenue Code, as
revised with the passage of the Tax Reform Act of 1997 and the Tax Reform for
Acceleration and Inclusion (TRAIN) Law in 2017.
Other issues in Philippine history:

1. Filipino-American Relations
2. Government peace treaties with Muslim Filipinos
Suggested videos for Module 4:

https://www.youtube.com/watch?v=xbdq-effkQk
https://www.youtube.com/watch?v=FfMPpWz7GY0
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V. EVALUATION
A. Answer the question below as much as you can. Expound your answers in order to
elaborate your side.
Consider yourself as a landowner of a ten-hectare agricultural land. Would it be fair for
you if parts of your land were to be distributed to farmers in the implementation of the
agrarian reform law? Justify your answers.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
B. Compare the salient provisions of the different constitutions in the Philippines.
Categories Malolos 1935 1973 1987
Constitution Constitution Constitution Constitution
Form of
government
Provisions on
civil liberties
Provisions on
taxation
Provisions on
Political
dynasty
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C. Create a simple case study on the topic below.

As part of the second tranche of economic reforms of the government, attempts were
made to initiate another set of tax reforms in the latter part of 2018. Research on the
salient provisions of the TRABAHO Bill and interview two of your family members to
inquire their opinions on the TRABAHO Bill. Then, summarize their responses by
providing your conclusion and analysis.
RESPONSE # 1
RESPONSE # 2
ANALYSIS
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References
Printed materials:
Asuncion, N. M. & Cruz, G. R. (2019). Readings in Philippine history. C & E
Publishing, Inc.
Links:
https://www.youtube.com/watch?v=3I1H3a8SP_M&t=1015s
https://www.youtube.com/watch?v=Ec1m6AMfWgs
56

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Cert. No. 19.67.PH212501.00
HIS100- Readings in
Philippine History
Learning Module
*Module 5

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MODULE 5: CRITICAL EVALUATION AND PROMOTION OF LOCAL AND

ORAL HISTORY, MUSEUMS, HISTORICAL SHRINES, INDIGENOUS
PRACTICES, RELIGIOUS SITES, AND RITUALS ETC.
I. INTRODUCTION
The study of history is very broad, in fact that history consists of several stories of
people, places, things and events happened in the past. Basically, the content of
traditional way of teaching history in elementary and secondary education basically
grounded with the “national history” that depicts the topics from Pre-colonial Philippines
until the present administration.
On the other hand, many historians claimed that before we understand history in
“national perspective,” we must first understand the history of our own place in order to
appreciate more the history of the entire country. National Historical Commission of the
Philippines created in 1995 a handbook for provincial historical committees that aimed to
have further research and study the local histories in the country.
In this module, students will gain the idea on how the historical research in terms
of local history may do using the guidelines/outline of NHI for local history writing. This
may align to the main concept of the last chapter that the curriculum/course guide for
“Readings in Philippine History” as it deals with the promotion of local history in rely
with oral history, museums, historical shrines, indigenous practices, rituals etc.
Moreover, the author of this module gave personal definitions on the mentioned
entities for clarification. Local history defined as the history of specific area (e.g., barrio,
town, province), Oral history somehow considered as the history passed from generation
to generation and came only from testimonies of elders. Likewise, NHCP mandated the
most well-preserved museums in the country, while Historical shrines recognized by
NHCP with their historical markers.

1. appreciate the local history of your home barangay/town/province; and
2. identify your barangay/town/province’s history, culture and tourist spots
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III. PRE-ASSESSMENT
Identify the following:
1. When was the year of your town’s establishment?
2. Who was the first municipal mayor of your town?
3. How many barangays are there in your town?
4. Who named after your street?
5. What is the largest barangay in your town?
IV. DISCUSSION
OUTLINE FOR A LOCAL HISTORY RESEARCH
Part One: NAME AND IDENTITY
Name of barangay/town/city/province
A. Present official name
B. Native name (its derivation)
C. Changes in the name and derivation
D. Origin
a. date of establishment
b. name of founders
c. names of first inhabitants
Part Two: PRE-SPANISH PERIOD

The People
A. Origin
a. historical
b. mythical
B. Religion/s
C. Domestic and social life
a. customs
b. houses
c. home life
d. life as a community
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e. laws
f. enjoyments
D. Industries
a. native names
b. description
E. Intellectual life
a. arts
b. sciences
c. literature
Part Three: SPANISH PERIOD

Changes and progress
A. Industries
a. new industries
b. improvements of old ones
B. Religion
a. Christianity and its introduction
C. Domestic life
a. customs
b. houses
Historical events
A. Political events
a. government changes
b. political agitations
c. banditries
B. Economic development
a. constructions of roads/ports etc.
b. faster means of transportation
C. Social Progress
a. establishment of schools
b. construction of churches
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c. fortuitous events
Historical personages
A. Prominent people
B. Notorious criminals
C. Barangay/Town/Province officials
a. names
b. dates of terms of office
c. accomplishments
Part Four: PHILIPPINE REVOLUTION

The overthrow of the Spaniards
A. Leaders
B. Participation of the people in revolt
C. Historical events (e.g., battles)
Social changes
A. Political decrees
B. Economic disasters
C. Social upheavals
Part Five: AMERICAN PERIOD

Filipino-American War
A. Participation of the people in the war
Historical events
A. Political events
B. Economic developments
C. Social developments
D. Fortuitous events
Part Six: JAPANESE OCCUPATION

Japanese Invasion
A. Local conditions
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B. People’s reaction
C. Arrival of Japanese in the locality
Historical events
A. Political events
B. Economic conditions
C. Social conditions
D. Fortuitous events
Historical personages
A. People who affected by the war
B. Notorious criminals
C. Barangay/Town/Province officials
a. names
b. dates of terms of office
c. accomplishments
Part Seven: THE THIRD REPUBLIC

Its Establishment
A. Celebration of Independence Day
B. First local officials
C. Significant events
Significant developments
A. Economic conditions
B. Social conditions and changes
C. Fortuitous events
Suggested Sites for Module 5:

National Historical Commission of the Philippines (https://nhcp.gov.ph/)
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V. EVALUATION
A. Identify three tourist attractions from your town and search for its exact location,
historical background and significance.
Tourist Spot Exact location Historical background Significance
1.
2.
3.
B. Through 5-10 sentences for each item, interview your parents in terms of the
historical development of your barangay from their childhood years until the present in
terms of:
1. POLITICS
2. AGRICULTURE
3. INDUSTRY/BUSINESS
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Reference
Printed Material:
National Historical Institute (1995). Handbook for provincial historical committees.
Manila.
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Cert. No. 19.67.PH212501.00
BASC Vision, Mission and Objectives
VISION
An outstanding higher education institution in the nation with provision of
excellent education and quality service.
MISSION
To strive for excellence in Agriculture and other allied disciplines; and, to provide
for and address ever-changing educational needs and services for those seeking to expand
their intellectual horizons.
OBJECTIVES
1. Ensure that graduates are provided with knowledge, skills, competence and moral
values that lead to productive careers both in private and public sectors and the
readiness to face future employment challenges in both national and international
industries making them contributors to national progress.
2. Develop and maintain personnel with competence, knowledge, skills and passion
for the translation of education and other services through application of different
academic, research, extension and training programs of the College.
3. Empower students and personnel by leading in the provision of education and
enhancement of technologies in its distinctive learning environment and extend
such environment beyond the boundaries of the College.
4. Advance the general welfare of its students and personnel at best.
5. Further expand networks and pursue partnerships and collaborations with
stakeholders and organizations especially the local and national government for
enhancement of resources.
6. Preserve a scholarly community conducive to learning by providing quality
laboratories; adequate classrooms; state-of-the-art e-learning systems; modern
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7. Implement more vigorous resource generation projects and consequently boost
and constantly increase the income of the College towards self-sufficiency.
8. Implement and maintain administrative efficiency and a transparent financial
management system.
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BASC Module- Readings in Philippine History

Readings in Philippine History (Bulacan Agricultural State College)

StuDocu is not sponsored or endorsed by any college or university

Republic of the Philippines

Yosef Eric C. Hipolito, LPT, MA

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“Readings in Philippine History” that aims students to be exposed to different facets of

appropriate techniques depending on the type of source.

different point of views and identify biases.

Specifically, as based from the course guide prescribed by the Commission on

communication and to manifest their interest in discovering local history to promote

country’s national patrimony.

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AUTHOR’S BIOGRAPHICAL SKETCH

He graduated First Honorable Mention in elementary at Saint John School, San

Despite being a historian by profession, he wants to pursue his passion in teaching

Served as an Araling Panlipunan teacher (s.y. 2017-2018); Grade 10 Curriculum

Now, he is serving as Instructor I of Social Sciences Discipline and Social

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Author’s Biographical Sketch 3

MODULE 1: Meaning and Relevance of History

II. Learning Competencies/Objectives 7

MODULE 2: Content and Contextual Analysis of selected Primary

II. Learning Competencies/Objectives 18

MODULE 3: One Past but Many Histories: Controversies and

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II. Learning Competencies/Objectives 35

MODULE 4: Social, Political, Economic, and Cultural Issues in

II. Learning Competencies/Objectives 48

MODULE 5: Critical Evaluation and Promotion of Local and Oral

II. Learning Competencies/Objectives 58

BASC Vision, Mission and Objectives 65

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Republic of the Philippines

Yosef Eric C. Hipolito, LPT, MA

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MODULE 1: MEANING AND RELEVANCE OF HISTORY

II. LEARNING COMPETENCIES/OBJECTIVES

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Meaning and Relevance of History

“Ang kasaysayan ay SALAYSAY na may SAYSAY sa SINASALAYSAYANG

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“Pantayong Pananaw” (1974)

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 Done through “Historical Research” with the aid of “Historical Methodology”

Distinction of Primary and Secondary Sources; External and Internal Criticism

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 Integrity- What was its original form?

Secondary sources must only be used for (Gottschalk, 1969):

In terms of historical reliability,

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We can ask the following questions:

3 Preconditions for historical argument through External Criticism (Howell and

We can ask the following questions:

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-is there consistency?

7 factors in evaluating through Internal Criticism (Howell and Prevenier, 2001):

Examples of historical issues on Philippine History:

Suggested readings for Module 1: