Readings in The Phil. History Chap. 1-10

MODULE: READINGS IN THE PHILIPPINE HISTORY
At the end of this module, learners will be able to:

 To be able to understand the meaning of history as an academic discipline
and to be familiar with the underlying philosophy and methodology of the
discipline.
 To apply the knowledge in historical methodology and philosophy in
assessing and analyzing existing historical narratives.
 To examine and assess critically the value of historical evidences and
sources.
 To appreciate the importance of history in the social and national life of
the Philippines.
Concept Notes:
1. Definition and etymology of history
The origin of the word History is associated with the Greek word “historia”
which means “information” or “an enquiry designed to elicit truth”. History
has been defined differently by different scholars. Following are the definitions
indicating the meaning and scope of history:
Burckhardt: “History is the record of what one age finds worthy of note in
another.”
Henry Johnson: “History, in its broadest sense, is everything that ever

happened.”
Smith, V.S.: “The value and interest of history depend largely on the degree
in which the present is illuminated by the past.”
Rapson: “History is a connected account of the course of events or progress

of ideas.”
NCERT: “History is the scientific study of past happenings in all their aspects,
in the life of a social group, in the light of present happenings.”
Jawaharlal Nehru: “History is the story of Man’s struggle through the ages
against Nature and the elements; against wild beasts and the jungle and some
of his own kind who have tried to keep him down and to exploit him for their
own benefit.”
Today, modern history has gone beyond the traditional status of an

antiquarian and leisure time pursuit to a very useful and indispensible part
of a man’s education. It is more scientific and more comprehensive. It has
expanded in all directions both vertically and horizontally. It has become
broad-based and attractive. According to modern concept, history does not
contain only the history of kings and queens, battles and generals, but the
history of the common man-his house and clothing, his fields and their
cultivation, his continued efforts to protect his home and hearth, and to
obtain a just government, his aspirations, achievements, disappointments,
defeats and failures. It is not only the individual but the communities and the
societies are the subject of study of history. Study of history deepens our
understanding of the potentialities and limitations of the present. It has thus
become a future-oriented study related to contemporary problems. For all
these reasons, history has assumed the role of a human science.
2. Elements of history
P-olitics, what government influenced society
E-conomics, where money dominates and effects people. Most social classes
are based on money and money is usually what causes conflict in history.
R-eligion, a total impact on Europe during the 15th century. Religion is

important as it affects one’s beliefs and thoughts.
S-ocial, how the upper class, middle class and poor class communicate; and
how they interact with each other.
I- ntelligence and knowledge that has progress in history.
A-rt, paintings and pictures produced throughout the course of time.
3. Nature of History
1. A study of the present in the light of the past: The present has evolved out
of the past. Modern history enables us to understand how society has come
to its present form so that one may intelligently interpret the sequence of
events. The causal relationships between the selected happenings are
unearthed that help in revealing the nature of happenings and framing of
general laws.
2. History is the study of man: History deals with man’s struggle through the
ages. History is not static. By selecting “innumerable biographies” and
presenting their lives in the appropriate social context and the ideas in the
human context, we understand the sweep of events. It traces the fascinating
story of how man has developed through the ages, how man has studied to
use and control his environment and how the present institutions havegrown
out of the past.
3. History is concerned with man in time: It deals with a series of events and
each event occurs at a given point in time. Human history, in fact, is the
process of human development in time. It is time which affords a perspective
to events and lends a charm that brightens up the past.
4. History is concerned with man in space: The interaction of man on

environment and vice versa is a dynamic one. History describes about nations
and human activities in the context of their physical and geographical
environment. Out of this arise the varied trends in the political, social,
economic and cultural spheres of man’s activities and achievements.
5. Objective record of happenings: Every precaution is taken to base the data

on original sources and make them free from subjective interpretation. It
helps in clear understanding of the past and enables us to take well informed
decisions.
6. Multisided: All aspects of the life of a social group are closely interrelated
and historical happenings cover all these aspects of life, not limited only to
the political aspect that had so long dominated history.
7. History is a dialogue between the events of the past and progressively

emerging future ends. The historian’s interpretation of the past, his selection
of the significant and the relevant events, evolves with the progressive
emergence of new goals. The general laws regulating historical happenings
may not be considered enough; attempts have to be made to predict future
happenings on the basis of the laws.
8. Not only narration but also analysis: The selected happenings are not
merely narrated; the causal relationships between them are properly
unearthed. The tracing of these relationships lead to the development of
general laws that are also compared and contrasted with similar happenings
in other social groups to improve the reliability and validity of these laws.
9. Continuity and coherence are the necessary requisites of history: History

carries the burden of human progress as it is passed down from generation
to generation, from society to society, justifying the essence of continuity.
10. Relevant: In the study of history only those events are included which are
relevant to the understanding of the present life.
11. Comprehensiveness: According to modern concept, history is not confined

to one period or country or nation. It also deals with all aspects of human life-
political, social, economic, religious, literary, aesthetic and physical, giving a
clear sense of world unity and world citizenship.
Please click the link below for the Course Overview:
 https://www.youtube.com/watch?v=zeeC7cGk2mk
 https://www.youtube.com/watch?v=gkdzu8X84fo
 https://www.youtube.com/watch?v=hWeZB8fhz8U

 Candelaria, J.L. et. al. (2018) Readings in Philippine

History. Rex Book Store. Manila.
 https://ddceutkal.ac.in/Syllabus/MA_Education/Educ
ation_Paper_5_history.pdf
MODULE: READING IN THE PHILIPPINE HISTORY
 To be able to understand the meaning of history as an academic

discipline and to be familiar with the underlying philosophy and
methodology of the discipline.
the Philippines.
History as a social sciences and its relation to other fields of disciplines
As a social science, history has been known as the study of the past. It is
unique because it can be almost effortlessly connected to other academic
disciplines.
a. History and Political Science
A historian is not merely concerned with the tracing of the history of the
political process by a narration of the episodes. But he has to learn the nature
of fundamental political principles and basic forms of political institution.
History is very helpful to politics because the political aspects is a part of the
whole range of activity recorded by historian and knowledge of history would
enable the politicians to know the politics better and play their role effectively.
b. History and Economics
History is closely related to economics as the activities of man in society are

very closely related with the economic matters. Thus, the historian of any
period must possess at least a rudimentary knowledge of the economics. In
fact, the economic history of any period is an important branch of history and
its understanding is absolutely essential for the proper understanding of
history of any period.
c. History and Sociology
Both history and sociology are concerned with the study of man in society
and differed only with regard to their approach. Max Weber acknowledges the
initial dependence of sociology upon history. Although, history too benefits
from the interaction.
d. History and Psychology
A historian must have to show some psychological insights while making an

analysis of the motive and actions of men and societies. Historian work would
be mere fiction unless her uses the discoveries of modern psychology. The
personal life and the environment of a historian has a direct bearing in his
decision and often import a bias to his account and renders the much desired
objectivity impossible.
e. History and Geography

It would be impossible to study certain branches of history without

rudimentary knowledge of geography. Geology is one of the eyes of history,
the other eye being chronology. Time and space factors give history its correct
perspective.
Sources of Historical Data
a. Published documents-created for large audiences and were distributed

widely. (i.e. books, magazines, newspapers, government documents,
pamphlets, posters, laws and court decisions)
b. Unpublished documents-personal in nature and may be difficult to find

because of few copies existing. (i.e. diaries, journals, school report cards and
business ledgers)
c. Oral traditions/oral histories-provide another way to learn about the past

from people with firsthand knowledge of historical events.
d. Visual documents and articles- include photographs, films, paintings and

other types of works. Visual documents usually capture moments in time.
The modern concept of history
Modern history has gone beyond the traditional status of an antiquarian and
leisure time pursuit to a very useful and indispensable part of a man’s
education. It is more scientific and more comprehensive. It has expanded in
all directions both vertically and horizontally. It has become broad-based and
attractive. According to modern concept, history does not contain only the
history of kings and queens, battles and generals, but the history of the
common man-his house and clothing, his fields and their cultivation, his
continued efforts to protect his home and hearth, and to obtain a just
government, his aspirations, achievements, disappointments, defeats and
failures. It is not only the individual but the communities and the societies
are the subject of study of history. Study of history deepens our
understanding of the potentialities and limitations of the present. It has thus
become a future-oriented study related to contemporary problems. For all
these reasons, history has assumed the role of a human science.
History-a Science or an Art
Opinions are very much divided on the question whether history is a science
or an art.
History is a science in the sense that it pursues its own techniques to

establish and interpret facts. Like other natural sciences such as the Physics
and Chemistry uses various methods of enquiry such as observation,
classification, experiment and formulation of hypothesis and analysis of
evidence before interpreting and reconstructing the past. History also follows
the scientific method of enquiry to find out the truth. Though historian uses
scientific techniques, experiment is impossible since history deals with events
that have already happened and cannot be repeated.
Arguments against History as a science
1. No forecasting: Rickman has rightly said, “History deals with sequence of

events, each of them unique while Science is concerned with the routine
appearance of things and aims at generalizations and the establishment of
regularities, governed by laws.
“A historian cannot arrive at general principles or laws which may enable him
to predict with certainty the occurrence of like events, under given conditions.
A scientist on the other hand, looks at knowledge from a universal angle and
arrives at certain generalizations that help him to control the present and
predict the future.
2. Complex: The facts of history are very complicated and seldom repeat in
the real sense of the term.
3. Varied: The underlying facts of history have wide scope. They are so varied
that they can seldom be uniform.
4. No observation and experimentation: Historical data are not available for

observation and experimentation.
5. No dependable data: Historical data are the products of human thoughts

and action which are constantly changing. They therefore cannot provide
dependable data for the formation of general principles and laws.
History is both a Science and an Art
History is a unique subject possessing the potentialities of both a science and

an art. It does the enquiry after truth, thus history is a science and is on
scientific basis.
It is also based on the narrative account of the past; thus it is an art or a piece
of literature. Physical and natural sciences are impersonal, impartial and
capable of experimentation. Whereas absolute impartiality is not possible in

history because the historian is a narrator and he looks at the
Past from a certain point of view. History cannot remain at the level of knowing
only. The construction and reconstruction of the past are inevitable parts of
history.
Like the work of art, its wholeness, harmony and truth are inseparable from
a concrete and vivid appreciation of its parts. History, in fact, is a social
science and an art. In that lie its flexibility, its variety and excitement.
Scope of History
The scope of History is vast; it is the story of man in relation to totality of his
behavior. The scope of history means the breadth, comprehensiveness, variety
and extent of learning experiences, provided by the study.
History which was only limited to a local saga, has during the course of
century become universal history of mankind, depicting man’s achievements
in every field of life-political, economic, social, cultural, scientific,
technological, religious and artistic etc., and at various levels-local, regional,
national, and international.
It starts with the past; makes present its sheet-anchor and points to the
future. Events like wars, revolutions, rise and fall of empires, fortunes and
misfortunes of great empire builders as well as the masses in general are all
the subject matter of history.
History is a comprehensive subject and includes-History of Geography,

History of Art, History of Culture, History of Literature, History of Civilization,
History of Religion, History of Mathematics, History of Physics, History of
Chemistry, History of Education, History of Biology, History of Atom, History
of Philosophy-in fact history of any and every social, physical and natural
science we are interested in. History today has become an all-embracing,
comprehensive subject with almost limitless extent
 https://www.youtube.com/watch?v=c7NTW3n8luY
 https://www.youtube.com/watch?v=sX4vFtQqw8c
 https://www.youtube.com/watch?v=g5Xcf6CMJmg

 Candelaria, J.L. et. al. (2018) Readings in Philippine History.

Rex Book Store. Manila.
 https://ddceutkal.ac.in/Syllabus/MA_Education/Education
_Paper_5_history.pdf

the Philippines.
Distinction of primary and secondary sources

Primary sources are those sources produced at the same time as the event,
period, or subject being studied. It contains original information that is not
derived from interpretation, summarizing or analyzing someone else’s work.
Furthermore, they are first-hand and not interpreted by anyone else, they
offer a personal point of view, and are created by a witnesses of, or
participants in, an event. Examples of these are diaries, letters and official
records.
On the other hand, secondary sources are those sources, which were
produced by an author who used primary sources to produce the material.
In other words, secondary sources are historical sources, which studied a
certain historical subject. Examples are biography of a famous person or a
documentary about a historic event, book that provides an introduction to a
theorist’s work or critiques; or an article that reviews research in a particular
area and provides a summary of the key findings.
Primary sources include documents or artifacts created by a witness to or

participant in an event. They can be firsthand testimony or evidence created
during the time period that you are studying.
Primary sources may include diaries, letters, interviews, oral histories,

photographs, newspaper articles, government documents, poems, novels,
plays, and music. The collection and analysis of primary sources is central
to historical research.
Note about primary sources: While there are many digital primary resources
available, it is very important to remember that the majority of primary
sources have not yet been digitized.
The Books link in the navigation bar at the left provides information for
locating primary sources via UW Libraries Search
Under the Primary & Secondary Sources link in the navigation bar your find
several options for locating these types of resources.
Using primary sources on the Web
Secondary sources analyze a scholarly question and often use primary

sources as evidence.
Secondary sources include books and articles about a topic. They may
include lists of sources, i.e. bibliographies that may lead you to other primary
or secondary sources.
Databases help you identify articles in scholarly journals or books on a

particular topic.
Historiography/ historical method (Internal and External)

History and historiography are two different things. History is a discipline
that focuses on studying the past; while historiography or historical method
is the history itself.
To make it clearer, historiography lets the students have a better

understanding of history. They do not only get to learn historical facts, but
they are also provided with the understanding of the facts’ and historians’
contexts. The methods employed by the historian and the theory and
perspective, which guided him, will also, be analyzed.
Essentially, historiography comprises the techniques and guidelines by

which historians use primary sources and other evidence to research and
then to write histories in the form of accounts of the past. The question of
the nature, and even the possibility, of a sound historical method is raised.
The following are some procedures for people who wanted to employ
historiography, as proposed by Bernheim (1889) and Langlois & Seignobos
(1898):
a. If the sources all agree about an event, historians consider the event
proved.
b. However, majority does no rule; even if most sources relate events in one
way, that version will not prevail unless it passes the test of critical textual
analysis.
c. The source whose account can be confirmed by reference to outside
authorities in some of its parts can be trusted in its entirety if it is impossible
similarly to confirm the entire text.
d. When two sources disagree on a particular point, the historian will prefer
the source with most “authority”-that is the source created by the
eyewitness.
e. Eyewitnesses are, in general, to be preferred especially in circumstances
where the ordinary observer could have accurately reported what transpired
and, more specifically, when they deal facts known by most contemporaries.
f. If two independently created sources agree on a matter, the reliability of
each is measurably enhanced.
g. when two sources disagree and there is no other means of evaluation, then
historians take the source which seems to accord best with common sense.
Aside from these procedures, historiography also involves the employment of

internal and external criticisms. External criticism is the practice of verifying
the authenticity of evidence by examining its physical characteristics;
consistency with the historical characteristic of the time when it was
produced; and the materials used for the evidence. Examples of the things
that will be examined when conducting external criticism of a document
include the quality of the paper, the type of ink and the language and words
used in the material, among others.
Internal criticism, on the other hand, is the examination of the truthfulness

of the evidence. It looks at the content of the source and examines the
circumstance of its production.
Other methods also used are as follows:

a. Positivism – emphasizes the mantra “no document, no history”, where
historian were required to show written primary documents in order to write
a particular historical narrative.
b. Postcolonialism - emerged in the twentieth century when formerly

colonized nations grappled with the idea of creating their identities and
understanding their societies against the shadows of their colonial past.
c. Annales School of Thought – challenged the canons of history, stating that

history should not only be concerned of states and monarchs.
d. Pantayong pananaw (for us-from us perspective) – highlights the

importance of facilitating an internal conversation and discourse among
Filipinos about our own history, using the language that is understood by
everyone.
 https://www.youtube.com/watch?v=kOXfArLq6uY
 https://www.youtube.com/watch?v=dU8Tr6JChqY
 https://www.youtube.com/watch?v=ruYZ1AjhFbE

 https://www.researchgate.net/figure/Internal-and-
External-Criticism-from-Neuman-2003-
p421_fig1_279943052

 To apply the knowledge in historical methodology and philosophy
in assessing and analyzing existing historical narratives.
 To examine and assess critically the value of historical evidences
and sources.
Importance of Studying History
In 1998, an article entitled "Why Study History?", Peter Stearns made the
following observations:
“People live in the present. They plan for and worry about the future. History,
however, is the study of the past. Given all the demands that press in from
living in the present and anticipating what is yet to come, why bother with
what has been? Given all the desirable and available branches of knowledge,
why insist—as most American [and, in this case, British] educational
programs do—on a good bit of history? And why urge many students to study
even more history than they are required to?”
He also added the following importance of history:
a. History helps us understand people and societies.
b. History helps us understand change and how the society we live in came
to be.
c. History contributes to moral understanding.
d. History provides identity.
e. Studying history is essential for good citizenship
Whilst, according to the following are the other importance/values of history:
a. Disciplinary value: History is quite fruitful for mental training. It trains

the mental faculties such as critical thinking, memory and imagination. It
quickens and deepens understanding, gives an insight into the working of
social, political, economic, and religious problems.
b. Informative value: History is a wonderful treasure-house of information

and can offer guidance for the solution to all human problems pertaining to
science and art, language and literature, social and political life, philosophical
speculation and economic development. History shows us the roots without
uprooting the tree. A mere emotional attachment to our past can do us little
good, unless it is accompanied with a sober, matured and rational assessment
of the values involved. History is a path finder of man’s future.
c. Cultural and social values: It is essential that one should understand

the importance of his/her own cultural and social values. We should also
develop attachment towards our cultural heritage. History makes us able to
understand our present culture. It expounds the culture of the present time
by describing the past. It explains the origin of existing state of things, our
customs, our usages, our institutions. It enables us to understand that the
transformations in human history were brought about by change of habits
and of innovation. One of the main motives of history teaching has been to
convey to the pupils the rich heritage of the mankind. It develops an
understanding of the different forces which have shaped the destiny of man
and paved the way for his development in society.
d. Political values: History is regarded to be the past politics. According to

T.S. Seeley, “The historian is a politician of the political group or organization,
the state being his study. To lecture on political science is to lecture on
history.” History stands as a beacon of hope when some nation is overcast
with dark clouds. History is extremely necessary for completing the political
and social sciences which are still in the making. History supplements them
by a study of the development of these phenomena in time.
e. Nationalistic value: History teaching renders an effective service in

imbibing the young minds with a sense of patriotism. It is through history
alone that an Indian child comes to know of the various deeds performed by
such patriots as great lives and deeds, the child can easily be inspired to
emulate them. A proper teaching of history can prepare the way for sober
nationalism.
f. Internationalistic value: History shows the dependence and

interdependence of nations which is the root of internationalism. The domain
of history is very extensive and wide. Through a survey of world history, the
young learners will come to realize that although different peoples had and
still have different customs, habits, laws, and institutions; they have been
striving towards the same end. The realization of essential unity of human
race is the first step towards fostering universal understanding based on the
virtues of tolerance, kindliness, love, sympathy, and goodwill.
g. Educational value: History has unique value and importance because

it is the only school subject which is directly and entirely concerned with the
behavior and action of human beings. The imagination of the children is
developed through the teaching of history. It is logical to treat history as a
temporal canvas against which the facts learned in other subjects can be
arranged. History is a veritable mine of stories-stories can illustrate even
subject of curriculum- the only condition is that the teacher should know
enough stories and should know how to narrate them.
h. Intellectual value: A large number of intellectual values accrue from the

teaching of history. It sharpens memory, develops the power of reasoning,
judgment and imagination. It cultivates the qualities of reading, analyzing,
criticizing, and arriving at conclusions. In historical writings our past is alive
and treasured in the form of chronicles, biographies, stories and other forms
of literary tradition. Once the pupils’ curiosity is aroused and interest
awakened, he can easily browse the vast pastures of historical knowledge.
i. Ethical value: History is important in the curriculum because it helps

in the teaching of morality. Through it a child comes close to the valuable
thoughts of saints, reformers, leaders, important persons and sages. The
children get inspired by the life stories of these great leaders. There are other
arguments that go against this notion that history gives ethical teaching.
j. Vocational value: History has its vocational value. There are several
openings for persons well qualified in the subject. They can get jobs of
teachers, librarians, archivists, curators of museums, secretaries of
institutions, social service workers, and political journalists etc.
Summary
History is the basis of all subjects of study which fall under the category of
Humanities and Social Sciences. It is often said to be the “queen” or “mother”
of the social sciences. History is considered an indispensible subject in the
complete education of man and it has been defined differently by different
scholars.
According to modern concept, history does not only contain the history of
kings and queens, battles and generals, but also the communities and the
societies are the subject of study of history as well. History is a unique subject
possessing the potentialities of both science and art.
As an enquiry after truth, history is a science and as a narrative account of

the past, it is an art or a piece of literature. History is a study of man. It is
concerned with man in time and space. It explains the present in the light of
the past. Continuity and coherence are the necessary requisites of history.
The scope of history is vast; it is the story of man in relation to totality of his
behavior.
It starts with the past; makes present its sheet-anchor and points to the
future. The aims and objectives of teaching history have undergone changes
with the shift in the philosophical thinking of the time and changes in the
social and political practices. Determination of aims and objectives is
necessary.
Instructional objectives need to be clearly defined. The pupils should acquire

knowledge, should develop specific understandings, attitudes, interests and
appreciations, relevant to history. History is valuable as a study in more ways
than one. The values of teaching history aredisciplinary, informative,
educational, ethical, cultural, intellectual, political, nationalistic,
internationalistic and vocation.
 https://www.youtube.com/watch?v=RO5UvwppLM4
 https://www.youtube.com/watch?v=7PRp8j75o6Y
 https://www.youtube.com/watch?v=1geJGnzJ87Q


 https://ddceutkal.ac.in/Syllabus/MA_Education/Education
_Paper_5_history.pdf
 To be able to familiarize oneself with the primary documents in

different historical periods of the Philippines.
 To be able to learn history through primary sources.
 To be able to properly interpret primary sources through
examining the content and context of the document.
 To understand the context behind each selected document.
Concept Notes:
A. Interpretation of historical events using primary resources
Primary sources provide compelling, direct evidence of human activity. Users

who encounter primary sources gain a unique perspective on the subject they are
studying, and an opportunity to learn firsthand how primary sources are used for
original research. As users learn to successfully engage with primary sources,
they also gain important skills that help them navigate the use of other
information sources, and further develop their critical thinking skills. Primary
sources can also be challenging to those who use them. The formats of primary
sources may be unique and unfamiliar. They require critical analysis due to their
creators’ intents and biases; the variety of contexts in which they have been
created, preserved, and made accessible; and the gaps, absences, and silences that
may exist in the materials.
Primary sources are materials in a variety of formats that serve as original

evidence documenting a time period, an event, a work, people, or ideas. Primary
source literacy is the combination of knowledge, skills, and abilities necessary to
effectively find, interpret, evaluate, and ethically use primary sources within
specific disciplinary contexts, in order to create new knowledge or to revise
existing understandings.
This definition of primary source literacy, and the vision for this document, are
deliberately broad. Defining the terms primary source literacy, primary source,
or even source, is inherently problematic. The concept of what makes a source
“primary” relies on the research question at hand, varies based on the discipline,
depends on the interplay with secondary sources, and is subject to the different
interpretive processes researchers bring to their projects. Research questions can
develop out of encounters with primary sources, or primary sources can be used
to refine or answer questions already developed. Primary source literacy is not a
binary state, but rather exists across a spectrum. Furthermore, instructors who are
teaching these skills may be simultaneously concerned with conveying
the excitement of research with primary sources, or giving students a memorable
or transformative experience while using such sources. Although important
goals, these are abstract qualities that resist assessment and are not explicitly
covered as part of these guidelines.
Primary source literacy intersects with other “literacies,” including information

literacy, visual literacy, and digital literacy, and concepts like collective memory,
cultural heritage, and individual/cultural perspectives. Thus, users of primary
sources, and those who seek to guide them in the process, are not
working in isolation from other skills and disciplines. To create order in this
complex landscape, these
B. Identification of historical importance of text
The following are concepts to be considered in the identification of historical

importance of text:
a. Analytical Concepts
The nature of primary sources requires researchers to engage with them
analytically. Users activate primary sources through hypothesis, analysis,
synthesis, interpretation, critical thinking, and evaluation; they use sources to
develop both questions and arguments. Primary source analysis requires the
interrogation of materiality, historical context, and narrative. Users need to
understand how sources were produced and delivered. Interpretation of sources
occurs on a continuum from the creation of the source to its utilization by the
current user, and includes mediation by librarians, archivists, and database
creators or designers. Self-reflective users consider primary sources in the
context of their own projects as well as their agency in creating new primary
sources.
b. Ethical Concepts
Users need to understand the ethical concepts related to applicable laws and
regulations, privacy rights, cultural context, donor agreements, copyright, and
intellectual property when working with primary sources. They must understand
how these concepts affect their ability to use primary sources in their work, and
they should responsibly consider how their scholarship may potentially affect the
creators, donors, owners, and readers of these primary sources.
c. Theoretical Concepts
Theoretical concepts such as evidence, authority, power, authenticity, context,
materiality, historical empathy, agency, value, absences, and privilege underpin
the collection, arrangement, and presentation of primary sources. Collections in
cultural heritage institutions reflect and reinforce societal power structures. Users
must seek to understand resulting silences and absences by critically considering
what sources were never created, what sources may no longer exist, and what
sources are collected, as well as communities' abilities to engage in these
activities. The iterative nature of research and the interplay between primary and
secondary sources must also be considered throughout the research and
production process as users seek to contextualize and understand their sources.
Collections and databases are always mediated in some way, and exhibits, digital
collections, and guides or other access tools reflect the selection, reproduction,
and presentation decisions of many individuals – decisions that may not be self-
evident.
d. Practical Considerations
There are practical considerations particular to using primary sources that users
should be aware of. Practical skills necessary for primary source research include
finding, accessing, gathering, and handling primary sources in a variety of
formats and locations. In order to reach their goals, users should understand what
is and is not accessible in specific institutions or databases, and must be aware of
procedures and terminology specific to primary source research that may vary
from institution to institution. They will need to be aware of how these sources
are described in familiar search tools, and may need to engage with additional
tools developed in a repository to provide access to primary
sources. They will need strategies for capturing and managing research data,
including transcription, photography, and downloads.
C. Examination of author’s background, main argument and point of view

The following can be done in order to examine the author’s background, main
argument and point of view:
1. Conceptualize
A. Distinguish primary from secondary sources for a given research question.

Demonstrate an understanding of the interrelatedness of primary and secondary
sources for research.
B. Articulate what might serve as primary sources for a specific research project
within the
C. Draw on primary sources to generate and refine research questions.
D. Understand that research is an iterative process and that as primary sources
are found and analyzed the research question(s) may change.
2. Find and Access
A. Identify the possible locations of primary sources.
B. Use appropriate, efficient, and effective search strategies in order to locate

primary sources. Befamiliar with the most common ways primary sources are
described, such as catalog records and archival finding aids.
C. Distinguish between catalogs, databases, and other online resources that

contain information about sources, versus those that contain digital versions,
originals, or copies of the sources themselves.
D. Understand that historical records may never have existed, may not have
survived, or may not be collected and/or publicly accessible. Existing records
may have been shaped by the selectivity and mediation of individuals such as
collectors, archivists, librarians, donors, and/or publishers, potentially limiting
the sources available for research.
E. Recognize and understand the policies and procedures that affect access to
primary sources, and that these differ across repositories, databases, and
collections.
3. Read, Understand, and Summarize
A. Examine a primary source, which may require the ability to read a particular
script, font, or language, to understand or operate a particular technology, or to
comprehend vocabulary, syntax, and communication norms of the time period
and location where the source was created.
B. Identify and communicate information found in primary sources, including
summarizing the content of the source and identifying and reporting key
components such as how it was created, by whom, when, and what it is.
C. Understand that a primary source may exist in a variety of iterations, including
excerpts, transcriptions, and translations, due to publication, copying, and other
transformations.
4. Interpret, Analyze, and Evaluate
A. Assess the appropriateness of a primary source for meeting the goals of a

specific research or
creative project.
B. Critically evaluate the perspective of the creator(s) of a primary source,
including tone, subjectivity, and biases, and consider how these relate to the
original purpose(s) and audience(s) of the source.
C. Situate a primary source in context by applying knowledge about the time and
culture in which it was created; the author or creator; its format, genre,
publication history; or related materials in a collection.
D. As part of the analysis of available resources, identify, interrogate, and

consider the reasons for silences, gaps, contradictions, or evidence of power
relationships in the documentary record framework of an academic discipline or
area of study and how they impact the research process.
E. Factor physical and material elements into the interpretation of primary

sources including the relationship between container (binding, media, or overall
physical attributes) and informational content, and the relationship of original
sources to physical or digital copies of those sources.
F. Demonstrate historical empathy, curiosity about the past, and appreciation for
historical sources and historical actors.
5. Use and Incorporate

A. Examine and synthesize a variety of sources in order to construct, support, or
dispute a research argument.
B. Use primary sources in a manner that respects privacy rights and cultural
contexts.
C. Cite primary sources in accordance with appropriate citation style guidelines

or according to repository practice and preferences (when possible).
D. Adhere to copyright and privacy laws when incorporating primary source

information in a research or creative project.
 https://www.youtube.com/watch?v=TgU1BcDStK0
 https://www.youtube.com/watch?v=6EWlZzuQ-3Y
 https://www.youtube.com/watch?v=QIktKfKanQs
 Candelaria, J.L. et. al. (2018) Readings in Philippine History. Rex

Book Store. Manila.
 Agoncillo, T. (1974). Introduction to Filipino History. Garotech
Publishing. Quezon City.
 Corpuz, O.D. (1997). An Economic History of the Philippines.
U.P. Press Printery Division. Philippines.

 To be able to familiarize oneself with the primary documents in

 To be able to learn history through primary sources.
 To be able to properly interpret primary sources through
 To understand the context behind each selected document.
Reading and analysis of primary sources (with discussions on the

economic history of the country during the time period it indulges on):
a. First Voyage Around the World by Magellan by Antonio Pigafetta

Overview:
The Portuguese navigator Ferdinand Magellan led the first voyage around the
world, beginning in 1519. Sailing southward along the coast of South
America, Magellan discovered the strait that today bears his name and
became the first European to enter the Pacific Ocean from the east. Magellan
died while exploring the Philippines, but his ships continued west to
complete the circumnavigation of the globe. The following account of the
difficult passage through the Strait of Magellan was written by a member of
the crew, Antonio Pigafetta.
The captain came to a cape, which he named the Cape of the Eleven
Thousand Virgins. Then he came to the Cape de la Baya. Two ships sent
to find the way out from the said Cape. Of an opening which they found for
leaving the cape, and into which they threw themselves perforce. Then having
discovered the strait they returned to the captain.
These are the chapters from the travelogue that are worth mentioning and
discussing:
1. CHAPTER X
After going and setting course to the fifty-second degree toward the said
Antarctic Pole, on the festival of the eleven thousand virgins, we found by
miracle a strait which we called the Cape of the Eleven Thousand Virgins.
Which strait is in length one hundred and ten leagues, which are four
hundred and forty miles, and in width somewhat less than half a league. And
it falls into another sea called the Pacific Sea. And it is surrounded by very
great and high mountains covered with snow. In this place it was not possible
to anchor, because no bottom was found. Wherefore it was necessary to put
cables ashore of twenty-five or thirty cubits in length. This strait was a
circular place surrounded by mountains (as I have said), and to most of those
in the ships it seemed that there was no way out from it to enter the said
Pacific Sea. But the captain-general said that there was another strait which
led out, saying that he knew it well and had seen it in a marine chart of the
King of Portugal, which a great pilot and sailor named Martin of Bohemia
had made. The said captain sent forward two of his ships, one named Santo
Antonio and the other Concepción, to seek and discover the outlet of the said
strait, which was called the Cape de la Baya. And we with the other two ships
(namely the capitana, named Trinidade, and the other Victoria) remained
awaiting them in the
Baya. And in the night we had a great storm, which lasted until noon of the
next day. Wherefore we were compelled to raise the anchors, and to let the
ships ply hither and thither in the Baya. The other two ships had such a
passage that they could not round a cape forming the Baya, and trying to
return to us they were hard put not to run aground. But approaching the
end of the Baya (thinking themselves lost) they saw a small opening, which
did not seem an opening but a creek. And like desperate men they threw
themselves into it, so that perforce they discovered the strait. Then seeing
that it was not a creek but a strait with land, they went on, and found a bay.
Then going further they found another strait, and another bay larger than
the first two. Very joyful at this, they at once turned back to inform the
captain-general. We thought indeed that they had perished, first because of
the great storm, and then we had not seen them for two days. And while in
suspense we saw the two ships approaching under full sail and flying their
banners, coming toward
us. When near us, they suddenly discharged their ordnance, at which we
very joyously greeted them in the same way. And then we all together,
thanking God and the Virgin Mary, went forward.
Two ships, the Santo Antonio and Concepción, sent to see the two openings
found. The ship Santo Antonio returned to Spain. The river of the Sardines
found. The sea found. Of the Cape of Desire. Of the ship Concepción. Of the
products of this Pacific Sea. And of the catching of fish.
2. CHAPTER XI
After entering within this strait, we found that there were two openings, one
of them to the southeast, and the other to the southwest. Wherefore the
captain sent back the two aforesaid ships Santo Antonio and Concepción to
see whether the opening toward the southeast issued forth into the said
Pacific Sea. And the one of these two ships named Santo Antonio would not
await the other ship, because those on board her wished to return to Spain,
which they did. And the principal reason was that the pilot of the said ship
had before been displeased with the said captain-general, because, before
this fleet was fitted out, this pilot had gone to the Emperor to arrange to have
some ships for discovering land. But by the coming of the said captain-
general the Emperor did not give them to the said pilot. Wherefore he
conspired with certain Spaniards. And the following night they seized the
captain of his ship, who was the captain-general's brother, and named Alvaro
de Mesquita, whom they wounded and put in irons. And so they took it back
to Spain. In this ship which went away was one of the aforesaid two giants
whom we had taken, but when he felt the heat he died. And the other ship
Concepción (because she could not keep up with the former) continued to
wait for her, plying hither and thither. For the other took the night course
(as they say) in order to return. When this happened by night, the captain's
ship and the other ship went together to discover the other opening to the
southwest, and continuing on we found the same strait. But at length we
came to a river which we called the River of Sardines, because we found great
quantity of them. And so we remained there four days awaiting the other two
ships. Soon after we sent a boat well furnished with men and provisions to
discover the cape of the other sea. They spent three days going and returning,
and told us that they had found the cape and the great and wide sea.
Wherefore the captain, for the joy that he had, began to weep and gave this
cape the name Cape of Desire, as a thing much desired and long sought. This
done, we turned back to find the two ships which had gone to the other side,
but we found only Concepción, of whom we demanded what had become of
the other, her consort. To which the captain of the said ship, named João
Serrão (who was pilot of the first ship that was lost, as has been told), replied
that he knew nothing and that he had never seen her since she entered the
opening. But we sought for her throughout the strait as far as the said
opening by which she set her course for return. And besides this, the captain
general sent back the ship named Victoria to the very entrance of the strait
to see whether the said ship was not there. And he told the men of this ship,
if they did not find the other ship that was missing, to put a flag on the
summit of a small mountain, with a letter in a pot buried at the foot of the
staff, to the end that if the said ship perchance returned she would see this
flag and also find the letter, which would inform her of the course taken by
the captain. This arrangement had from the beginning been ordered by the
captain, to cause any ship which was separated to rejoin the others. So the
people of the said ship did what the captain had ordered, and more. For they
set up two flags with letters. One of the flags was set up on a small mountain
at the first bay, the second on an islet in the third bay, where there were
many sea wolves and large birds. The captain general waited for her with the
other ship near the river named Isleo. And he caused a cross to be erected
on a small island near that river. The river flowed between high mountains
covered with snow, and it fell into the sea near the other River of
Sardines.
If we had not found this strait, the captain-general had decided to go as far
as seventy-five degrees toward the Antarctic Pole. Now in such a latitude, in
the summertime, there is no night, or very little. And likewise in winter there
is no day, or very little. And that all may believe that this is so, when we were
in the said strait, the night lasted only three hours in the month of October.
The land on the left in the said strait faced toward the Siroco, which is the
wind between east and south. And we called it the Pathagonico strait. In it
we found at every half league a good port, and anchorage, good water, and
wood all of cedar, and fish also like sardines, Missiglioni, and a very sweet
herb called Appio, of which there is also some of the same sort that is bitter.
And this herb grows near springs, and (because we found nothing else) we
ate of it for several days. And I think there is in the world no more beautiful
country or better place than that. In that Ocean Sea there is seen a very
amusing hunt of fishes, which are of three sorts, a cubit or more in length,
named Dorades, Albacores, and Boniti. They follow and hunt another kind
of fish which flies and is calledColondriny, a foot or more in length and very
good to eat. And when these three
kinds of fish find in the water some of these flying fish, forthwith they make
them leave the water and fly more than a crossbow’s flight as long as their
wings are wet. And while these fish fly, the other three run after them in the
water seeing and following the shadow of those that fly. And no sooner have
they fallen than they are seized and eaten by those which hunt them. Which
is a marvelous and merry thing to see. And this chase we saw several times.…
The captain in the Pacific Sea. The troubles which he and his men suffered
there. Of the malady in their gums. Of the dead and the sick men. Of the
Isles of Misfortune, and in what degree they lie.
3. CHAPTER XII
After entering within this strait, we found that there were two openings, one
of them to the southeast, and the other to the southwest. Wherefore the
captain sent back the two aforesaid ships Santo Antonio and Concepción to
see whether the opening toward the southeast issued forth into the said
Pacific Sea. And the one of these two ships named Santo Antonio would not
await the other ship, because those on board her wished to return to Spain,
which they did. And the principal reason was that the pilot of the said ship
had before been displeased with the said captain-general, because, before
this fleet was fitted out, this pilot had gone to the Emperor to arrange to have
some ships for discovering land. But by the coming of the said captain-
general the Emperor did not give them to the said pilot. Wherefore he
conspired with certain Spaniards. And the following night they seized the
captain of his ship, who was the captain-general's brother, and named Alvaro
de Mesquita, whom they wounded and put in irons. And so they took it back
to Spain. In this ship which went away was one of the aforesaid two giants
whom we had taken, but when he felt the heat he died. And the othe r ship
Concepción (because she could not keep up with the former) continued to
wait for her, plying hither and thither. For the other took the night course
(as they say) in order to return. When this happened by night, the captain's
ship and the other ship went together to discover the other opening to the
southwest, and continuing on we found the same strait. But at length wethe
captain, for the joy that he had, began to weep and gave this cape the name
Cape of Desire, as a thing much desired and long sought. This done, we
turned back to find the two ships which had gone to the other side, but we
found only Concepción, of whom we demanded what had become of the
other, her consort. To which the captain of the said ship, named João Serrão
(who was pilot of the first ship that was lost, as has been told), replied that
he knew nothing and that he had never seen her since she entered the
opening. But we sought for her throughout the strait as far as the said
opening by which she set her course for return. And besides this, the captain
general sent back the ship named Victoria to the very entrance of the strait
to see whether the said ship was not there. And he told the men of this ship,
if they did not find the other ship that was missing, to put a flag on the
summit of a small mountain, with a letter in a pot buried at the foot of the
staff, to the end that if the said ship perchance returned she would see this
flag and also find the letter, which would inform her of the course taken by
the captain. This arrangement had from the beginning been ordered by the
captain, to cause any ship which was separated to rejoin the others. So the
people of the said ship did what the captain had ordered, and more. For they
set up two flags with letters. One of the flags was set up on a small mountain
at the first bay, the second on an islet in the third bay, where there were
many sea wolves and large birds. The captain general waited for her with the
other ship near the river named Isleo. And he caused a cross to be erected
on a small island near that river. The river flowed between high mountains
covered with snow, and it fell into the sea near the other River of
Sardines.
If we had not found this strait, the captain-general had decided to go as far
as seventy-five degrees toward the Antarctic Pole. Now in such a latitude, in
the summertime, there is no night, or very little. And likewise in winter there
is no day, or very little. And that all may believe that this is so, when we were
in the said strait, the night lasted only three hours in the month of October.
The land on the left in the said strait faced toward the Siroco, which is the
wind between east and south. And we called it the Pathagonico strait. In it
we found at every half league a good port, and anchorage, good water, and
wood all of cedar, and fish also like sardines, Missiglioni, and a very sweet
herb called Appio, of which there is also some of the same sort that is bitter.
And this herb grows near springs, and (because we found nothing else) we
ate of it for several days. And I think there is in the world no more beautiful
country or better place than that. In that Ocean Sea there is seen a very
amusing hunt of fishes, which are of three sorts, a cubit or more in length,
named Dorades, Albacores, and Boniti. They follow and hunt another kind
of fish which flies and is calledColondriny, a foot or more in length and very
good to eat. And when these three kinds of fish find in the water some of
these flying fish, forthwith they make them leave the water and fly more than
a crossbow’s flight as long as their wings are wet. And while these fish fly,
the other three run after them in the water seeing and following the shadow
of those that fly. And no sooner have they fallen than they are seized and
eaten by those which hunt them. Which is a marvelous and merry thing to
see. And this chase we saw several times.…
The captain in the Pacific Sea. The troubles which he and his men suffered
there. Of the malady in their gums. Of the dead and the sick men. Of the
Isles of Misfortune, and in what degree they lie.
On Wednesday the twenty-eighth of November, one thousand five hundred

and twenty, we issued forth from the said strait and entered the Pacific Sea,
where we remained three months and twenty days without taking on board
provisions or any other refreshments, and we ate only old biscuit turned to
powder, all full of worms and stinking of the urine which the rats had made
on it, having eaten the good. And we drank water impure and yellow. We ate
also ox hides which were very hard because of the sun, rain, and wind. And
we left them four or five days in the sea, then laid them for a short time on
embers, and so we ate them. And of the rats, which were sold for half an écu
apiece, some of us could not get enough. Besides the aforesaid troubles, this
malady was the worst, namely that the gums of most part of our men swelled
above and below so that they could not eat. And in this way they died,
inasmuch as twenty-nine of us died, and the other giant died, and an Indian
of the said country of Verzin. But besides those who died, twenty-five or thirty
fell sick of divers maladies, whether of the arms or of the legs and other parts
of the body, so that there remained very few healthy men. Yet by
the grace of our Lord I had no illness. During these three months and twenty
days, we sailed in a gulf where we made a good four thousand leagues across
the Pacific Sea, which was rightly so named. For during this time we had no
storm, and we saw no land except two small uninhabited islands, where we
found only birds and trees. Wherefore we called them the Isles of Misfortune.
And they are two hundred leagues distant one from another. And there is no
place for anchoring because no bottom can be found. And we saw there a
very large kind of fish which they call Tiburoni. The first island is in fifteen
degrees of latitude going by the south wind, and the other island is in nine
degrees. By this wind we made each day fifty or sixty leagues or more,
sometimes at the stern, at others at the windward side, or otherwise. And if
our Lord and the Virgin Mother had not aided us by giving good weather to
refresh ourselves with provisions and other things we had died in this very
great sea. And I believe that nevermore will any man undertake to make such
a voyage.
Features of the travelogue:

1. Characterization of the pre-colonial Philippine terrain
2. Description of pre-colonial Filipinos and their exotic culture
3. Discriminatory perspective of the European writer on the natives’
amazement and illiteracy to the European artillery, merchandise
and other goods
4. Narration of the Battle in Mactan tha led to the death of Ferdinand
Magellan
b. Kartilya ng Katipunan
Overview:
The Kartilya ng Katipunan is Katipunan’s code of conduct. It contains 14
rules that instruct the way a Katipunero should behave, and which specific
values should be upheld. The first group contains the rules that will make
the member an upright individual and the

second group contains the rules that will
guide the way he treats his fellowmen.
Features of the Kartilya:
1. Reaction and response to

certain value systems that the
Katipuneros found despicable
in the state of things they are
struggling with.
2. Upheld rational and liberal

ideas in the 18th and 19th
century
3. Emphasis of equality,
tolerance, freedom and liberty
in the making of rules
4. Emphasis on teaching of how

women and children should be
treated
5. Instruction on Katipunan’s conduct toward other people but also

for their members’ development as individuals on their own right
Kartilya ng Katipunan ni Emilio Jacinto
1. Ang buhay na hindi ginugugol sa isang malaki at banal na kadahilanan

ay kahoy na walang lilim, kundi damong makamandag.
2. Ang gawang magaling na nagbuhat sa paghahambog o pagpipita sa sarili,

at hindi talagang nasang gumawa ng kagalingan, ay di kabaitan.
3. Ang tunay na kabanalan ay ang pagkakawang-gawa, ang pag-ibig sa

kapwa at ang isukat ang bawat kilos, gawa't pangungusap sa talagang
Katuwiran.
4. Maitim man o maputi ang kulay ng balat, lahat ng tao'y magkakapantay;

mangyayaring ang isa'y hihigtan sa dunong, sa yaman, sa ganda...;
ngunit di mahihigtan sa pagkatao.
5. Ang may mataas na kalooban, inuuna ang puri kaysa pagpipita sa sarili;
ang may hamak na kalooban, inuuna ang pagpipita sa sarili kaysa sa
puri.
6. Sa taong may hiya, salita'y panunumba.
7. Huwag mong sayangin ang panahon; ang yamang nawala'y mangyayaring

magbalik; ngunit panahong nagdaan ay di na muli pang magdadaan.
8. Ipagtanggol mo ang inaapi; kabakahin ang umaapi.
9. Ang mga taong matalino'y ang may pag-iingat sa bawat sasabihin;

matutong ipaglihim ang dapat ipaglihim.
10. Sa daang matinik ng buhay, lalaki ang siyang patnugot ng asawa at mga
anak; kung ang umaakay ay tungo sa sama, ang pagtutunguhan ng
inaakay ay kasamaan din.
11. Ang babae ay huwag mong tingnang isang bagay na libangan lamang,
kundi isang katuwang at karamay sa mga kahirapan nitong buhay;
gamitin mo nang buong pagpipitagan ang kanyang kahinaan, at
alalahanin ang inang pinagbuharan at nag-iwi sa iyong kasanggulan.
12. Ang di mo ibig gawin sa asawa mo, anak at kapatid, ay huwag mong
gagawin sa asawa, anak at kapatid ng iba.
 https://www.youtube.com/watch?v=ylwiOLab5AA
 https://www.youtube.com/watch?v=pFdiX8mj0Es
 https://www.youtube.com/watch?v=4pUw_iCBywo


 Agoncillo, T. (1974). Introduction to Filipino History. Garotech
Publishing. Quezon City.
 Corpuz, O.D. (1997). An Economic History of the Philippines.

• To be able to familiarize oneself with the primary documents in

• To be able to learn history through primary sources.
• To be able to properly interpret primary sources through
• To understand the context behind each selected document.
a. Proclamation of the Philippine Independence
Overview:
With a government in operation, Emilio Aguinaldo thought that it was
necessary to declare the independence of the Philippines. He believed that
such a move would inspire the people to fight more eagerly against the
Spaniards and at the same time, lead the foreign countries to recognize the
independence of the country. Apolinario Mabini, who had by now been made
Aguinaldo’s unofficial adviser, objected. He based his objection on the fact
that it was more important to reorganize the government in such a manner as
to convince the foreign powers of the competence and stability of the new
government than to proclaim Philippine independence at such an early period.
Aguinaldo, however, stood his ground and won.
Thus, June 12, 1898, between four and five in the afternoon, Emilio
Aguinaldo, in the presence of a hug crowd, proclaimed the independence of
the Philippine National Flag, made in Hongkong by Mrs. Marcela Agoncillo,
assisted by Lorenza Agoncillo and Delfina Herboza, was officially hoisted and
the Philippine National March played in public. In addition to that, the
Proclamation of the Philippine Independence was prepared by Ambrosio
Rianzares, who also read it. A passage in the Declaration reminds one of
another passage in the American Declaration of Independence. The document
was signed by 98 persons, among them an American army officer who was
witnessed the proclamation.
Features:
1. Characterization of the Philippines during the Spanish colonial
period
2. Justification behind the revolution against Spain
3. Brief historical view of the Spanish occupation
4. Establishment of the republic under the dictatorship of Emilio
Aguinaldo
5. Exclusion of Andres Bonifacio’s contribution as the founder of
Katipunan
6. Explanation of the Philippine flag’s appearance
7. Mentioning of Emilio Aguinaldo as God’s selected instrument that
will lead his country to its redemption
8. Revelation of some overlooked historical truths
During the Spanish-American War, Filipino rebels led by Emilio Aguinaldo

proclaim the independence of the Philippines after 300 years of Spanish rule. By mid-
August, Filipino rebels and U.S. troops had ousted the Spanish, but Aguinaldo’s
hopes for independence were dashed when the United States formally annexed the
Philippines as part of its peace treaty with Spain.
The Philippines, a large island archipelago situated off Southeast Asia, was colonized
by the Spanish in the latter part of the 16th century. Opposition to Spanish rule
began among Filipino priests, who resented Spanish domination of the Roman
Catholic churches in the islands. In the late 19th century, Filipino intellectuals and
the middle class began calling for independence. In 1892, the Katipunan, a secret
revolutionary society, was formed in Manila, the Philippine capital on the island of
Luzon. Membership grew dramatically, and in August 1896 the Spanish uncovered
the Katipunan’s plans for rebellion, forcing premature action from the rebels. Revolts
broke out across Luzon, and in March 1897, 28-year-old Emilio Aguinaldo became
leader of the rebellion.
By late 1897, the revolutionaries had been driven into the hills southeast of Manila,
and Aguinaldo negotiated an agreement with the Spanish. In exchange for financial
compensation and a promise of reform in the Philippines, Aguinaldo and his generals
would accept exile in Hong Kong. The rebel leaders departed, and the Philippine
Revolution temporarily was at an end.
In April 1898, the Spanish-American War broke out over Spain’s brutal suppression
of a rebellion in Cuba. The first in a series of decisive U.S. victories occurred on May
1, 1898, when the U.S. Asiatic Squadron under Commodore George Dewey
annihilated the Spanish Pacific fleet at the Battle of Manila Bay in the Philippines.
From his exile, Aguinaldo made arrangements with U.S. authorities to return to the
Philippines and assist the United States in the war against Spain. He landed on May
19, rallied his revolutionaries, and began liberating towns south of Manila. On June
12, he proclaimed Philippine independence and established a provincial government,
of which he subsequently became head.
His rebels, meanwhile, had encircled the Spanish in Manila and, with the support of
Dewey’s squadron in Manila Bay, would surely have conquered the Spanish. Dewey,
however, was waiting for U.S. ground troops, which began landing in July and took
over the Filipino positions surrounding Manila. On August 8, the Spanish
commander informed the United States that he would surrender the city under two
conditions: The United States was to make the advance into the capital look like a
battle, and under no conditions were the Filipino rebels to be allowed into the city.
On August 13, the mock Battle of Manila was staged, and the Americans kept their
promise to keep the Filipinos out after the city passed into their hands.
While the Americans occupied Manila and planned peace negotiations with Spain,
Aguinaldo convened a revolutionary assembly, the Malolos, in September. They drew
up a democratic constitution, the first ever in Asia, and a government was formed
with Aguinaldo as president in January 1899. On February 4, what became known
as the Philippine Insurrection began when Filipino rebels and U.S. troops skirmished
inside American lines in Manila. Two days later, the U.S. Senate voted by one vote to
ratify the Treaty of Paris with Spain. The Philippines were now a U.S. territory,
acquired in exchange for $20 million in compensation to the Spanish.
In response, Aguinaldo formally launched a new revolt–this time against the United
States. The rebels, consistently defeated in the open field, turned to guerrilla warfare,
and the U.S. Congress authorized the deployment of 60,000 troops to subdue them.
By the end of 1899, there were 65,000 U.S. troops in the Philippines, but the war
dragged on. Many anti-imperialists in the United States, such as Democratic
presidential candidate William Jennings Bryan, opposed U.S. annexation of the
Philippines, but in November 1900 Republican incumbent William McKinley was
reelected, and the war continued.
On March 23, 1901, in a daring operation, U.S. General Frederick Funston and a
group of officers, pretending to be prisoners, surprised Aguinaldo in his stronghold
in the Luzon village of Palanan and captured the rebel leader. Aguinaldo took an oath
of allegiance to the United States and called for an end to the rebellion, but many of
his followers fought on. During the next year, U.S. forces gradually pacified the
Philippines. In an infamous episode, U.S. forces on the island of Samar retaliated
against the massacre of a U.S. garrison by killing all men on the island above the age
of 10. Many women and young children were also butchered. General Jacob Smith,
who directed the atrocities, was court-martialed and forced to retire for turning
Samar, in his words, into a “howling wilderness.”
In 1902, an American civil government took over administration of the Philippines,

and the three-year Philippine insurrection was declared to be at an end. Scattered
resistance, however, persisted for several years.
More than 4,000 Americans perished suppressing the Philippines–more than 10

times the number killed in the Spanish-American War. More than 20,000 Filipino
insurgents were killed, and an unknown number of civilians perished.
In 1935, the Commonwealth of the Philippines was established with U.S. approval,
and Manuel Quezon was elected the country’s first president. On July 4, 1946, full
independence was granted to the Republic of the Philippines by the United States.
b. Alfred McCoy’s Philippine Cartoons: Political Caricature of the

American Era
Overview:
Philippine political cartoons gained full expression during the American era. Filipino
artists recorded national attitudes toward the coming of the Americans as well as the
changing mores and times. In the book of Alfred McCoy, 377 cartoons were compiled
in the book, including the extensive research of McCoy in the Philippine and
American archives providing a comprehensive background not only to the cartoons
but to the turbulent period as well. Artist writer Alfredo Roces, who designed the
book cover, contributed an essay on the Philippine graphic satire on the period.
Features:
1. Demonstration of different strands of changes and shifts in the culture,

society and politics of the Philippines’ transition from the Spanish
colonial period to the American occupation
2. Illustration of certain media outfits about the Philippine society from the
Spanish Colonial period to the American Occupation period
3. Description of the unchanging conditions of poor Filipinos
c. Corazon Aquino’s Speech Before the US Congress
Overview:
When Former President of the Philippines Corazon C. Aquino gave a speech to the
United states on September 1986, more than half a year after assuming the
presidency, she called on America to help the Philippines in preserving the freedom
which the Filipinos have won for themselves. Calling to, “restore the role by ways of
democracy”, she praised the role of the America in the world as the promoter of a
righteous system of governance and further strengthened the reputation of said
country as a model for greatness.
Features:
1. Countless references to Ninoy Aquino
2. Analysis of Martial Law
3. Mentioning of Philippine foreign debt
4. Praises of American role
5. Calamities during Martial Law
6. Emphasis of ideology or principle of a new democratic government.

• https://www.youtube.com/watch?v=YuQESg33w3U
• https://www.youtube.com/watch?v=MOHkyMHDHWk
• https://www.youtube.com/watch?v=9bavnuT4RlU
• Candelaria, J.L. et. al. (2018) Readings in Philippine History.

• Agoncillo, T. (1974). Introduction to Filipino History.
Garotech Publishing. Quezon City.
• Corpuz, O.D. (1997). An Economic History of the Philippines.
 To be able to interpret historical events using primary sources.

 To be able to recognize the multiplicity of interpretation than can
be read from a historical text.
 To be able to identify the advantages and disadvantages of
employing critical tools in interpreting historical events through
primary sources.
Concept Notes:
1. Recognition of multiplicity of interpretation

The term “multiperspectivity” was rarely used within the context of school-
based history education before the 1990s, although Professor Bodo von
Borries has observed that the concept was being discussed and actively
promoted by some German historians, including himself, as early as the
1970s.1 The term began to be used more widely in Europe in the early
1990s, particularly at history conferences, seminars and in-service teacher
training workshops organised by the Council of Europe and EUROCLIO,
the European Standing Conference of History Teachers’ Associations.
Nevertheless, the ideas behind “multiperspectivity”. if not the term
itself, have a longer pedigree and are firmly rooted in three distinct but
clearlyrelated developments within school-based education.
The first of these developments was the so-called “new history” approach
which had emerged originally in western and northern Europe in the 1970s
and early ’80s and has had a growing influence on history education in the
rest of Europe since that time, initially in southern Europe and then in much
of central and eastern Europe after the events of 1989-90. The “new
history” approach reflected dissatisfaction with the more traditional
approach to history education in schools, with its emphasis on:
a. knowledge transmission;
b. the weighting of course content heavily in favour of political and
constitutional history;
c. a focus predominantly on events and personalities;
d. the construction of the syllabus around a content-rich, chronological
survey of national history;
e. and the underlying assumption that the national historical narrative
mainly coincided with the history of the largest national grouping and
the dominant linguistic and cultural community.
By contrast, the “new history” approach, whilst not denying the importance
of chronology and historical knowledge, aimed to establish a better balance
within history teaching between teaching students about the past and
providing them with the means to think historically about it. Consequently,
there was a greater emphasis in the history classroom on students learning
how to analyze, interpret and synthesize evidence obtained from a variety
of primary and secondary sources.
Learning to think historically has also meant learning that historians and
others seeking to reconstruct the past, including museum curators, film
makers, television producers and journalists, will be constrained by the
range of sources they can access, will interpret and use the same evidence
in different ways and will select and put emphasis on different aspects of
the evidence. In other words, that most, if not all, historical phenomena can
be interpreted and reconstructed from a variety of perspectives, reflecting
the limitations of the evidence, the subjective interests of those who are
interpreting and reconstructing it, and the shifting cultural influences
which determine to some degree what each new generation regards as
significant in the past.
The second broad educational development that has contributed to the

recent
interest in multiperspectivity has been the growing recognition that, in the
past, history education has all too often been taught from a perspective that
was monocultural, ethnocentric, exclusive rather than inclusive and based
on the assumption that the national narrative coincided with the history of
the largest national grouping and dominant linguistic and cultural
community. The same tendency was often apparent in approaches to
academic history as well. Nevertheless, academic developments over the
last 25 years or so, particularly in social and anthropological history,
cultural history and gender studies, have led to a clearer focus on the history
of social categories and groups who had previously been largely ignored:
women, the poor, ethnic minorities, children, families and migrants. There
are now signs that this interest is gradually filtering down into school-based
history education.
In furtherance, multiperspectivity is a term more often used than defined.

Nevertheless, there have been some attempts to describe its main
characteristics. K. Peter Fritzsche has emphasised that it is a process, “a
strategy of understanding”, in which we take into account another’s
perspective (or others’ perspectives) in addition to our own. That process
entails understanding that we too have a perspective which hasbeen filtered
through our own cultural context, reflects our own standpoint and
interpretation of what has happened and why, our own view of what is and
is notrelevant, and may also reflect other prejudices and biases. In this
respect, multiperspectivity is not just a process or strategy, it is also a
predisposition, “[it] means to be able and willing to regard a situation from
different perspectives”. The preconditions for this are, first, a willingness
to accept that there are other possible ways of viewing the world than one’s
own and that these may be equally valid and equally partial; and, second,
a willingness to put oneself in someone else’s shoes and try and see the
world as they see it, that is, to exercise empathy.
Multiperspectivity in history and history education has been described by

Ann Low-Beer as the process of “viewing historical events from several
perspectives”. Elsewhere, in her historical review of the work of the
Council of Europe on school history, she has also asserted that
“multiperspectivity” is firmly rooted in historical method:
“Essentially it stems from the basic discipline of history and the need to
assess historical events from different perspectives. All historians do
this.……In history, multiple perspectives are usual and have to be tested
against evidence, and accounted for in judgments and conclusions.
Broadly speaking, then, it would appear that the main defining

characteristics of multiperspectivity in history and history teaching are that
it is a way of viewing, and a predisposition to view, historical events,
personalities, developments, cultures and societies from different
perspectives through drawing on procedures and processes which are
fundamental to history as a discipline. A straightforward, apparently un-
problematic and self-evident definition. However, as definitions go it
probably raises more questions than it answers
A perspective is a view which is limited by the standpoint of the person

expressing it. This, of course, applies as much to the “producers” of source
material (the participants in past events, the eye-witnesses, the chroniclers,
the officials and collators of information) as it does to the historian.
Just as the figurative artist’s perspective is constrained by practical

considerations such as technique and the position from which he or she
chooses to draw a particular subject, so there are clearly a number of
practical limitations facing historians. Their perspective on a particular
historical event or development will be restricted by the range of relevant
languages in which they are fluent, their familiarity with the kinds of script
employed by those who wrote the documents which they need to use, the
volume of information and evidence available, the range of sources which
they can use (a particular problem when trying to determine and understand
the views and experiences of people who are illiterate or semi-literate), and
the accessibility of those sources. These are all practical constraints and to
a large degree they ensure that most historical accounts depend upon a
selection of evidence from the potential mass of information that might
conceivably be relevant. Similar constraints of time and space affect the
sources which the historian uses and school students learning to work with
a combination of primary and secondary sources are taught to take into
account:
“how close the source was to the events being studied: a participant, an
eye-witness, a journalist interviewing participants and witnesses soon
afterwards, a newspaper photographer, a television reporter, an official
collating evidence from a variety of sources, an historian writing about it
subsequently, etc.
And how soon after the event the observations in the source were
recorded.”.
Hopefully, they also learn that proximity to events, both in time and space,
does not necessarily guarantee a more reliable and valid account of what
happened.
As witnesses to history then, they are not just describing what they see,
they are interpreting it as well; that is, they are assigning a particular
meaning to what they have seen and that meaning reflects their personal
framework of assumptions, preconceived ideas, prejudices, stereotypes and
expectations.
Historians also have their preconceptions and preoccupations. Their

perspectives are not just shaped by the evidence in the sources to which
they have access. Sometimes these preconceptions and preoccupations are
personal and professional. A historian who seeks to offer a political
perspective of events is likely to present what happened in a different way,
emphasize different factors, assign greater significance to certain
consequences and developments than, say, the economic or social
historian.
Similarly, the personal and professional expectations and preconceptions

of other interpreters of history, such as television producers making
documentaries about specific events will reflect a concern not just to tell
the audience what happened and why but to do so in ways which may
reflect current thinking about what makes a good history documentary with
the emphasis sometimes being more on what makes good television rather
than good history.
At the same time, as historiographical surveys usually reveal, historians

and other commentators on the past, like the rest of us, are children of their
times. Their perspective is influenced by the generation to which they
belong and they will tend to interpret the past through contemporary lenses.
2. Advantages and problems in interpretation and multiperspectivity

Three related dimensions have been identified which have potential relevance
to multiperspectivity:
1. We can view historical events and developments from a multiplicity of
vantage points. To do this, we need to know what was heard, seen or felt.
We also need to know how reliable each source is, partly by comparing and
cross-referencing the evidence they provide but also by evaluating
contextual information on each source: who they were, what role they
played, where they were at the time, what they were doing at the time, how
they obtained the information, and so on. Above all, this process of
evaluation needs to take into account the conditions which may have
imposed constraints on what each source saw, heard or felt, whether these
be physical, technical or self-imposed.
2. We can view historical events and developments from a multiplicity of

points of view. To do this, we need to understand the motives underpinning
these various points of view, whether they be the perspectives of the
authors of the various sources or of the person or persons referred to in
those sources. Broadly speaking, there are three constituent elements to this
process. First, it involves trying to understand the logic behind the view
being expressed. Why would they think this? On what grounds have they
based this view? Why might they have believed some bits of information
and not others? Why did they see some information as relevant and discard
the rest? What options were open to them? What led them to choose this
particular course of action out of all the possibilities open to them? etc.
Second, it involves de-constructing the language of the text
(differentiating, for example, between verifiable facts, expert opinion,
unsubstantiated opinion and hearsay, noting what is omitted from the
account, noting the use of emotive language, the use of false analogies and
stereotypes). The same process of de-construction applies as much to other
sources, such as oral testimony, photographs, films, posters and cartoons
as it does to documents. Third, it also involves collating and analyzing
contextual information about each source since this enables us to
understand more fully where the person stating a point of view “is coming
from”, their background, their associates, allegiances and affiliations.
3. We can also view historical events and developments through a multiplicity

of historical accounts and interpretations (including accounts produced at
different times, for different purposes and for different audiences). This
tends to involve noting the similarities and differences in focus, narrative
structure, interpretation and emphasis and the key points of consensus and
disagreement, i.e. historiographical analysis.
Multiperspectivity is not simply the application of historical method. It

aims to extend the breadth and scope of the historical analysis of a
particular topic or phenomenon. This can be done in a variety of ways. For
instance, it can be done by questioning the conventional notions of which
perspectives are and are not relevant to our historical understanding of a
particular event or development. Increasingly this has involved
incorporating into accounts the perspectives of groups and social categories
that have tended to be ignored except when they have stirred up trouble for
the elite or the dominant group – the perspectives of the invisible groups
and social categories, such as women, the poor, the slaves, the immigrants,
the linguistic, religious and ethnic minorities. The argument has not been
that the mono-cultural or mono-ethnic history has been invalid but more
that it has lacked “balance”. McCullagh explains this distinction very well
when he argues that: “If I say that my dog has an ear, an eye, a leg and a
tail, that statement would be literally true. It has got all of those things. But
the statement does not give a fair description of my dog, which has two
ears, two eyes, four legs and one tail”.
The issue here is not so much one of truth as of fairness.
Multiperspectivity can also extend the scope of the historical account by

examining how the different perspectives relate to each other; how they
have shaped and been shaped by each other. This is a dimension of
multiperspectivity which focuses specifically on the dynamics of historical
events and processes: how those representing different perspectives have
interacted with each other, the mutual influences, connections and inter-
dependencies that produce a more complex account of what happened and
why. There are four potential benefits to adopting this kind of multilateral,
dynamic approach to examining the evidence relating to a particular event
or development.
First, it adds an extra dimension to historical narrative. In a sense, the

narrative form could be described as a sequence of “and thens” (i.e. this
happened …and then...this happened and then). Multiperspectivity
supplements this linear process with a sequence of “meanwhiles” which

convey the reactions and subsequent actions of “significant others”. The
result is a richer and more complex account based on interlocking
narratives which would show how the perspectives of the various parties
not only changed or crystallized in response to circumstances but were also
shaped by lack of information of where the others stood or what the others
were doing. A good example of this might be the negotiation of the
armistice to end the First World War. To understand the negotiations, it is
necessary to recognize that the various governments and military
commands were not always consulting each other or keeping each other
informed of what they were doing and that their own positions were
shifting as events changed. These include Wilson’s unwillingness to
consult his allies over the terms of the armistice, the different concerns and
priorities of each government, the growing tension between the German
High Command in Spa and the civil government in Berlin regarding the
necessity of an armistice, the hardening of public opinion in the United
States and Britain after the sinking of the Leinster by German torpedoes;
the increasing political tensions within Germany, and so on. The narrative
is not straightforwardly linear (the “meanwhiles” are as integral to an
understanding of what happened as the “and thens”).
Second, it can highlight the mutual influences between different groups

within a country, neighboring countries, alliances, rivalries or occupiers
and occupied. For example, over the last two millennia of European
history, there have been many examples of regional, continental, and inter-
continental empires, territorial occupations, border disputes, civil wars and
the subjugation of all kinds of minorities. Many historians have charted the
impact of the imperial and occupying powers on the peoples and lands they
have invaded. Many historians, particularly from countries which have
been colonized and occupied, have produced accounts from the
perspectives of the peoples who have been defeated and invaded. There are
far fewer examples of multilateral accounts which also investigate the
impact of colonization or occupation on the colonizer or occupier and
examine the myriad ways in which circumstances and perspectives in the
occupied or colonized territories impacted upon or constrained the options

of decision makers in the occupying or colonizing powers
Third, it can shed more light on conflict situations by helping us to

understand that they often arise, persist and are shaped by conflicts of
interpretation where each party to the dispute assigns motives and
intentions to each other’s actions which are not founded on any specific
evidence but reflect long-established assumptions, preconceptions,
prejudices and stereotypes. The emergence of myths within conflict
situations would be another example of this process and in the Learning
activities section there is an example of this based on the counter-myths
which emerged during the First World War about the atrocities committed
on both sides (i.e. the activities of the francs-tireurs and the stories of
French and Belgian civilians
having their hands cut off).
Fourth, it can demonstrate that in some historical situations, the

perspectives are related in a symbiotic way. This is particularly relevant
when studying historical relationships between majorities and minorities,
or between different minority. groups, or between powerful countries and
their less powerful neighbours, allies and satellites. As Gita Steiner-
Khamsi points out:
“Depicting minorities as the “others” that are allegedly culturally and
historically aliens often helps people constituting the majority to see
themselves as members of one community, and it helps them to feel at
home……..Belonging and the feeling of being at home are often created
by identifying groups that supposedly should not belong and should not
feel at home in the country – immigrants and traditional minorities”.
Aside from that, there are a number of practical problems and constraints
which can limit the extent to which school-based history education can be
multiperspectival. These revolve around issues of time, space, cost, scope
and degree of flexibility within the curriculum.
From the point of view of the history teacher, there are the twin problems
of time and curriculum flexibility. Making use of a genuine multiplicity of
perspectives in one’s teaching and ensuring that students have
opportunities to analyze and contextualize each of them takes time. A
genuinely pluralist approach to national history is difficult in circumstances
where the history curriculum is content-rich and the teacher is required to
cover a lot of topics in a relatively short time. Multiperspectivity requires
a curriculum structure for history which has some flexibility in it. In
countries characterized by ethnic, national and cultural diversity, it may be
possible to ensure that there is much more coverage of the social categories
and minorities that have tended to be marginalized or made invisible in the
national narrative, particularly through a curriculum structure which
permits a core of national history and optional units on different minorities.
Whilst this more flexible kind of curriculum structure can help to

incorporate the histories of minorities, women’s history, “history from
below” and the history of everyday life into the traditional school history
curriculum, it may not get to the heart of the problem which is so central to
multiperspectivity: the relationships between these diverse groups with
their different perspectives and experiences.
However, in all but the most crowded history syllabus, there should be
scope for the inclusion of one or two case studies every year which will
serve to help the students to become more familiar with working with a
multiplicity of sources, interpretations and points of view to reconstruct as
complete an account of an event or development as possible. For the rest
of the time, some measure of multiperspectivity can be integrated into
history learning but on a smaller and less complete scale. After all, the
objective here is to help them to learn how to analyze and interpret different
and contrasting perspectives rather than necessarily always offer them as
complete a picture of every event as is possible.
From the point of view of textbook publishing, the scope for

multiperspectivity is often limited by space and cost. To approach a topic
or theme from a multiplicity of perspectives takes far more pages than
would normally be the case in a conventional textbook account. This is a

real problem when the textbook is structured around a chronological
survey. It is easier if it is a learning resource or an auxiliary book on a
particular topic or theme. Any textbook author who has attempted a
genuinely multiperspectival approach to a topic or theme will also know
that it is a very time consuming and labor intensive task.
The final practical constraint is that when covering topics and themes
which have a regional, European or global dimension, the scope for
multiperspectivity is also likely to be limited by the number of languages
which the history teacher and the pupils can read. A great mass of resource
material, especially on the history of the 19th and 20th centuries, is now
available on the Internet covering a diversity of perspectives both official
and unofficial, contemporaneous and produced with the benefit of
hindsight. In addition to primary source material in raw and edited formats,
it is also possible to find on the Internet a multiplicity of perspectives from
different historians.
In addition to these practical problems, multiperspectivity can also pose a

number of potential problems for the learner. As we have seen it demands
empathy on the part of the history student. In the late 1990s, a major cross-
national survey was undertaken of young people’s attitudes to their history
education in Europe. In one question, the respondents were asked to put
themselves in the shoes of a young man or woman in the 15th Century
being forced into marriage with someone who was not of their choice.
3. Case Studies:
a. Site of the First Mass

Francisco Albo – A pilot of one of Magellan’s ship, Trinidad, kept a log;
however, it does mention of the first mass. But, he described the location
of Mazava fits the location of the island of Limasawa, at the southern tip
of Leyte.
Antonio Pgafetta – Butuan is the location of the first mass.
Miguel A. Bernad – A Jesuit priest laid down an argument that the accounts
did state the existence of the river where the location of the first mass
happened, an omission that somehow have lessened the support of their
accounts.
b. Cavite Mutiny
Jose Montero y Vidal – A Spanish historian stated that the abolition of
privileges enjoyed by the Cavite arsenal of exemption from the tribute was
the cause of mutiny. The mutiny was done through peaceful means—by
spreading democratic and republican books and pamphlet.
Rafael Izquierdo - A governal-general that stated the causes of the mutiny
are the abolition of the privileges in labor as well as the presence of the
native clergy. The mutiny was executed in a bloody and violent manner
and the masterminds were the GOMBURZA priests.
Dr. Trinidad Hermenegildo Pardo de Tavera – The incident was a bloody
mutiny by Filipino soldiers and laborers of Cavite arsenal to th
dissatisfaction arising from the draconian policies of Izquierdo.
Edmund Plauchut - A French writer contradicted the Spanish accounts,
telling that the GOMBURZa priets were innocent and in no way related
to the incident.
c. Retraction of Rizal
Jesuit friar Fr. Vicente Balaguer – Described the out of character behavior
of Rizal during his last hours, but it was doubted as it is the only existing
account supporting the authenticity of Rizal’s retraction.
Cuerpo de Vigilancia- report on the last hours of Rizal but does not
mention of the existence of the document.
d. Cry of Rebellion
Guillermo Masangkay – Cry of Rebellion happened at about nine o’clock
in the morning of August 26 in Balintawak, at the house of Apolonio
Samson, then cabeza of the barrio of Caloocan.
Pio Valenzuela – He said to a Spanish investigator that the cry happened
in Balintwawak on August 26, 1896. While in his Memoirs of the
Revolution , he told the at Pugad Lawin on August 23, 1896

 https://www.youtube.com/watch?v=Qjgdx0LnR84
 https://www.youtube.com/watch?v=cE3fZ1aqNuo
 https://www.youtube.com/watch?v=Uh7oowrwvJQ


 Agoncillo, T. (1974). Introduction to Filipino History.
Garotech Publishing. Quezon City.

 To be able to analyze the social, political, economic and

cultural issues in the Philippines using the lens of history.
 To understand several enduring issues in Philippine
society through history.
I. Concept notes:
a. Difference between social, political, economic and cultural issues
Social issue – problem that influences a considerable number of
individuals within a society.
Political issue – controversies debated within the political system
Economic issue – assertion on the insufficiency of needs in economy
Cultural issue – prevailing or trending cultural belief
This can be discussed as a backgrounder before proceeding to the main topics:

LAW – any rule of action or any system of uniformity
A. Aspects:
1. In strict legal sense, it is promulgated and enforced by the state.
2. In the non-legal sense, it is not promulgated and enforced by the state.
B. Characteristics:
1. It is a rule of conduct.
2. It is obligatory.
3. It is promulgated by the legitimate authority.
4. It is of common observance of benefit.
C. Purposes:
1. For internal order
2. To secure justice
3. To maintain social control
D. Sources:
1. Constitution
2. Legislative department
3. Administrative rules and regulations
4. Judicial decisions
5. Customs
6. Principles of justice and equity
7. Decisions of foreign tribunals
8. Opinions of experts
b. The Philippine Constitution

CONSTITUTION – set of fundamental principles or established precedents
according to which a state or other organization is governed, thus, the word
itself means to be a part of the whole.
With the particular reference to the Constitution of the Philippines, it may be

defined as that written instrument by which the fundamental powers of the
government are established, limited and defined and by which these powers
are distributed among the branches of the government.
A. Nature:
1. Serves as the supreme or fundamental law
2. Establishes basic framework and underlying principles of government
3. Designed to protect the basic rights of the people
B. Characteristics of a good written constitution:

1. Brief – not too detailed but substantial enough
2. Broad - covers the whole state and rights of the citizens as well as many
future contingencies
3. Definite – definitions and interpretations are definite
C. Evolution:
1. 1897: Constitution of Biak-na-Bato – provisionary Constitution of the
Philippine Republic during the Philippine Revolution. This constitution is
borrowed from Cuba and written by Isabelo Artacho. The organs of the
government under this Constitution are:
a. Supreme Council headed by the president and 4 department secretaries of
interior, foreign affairs, treasury and war.
b. Consejo Supremo de Gracia Y Justicia (Supreme Council of Grace and
Justice)which was given the authority to make decisions and affirms or
disprove sentences rendered by courts.
c. Asamblea de Representantes (Assembly of Representatives) which was to
be convened after the revolution to create a new Constitution.
2. 1899: Malolos Constitution – titled as “The Political Constitution of 1899”,

patterned after the Spanish Constitution and was written in Spanish. This
contains 39 articles divided into 14 titles, with eight articles of transitory
provisions and a final additional article.
The form of government under this Constitution is to be popular,

representative, alternative and responsible, and shall exercise three distinct
powers – legislative, executive and judicial.
The legislative power was vested in a unicameral body called the Assembly of
Representatives. Executive power was vested in the president, and elected by
a constituent assembly of the Assembly of Representatives. There was no vice
president.
3. 1935: The Commonwealth Constitution – crafted to meet the approval of

the United States to live up to its promise to grant independence to the
Philippines.
This Constitution created the Commonwealth of the Philippines, an

administrative body that governed the country from 1935 to 1946. It is a
transitional administration to prepare the country toward its full achievement
of independence. It originally provided for a unicameral National Assembly
with a president and vice president.
4. 1973: Constitutional Authoritarianism – This was enforced during the

Martial Law era. This was supposed to introduce a parliamentary-style of
government. The president was to be elected as the symbolic and ceremonial
head of the state. Executive power was relegated to the Prime Minister.
5. 1986: Freedom Constitution – a transitional Constitution enforced to last for

a while a Constitutional Commission drafted a permanent one, this maintained
many provisions of the old one.
6. 1987: Current Constitution – This established the Philippines as a

“democratic republican state”. The executive branch is headed by the president
and his cabinet, whom he appoints. The legislative power resides in the
Congress divided into two houses: the Senate and the House of
Representatives. While, the Philippine court system is vested with the power
of the judiciary and is composed of a Supreme Court and lower courts as
created by law.
This Constitution also provided for three methods by which it can be amended,
all requiring ratification by a majority vote in a national referendum:
a. Constitutional Assembly – proposes amendments to the Constitution where

the Congress votes and decides what to amend as a single body.
b. Constitutional Convention – calls for a vote of two-thirds of all members of

the Congress.
c. People’s Initiative – amendments in Constitution may be proposed by the

people upon a petition of at least 12% of the total number of registered voters.
**Federalism in the Philippines was supported by President Rodrigo Duterte

in the 2016 presidential elections. This form of government is composed of a
central governing authority and constituent political units sharing sovereignty.
Under this, regions may custom fit solutions to problems brought about by
their distinct geographic, cultural, social and economic contexts. However, it
may create competition among regions as it can be a challenge in the
achievement of peace in the country.
Our current governmental system is that of a unitary system where

administrative powers and resources are concentrated in the national
government.
c. Agrarian reform– rectification of the whole system of agriculture. It refers

to the redistribution of lands, regardless of crops or fruits produced to
farmers and regular farm workers who are landless, irrespective of tenurial
arrangement and economic status of the beneficiaries.
Distinguished from land reform – Land reform is the physical redistribution

of lands such as the programs under Presidential Decree No. 27. Agrarian
reform means the distribution of lands including the totality of factors and
support services designed to lift the economic status of the beneficiaries. Thus,
agrarian reform is broader than land reform.
1. History/Evolution of Philippine Agrarian Laws

a. Landownership in the Philippines under Spain
b. Landownership in the Philippines under the Americans
c. Post-War Interventions toward Agrarian Reform
d. Agrarian Reform Efforts under Marcos
e. Post-1986 Agrarian Reform
**Read the references for the discussion of these matters. See Candelaria’s
book.
2. The Comprehensive Agrarian Reform Law (R.A. 6657)

a. Scope: All public and private agricultural lands, including other lands of the
public domain suitable for agriculture.
b. Definition of terms:
(1). Agricultural land- land devoted to agricultural activity and not classified
as mineral, forest, residential, commercial or industrial land.
(2) Agricultural activity- cultivation of the soil, planting of crops, growing of
fruit trees, raising of fish, including the harvesting of such farm products, and
other farm activities and practices performed by a farmer in conjunction with
such farming operations done by persons whether natural or judicial.
3. Exclusion:
a. Parks;
b. Wildlife;
c. Forest reserve;
d. Reforestation;
e. Fish sanctuaries and breeding grounds;
f. Watersheds and mangroves
g. Private lands;
h. Prawn farms;
i. Fishponds; and
j. Lands actually, directly and exclusively used and found to be necessary for
national defense; school sites and campuses, seeds and seedling research;
church sites and covenants; mosque sites and Islamic centers ; and communal
burial grounds and cemeteries; penal colonies and government and private
research and quarantine centers; and
k. Lands devoted to commercial livestock, poultry and swine raising; and
l. All lands with 18% slope and over which are not developed for agriculture.
4. Factors to consider in implementation:

a. Need to distribute lands to the tillers at the earliest time;
b. Need to enhance agricultural productivity; and
c. Availability of funds and resources to implement and support program.
d. Taxation - power by which the sovereign raises revenue to defray the

necessary expenses of the government. It is merely a way of apportioning
the cost of government among those who in some measure are privileged
to enjoy its benefits and must bear its burdens. It includes, in its broadest
and most general sense, every charge or burden imposed by the sovereign
power upon persons, property, or property rights for the use and support of
the government and to enable it to discharge its appropriate functions, and
in that broad definition there is included a proportionate levy upon persons
or property and all the various other methods and devices by which revenue
is exacted from persons and property for public purposes. (51 Am. Jur 34-
35)
1. History/Evolution of Philippine Taxation Laws

a. Taxation in Spanish Philippines
b. Taxation under the Americans
c. Taxation during the Commonwealth Period
d. Fiscal Policy from 1946 to Prsent
**Read the references for the discussion of these matters. See
Candelaria’s book.
2. Nature of taxation
Taxation is inherent in nature, being an attribute of sovereignty. As an
incident of sovereignty, the power to tax has been described as
unlimited in its range, acknowledging in its very nature no limits, so
that security against its abuse is to be found only in the responsibility of
the legislature which imposes the tax on the constituency who are to pay
it.
The power of taxation is an essential and inherent attribute of

sovereignty, belonging as a matter of right to every independent
government, without being expressly conferred by the people.
The power to tax is inherent in the State, such power being inherently
legislative, based on the principle that taxes are a grant of the people
who are taxed, and the grant must be made by the immediate
representative of the people, and where the people have laid the power,
there it must remain and be exercised.
The power of taxation is essentially a legislative function. The power to
tax includes the authority to:
(1) Determine the
(a) Nature (kind);
(b) Object (purpose);
(c) Extent (amount of rate);
(d) Coverage (subjects and objects);
(e) Apportionment of the tax (general or limited application);
(f) Sites (place) of the imposition; and
(g) Method of collection;
(2) Grant tax exemptions or condonations; and
(3) Specify or provide for the administrative as well as judicial remedies
that either the government or the taxpayer may avail themselves in the
proper implementation of the tax
measure.
In other words, the legislature wields the power to define what tax shall
be imposed, why it should be imposed, how much tax shall be imposed,
against whom (or what) it shall be imposed and where it shall be

imposed.
3. Characteristics of taxation:
a. As a principal attribute of sovereignty, the exercise of taxing power
derives its source from the very existence of the state whose social
contract with its citizens obliges it to promote public interest and
common good.
b. The power to tax is so unlimited in force and so searching in extent,

that courts scarcely venture to declare that it is subject to any
restrictions whatever, except such as rest in the discretion of the
authority which exercises it.
c. It is a settled principle that the power of taxation by the state is

plenary. Comprehensive and supreme, the principal check upon its
abuse resting in the responsibility of the members of the legislature
to their constituents.
d. Taxes being the lifeblood of the government that should be collected

without unnecessary hindrance, every precaution must be taken not
to unduly suppress it.
e. The power to tax is sometimes called the power to destroy.

Therefore, it should be exercised with caution to minimize injury to
the proprietary rights of the taxpayer. It must be exercised fairly,
equally and uniformly, lest the tax collector kills the ‘hen that lays
the golden egg.
f. In order to maintain the general public’s trust and confidence in the

government, this power must be used justly and not treacherously.
g. Tax laws are prospective in operation, unless the language of the

statute clearly provides otherwise.
4. Purposes of taxation:
a. PRIMARY
• Revenue – the purpose of taxation is to provide funds or property with
which the state promotes the general welfare and protection of its citizens.
• Taxes are for revenue, whereas fees are exactions for purposes of
regulation and inspection, and are for that reason limited in amount to
what is necessary to cover the cost of the services rendered in that
connection. It is the object of the charge, and not the name, that
determines whether a charge is a tax or a fee.
b. SECONDARY
1) Regulation - it has a regulatory purpose as in the case of taxes levied
on excises or privileges like those imposed on tobacco and alcoholic
products, or amusement places, etc.
2) Promotion of General Welfare
3) Reduction of Social Inequality – made possible through the
progressive system of taxation where the objective is to prevent undue
concentration of Wealth in the hands of a few individuals.
4) Encourage Economic Growth – in the realm of tax exemptions and tax
reliefs, the purpose is to grant tax incentives or exemptions in order to
promote the country’s economic growth.
5) Protectionism – in some sectors of the economy, as in the case of
foreign importations, taxes sometimes provide protection to local
industries like protective tariffs and customs duties.
5. Theories and Basis of Taxation

a. Necessity Theory
• Existence of a government is a necessity and cannot continue without any
means to pay for expenses
• For those means, the government has the right to compel all citizens and
property within its limits to contribute.
b. Benefits-Protection Theory (Symbiotic)

• Reciprocal duties of protection and support between State and inhabitants.
Inhabitants pay taxes and in return receive benefits and protection from the
State.
• Every person who is able to pay must contribute his share in the running
of the government. The Government, for his part, is expected to respond in
the form of tangible and intangible benefits intended to improve the lives
of the people and enhance their moral and material values. This symbiotic
relationship is the rationale of taxation and should dispel the erroneous
notion that is an arbitrary method of exaction by those in the seat of power.
a. Lifeblood Doctrine
• Taxes are the lifeblood of the nation.
• Without revenue raised from taxation, the government will not
survive, resulting in detriment to society. Without taxes, the
government would be paralyzed for lack of motive power to activate
and operate it.
• Taxes are the lifeblood of the government and there prompt and certain
availability is an imperious need.
• Taxes are the lifeblood of the nation through which the agencies of the
government continue to operate and with which the state effects its
functions for the benefit of its constituents
• Taxes are the lifeblood of government, and their prompt and certain
availability an imperious need. Time out of mind, therefore, the
sovereign has resorted to more drastic means of collection. The
assessment is given the force of a judgment, and if the amount assessed
is not paid when due, administrative officials may seize the debtor's
Property to satisfy the debt.
 https://www.youtube.com/watch?v=AuHQvtQSbyQ
 https://www.youtube.com/watch?v=3I1H3a8SP_M
 https://www.youtube.com/watch?v=3gocV9xeE9Q


 Jovellanos, J. (2011). Notes in Philippine History and
Government. Chrizam Printing Press. Dagupan City.

 To be able to manifest interest in local history and cultural

heritage.
 To be able to apply historiographical methods in writing the
history of one’s locality or country.
 To incorporate technology in the discipline of history.
I. Concept notes:
a. Doing Historical Research Online
 Cyberspace is a great resource for research if one knows how to use
it. It can be done through the usage of search engine websites. Search
engine websites that can be used are Yahoo! And Google.
 Wikipedia can also be used but sometimes, some of the articles are
not credible and reliable as these are all subject to editing by anyone.
 There are existing websites where individuals can legally download
scanned copies of books and other materials for free, especially those
books with expired copyrights and are in public domain. One
example of these is Project Gutenberg (www.gutenberg.org)
 Philippine government websites are also enriched with sources.
b. Doing Historical Research in Libraries and Archives

 Online Public Access Catalog (OPAC) is the new version wherein
catalog is handled digitally. In this system, instead of going through
each entry on physical index cards, a simple search will yield the
holdings of the library related to what you are searching for.
 The National Library of the Philippines in Ermita, Manila provides
a rich treasure cove of materials for a student-researcher interested
in Philippine history, especially in their Filipiniana section.
 The National Archives of the Philippines, also in Manila, is an
agency of government mandated to collect, store, preserve and make
available records of the government and other primary sources
pertaining to the history and development of the Philippines.
 Libraries in the University of the Philippines in Diliman, Quezon
City are rich in resources especially in Filipiniana section, serials,
theses and dissertations. On the other hand, the Ateneo de Manila
University in Quezon City holds a large American Historical
Collection.
c. Doing Life Histories and Bibliographical Research
"Producing life stories is an increasingly popular form of narrative-based

inquiry in fields as diverse as anthropology, education, gerontology, history,
law, medicine, psychology, sociology, and women's studies. Methods of inquiry
into lived experience appear under such labels as autobiography, biography,
autoethnography, life history, and oral history. Despite their differences, the
common purpose of these methods is to inquire into lived experience and to re-
present that experience in a narrative form that provides rich detail and
context about the life (or lives) in question. Life storytelling can be understood
as an intellectual site where the narrative turn in the social sciences meets the
desire to exercise the descriptive and analytic processes that C. Wright Mills
famously called the 'sociological imagination'."
d. Local and Oral History
Oral history helps round out the story of the past.

Oral history provides a fuller, more accurate picture of the past by augmenting
the information provided by public records, statistical data, photographs,
maps, letters, diaries, and other historical materials. Eyewitnesses to events
contribute various viewpoints and perspectives that fill in the gaps in
documented history, sometimes correcting or even contradicting the written
record. Interviewers are able to ask questions left out of other records and to
interview people whose stories have been untold or forgotten. At times, an
interview may serve as the only source of information available about a certain
place, event, or person.
Oral history helps us understand how individuals and communities

experienced the forces of history.
Just think of the breadth and width of history that today’s students have to
learn! Traditional history courses in high school and college usually touch only
on the major events of the past, covering the fundamentals of who, what, when,
where, why, and so what. Oral history brings depth to our understanding of the
past by carrying us into experience at an individual level. Thoughtful, personal
answers to questions like What did you do in the war? reveal the ways
decisions made by the movers and shakers of the day changed the lives of
ordinary people and their families and communities.
Oral history preserves for future generations a sound portrait of who we

are in the present and what we remember about the past.
Inevitably, future generations will view—and judge—today’s generation through

the lens of their own experiences in their own time. The story of the past is
continually revised in the light of new interpretations. Oral history enables
people to share their stories in their own words, with their own voices, through
their own understanding of what happened and why. With careful attention to
preserving our sound recordings, the voices of our narrators will endure to
speak for them when they are gone. By complicating the story with individual
experience, oral histories will help future historians avoid sweeping
generalizations that stereotype people, engender prejudice, and overlook
important variables in the historical context.
e. Interacting with History through Historical Shrines and Museums
The Historic Sites and Education Division (HSED) administers and maintains
national shrines, monuments and landmarks and operates interactive history
museums. The HSED also takes charge of the conduct of commemorative
events and other educational activities to observe birth and death
centenaries/anniversaries of national heroes and illustrious Filipinos and
historic events with local and national significance.
GOAL/OBJECTIVES
The HSED promotes the ideals of our heroes and other illustrious Filipinos
through the administration and maintenance of the various monuments,
landmarks and shrines, which house their relics and memorabilia, as
museums and venues for learning, and the conduct of commemorative and
other educational activities.
FUNCTIONS
1. Maintenance and administration of national shrines and landmarks,
including relics and memorabilia of national heroes and other illustrious
Filipinos, and objects of historical value in order to perpetuate the

memory and emulate the patriotic deeds of our heroes;
2. Commemoration of birth and death anniversaries of national heroes and
illustrious Filipinos and significant historical events at various shrines
and landmarks, to inculcate the positive values that the Filipino people,
most especially the youth, can emulate;
3. Commemoration of milestone historical events with national significance
and encouragement of public awareness on the importance of these
events;
4. Management of shrines and landmarks as resource centers and conduits
between national government agencies and local government units, non-
government agencies, civic organizations and stakeholders;
5. Conduct of historical educational activities such as lectures, seminars,
exhibits, workshops, patriotic tours, video showing, historico-cultural
contests,,,,, and learning sessions, whether formal, non-formal or
informal, in accordance with the Philippine Cultural Education Plan;
6. Establishment of an index of knowledge on history and culture at the
various NHCP-managed shrines and landmarks for information
dissemination to the public sector; and
7. Preparation of historical educational materials such as press releases,
feature articles and short essays on activities at NHCP shrines and
landmarks, historical events, sites and eminent personages to help
popularize Philippine history in the mass media and other venues and
through information.
8. Organize and strengthen various historical committees and associations
(i.e. provincial, city, municipal, institutional, etc.), private or public, as
active partners in the dissemination of significant historical events and
personalities at the grass roots level.
ORGANIZATIONAL STRUCTURE
The Historic Sites and Education Division is headed by the Chief Historic Sites
Development Officer who is assisted by the Supervising Historic Sites
Development Officer.
The Historic Education Section is tasked to prepare, organize, plan, integrate
and implement historico-cultural and educational programs, lectures,
symposia, conferences, round-table discussions, local or national contests

such as extemporaneous speech, essay writing, poem reading, etc. all related to
the observance and commemoration of the birth and death anniversaries of
national heroes and illustrious Filipinos, including the centennial/milestone
celebrations of important or major historical events (local or national);
The Historic Sites Section is tasked with the administration and maintenance
of the various national shrines, monuments and landmarks namely:
1. Museo ni Emilio Aguinaldo

2. Museo ni Baldomero Aguinaldo
3. Museo nina Marcela Mariño at Felipe Agoncillo
4. Museo ni Leon Apacible
5. Museo ng Paglilitis ni Andres Bonifacio
6. Museo ni Marcelo H. Del Pilar
7. Museo ng Katipunan
8. Museo ni Juan at Antonio Luna
9. Museo ni Apolinario Mabini – PUP
10. Museo ni Apolinario Mabini Tanauan
11. Museo ni Ramon Magsaysay
12. Museo ng Republika ng 1899
13. Museo ni Miguel Malvar
14. Museo ng Kasaysayang Pampulitika ng Pilipinas
15. Museo sa Ilalim ng Lupa ng Nagcarlan
16. Museo ng Kasaysayang Panlipunan ng Pilipinas
17. Museo ni Manuel Quezon
18. Museo ni Jose Rizal, Calamba
19. Museo ni Jose Rizal, Dapitan
20. Museo ni Jose Rizal, Fort Santiago
21. Museo ni Jesse Robredo
https://www.youtube.com/watch?v=ZQNk7KVU_6A
https://www.youtube.com/watch?v=FEG00ruzewI
https://www.youtube.com/watch?v=OBvOsdTJWuo
 https://ecu.au.libguides.com/research-methodologies-creative-
arts-humanities/life-histories-autobiographies
 Candelaria, J.L. et. al. (2018) Readings in Philippine History. Rex
Book Store. Manila.
 https://www.baylor.edu/content/services/document.php/66420.
pdf
 https://nhcp.gov.ph/nhcp-2/divisions/historic-sites-education/

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MODULE: READINGS IN THE PHILIPPINE HISTORY

At the end of this module, learners will be able to:

1. Definition and etymology of history

Henry Johnson: “History, in its broadest sense, is everything that ever

Rapson: “History is a connected account of the course of events or progress

Today, modern history has gone beyond the traditional status of an

P-olitics, what government influenced society

R-eligion, a total impact on Europe during the 15th century. Religion is

I- ntelligence and knowledge that has progress in history.

A-rt, paintings and pictures produced throughout the course of time.

4. History is concerned with man in space: The interaction of man on

5. Objective record of happenings: Every precaution is taken to base the data

7. History is a dialogue between the events of the past and progressively

9. Continuity and coherence are the necessary requisites of history: History

11. Comprehensiveness: According to modern concept, history is not confined

Please click the link below for the Course Overview:

 Candelaria, J.L. et. al. (2018) Readings in Philippine

At the end of this module, learners will be able to:

 To be able to understand the meaning of history as an academic

History as a social sciences and its relation to other fields of disciplines

a. History and Political Science

b. History and Economics

History is closely related to economics as the activities of man in society are

c. History and Sociology

d. History and Psychology

A historian must have to show some psychological insights while making an

e. History and Geography

It would be impossible to study certain branches of history without

Sources of Historical Data

a. Published documents-created for large audiences and were distributed

b. Unpublished documents-personal in nature and may be difficult to find

c. Oral traditions/oral histories-provide another way to learn about the past

d. Visual documents and articles- include photographs, films, paintings and

The modern concept of history

History-a Science or an Art

History is a science in the sense that it pursues its own techniques to

Arguments against History as a science

1. No forecasting: Rickman has rightly said, “History deals with sequence of

4. No observation and experimentation: Historical data are not available for

5. No dependable data: Historical data are the products of human thoughts

History is both a Science and an Art

History is a unique subject possessing the potentialities of both a science and

capable of experimentation. Whereas absolute impartiality is not possible in

History is a comprehensive subject and includes-History of Geography,

Please click the link below for the Course Overview:

 Candelaria, J.L. et. al. (2018) Readings in Philippine History.

At the end of this module, learners will be able to:

 To be able to understand the meaning of history as an academic

Distinction of primary and secondary sources

Primary sources include documents or artifacts created by a witness to or

Primary sources may include diaries, letters, interviews, oral histories,

Secondary sources analyze a scholarly question and often use primary

Databases help you identify articles in scholarly journals or books on a

Historiography/ historical method (Internal and External)

To make it clearer, historiography lets the students have a better

Essentially, historiography comprises the techniques and guidelines by

Aside from these procedures, historiography also involves the employment of

Internal criticism, on the other hand, is the examination of the truthfulness

Other methods also used are as follows: