Page |i

COLLEGE OF ARTS AND SCIENCES (CAS) CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
 P a g e | ii

This learner’s module is not for sale. No part of this material may be
reproduced in any form or by any means, including photocopying,
scanning, or other electronic means without the prior written permission to
the author or the College of Arts and Sciences, Central Philippines State
University.

LEARNER’S MODULE IN
GEC 2: Readings in Philippine History
First Semester | School Year 2020-2021

COLLEGE OF ARTS AND SCIENCES (CAS) CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
 P a g e | iii

PHILOSOPHY
Decent affordable education for sustainable productivity
and global competitiveness under an atmosphere of
academic freedom.

CPSU QUALITY POLICY

CPSU commits to deliver quality higher and advanced education through instruction,
research, extension, production and administrative support services.
We shall endeavor to:

• Continually improve its Quality Management System (QMS) at par with

international standards;
• Provide timely, efficient and effective delivery of products and services;
• Satisfy the needs and expectations of the costumers and relevant interested
parties; and
• Uphold applicable statutory, regulatory, organizational and international
standard requirements.

COLLEGE OF ARTS AND SCIENCES (CAS) CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
 P a g e | iv

PREFACE GEC 2

This module in Readings in Philippine History is designed to expose the

students to different facets of Philippine history through the lens of eyewitness. Rather
than rely on secondary materials such as textbooks, which is the usual approach in
teaching Philippine history, different types of primary sources will be used- written
(qualitative and quantitative) and oral history- covering various aspects of Philippine
life (Political, economic, social and cultural).

As a vital component of the curriculum, this material is exclusive for officially

enrolled students in GEC 2 – Readings in Philippine History of Central Philippines
State University cut across all degree programs.
With this module, the author hopes that the learner would appreciate our rich
past by deriving from those who were actually present at the time of the event.

Remember, the success of this course depends on your cooperation, active

participation and authentic responses to the activities. Take time to read and spend
quality time with yourself as you go through this module.

Various sources are acknowledged in this module as used for reading

materials, pictures, images, and illustrations, among others and are rightfully owned
by its respective copyright holders. The authors do not represent nor claim ownership
over them.

Good luck and know your own history!

COLLEGE OF ARTS AND SCIENCES (CAS) CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
 Page |v

MODULE PROCESS FLOW GEC 2

This module is a self-contained learning material designed for a more

meaningful learning and fun experiences toward your journey to THE READINGS IN
PHILIPPINE HISTORY.
Moreover, this material is crafted in your best interest as you take on the
challenges posed by the new normal teaching and learning environment. The content
of which are carefully selected from a wide range of topics in order to meet the target
deliverables. The assessment tasks and activities are fashioned in way where you can
work with the material even without internet connectivity and electronic gadgets.
Each lesson is structured in a way where you can both examine the concepts
and apply them in given tasks or activities. The following process flow will help you
familiarize with the parts of a lesson.

LET’S LOOK BACK

Activate prior knowledge/review of LET’S TRY SOME MORE

previous lesson
More examples and
LET’S ANALYZE AND illustrations for mastery
PREPARE
Connect prior knowledge through LET’S HAVE YOUR TURN
activities conducted.
Preparatory stage to shift focus to the Self-check of new knowledge
new topic. learned through independent
practice
LET’S DISCOVER
LET’S SUM IT UP
Acquire new knowledge/
Content Presentation Wrap-up of the lesson
learned in the forms of
LET’S DO IT reflection or evaluation
Apply new knowledge learned. LET’S EXTEND AND LINK
Give examples and illustrations
through guided practice Enrichment activities,
. supplemental readings/links
and additional exercises

As you adjust with the current set up, the module also includes study guide,
house rules and study schedule to assist you on how to go about with each of the
lessons and to help you manage your time and resources. If you have further questions
about the course, you may consult your College/Campus with their respective contact
information provided to you.
KEEP SAFE and STAY PROTECTED!

COLLEGE OF ARTS AND SCIENCES (CAS) CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
 P a g e | vi

ACKNOWLEDGMENT GEC 2
This Learner’s Module in GEC 2: READINGS IN PHILIPPINE HISTORY was
created in response to the challenges in education presented by the New Normal amid
the COVID-19 pandemic. To pilot modular instruction at a time like this can be
daunting, taxing, and unnerving but ultimately not at all insurmountable. We wish to
thank the people who plunged themselves into this project, who generously and
passionately gave their time, energy, and faith towards its realization:
To the Dean of the College of Arts and Sciences, Dr. Maria Lorina Baylon-
Crobes, for her vision and hands-on support. Thank you for believing in us and
supporting us from start to finish.
To the content researchers from the different extension campuses for providing
materials for the lessons. Thank you for braving quarantine and connectivity issues,
among others, just to help us meet the deadline.
To our family and friends for being there whilst understanding our need for
space. Thank you for the love and affirmation.
And to our students, your learning gains and the life-defining benefits that come
with it serve as our goal and inspiration. Thank you for reading this material and may
you value the hard work that many people had put into it.
Most of all, the authors and content researchers are truly indebted to the CPSU
administration, faculty and staff having their strong support, headed by our beloved
President, DR. ALADINO C. MORACA. Their encouraging words, trust and
confidence toward us made this material possible in “pandemic” way. With all humility
and gratitude, “Thank You CPSU” for this valuable opportunity as we inspiringly
showcase our knowledge and skills being novice module writers. In this way, we
efficiently and effectively deliver our expected functions to the students during this
crisis in a more motivating, meaningful and rewarding ways.

Together, WE RECOVER!

CENTRAL PHILIPPINES STATE UNIVERSITY

INSTRUCTIONAL MEDIA PRODUCTION AND DEVELOPMENT CENTER (IMPDC)
Evaluation Committee
CHAIRPERSON : FERNANDO D. ABELLO, Ph.D.
Vice President for Academic Affairs
ASSISTANT CHAIRPERSON: JOSEPHINE ASUNCION R. EMOY, Ph.D.
IMPDC Chairperson

MEMBERS : MARIA LORINA B. CROBES, Ph.D.

Dean, College of Arts and Sciences

Program Heads, Peer Reviewers, External Reviewer

Editor/English Critic/Layout Artist

COLLEGE OF ARTS AND SCIENCES (CAS) CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
 P a g e | vii

STUDY GUIDE AND HOUSE RULES GEC 2

This module is designed and prepared for you to learn diligently, independently and
honestly. Make your quarantined moments productive by reading the contents and doing the
tasks and activities provided to you in this module. Remember that by attaining the learning
outcomes of this module will make you become a responsible and competent learner. Thus, the
success of this module depends in you!

Here are some study guides and house rules that will help you to be on track.
Start engaging yourself with the lesson having a clear mind, safe environment and healthy self.
Be sure to set realistic and measurable goals that you can actually achieve during this home-
based learning using modular instruction. Expectation versus reality matters.

Take yourself away from distractions. Have your own space at home where you can focus to
study. Make your learning environment or workplace conducive. There is no other place where
you can learn or work best than with a clean, neat, comfortable and safe environment or
workplace.

Assessments and evaluation activities must be written legibly and completely accomplished.
Make use of the spaces provided for you in the module. Be clear of what your main point is and
express it as concisely and coherent as possible.

You have to be resourceful. Find other ways on how you will further understand the lessons
presented to you. You may read other references or leaning materials related to the topic/lesson
you are studying. Read it over and over again until you understand the point. You may ask other
family members of friends to help you. Likewise, look for other ways on how you will answer your
activities and assessment tasks.

Attain the learning outcomes in your module. Understand every lesson in your learning module.
If you do not understand the content, readings and other activities, read it again. Accomplish all
the tasks, activities and expected outputs given to you. You need to ensure that you will not miss
any part of the module. There is no other satisfying feeling than attaining all the learning
outcomes in your module.

Take time to read and understand the assessment tools provided. Rubrics are provided for you
to be guided of how you will be graded by your teacher. Answer the assessment and evaluation
activities as best as you can. Do not settle for less.

Healthy mind and well-being matters. If you are feeling exhausted, stressed out, brain drained
and about to give up, then take a break and relax for a while. Do not push yourself to the limit.
Remember, you have more than one module to study. Take it one step at a time - no hurry.

Observe honesty and integrity. Make sure to answer or do your tasks/activities/outputs on your
own. Your family members and friends at home will support you but the tasks/activities/outputs
must be done by you.

Manage your time efficiently. You may create your own study schedule for this module in
consideration with your other modules from other courses. Set specific time where you can
answer or do the tasks/activities/outputs given to you. Do not procrastinate. Remember, it is not
others who will do the tasks/activities/outputs for you. It will be you.

End every engagement of the lesson with a smile and a motivating heart to move forward for
the next lessons. Expect to submit the accomplished modules which will be retrieved before the
end of every term without leaving given tasks unanswered. Keep yourself updated.

COLLEGE OF ARTS AND SCIENCES (CAS) CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
 P a g e | viii

STUDY GUIDE AND HOUSE RULES GEC 2

EVALUATION

The key to successfully finish this module is in your hands. This material is designed
for you to learn diligently and independently. Aside from meeting the content and
performance standards of this course, you will be able to learn valuable skills which you
can use in your life.

To pass the course, you must:

1. read all course contents and readings, and answer the pretests and post-tests
in every unit of the module;
2. answer all the assessment and evaluation activities, without leaving or missing
any part of the module;
3. remember that the completeness of your answers to the activities and
assessments tasks will still be checked and will still be part of your grade
completion.
4. accomplish all the assessment and evaluation activities on your own;
5. read and understand the assessment tools such as rubrics before you start
doing your tasks;
6. note that cheating and dishonesty in all means are not allowed;
7. cite the authors and references you have used in your activities/tasks;
8. response to the evaluation and survey questionnaires that are included in the
module; and
9. submit the completed and accomplished module on the set time of retrieval; and
10. for queries and clarification, contact your respective subject-instructor.

GRADING SYSTEM

Students will be rated based on the grading system below as approved by the
university. It is modified in consideration with the pandemic having the following criteria.
Knowledge 40% Pre-tests and Post-tests
Skills 50% Tasks/Activities
Attitudes/Values10% Submission of completed and
accomplished module
TOTAL 100%

The final grade computation is weighted as shown below:

A. Midterm Grade 40%
B. Final Term Grade 60%
FINAL GRADE 100% (SUM OF A & B)

Aim high and do not only settle for less. Take your part, do your best to the full
potential, for sure YOU CAN DO IT for WE LEARN AS ONE!

COLLEGE OF ARTS AND SCIENCES (CAS) CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
 P a g e | ix

STUDY SCHEDULE GEC 2

Week Topic/Learning Outcomes Assessment
Hours Tasks
Coverage for Midterm
UNIT 1: Introduction to History: Definition, Issues, and
Sources
Lesson 1: Meaning and Significance of History
Week 1 ➢ Understand the Family history (p.6)
meaning of history and

READINGS IN PHILIPPINE HISTORY

historiography Detective time (p.7)
(Sept. 1-4, 2020) ➢ Explain how history is a
discipline and a Match up (p.10)
narrative
3 hours ➢ Explain Positivism and MEME-Memory
Postcolonialism in Check (p. 11)
history.
➢ Reflect on the True or False (p.13)
significance of history
based on the role is has Pros and Cons
played in society (p.14)
➢ Relate key concepts of
the meaning and
significance of history to
real life examples.

Lesson 2: Primary vs Secondary Source

Week 2 ➢ Differentiate primary Spot the Not (p.18)
from secondary sources
➢ Identify examples of Paint Me a Picture
(Sept. 7-11, 2020) primary and secondary (p.19)
sources
➢ Explain the importance Analysis (p.22)
3 hours of primary and
secondary sources in Treasure Hunt
the study of history (p.23)

Story Telling(p.24)

Lesson 3: External and Internal Criticism

Week 3 ➢ Differentiate internal Spot the Not (p.28)
from external criticism
➢ Apply internal and Something’s Fishy
(Sept.14-18,2020) external criticism on (p.29)
select historical
examples Hero Zone (p.32)
3 hours ➢ Explain the importance
of internal and external Crack the Code
criticisms in the study of (p.34)
history

COLLEGE OF ARTS AND SCIENCES (CAS) CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
 Page |x

STUDY SCHEDULE GEC 2

Week Hours Topic/Learning Assessment Tasks
Outcomes

READINGS
Unit III: Content and Contextual Analysis of Selected Primary
sources in Philippine History
Lesson 1: First voyage around the World

THE LIFE,INWORKS
Week 4 ➢ Become familiar Sketchpad (p. 45)
with selected
primary documents Processing (p. 46)
(Sept. 21-25,2020) from different
periods in Scroll of Chronicler
Philippine history; (p.52)
3 hours ➢ Discuss history
using primary Historical Hunt (p.53)
sources;
➢ Analyze the context Term Sound Familiar

PHILIPPINE
of and issues (p.54)
behind the selected
documents; and
➢ Determine the
contribution of the

AND WRITINGS
different kinds of
primary sources in
the understanding
of Philippine
History.

HISTORY OF RIZAL
Lesson 2: Karatikya ng Katipunan
Week 5 ➢ Learned history Photo Analysis (p.58)
through primary
sources; Paraphrase (p.62)
Sept. 28-Oct.2, ➢ Understood the
2020 context behind the Cite a Code (p.63)
selected
documents.
3 hours Who did What (p.64)

Know thy Group

(p.66)

COLLEGE OF ARTS AND SCIENCES (CAS) CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
 P a g e | xi

STUDY SCHEDULE GEC 2

UNIT III: PHILIPPINE HISTORY: SPACES FOR CONFLICT AND
CONTROVERSIES
Lesson 1: The Cavite Mutiny
Week 6 • Identify key controversies Tell me what (p.75)
and conflicting views on
Cavite Mutiny. Identify the following
(Oct.5-9, 2020) • Analyze different arguments controversies in the
pertaining to the Cavite historical argument
Mutiny. of the Cavite Mutiny

READINGS IN PHILIPPINE HISTORY

3 hours • Develop a personal stance in two different
on controversies pertaining accounts (p.80)
to the Cavite Mutiny.
Describe the Picture
(p.81)

Venn Diagram
(p.83)

Q and A (p.85)

Lesson 2: Making Sense of the Past: Historical Interpretation

Week 7 ➢ Interpreted Historical True or False (p.90)

Events using primary
sources Answer the
(Oct. 12-16, 2020) ➢ Identified the Question (p.91)
advantages and
disadvantages of Answer the
3 hours employing critical tools Question inside the
in interpreting historical box (p.94)
events through primary
sources.

Lesson 3: Making Sense of the Past: Historical Interpretation

Week 8 ➢ Recognized the Yesterday is today

multiplicity of History (p.99)
interpretation that can
(Oct.19-23,2020) be read from the Answer the question
historical text. inside the box
➢ Identify the purpose of (p.102)
3 hours multiperspectivity.
Answer the
following Question
(p.103)

COLLEGE OF ARTS AND SCIENCES (CAS) CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
 P a g e | xii

TABLE OF CONTENTS GEC 2

THE LIFE, WORKS AND WRITINGS OF RIZAL Page
PRELIMINARIES

• Cover Page i

• Disclaimer ii

• CPSU VMGO and Quality Policy iii

• Preface iv

• Module Process Flow v

• Acknowledgment vi

• Study Guide and House Rules vii

• Study Schedule viii

• Table of Contents xii

UNIT 1:Introduction to History: Definition, Issues, and 1

Sources
Lesson 1 Meaning and Significance of History 5
Lesson 2 Primary vs Secondadry Sources 17
Lesson 3 External and Internal Criticism 27
UNIT 2: Unit III: Content and Contextual Analysis of Selected 40
Primary sources in Philippine History
Lesson 1 The First voyage around the world 44

Lesson 2 Karatilya ng Katipunan 57

UNIT 3: PHILIPPINE HISTORY: SPACES FOR CONFLICT AND CONTROVERSIES 70
Lesson 1 The Cavite Mutiny 74
Lesson 2 Making Sense of the Past: Historical Interpretation 89
Lesson 3 Making Sense of the Past: Historical Interpretation 98

COLLEGE OF ARTS AND SCIENCES (CAS) CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
 Page 1

UNIT
Meaning and Significance of History
1
“Those who do not remember the past are condemned
to repeat it”

George Santayana

To the learned historian, history is many things

past and demystified. This is easier said than done for the
study of history requires not only rigor but also
commitment to truth.

To stay true to historical facts, one must learn the

basics of history- it’s meaning and significance, the kind
of sources it draws from, and the methodology for
ascertaining the credibility, authenticity and provenance
of historical evidences. In this unit, you will be guided
through all of these, towards a grounded grasp of
Philippine history.

GEC 2: READINGS IN PHILIPPINE HISTORY

 Page 2

UNIT1:Meaning and Significance of History PRE-TEST

I. Direction: Read the questions carefully. Shade the letter of the correct answer. If
answer is not provided, shade letter E. Use the answer sheet provided on page 4.
Strictly no erasures.

1. The Greek word "historia" from which "history" originated means:

a. account of the past of a person or group
b. knowledge acquired through inquiry
c. knowledge debunked through scientific method
d. account of a respected scribe in Ancient Greece

2. Which of the following statements is true?

a. History is subjective
b. History only considers written records
c. History is objective
d. History is strictly chronologizing events

3. It is the study of history itself. The history of history.

a. Horticulture
b. Historiography
c. Cartography
d. Anthropology

4. A school of thought that requires empirical and observable evidence:

a. Postcolonialism
b. Pragmatism
c. Postmodernism
d. Positivism

5. Which of the following is NOT an example of a primary source?

a. Ambeth Ocampo's opinion column on The Kalantiaw Code
b. A bystander's photo of the 9/11 bombing
c. Original manuscript of the Kartilya ng KKK
d. 2020 Philippine Census

GEC 2: READINGS IN PHILIPPINE HISTORY

 Page 3

UNIT1:Meaning and Significance of History PRE-TEST

6. Why is Antonio Pigafetta's account of the death of Magellan considered
a primary source?
a. It was published in 1525
b. He had firsthand knowledge of the event
c. He was an eyewitness
d. All of the above

7. Which of the following is NOT a role played by history in human society?

a. Unites warring races and states into one nation
b. Helps people forget the tragedies in the past
c. Inspires people through a collective memory and identity
d. Legitimize regimes and governments

8. External criticism verifies the authenticity of evidence by

a. Examining the materials used fo the evidence
b. Examining consistency with historical characteristic of the time of its production
c. Examining its physical characteristics
d. All of the above

9. Internal criticism looks into:

a. the author of the source
b. language used in the source
c. physical characteristics of evidence
d. type of ink and paper used

10. The Code of Kalantiaw is a hoax because

a. Fr. Pavon did not exist
b. Crime did not exist in precolonial Philippines
c. Datu Kalantiaw died before 1433
d. All of the above

GEC 2: READINGS IN PHILIPPINE HISTORY

 Page 4

UNIT1:Meaning and Significance of History PRE-TEST

GEC 2: READINGS IN PHILIPPINE HISTORY

 Page |5

Meaning and Significance of History

LESSON 1
Lingamen, Jeffrey Gil G. (3 HOUR)
Inguillo, Reca B.

LEARNING OUTCOMES
LEARNING OUTCOMES

• • Understand
Understand thethe meaning
meaning of history
of history andand historiography
historiography
• • Explain
Explain
howhow history
history is aisdiscipline
a discipline
andand a narrative
a narrative

UNIT 1: Introduction to History: Definition, Issues, and Sources

• • Explain
Explain Positivism
Positivism and and Postcolonialism
Postcolonialism in history
in history
• • Reflect
Reflect
onon
thethe significance
significance of history
of history based
based on on
thethe
rolerole
it it
hashas played
played in society
in society
• • Relate
Relate
keykey concepts
concepts of the
of the meaning
meaning andand significance
significance of of
history to real life examples
history to real life examples

INTRODUCTION
INTRODUCTION
To be able to critically read Philippine history, one must
first have a basic and operational understanding of what history
is and why it exists as a social science. What is History and what
is its significance to human existence? These are the
fundamental questions you will be guided to answer in this
lesson.
You will also be introduced to some conceptual definitions
of history, how it is both a discipline and a narrative, some
schools of thought that influence how it is viewed and written,
and the role it plays in human society.
The tasks provided in this lesson are designed to enable
you to read history through a critical frame of mind and apply
what you learned to your personal realities and to the current
state of the country. In short, you as a learner should be able to
integrate history in your very own life.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 Page |6

UNIT
LESSON •Meaning and Significance of History
1
1

Let’s Look Back

FAMILY HISTORY: An heirloom is a valuable object that has belonged to a family for
several generations. Select one of your family heirlooms and ask your parents or any
elder member of your family what’s the story behind it. Then, try to answer the ff.
questions:

1. Describe the heirloom and determine how long it has been with your family.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. According to your parents or elders, what is the story or memory that the
heirloom represents?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. Do you think what you’ve learned about this particular heirloom is significant
to your life? Why or why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 Page |7

UNIT
LESSON • Meaning and Significance of History
1
1

Let’s Analyze and Prepare

DETECTIVE TIME: Continue the investigation regarding the origins of your family
heirloom from the previous activity by answering the following questions:

1. How do you know that the story behind this particular heirloom piece is true?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. What other pieces of evidence can you present to prove that the story about
the heirloom is true?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. Is it important to you that the story about the heirloom piece should be true?
Why or why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4. The two activities were meant to trigger a “sense of history” in you. So, in
your own words, define history:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

History makes us feel connected with the past. But how do we know if the
stories we're told about the past are true? How does it affect the way we understand
and live our lives at the present? Why is history significant to us?
It is said that the present is defined by the past. As such, the Philippines and
its people are what they are today because of what happened in the past. Learning
about the past improves understanding of the present; hence, studying history is
important. However, it is not a walk in the park. There are several things you need to
consider while reading history—particularly Philippine history.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 Page |8
UNIT
LESSON •Meaning and Significance of History
1
1

Let’s Discover
The word "history" came from the Greek historia meaning "knowledge acquired
through inquiry or investigation." Later on it became known in classical Latin as an
"account of the past of a person or of a group through written documents and
historical evidences" (Candelaria & Alporha). The following are different key concepts
and defining aspects of history:

• The study of the past, particularly how it relates to humans. It is an umbrella

term that relates to past events as well as the memory, discovery, collection,
organization, presentation and interpretation of information about these
events.
• A systematic account of the origin and development of humankind; a record of
the unique events and movements in its life
• Shares with literature, art, history of art, and other laboratories of the spirit and
the mind, a probing preoccupation with exploring the many hopes, wonders,
fears, and darker contradictions of the human condition.
• The interpretative and imaginative study of surviving records of the past,
either written or unwritten, in order to determine the meaning and scope of
human existence.
• The study of the beliefs and desires, practices and institutions of human
beings.
• Recorded struggle of people for ever increasing freedom and for newer and
higher realizations of the human persons.
• Not just a chronology of events nor story of heroes and great men.
• Consists of the people’s effort to attain a better life. The people possess the
capacity to make history.
But what can be considered as history? What is needed to prove that something is
indeed a historical fact? If there's no document to show that something happened or
existed, does it mean it did not happen or exist at all?

Most civilizations keep written records. Others pass their history from one generation
to another by word of mouth. Some reflect it through paintings or woven threads and
beads. Some others had the misfortune of having their histories wiped out during
conquests and wars.

Here's another thing to consider: who writes history and for whom? When one
civilization is conquered by another, it is the victor that usually controls the narrative.
How come there's usually a lot of records about kings, generals, queens, religious
leaders, and famous people but few and generic records for the common people? If
history is written by those in power for those in power, does it reflect the whole truth
about life at a given place and time?

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 Page |9

UNIT
LESSON •Meaning and Significance of History
1
1

Let’s Discover
History as a discipline. What is history, why do we have to study it, and whom is it
written for? History is concerned with the past--what happened then and what caused
these events. But it's not enough to read the Who, What, When, Where, Why, and
Wow (basic facts) of a particular event described in a historical record.

This is where historiography comes in. Historiography is the study of history itself by
analyzing and understanding who wrote the record; what methods, sources, and
evidences were used to write the record; and, what was the context of the creation of
the record. Historiography, so to speak, is about critically assessing history as it is
presented. History is a discipline which means it requires rigorous scientific work to
ensure objectivity and truthfulness.

Between the18th and 19th century, POSITIVISM as a school of thought emerged.

Positivism requires empirical and observable evidence before one can claim that a
particular knowledge is true. In other words: "No document, no history." It also
requires objectivity and impartiality in the researching and writing of history.

History as a narrative. History is written and taught with a particular intention for a
particular group or audience. For example, Jose Rizal, Marcelo H. Del Pilar, Pedro
Paterno and other ilustrados wrote history to educate the Spaniards regarding the fact
that Filipinos are not an uncivilized race; rather, they are a people of culture and
intellect that deserve respect.

In the early 20th century, as formerly colonized countries struggled to figure out their
identities and understand their societies against their colonial past, another school of
thought, POSTCOLONIALISM, emerged which seeks to: (1) tell the history of nations
such that their identities are free from colonial influences and (2) criticize the methods,
effects and idea of colonialism. It produces a reaction and an alternative to the history
that colonial powers had written and taught to their subjects.

The role of history

History has played significant roles in the development and survival of the human
civilization. At some points it has united warring states and formed them into one
nation, resulting to peace, stability, and progress. It has also been used to legitimize
or destroy regimes and governments.

History can also solidify a collective identity among peoples through collective
memory or inspire people to band together under one purpose. It can also remind us
of lessons from the past so we can avoid repeating the same mistakes while
continuing to do practices that proved to be good for us.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 10

UNIT
LESSON •Meaning and Significance of History 1
1

Let’s Do It

MATCH UP: Connect the key concepts that define history under column A with their
corresponding examples under column B by drawing an arrow. Observe the example
below.
A B
The people possess ◘ ◘ EDSA People Power made the
the capacity to Philippines famous for creating
make history. change through non-violent
means ending the Marcos
regime.
Relates to the past ◘ ◘ Jose Rizal wrote his notes and
events as well as the observations on Antonio
memory, discovery, Pigafetta's historical record of the
collection, organization, Philippine islands when they first
presentation and arrived in the islands, giving
interpretation of alternative perspectives to the
information about these foreigner's account.
events.
A systematic account of ◘ ◘ Filipinos fought for independence
the origin and and freedom against Spain,
development of America, and Japan.
humankind
Has a probing ◘ ◘ Before the Spaniards came,
preoccupation with Philippine society already
exploring the many possessed medical science,
hopes, wonders, fears, evidenced by mummification
and darker contradictions practices and the existence of
of the human condition. babaylans.
The interpretative and ◘ ◘ Spain colonized the Philippines
imaginative study of and perpetrated abuses against
surviving records of the Filipinos. This idea is depicted in
past, either written or Jose Rizal’s novels Noli Me
unwritten Tangere and El Filibusterismo.
The study of the beliefs ◘ ◘ Survivors of human rights
and desires, practices violations under Marcos’ Martial
and institutions of human Law recall their experiences in a
beings. book written by Raissa Robles.
Recorded struggle of ◘ ◘ Historians have a well-defined
people for ever timeline of the evolution of
increasing freedom and humans from the
for newer and higher Australopithecus africanus to
realizations of the human homo sapiens.
persons.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 11

UNIT
LESSON
•Meaning and Significance of History 1
1

Let’s Do It Some More

MEME-MORY CHECK: Identify whether the concept represented by the memes

below are Positivism or Postcolonialism. Provide a short explanation for your answer.

Example: Postcolonialism. The identity of _________________________________

nations that were colonized before are _________________________________
covered by the dust of their colonial _________________________________
history. Postcolonialism wants these _________________________________
nations to be free of that.

_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________

_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 12

UNIT
LESSON
•Meaning and Significance of History 1
1

In your own words, explain in what ways is history a discipline.

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

In your own words, explain history as a narrative.

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

It is said that the CPSU gymnasium stands on what used to be burial grounds of the
indigenous people. What would POSITIVISM require from you if you were to study
the history of that?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Comment on this using the POSTCOLONIALISM frame of mind: Christianity is a

strong component of the identity of the Philippines. In fact, it is the only predominantly
Catholic nation in Southeast Asia. This is thanks to the Spanish colonizers.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 13

UNIT
UNIT
LESSON •Meaning and Significance of History
of
11
1

Let’s Have Your Turn

TRUE OR FALSE: In the space provided before each number, write TRUE if the
statement is correct, and FALSE if it is incorrect. If your answer is FALSE, underline
the word(s) that make(s) the statement incorrect, then write your correction on top of
the underlined word.
Ex. The origin of the word history is the GREEK word historia which means
knowledge acquired through inquiry.

______ 1. Postcolonialism seeks to promote the influence of colonialism on

developing countries.

______ 2. That history is a discipline means that it is written and taught for a
particular audience.

______ 3. History is a discipline because it follows scientific methodologies to

arrive at the truth.

______ 4. According to postcolonialism, history must be written from an objective

and impartial manner.

______ 5. Historiography is about evaluating history--its context, methods, sources,

and evidences.

______ 6. History is the interpretative and imaginative study of surviving records of

the past, which means human subjectivity is involved.

______ 7. Postmodernism believes in the saying, "No document, no history."

______ 8. History gives a people a collective identity and memory essential in

nation-building.

______ 9. The slogan "Never Again" means that Filipinos should learn from the
horrors under Marcos' Martial Law and swear never to repeat it.

______ 10. History is subject to human interpretation which means it is not 100%
objective.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 14

UNIT
LESSON •Meaning and Significance of History
1
1

PROS AND CONS: Answer the following questions in your own words.
1. Why is history considered to be a discipline?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What do we mean when we say history is a narrative?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. How has history played a positive role in the development of the Filipino nation?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. How has history played a negative role in the development of the Filipino nation?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 15

UNIT
LESSON •Meaning and Significance of History
1
1

Let’s Sum It Up
We study history because it connects us to the past, gives an insight to our collective
identity, and helps us move forward into the future with lessons learned from it. The
study of history requires scientific methodologies and rigor, which is why it is
considered a discipline. Yet, despite the attempts at objectivity and impartiality in
writing history, it cannot be overlooked that historical accounts were written for a
particular audience, subject to the author's and the environment's context, issues,
influences, etc... Hence, history is also a narrative.
REFLECTION: Take a moment to reflect on the things you’ve learned in this lesson
and answer the following questions:

___________________________________________________
What is your ___________________________________________________
most ___________________________________________________
significant ___________________________________________________
learning from ___________________________________________________
this lesson? ___________________________________________________
___________________________________________________
___________________________________________________

___________________________________________________
Why is it the ___________________________________________________
most ___________________________________________________
significant ___________________________________________________
___________________________________________________
learning for
___________________________________________________
you?
___________________________________________________
___________________________________________________

___________________________________________________
How are you ___________________________________________________
going to apply ___________________________________________________
this significant ___________________________________________________
learning in ___________________________________________________
___________________________________________________
your current
___________________________________________________
life? ___________________________________________________

_____________________________________________________________________
GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
 P a g e | 16

of History UNIT
LESSON •Meaning and Significance of History
1
1

Let’s Extend and Link

MELTING POT: During your family meal, share what you have learned about history
to your family members. Ask them for their opinion regarding the role and importance
of history in our lives. Do they think history is a good or bad thing? Why? Does
knowing history make our lives any better?

THROWBACK: Now that you are a student of history who has just learned the basic
meaning and significance of the subject, create a post on Facebook sharing to the
world what you have just learned.
(Ex. Today I learned, that it is important to know your history. So, I will read as much
about Philippine history as I can. #Throwback na this!)
Post this on your feed and tag your instructor. Be genuine about it, have fun, and best
of luck on the next stage of this adventure!

BIBLIOGRAPHY

Francia, L.H. (2014)- A History of the Philippines from Indios Bravos to Filipinos
Candelaria, J. P. & Alphora , V. (2012) – Readings in Philippine History from REX
Bookstore

Web Sources:
https://www.britannica.com/topic/historiography
https://tinyurl.com/y6rrhpbn
https://tinyurl.com/y2mfoshs
https://tinyurl.com/yyfcosck

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 17

y Primary vs. Secondary Sources

Lingamen, Jeffrey Gil G. LESSON 2
Noquilla, Hector B. (3 HOUR)

LEARNING OUTCOMES

⚫ Differentiate primary from secondary sources

⚫ Identify examples of primary and secondary sources

UNIT 1: Introduction to History: Definition, Issues, and Sources

⚫ Explain the importance of primary and secondary sources in
the study of history

INTRODUCTION

For historians, it's not enough to look for evidences and

facts; they need to interpret these facts as well. But historians are
also people and their interpretations of evidences and facts cannot
be 100% objective. Given the human factor of subjectivity, is it
possible to arrive at an absolute historical truth?

The historical truth in our possession is taken from

historical sources. In this lesson, you will be introduced to the two
basic categories of historical sources--primary and secondary.
Every student of history should know how to evaluate historical
sources and being able to differentiate primary sources from
secondary ones, identify examples of each, and appreciate their
significance in the discipline are foundational.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 18

UNIT
LESSON • Primary vs Secondary Sources
1
2

Let’s Look Back

SPOT THE NOT: Do you recognize this picture? From a young age, you were taught
in school about the Battle of Mactan in 1521. We imagined how the leader of the
Spaniards, Ferdinand Magellan fought the chieftain of the Filipinos, Lapu-Lapu. How
action-packed that battle must have been!

Image from Flickr

Write a one-paragraph description of the Battle of Mactan based only on what you
know. Don’t research. Just write from your own recollection. It would be interesting to
know what you’ve learned about it.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 19

UNIT
LESSON • Primary vs Secodary Sources
1
2

Let’s Analyze and Prepare

PAINT ME A PICTURE: We are taught that Lapu-Lapu is one of the first Filipino
heroes who defended the freedom of the country from invaders. He’s glorified in
stories of how he led his men to victory against the Spaniards. The image of Lapu-
Lapu slaying Magellan may boost a sense of pride and nationalism but who really
killed Magellan? Let’s see what one of the eyewitnesses at that time have to say:

“One of them wounded him on the left leg with a large cutlass,
which resembles a scimitar, only being larger. That caused the
captain to fall face downward, when immediately they rushed
upon him with iron and bamboo spears and with their cutlasses,
until they killed our mirror, our light, our comfort, and our true
guide.”

--Excerpt from The First Voyage

Around the World by Antonio Pigafetta (1525)

With this knowledge from Pigafetta, reimagine the scene of the death of Magellan
during the Battle of Mactan by drawing it in the space provided below. It’s not about
the quality of the drawing but the concept it tries to convey. Give a short explanation
of your drawing underneath.

Explanaion:__________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

It is important to consider the source of our knowledge of historical events. As

students of history, we need to be aware of the origin of the facts we know about the
history of our country and the world. Let’s now take a look at the two categories of
historical sources.
GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU
 P a g e | 20

LESSON • Primary vs Secondary Sources UNIT

2 1

Let’s Discover

Historical sources
Generally, there are two categories of historical sources, primary and
secondary. How a source is classified between these two categories depends
on the historical subject being studied.
Primary sources are those produced at the same time as the event, period, or
subject being studied. These include official documents and transcripts,
newspaper clippings, photographs, eyewitness accounts, artifacts,
memorabilia, letters, census, government records, etc...
Antonio Pigafetta’s account of the Battle of Mactan and the death of Magellan
in his book The First Voyage Around the World is an example of a primary
source because it contains firsthand knowledge of these events and was
produced during that same period.
Another example is, if a historian wishes to study the Commonwealth
Constitution Convention, newspaper clippings, Philippine Commission reports
of the U.S Commissioners, Records of the convention, the draft of the
constitution, and even photographs of the events. Eyewitness accounts of
convention delegates and their memoirs can also be used as primary sources.
The same goes with other subjects of historical study.
Secondary sources are those sources which were produced by an author who
used primary sources to produce the material. These sources are closely
related to primary sources and often interpret them.
Examples of secondary sources are: journal articles that comment on or
analyze research, textbooks, dictionaries and encyclopedias, book that
interpret and analyze, political commentary, biographies, dissertations,
newspaper editorial or opinion pieces, criticisms of literature, art, music, etc…
Secondary sources often use generalizations, analysis, interpretation, and synthesis
of primary sources. For instance, on the subject of the Philippine revolution of 1896,
students can read Teodoro Agoncillo’s Revolt of the Masses. The Story of
Bonifacio and the Katipunan published originally in 1956, which makes the revolt of
the masses a secondary source. Wore than this, in writing the book, Agoncillo used
primary sources with his research like documents of the Katipunan, interview with the
veterans of the revolution, and correspondence between and among katipuneros.
Both primary and secondary sources are useful in writing and learning history.
However, historians and students of history need to thoroughly scrutinize these
historical sources to avoid deception and to come up with the historical truth.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 21

LESSON • Primary vs Secondary Sources

2

1. Have you found any reliable evidence that contradicts or conflicts with
what you already know?
2. Is the source an original or a copy? If it’s a copy, can you get a version
closer to the original?
3. Does the document have characteristics that may affect is readability?
Consider smears, tears, missing words, faded ink, hard-to-read
handwriting, too dark microfilm, and bad reproduction.

In a world of “fake news,” we all have to be mindful about the

information we consume. Historical records are no different. Some sources
may be considered more reliable than others, but every source is biased in
some way. Because of this, historians read skeptically and cross-check
sources against other evidence. Being a critical thinker who analyzes
primary sources creates quality scholarship and a more accurate historical
record.

Example:
1. Cry of Pugadlawin vs Cry of Balintawak
2. First Mass held in Limasawa vs First Mass held in Butuan
3. Date of Independence July 4, 1946 vs June 12, 1898
4. Who killed Magellan?
5. Who is our National Hero?

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 22

UNIT
LESSON • Primary vs Secondary Sources
1
2

Let’s Do It
ANALYSIS: Identify whether the pictures below are examples of primary or
secondary sources. Provide a short explain your answer.

Ex. Original of the Malolos Constitution The Manunggul Jar (Neolithic burial jar)

Answer: Primary source because this was ___________________________________

drafted and published in 1899 during the ____________________________________
establishment of the First Philippine ____________________________________
Republic. _________________________________
EDSA People Power Revolution 1986 Biography of Barack Obama

____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________

Letter from Ninoy Aquino to his son 1973 Merriam-Webster early editions

____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 23

UNIT
LESSON • Primary vs Secondary Sources
1
2

Let’s Try Some More

TREASURE HUNT: Look for 3 examples of primary sources and 3 examples of
secondary sources just within your house. Complete the inventory form below.
PRIMARY SOURCES
ITEM DESCRIPTION JUSTIFICATION
Ex. My diary from A small notebook where It’s a primary source
elementary days I’d written my experiences because it’s a personal
in elementary school account made during that
period of my life.
1.

2.

3.

SECONDARY SOURCES
ITEM DESCRIPTION JUSTIFICATION
Ex. Ted Failon Video clip on youtube Secondary source
commenting on the showing Ted Failon because Ted is using data
COVID-19 situation in the discussing the number of from DOH.
Philippines COVID-19 cases accdg. to
DOH.
1.

2.

3.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 24

UNIT
LESSON • Primary vs Secondary Sources
1
2

Let’s Have Your Turn

STORYTELLING: Write a short essay (100-200 words) of your experiences during

the COVID-19 pandemic. Include in your essay some texts or information from
primary and secondary sources. Underline texts or information taken from primary
sources in black ink. Use a different color of ink for secondary sources.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 25

UNIT
LESSON • Primary vs Secondary Sources
1
2

Let’s Sum It Up
Historical sources have two basic categories: primary and secondary. Primary
sources are produced at the same time as the event, period or subject being studied.
Secondary sources are produce by an author who used primary source to produce
the material. In other words, secondary source are historical sources, which studied a
certain historical subject. Both are important in the study of history.
REFLECTION: Take a moment to reflect on the things you’ve learned in this lesson
and answer the following questions:

__________________________________________________
What is your __________________________________________________
most __________________________________________________
significant __________________________________________________
learning from __________________________________________________
this lesson? __________________________________________________
__________________________________________________
__________________________________________________

__________________________________________________
Why is it the __________________________________________________
most __________________________________________________
significant __________________________________________________
learning for __________________________________________________
you? __________________________________________________
__________________________________________________
__________________________________________________

__________________________________________________
How are you __________________________________________________
going to apply __________________________________________________
this significant __________________________________________________
learning in __________________________________________________
your current __________________________________________________
life? __________________________________________________
__________________________________________________

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 26

UNIT
LESSON • Primary vs Secondary Sources
1
2

Let’s Extend and Link

MELTING POT: Remember how our parents and grandparents used to tell us stories
about our family history? Over the family meal, try to ask your parents and
grandparents again about these stories. With your knowledge of primary and
secondary historical sources, think about where these stories came from, how they
were created, and their impact in your identity as a member of the family.

Bibliography
Francia, L.H. (2014)- A History of the Philippines from Indios Bravos to Filipinos
Candelaria, J. P. & Alphora , V. (2018) – Readings in Philippine History from REX
Bookstore

Web Sources
Apr 27, 1521 CE: Magellan Killed in Philippine Skirmish www.nationalgeographic.org

History: Differences Between Primary and Secondary Sources www.eac.libguides.com

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 27

y External vs. Internal Criticism

LESSON 3
Lingamen, Jeffrey Gil G. (3 HOUR)

LEARNING OUTCOMES

⚫ Differentiate internal from external criticism

⚫ Apply internal and external criticism on select historical

UNIT 1: Introduction to History: Definition, Issues, and Sources

examples
⚫ Explain the importance of internal and external criticisms in
the study of history

INTRODUCTION

How do we tell deceptive sources and avoid historical

revisionism? How do we arrive at the historical truth? In this
lesson, you will learn how to conduct external and internal
criticism of different sources to ensure authenticity, credibility,
and provenance.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 28

UNIT
LESSON • External vs Internal Criticism
1
3

Let’s Look Back

SPOT THE NOT: What’s obviously wrong with this photo?

Image from blogs.esa.int

Write your answers here:

1. __________________________________________________________________
2.__________________________________________________________________
3.__________________________________________________________________

Above is a portrait of Galileo Galilei (1564-1642), the famous Italian astronomer,

physicist, and engineer. Contrary to popular belief, he did not invent the telescope
(it’s Hans Lipperhey, a Dutch eyeglass maker) but he takes credit for many
remarkable mathematical interpretations of physical properties.

Looking at the image, it’s obvious that he’s holding a smartphone in his right hand, a
thing that didn’t exist in his lifetime. The discrepancy between his clothing and the
device is jarring. Moreover, the speech balloon shows words in French, although
Galileo was a native of Tuscany and spoke Italian and Latin.

The image is pretty obviously photoshopped; its falsity renders it generally

unacceptable as a historical source. But of course, this is only a funny example.
Although in the study of history, one must be critical of facts and evidence presented
about a particular historical claim. This lesson will teach you how to do that.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 29

UNIT
LESSON • External vs Internal Criticism
1
3

Let’s Analyze and Prepare

SOMETHING’S FISHY: "Sa Aking Mga Kabatà" (English: To My Fellow Youth) is a
poem widely known to have been written by Jose Rizal in 1868 when he was only 8
years old. Read the poem with a critical mind and answer the questions below.

1. What is your first impression of the

poem and the story that Rizal wrote it at 8
years old? ________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________

2. Do you think the poem is historically

authentic? State your reasons. ________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 30

LESSON • External vs Internal Criticism UNIT

3 1

Let’s Discover

Inspiring as the idea is of a young Rizal prodigiously penning Sa Aking Mga

Kabata, the story has been debunked as false. There’s no evidence to show
that Rizal wrote it. There’s no manuscript of the poem in his handwriting. The
language used also casts doubts on his authorship; the way it was written
seemed not done by an 8-year-old and the word "kalayaan" was used around
1887; Rizal was already 20 years old then. The actual author of the poem is
suspected to have been the poets Gabriel Beato Francisco or Herminigildo
Cruz.
As in the case of the poem purportedly written by Rizal, what is presented as
historical fact may easily turn out as a hoax. Therefore, both historians and
students of history must critically and carefully evaluate historical sources to
be sure of their credibility, authenticity, and provenance. The study of history
makes use of two basic types of criticisms namely:
External criticism - the practice of verifying the authenticity of evidence by
examining its physical characteristics; consistency with the historical
characteristic of the time it was produced; and the materials used for the
evidence.
Ex. for an external criticism of a historical document: assess quality of the
paper, type of ink, language and words used in the material
Internal criticism is the examination of the truthfulness and factuality of the
evidence by looking at the content of the source and examining the
circumstance of its production. It evaluates the author of the source, its
context, the agenda behind its creation, the knowledge which informed it, and
its intended purpose.
Ex. Japanese reports and declarations during the war should not be taken as
historical fact. You need to be aware that these can be manipulated to be used
as war propaganda so they have to be analyzed and evaluated first.
Having the skills to perform internal and external criticisms of historical
sources is fundamental to studying history. These are crucial to developing an
authentic, relevant, and meaningful sense of Philippine history among
Filipinos.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 31

LESSON • External vs Internal Criticism

3

1. Have you found any reliable evidence that contradicts or conflicts with
what you already know?
2. Is the source an original or a copy? If it’s a copy, can you get a version
closer to the original?
3. Does the document have characteristics that may affect is readability?
Consider smears, tears, missing words, faded ink, hard-to-read
handwriting, too dark microfilm, and bad reproduction.

In a world of “fake news,” we all have to be mindful about the

information we consume. Historical records are no different. Some sources
may be considered more reliable than others, but every source is biased in
some way. Because of this, historians read skeptically and cross-check
sources against other evidence. Being a critical thinker who analyzes
primary sources creates quality scholarship and a more accurate historical
record.

Example:
1. Cry of Pugadlawin vs Cry of Balintawak
2. First Mass held in Limasawa vs First Mass held in Butuan
3. Date of Independence July 4, 1946 vs June 12, 1898
4. Who killed Magellan?
5. Who is our National Hero?

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 32

UNIT
LESSON • External vs Internal Criticism
1
3

Let’s Do It
HERO ZONE: It is quite widely known that the late dictator Ferdinand E. Marcos
was a military hero during World War II, earning a total of 32 medals in his honor
including two US Silver Stars as well as a Distinguished Service Cross.

One of the claims is supported by a photo of General Douglas MacArthur himself

pinning the award on Marcos. Do a google search for “Marcos war medals” and
study the information presented by both sides of the debate. Using your knowledge
of external and internal criticism, write a 3-paragraph commentary in the space
provided.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
 P a g e | 33

UNIT
LESSON • External vs Internal Criticism
1
3

Let’s Try Some More

That Marcos is the most decorated wartime hero in the Philippines is a historical
claim that has been discredited mainly by the the United States Army. There is no
evidence to support that he led a guerilla group “Maharlika” during WW2.
His name was not among the 120 soldiers awarded the Distinguished Service Cross
during the Bataan campaign. His name is also missing from the “List of Recipients of
Awards and Decorations Issued Between Dec. 7, 1941 through June 30, 1945” made
by MacArthur’s headquarters after World War II ended. Yet, until today, the claim
keeps circulating on social media, attracting a considerable following, and
propagating “proofs.” Consider the photo below.

Image from memebuster

1. Given the information presented here about the claim, combined with what you’ve
researched on your own, why do you think people still believe it to be true?
___________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. In the context of Marcos as a war hero, why is it important to perform external and
internal criticisms on historical sources?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 34

UNIT
LESSON • External vs Internal Criticism
1
3

Let’s Have Your Turn

CRACK THE CODE: Analyze the facts presented regarding one of the biggest hoaxes in
Philippine history: The Code of Kalantiaw, a set of rules contained in an epic Maragtas
allegedly written by a certain Datu Kalantiaw in 1433. The discoverer of the Kalantiaw Code is
Jose E. Marco who attributed the source to a priest named Jose Maria Pavon. The text below
contains points for both external and internal criticisms. Pick out these points and write them
in their respective boxes.

The Kalantiaw Code is a pre-Spanish Philippine penal code claimed to have been written in 1433 and
discovered on the island of Panay in 1614 by Jose E. Marco (peddler of historical frauds) who did not live in
the 1400s. As early as the 1960s, historians questioned the validity of the code, but many Filipinos
continued to regard it as an important document. In 1968, American historian William Henry Scott
debunked the Code. In 2004 the National Historical Institute (now the National Historical Commission of the
Philippines) declared the Code Kalantiyaw to be a hoax.

There’s a telling lack of historical evidence for the Code. There are no written or pictoral documents of that
time (1433) in Philippine history. There are no documents in other countries that mentioned the code. It
lists certain punishments for crimes committed but early Spanish accounts tell that even the most serious
lawbreakers at that time were only made to pay heavy fines and be placed in servitude. There’s also a lack
of evidence for a Kalantiaw legend; Datu Kalantiaw is not a historical figure. The priest Pavon also did not
exist in several pre-colonial government documents.

Nothing has been known of the Code of Kalantiaw until 1954 when Jose Marco brought up the story of its
provenance that a convent cook had saved the manuscript from a fire that burned the convent down in
1899. No corroborating of evidence with other sources of information

In the early 50s, Mauro Garcia received an oral account from Henry Otley Beyer regarding the document.
The oral transmission was that there was no story regarding a cook saving the manuscript from the fire but
Marco’s own father who retrieved it from a chest amidst the burning flames. The scholar Garcia’s story is
hugely different from that of the source, Marco. Though both are contemporaries in the 50s, they didn’t
validate each other’s account.

EXTERNAL CRITICISM INTERNAL CRITICISM

____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 35

UNIT
LESSON • External vs Internal Criticism
1
3

Let’s Sum It Up
Historical sources need to be subjected to both external and internal criticisms.
REFLECTION: Take a moment to reflect on the things you’ve learned in this lesson
and answer the following questions:

__________________________________________________
What is your __________________________________________________
most __________________________________________________
significant __________________________________________________
learning from __________________________________________________
this lesson? __________________________________________________
__________________________________________________
__________________________________________________

__________________________________________________
Why is it the __________________________________________________
most __________________________________________________
significant __________________________________________________
learning for __________________________________________________
you? __________________________________________________
__________________________________________________
__________________________________________________

__________________________________________________
How are you __________________________________________________
going to apply __________________________________________________
this significant __________________________________________________
learning in __________________________________________________
your current __________________________________________________
life? __________________________________________________
__________________________________________________

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 36

UNIT
LESSON • External vs Internal Criticism
1
3

Let’s Extend and Link

SURF’S UP: Run a google search for The Code of Kalantiaw and study in depth the
different source criticisms by well-known Filipino historians. Discuss your findings with
your professor and classmates in your group chat.

You may check these links:

The Code of Kalantiaw by Kahimyang Project https://tinyurl.com/yywc8wzy
The Code of Kalantiaw by Britannica https://tinyurl.com/y3r8er7z

Bibliography

Candelaria, J. P. & Alphora , V. (2018) – Readings in Philippine History from REX

Bookstore

Francia, L.H. (2014)- A History of the Philippines from Indios Bravos to Filipinos

Foronda, L. B. - Source Criticism: The Maragtas and Kalantiaw Codes

Jocano, Felipe Landa. Filipino Prehistory: Rediscovering Precolonial Heritage.

Quezon: Punlad Research House, 1998.

Jocano, Felipe Landa. Filipino Prehistory: An Anthropological Overview of the

Beginnings of Filipino Society and Culture. Philippine Center for
Advanced Studies. Quezon: University of the Philippines Press, 1975.

Scott, William Henry, Looking for the Pre-Hispanic Filipino and Other Essays. Quezon:
New Day Publishers, 1992.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 37

Introduction to
Unit 1: Introduction to History:
History: Definition,
Definition, Issues,
Issues, and
and
Sources
POST-TEST
Sources
I. Direction: Read the questions carefully. Shade the letter of the correct answer. If
answer is not provided, shade letter E. Use the answer sheet provided on page
39. Strictly no erasures.
1. The Greek word which means knowledge acquired through inquiry and
investigation:
a. Historia
b. Ekdikisis
c. Hibiscus
d. Memoriam

2. Which of the following statements is true?

a. History is subjective
b. History only considers written records
c. History is objective
d. History is strictly chronologizing events

3. It is the study of history itself. The history of history.

a. Horticulture
b. Historiography
c. Cartography
d. Anthropology

4. Positivism is a school of thought that requires:

a. empirical and observable evidence
b. a realistic view of existence
c. a departure from colonial mentality
d. a blend of fantasy and reality

5. Which of the following is an example of a primary source?

a. Ambeth Ocampo's opinion column on The Kalantiaw Code
b. Description of the Tabon Man on britannica.com
c. Original manuscript of the Kartilya ng KKK
d. A review of the movie Dekada 70 on Time magazine

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 38

UNIT 1: Introduction to History: Definition, Issues, and POST-TEST

Sources
6. Why is Antonio Pigafetta's account of the death of Magellan considered a
primary source?
a. It was published in 1525
b. He was an eyewitness
c. He had firsthand knowledge of the event
d. All of the above

7. Which of the following is a significant role played by history in human society?

a. Creates many points for debate
b. Helps people forget the tragedies in the past
c. Inspires people through a collective memory and identity
d. None of the above

8. External criticism verifies the authenticity of evidence by

a. Examining the materials used fo the evidence
b. Examining consistency with historical characteristic of the time of its
production
c. Examining its physical characteristics
d. All of the above

9. Internal criticism looks into

a. the author of the source
b. physical characteristics of evidence
c. language used in the source
d. type of ink and paper used

10. Which is true about The Code of Kalantiaw controversy

a. Fr. Pavon did not exist
b. A penal code purportedly used in Precolonial Philippines
c. Datu Kalantiaw died before 1433
d. All of the above

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 39

UNIT 1: Introduction to History: Definition, Issues, and POST-TEST

Sources

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 UNIT
Content and Contextual Analysis of
Selected Primary sources in
Philippine History
2
“The more you know about the past, the better
prepared you are for the future”

Theodore Roosevelt

One of the earliest and most widely used primary sources

for Precolonial Philippine history is taken form the
accounts of Italian chronicler Antonio Pigafetta who
traveled with Portuguese explorer Ferdinand Magellan in
search for the spice island.

In this unit, you will be guided through conceptual and

contextual review of this account in hopes of
understanding and critiquing the “beginnings” of the
Philippine history in the consciousness of the West and as
subsequently widely accepted by us Filipinos.
 P a g e 41

UNIT 2: PRE-TEST
E;
I. Direction: Read the questions carefully. Shade the letter of the correct answer. If
answer is not provided, shade letter E. Use the answer sheet provided on page 43.
Strictly no erasures.

1. Who is a Portuguese explorer to do the first voyage around the world by sea.
A. Christopher Colombus
B. Miguel Lopez de Legaspi
C. Ferdinand Magellan
D. Francisco Serrano

2. Which of the following is the meaning of the Spanish word Islas de

Landrones.
A. Island of thieves
B. The island of pirates
C. The island of good samaritan
D. The island of good hope

3. What island is presently named as Landrones?

A. Borneo Island
B. Marianas Island
C. Island of Carribean
D. Cebu City

4.Which of the following is the former name of Samar Island.

A. Zamal Island
B. Zamar Island
C. Samar Island
D. Samal Island

5. What do you called a fruit which is as large as the head, husk as green, and
two finger thickness and thicker than the walnut. Which term is used?
A. Coconut
B. Choco
C. Cocoo
D. Nuts

GEC 9: THE LIFE AND WRITINGS OF RIZAL

 P a g e 42

UNIT 2: PRE-TEST
6. It served as the guiding book of the Katipunan that contain new rules and
procedures for the new recruited members.
A. Karatilya ng Katipunan
B. Foundation Day of Katipunan
C. 74th Foubdation Day of Katipunan
D. Code of Katipunero

7. What is the major cause of the death of Emilio Jacinto?

A. He was shot by a Spanish soldier
B. Because of accident
C. He committed suicide
D. Because of Malaria and Spanish Flu

8. In what province where the first proclamation of the Philippine Independence

day?
A. Laguna
B. Cavite
C. Bulacan
D. Batanggas

9. Who wrote the code of conduct of the Katipunan members called “Kartilla”?

A. Emilio Jacinto
B. Pio Valenzuela
C. Andres Bonifacio
D. Apolinario Mabini

10. A bitter enemy of Lapu-Lapu that according to him, he refused to obey the king
and not to pay the tribute in the name of the King of Spain.
A. Raja Sula
B. Raja Zula
C. Raja Humabon
D. Raja Culambo

GEC 9: THE LIFE AND WRITINGS OF RIZAL

 P a g e 43

UNIT 2: PRE-TEST

GEC 9: THE LIFE AND WRITINGS OF RIZAL

 P a g e | 44
Brief summary of the first voyage around the
world of Ferdinand Magellan by Antonio Pigaffeta
LESSON 1
(3 HOUR)
Bravo, Brandon Ph, D., Cuizon, Melindina

LEARNING OUTCOMES

Primary sources in Philippine History

UNIT 2: Content and Contextual Analysis of Selected
• Become familiar with selected primary documents from
different periods in Philippine history;
• Discuss history using primary sources;
• Analyze the context of and issues behind the selected
documents; and
• Determine the contribution of the different kinds of primary
sources in the understanding of Philippine History.

INTRODUCTION

Philippine history is a reflection of its rich culture and political

experiences. It’s known not only for the natural beauty of its
archipelago but for the saga of its people through suffering and
freedom too.

In this chapter, you will be guided through a revisiting of various

significant historical accounts of the Philippines. Consider this as
an opportunity to critically engage with select primary sources that
define our narrative as a race and as a nation and influence our
development through time.

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 45

•Brief Summary of the First Voyage around the

UNIT
LESSON
world of Ferdinand Magellan by Antonio 2
1
Pigaffeta

Let’s Look Back

SKETCHPAD: Based on your previous studies, draw a a comic strip that shows the
death of Portuguese explorer Ferdinand Magellan on the island of Mactan. You may
put captions or speech balloons to tell the story. Get creative. You can use any art
materials you want.

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 46

•First Voyage around the world of UNIT

LESSON •Ferdinand Magellan 2
1 • by Antonio Pigafetta

Let’s Analyze and Prepare

PROCESSING: Basing on the comic strip you made, briefly answer the following
questions:

How did Magellan died?

___________________________________________________________________
___________________________________________________________________

What part of his body was hit by the arrow that cause him to die?
___________________________________________________________________
___________________________________________________________________

Who knows what really happened?

___________________________________________________________________
___________________________________________________________________

Try to find the answers for yourself. There are various versions of the story of
Magellan’s Voyage. You can search it on Google, seek your professor’s advice or ask
your parents about it. Write notes from your research here:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

There are various references of the Voyage of Magellan but in this chapter we will be
using content based on the famous chronicler, Antonio Pigaffeta.

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 47

• First Voyage around the world of UNIT

LESSON • Ferdinand Magellan
• by Antonio Pigafetta 2
1

Let’s Discover
Presented here are key points from A Brief Summary of First Voyage Around
the World by Magellan written by Antonio Pigafetta

• This book was taken from the Chronicles of Contemporary Voyagers and
Navigators of the sixteenth century.
• Antonio Pigafetta is an Italian noble man who accompanied Ferdinand Magellan
in navigating the world.
• Pigafetta's travelogue is one of the most important primary sources in the study of
pre-colonial Philippines.
• His account was also the major reference to the events leading to Magellan's
arrival in the Philippines, his encounter with local leaders, his death in the hands
of Lapu-lapu's forces in the battle in Mactan, and in the departure of what was left
of Magellan's fleet from the islands.
• This book was published after Pigafetta's returned to Italy
• In this book he wrote his firsthand observation and general impression of the Far
East including their experiences in the Visayas
• In his account, their fleet reached what he called "The Landrones Islands or
Island of the Thieves".
• This Island is now the Marianas Islands
• Ten days after they reached this Island, Pigafetta reported that they reached the
Island of Zamal or recently called Samar
• But Magellan decided to land in another uninhabited Island for their security.
• On March 18, nine men came to them and showed joy and eagerness in seeing
them and Magellan welcome them with food, drinks, and gifts.
• In return, the natives gave them fish, palm wine (uraca), figs and two cochos.
Natives also gave them rice (umai), cocos and other food supplies.
• He characterized the people as "very familiar and friendly" and willingly showed
them different islands and what is the names of the islands
• They also arrived at Humumu Island (Homonhon) and there they found what
Pigafetta referred to as the "Watering Place of Good Signs".
• It is where he wrote that they found the first signs of gold in the island.
• They named of the island and the nearby islands as The Archipelago of St.
Lazarus.
• They left the island on march 25th, then Pigafetta recounted that they saw 2
ballanghai (balangay) - it is a long boat full of people in Mazzaval Mazaua.
• The leader or the king of balangay, sent his men to the ship of Magellan.
• They entertained this men and give them gifts.
• The king of the balanggay offered Magellan a bar of gold and a chest of
ginger, but Magellan declined.
• After a few days, the King Raia Shagu introduced his brother Raia Calambu to
Magellan.

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 48

•First Voyage around the world of UNIT

LESSON •Ferdinand Magellan
2
1 • by Antonio Pigafetta

• Raia Calambu is the king of Zuluan and Calagan (butuan and Caragua)
• On march 31st, Magellan ordered the chaplain to preside a Mass by the shore.
• The King heard Magellans plan and sent 2 pigs and the two kings participated the
mass.
• After the mass, Magellan ordered that the cross be brought with nails and crown
in place.
• Magellan explain that the cross-the nail-and the crown were the signs of his
emperor and that he was ordered to plant it in the places that he would reach.
• Magellan further explained that the cross would be beneficial for their people
because once other Spaniards saw this cross -then they would know that they
had been in this land and would not cause them trouble - and any person who
might be held captives by them would be released.
• The king concurred and allowed for the cross to be planted.
• This mass would go down in his history as the first mass in the Philippines, and
the cross would be famed Magellan's cross still preserved at present day.
• After 7 days, Magellan and his men decided to move and look for island where
they could acquire more supplies and provisions.
• They learned of the islands of Ceylon (leyte), bohol, and zzubu (Cebu) and
intended to go there.
• Raia Calambu offered to pilot them in going to Cebu, the largest and the richest of
the islands.
• By April 7th of the same year, Magellan and his man reached the port of Cebu.
• The king of Cebu, through Magellan's interpreter, demanded that they pay tribute
as it was customary, but Magellan refused.
• Magellan said that he was a captain of a king himself and thus would not pay
tribute to other kings.
• Magellans interpreter explained to the king of Cebu they Magellans king was the
emperor of the great empire and that it would do them better to make friends with
them than to forge enmity.
• The king of Cebu consulted his counsel.
• By the next day Magellans men and the king of Cebu, together with other
principal men of Cebu, met in an open space.

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 49

•First Voyage around the world of UNIT

LESSON • Ferdinand Magellan
2
1 • by Antonio Pigafetta

• There, the king offered a bit of his blood and demanded that Magellan to the
same.
• on the 26th of April, Zula, a principal man from the island of matan (mactan)
went to see Magellan and ask him for a boat full of men so that he would be
able to fight the chief named Silapulapu ( Lapu lapu).
• Such chief, according to Zula, refused to obey the king and was also
preventing him from doing so.
• Magellan offered three boats instead and expressed his desire to go to
Mactan himself to fight to the said chief.
• Magellan's forces arrived in Mactan in daylight.
• They numbered 49 in total and the islanders of Mactan were estimated to
number 1500.
• Magellan died in that battle. The natives perceiving that the bodies of enemies
were protected with armors, aimed for their legs instead.
• Magellan was pierced with a poison arrow in his right leg.
• A few of their men charged at the natives and tried to intimidate them by
burning an entire village but this only enraged the natives further.
• Magellan was specifically targeted because the natives know that he was the
captain general.
• Magellan was hit with a lance in the face.
• The king offered the people of Mactan gift of any value and amount in exchange
of Magellans body but the chief refused.
• They wanted to keep Magellans body as a moment of their victory.
• Magellan's men elected Duarte Barbosa as the new captain.
• Pigafetta also told how Magellan's slave and interpreter named Henry
betrayed them and told the king of Cebu that they intended to live as quickly
as possible.
• Pigafetta alleged that the slave told the king that if he followed the slaves
advice, then the king could acquire the ships and the goods of Magellan's fleet
• the two conspired and betrayed what was left of Magellans man
• The king invited these men to a gathering where he said he would present the
jewels that he would send for the king of spain.
• Pigafetta was not able to join the 24 men who attended because he was
nursing his battle wounds. It was only a short time when they cry and
lamentations.
• The natives had slain all of the men except the interpreter and Juan Serrano
who was already wounded. Serrano was presented and shouted at the men in
the ship asking them to pay ransom so he would be speared. However, they
refused and would not allow anyone to go to the shore
• READINGS
GEC 2: The fleet departed and abandoned
IN PHILIPINES HISTORY Serrano CAS-CPSU
• They left Cebu and continued their journey around the world
 P a g e | 50

• First Voyage around the world of UNIT

LESSO • Ferdinand Magellan
N 2
1
• by Antonio Pigafetta

Analysis of Pigafettas Chronicle

The chronicles of Pigafetta was one of the most cited documents by historians
who wished to study the precolonial Philippines. As one of the earliest written
accounts, Pigafetta was seen as a credible source for a period, which was prior
unchronicled and undocumented. Moreover, being the earliest detailed
documentation, it was believed that Pigafetta's writing accounts was the "Purest"
precolonial society. Indeed, Pigafetta's work is of great importance in the study and
writing of Philippine history. Nevertheless, there needs to have a more nuanced
reading of the source within a contextual backdrop.

A student of history should recognize a certain biases accompanying the

author and his identity loyalties and the circumstances that he was in and how it
affected the text that he produced. In the case of Pigafetta, the reader needs to
understand that he was a chronicler commissioned by the King of Spain to
accompany and document a voyage intended to expand the Spanish empire. He was
also of noble descent who came from a rich family in Italy. These attributes influenced
his narrative, his selection of details to be included in the text, his characterization of
people of the species that can be encountered, and his interpretation and retelling of
the events. Being a scholar of cartography and geography.

Pigafetta was able to give details on geography and climate of the places that
their voyage had reached. In reading Pigafetta's description of the people, one has to
keep in mind that he was coming from a sixteenth century European perspective.
Hence, the reader might notice how Pigafetta whether implicitly or explicitly, regarded
the indigenous belief systems and way of life as inferior to that of Christianity and of
European. He would always remark on the nakedness of the natives or he was
fascinated by their exotic culture.Pigafetta also noticeably emphasized the natives
amazement and illiteracy to the European artillery, merchandise, and other goods in
the same way that Pigafetta repeatedly mentioned the abundance of spices like
ginger and of precious metals like gold. His observations and assessment of the
indigenous cultures employed by European standard.. Hence, when they saw
indigenous natives attire, Pigafettas saw them naked because from the European
standpoint, they were wearing fewer clothes indeed. Pigafetta's perspective was too
narrow to realize that such attire was only appropriate to tropical climates of the
islands. The same was true for materials that the natives used for their houses like
palm and bamboo. These materials would let more air come through the house and
compensate for the hot climate in the island.

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 51

•First Voyage around the world of UNIT

LESSON •Ferdinand Magellan
2
1 •by Antonio Pigafetta

It should be understood that such observation were rooted from the context of
Pigafetta and of his era. Europe, for example, was dominated by the Holy Roman
Empire, whose loyalty and purpose was the domination of Catholic Church all over
the world Hence, other belief systems different from that of Christianity were
perceived to be blasphemous and barbaric even demonic. Aside from this, the
Sixteenth century European economy was mercantilist. Such system measures the
wealth of the kingdoms based on their accumulation of bullions and precious metals
like gold and silver. It was not surprising therefore that Pigafetta would always
mention the abundance of gold in the islands as shown in his description of leaders
wearing gold rings and golden daggers, and if the rich gold mines. An empire like that
of the Spain would indeed search for new lands where they could acquire more gold
and wealth to be on top of all the European nations

The obsession with spices might be odd for Filipinos because of its
ordinariness in the Philippines but, understanding the context would reveal that
spices where scarce in Europe and hence were seen as prestige goods. In that era,
Spain and Portugal coveted the control of spice island because it would have led to a
certain increase in wealth, influence and power. These context should be used and
understood in order to have a more qualified reading of Pigafetta's accounts.

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 52

•First Voyage around the world of UNIT

LESSON •Ferdinand Magellan
2
1 •by Antonio Pigafetta

Activity 1. Scroll of Chronicler. The following events were taken from the text and in
no particular order. Arrange the tasks by putting numbers on the space provided
before each scroll.

Name:_______________________Course:________ Date:________Score:_____

They also arrived at Humumu Island (Homonhon) and there they found what
Pigafetta referred to as the "Watering Place of Good Signs".

On march 31st, Magellan ordered the chaplain to preside a Mass by the

shore.

Magellan was specifically targeted because the natives know that he was
the captain general.

They left the island on march 25th, then Pigafetta recounted that they saw 2
ballanghai (balangay) - it is a long boat full of people in Mazzaval Mazaua.

Pigafetta was not able to join the 24 men who attended because he was
nursing his battle wounds. It was only a short time when they cry and
lamentations.

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 53

•First Voyage around the world by UNIT

LESSON
LESSON Ferdinand Magellan 2
1
1 • to Antonio Pigafetta

Let’s Try Some More

“Those who forget the past are doomed to repeat it.?”

History can be anywhere, it is an account that mirrors the people, place and
views of the present. Knowing one’s history will help you become a better person by
learning from the past.

Let the historical hunt begin!

Explore your locality by looking at possible historical references.

Instruction: Using the checklist below, kindly check and fill in the information that is
available about the origin of your locality (sitio,barangay,municipality, city etc.).

Name:_______________________Course:________ Date:________Score:_____

Available resources
(check and write the reference)
Primary Secondary Tertiary

Ilog(e.g.)

Baliskad

Note: The Score will be based on the number of valid responses.

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 54

•First Voyage around the world of

LESSON
•Ferdinand Magellan
1 •by Antonio Pigafetta

This term sounds familiar!

Instruction: Read the following resources, write letter P if it is considered as primary

resources, S if secondary resources and T if it is a tertiary resource. Write your
answer on the space provide before each item.

Name:_______________________Course:________ Date:________Score:_____

_______1. 1956 news paper

_______2. Tourism record of life history of Papa Isio

_______3. Testimony of 105 year old verteran.

_______4. History of Brangay Camingawan taken from City Archive.

_______5. Diary of Mayor Sola.

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 55

• The First Voyage around the world of UNIT

LESSON
• ferdinand Magellan by Antonio Pigafetta 2
1

Let’s Sum It Up

Reflection

Having been able to read the account about the voyage of Magellan according to
Pigafetta, what significant lesson you have gained and how can this lesson help you
in our present time.

Write your answer in at least 5 sentences.

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 56

• The First Voyage around the world UNIT

LESS
ON
• of Ferdinand Megllan by 2
1 • Antonio Pigafetta

Let’s Extend and Link

Promote your local History

You need to gather data from your own local history, make use of different
forms of resources and construct a leaflets. These leaflets should contain the
following:
Title
Subtitle
Date
Your name
Content
Picture of your locality

You will be rated based on the following criteria:

Creativity (style, presentation of leaflets) 40
Timeliness 20
Content 40

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 57

Kartilya ng Katipunan
LESSON 2
(3 HOUR)
Brandon, Bravo Ph, D. / Cuizon, Melindina

LEARNING OUTCOMES

Primary sources in Philippine History

UNIT 2: Content and Contextual Analysis of Selected
Learned history through primary sources;
• Understood the context behind the selected documents.

INTRODUCTION

History offers you the knowledge about the past, by reading

further it allows you to become a logical being to understand and
ultimately a context based on the reference or resources of the data.
By reading history you are enlighten and gradually justified the
happening the past and what probably can happen in the future. In
this lesson you are given the freedom to read and learn from the
code of Filipino brotherhood a how they fought in the name of
freedom.

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 58
UNIT
LESSON
• sKartilya ng Katipunan 2
2

Let’s Look Back

PHOTO ANALYSIS:

(Photo Credit: http://tarlakin.blogspot.com/2008/07/bayan-bayani-bayanihan-kabataang-mulat.html)

What emotions are evident in the picture? What do you think is happening there?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 59

UNIT
LESSON • Kartilya ng Katipunan
2
1

Let’s Analyze and Prepare

Thank you for accomplishing activity number 1 of lesson 2. For sure you
remembered some person specifically Philippine heroes when you undertake the
activity.

✓ What do you expect from this reading?

✓ Who are involved in this secret society? What makes them united?

✓ How do you imagine the KKK as an organization and as compared in today’s

organization?

✓ What significant lesson do you think you can grasp in reading the Kartilya of
Katipunan.

✓ What is the message of Kartilya ng Katipunan to the Pilipino?

The Katipunan had colorful beginnings as a symbol of the member’s loyalty,

they performed the solemn rite of Sanduguan (Blood Compact), wherein each one
signed his name with his own blood.
The members agreed to recruit more people using the “Triangle System” of
enlistment. Each original member would recruit two new members who were not
related to each other each new member would do the same thing, and so on down
the line members were also asked to contribute one real (about 25 centavos) each
month in order to raise funds for the association.

Get ready and stay sharp in reading the Kartilya of Katipunan on the next page.

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 60
UNIT
LESSON • Kartilya ng Katipunan
2
2

Let’s Discover

Read the following text about the Kartilya ng Katipunan, take note of the important
events, person, places that transpired in the history, you will be needing it after.
KKK AND “THE KARTILYA NG KATIPUNAN”

The Kataastaasan, Kagalanggalangang Katipunan ng mga Anak ng Bayan

(KKK) or Katipunan is arguably the most important organization formed in the
Philippine history. While anti-colonial movements, efforts, and organizations had
already been established centuries prior to the foundation of the Katipunan, it was
only this organization that envisioned a united Filipino nation that would revolt against
the Spaniards for the total independence of the country from Spain. Previous armed
revolts had already occurred before the foundation of the Katipunan, but none of
them envisioned a unified Filipino nation revolting against the colonizers.l

For example, Diego Silang was known as an Ilocano who took up his arms
and led one of the longest running revolts in the country. Silang, however, was mainly
concerned about his locality and referred to himself as El Rey de Ilocos (The King of
Ilocos). The imagination of the nation was largely absent in the aspirations of the local
revolts before Katipunan. friars.

On the other hand, the propaganda movements led by the ilustrados like
Marcelo H. del Pilar, Graciano Lopez Jaena, and Jose Rizal did not envision a total
separation 0f the Philippines from Spain, but only demanded equal rights,
representation, and protection from the abuses of the friars.

In the conduct of their struggle, Katipunan created a complex structure and a

defined value system that would guide the organization as a collective aspiring for a
single goal. One of the most important Katipunan documents Was the Kartilya ng
Katipuhan. The original title of the document was "Manga [sic] Aral Nang [sic]
Katipunan ng mga A.N.B. " or “Lessons of the Organization of the Sons of Country.”
The document was written by Emilio Jacinto in the 1896.

Jacinta was only 18 years old when he joined the movement. He was a law
student at the Universidad de Santa Tomas, Despite his youth, Bonifacio recognized
the value and intellect of Jacinta that upon seeing that J acinto’s Kartilya was much
better than the Decalogue he wrote, he willingly favored that the Kartilya be
distributed to their fellow Katipuneros. Jacinta became the secretary of the
organization and took charge of the short-lived printing press of the Katipunan.
.
GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU
 P a g e | 61

UNIT
LESSON • Kartilya ng Katipunan
2
2

Below is the translated version of the rules in Kartilya:

I. The life that is not consecrated to a lofty and reasonable purpose is a tree
without a shade, if not a poisonous weed.
II. To do good for personal gain and not for its own sake is not virtue.
III. It is rational to be charitable and love one’s fellow creature, and to adjust
one’s conduct, acts and words to what is in itself reasonable.
IV. Whether our skin be black 'or White, we are all born equal: superiority in
knowledge, wealth and beauty are to be understood, but not superiority by
nature.
V. The honorable man prefers honor to personal gain; the scoundrel, gain to
honor.
VI. To the honorable man, his word is sacred.
VII. Do not waste thy time: wealth can be recovered but not time lost.
VIII. Defend the oppressed and fight the oppressor before the law or in the field.
IX. The prudent man is sparing in words and faithful in keeping secrets.
X. On the thorny path of life, man is the guide of woman and the children, and
if the guide leads to the precipice, those whom he guides will also go there.
XI. Thou must not look upon woman as a mere plaything, but as a faithful
companion when will share with thee the penalties of life; her (physical)
weakness will increase the interest in her and she will remind there of the
mother who bore thee and reared thee.
XII. What thou do not desire done until they wife, children, brothers and sisters,
do not unto the last wife, children, brothers and sisters of thy neighbor.
XIII. Man is not worth more because he is a king, because his nose is aquiline,
and his color white, not because he is a priest, a servant of God, nor
because of the high prerogative that he enjoys upon earth, but he is worth
most who is a man of proven and real value, who does good, keeps his
words, is worthy and honest; he who does not oppress nor consent to being
oppressed, he who loves and cherishes his fatherland, though he be born in
the wilderness and know no tongue but his own.
XIV. When these rules of conduct shall be known to all, the longed-for sun of
Liberty shall rise brilliant over this most unhappy portion of the globe and its
rays shall diffuse everlasting joy among the confederated brethren of the
same rays, the lives of those who have gone before, the fatigues and the
well-paid sufferings will remain. If he who desires to enter has informed
himself of all this and believes he will be able to perform what will be his
duties, he may fill out the application for admission.

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 62

UNIT
LESSON • Kartilya ng Katipunan
2
2

Let’s Do It!

Activity 2. Paraphrase. You have read the Kartilya ng Katipunan several times and
understood the context because of the background history. Now, you will have to
explain each selected codes in your own words, answer as simple as possible.
Name:_______________________Course:________ Date:________Score:___
I. To do good for personal gain and not for its own sake is not virtue.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

II. It is rational to be charitable and love one’s fellow creature, and to adjust
one’s conduct, acts and words to what is in itself reasonable.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

III. Whether our skin be black 'or White, we are all born equal: superiority in
knowledge, wealth and beauty are to be understood, but not superiority by
nature.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

IV. The honorable man prefers honor to personal gain; the scoundrel, gain to
honor.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 63

UNIT
LESSON • Kartilya ng Katipunan
2
1
2

Let’s Try Some More

Activity 3. Cite a Code.

Instruction: This activity will enable you to search for organizations that existed or
existing(Except for KKK). Fill in the template that follows.

Name:_______________________Course:________ Date:________Score:_____

Organization Code of the Organization (you can cite 1)

Note: The Score will be based on the number of valid responses.

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 64

• The, Psychological and Sociological Perspective

UNIT
LESSON
LESSON • Kartilya ng Katipunan
21
of Self 2

Let’s Have Your Turn

Activity 4. Who did what?

Instruction: Write the name of person you encountered in the text about the Kartilya
ng Katipunan and KKK. Write a complete sentence of their contribution in the KKK.
Name:_______________________Course:________ Date:______Score:_____

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 65
UNIT
LESSON • Kartilya ng Katipunan
2
2

Let’s Sum It Up

The Kartilya ng Katipunan is known as the code of brotherhood in the KKK.

The KKK members agreed on the following Objectives:

1.The political goal was to completely separate the Philippine from Spain after declaring
2. The moral goal was to teach the Filipinos of good manners, cleanliness, hygiene, fine
morals, and how to guard themselves against religious fanaticism.
3. The civic goal was to encourage Filipinos to help themselves and to defend the
oppressed.
RIZAL never became involved in the organization and activities of the Katipunan;
but the Katipuneros still looked up to him as a leader. In fact, Rizal’s name was used as
a password among the society’s highest-ranking members, who were called bayani.
ANDRES BONIFACIO had already known Rizal during his La Liga Filipina days,
although Rizal did not know Bonifacio personally Nevertheless, Bonifacio so respected
Rizal’s intelligence and talent that in June 1896, he sent Dr. Pio Valenzuela to Dapitan
to seek Rizal’s advice on the planned revolution.
Rizal told Valenzuela that the timing was not right for a revolution. The people
were not ready and they did not have enough weapons. He suggest that the Katipunan
obtain support of the wealthy and influential Filipino first, in order to gain financial
assistance. He also recommended Antonio Luna as commander of its armed forces,
since Luna had much knowledge and expertise in military tactics.
Valenzuela returned to Manila on June 26 and relayed Rizal’s advice to Bonifacio,
who admitted that it would indeed be fatal for the Filipinos to fight without enough
weapons. However, there was no stopping the revolution. Bonifacio ordered his men to
prepare for the battle. He directed them to store enough food and other supplies. Battle
plans were made with the help of Emilio Jacinto. It was suggested that the revolutionary
Headquarters be located near the seas or mountains to provide an easy retreat if
necessary.

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 66

UNIT
LESSON • Kartilya ng Katipunan 2
2

Let’s Extend and Link

As a CENPHILIAN you are part of the academic community with organizations

specially in your campus, these organizations includes but not limited to
Classroom/year level organization, EdSoc, AgriSoc, Cultural Guild, Sports
Associations and more. Thus as member you need to understand the purpose of its
existence, thus the following activity will aid you and remind you of this role.

Activity 5. Know thy Group

Instruction: Fill in the following with template with the name of organization were you
belong, its purpose/objectives and provide the code you have.

Name of Organization: _________________________________________________

Classification(Local,national,international,campus based):_____________

Recognized by CPSU OSSA(Yes or NO):_________

Your Position: ___________________________

Purpose of Organization:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Code of Organization:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 67

UNIT 2: POST-TEST
;
I. Direction: Read the questions carefully. Shade the letter of the correct answer. If
answer is not provided, shade letter E. Use the answer sheet provided on page 69.
Strictly no erasures.

1. What is the major cause of the death of Emilio Jacinto?

A. He was assassinated
B. By accident
C. Suicide
D. Though a gun shot

2. What island is presently named as Landrones?

A. Borneo Island
B. Marianas Island
C. Cape of Good Hope
D. Caribbean

3. Who wrote the code of conduct of the Katipunan members called “Kartilla”?
A. Emilio Jacinto
B. Pio Valenzuela
C. Andres Bonifacio
D. Apolinario Mabini

4. Who is a Portuguese explorer to do the first voyage around the world by sea.
A. Christopher Colombus
B. Miguel Lopaez De Legaspi
C. Ferdinand Magellan
D. Francisco Serrano

5. A bitter enemy of Lapu-Lapu that according to him, he refused to obey the

king and not to pay the tribute in the name of the King of Spain.
A. Raja Sulayman
B. Raja Zula
C. Raja Sikatuna
D. Raja Kulambo

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 68

UNIT 2 POST-TEST
6. It served as the guiding book of the Katipunan that contain new rules and
procedures for the new recruited members.
A. Kartilya ng Katipunan
B. Foundation of Katipunan
C. Code of Katipunan
D. Son of Katipunan

7. What do you called a fruit which is as large as the head, husk as green, and
two finger thickness and thicker than the walnut? Which term is
used?
A. Coconut
B. Cocho
C. Cocoo
D. Nuts

8. Which of the following is the meaning of the Spanish word Islas de Landrones.
A. Island of Thieves
B. Island of Pirates
C. Island of Good Samaritan
D. Island of good hope

9. In what province where the first proclamation of the Philippine Independence

Day?
A. Laguna
B. Cavite
C. Bulacan
D. Batanggas

10. Which of the following is the former name of Samar Island.

A. Zamar Island
B. Zamal Island
C. Samar Island
D. Samal Island

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 P a g e | 69

UNIT 2 POST-TEST

GEC 2: READINGS IN PHILIPINES HISTORY CAS-CPSU

 UNIT
PHILIPPINE HISTORY: SPACES FOR
CONFLICT AND CONTROVERSIES 3
“To live is to be among men, and to be among men is to
struggle, a struggle not only with them but with oneself; with
their passion, but also with one’s own.”

Dr. Jose P. Rizal

In this unit, you will learn about the historical events
that played a significant role in the development of the
Philippine historical narrative. Inherent in the reading of
these texts are issues and controversies that you need to
identify and evaluate. You will be guided through tasks and
readings that will enable you get to the bottom of these
questions and develop a sense of historical resolve in the
End.
 P a g e 71

UNIT 3: PRE-TEST

; I. Direction: Read the questions carefully. Shade the letter of the correct answer. If
answer is not provided, shade letter E. Use the answer sheet provided on page 73.
Strictly no Erasure

1. He is a Filipino scholar and researcher who wrote the Filipino version of the
bloody incident in Cavite.
a. Izquierdo
b. Vidal
c. Tavera
d. Lamadrid

2. The date when 200 men comprised of soldiers, laborers of the arsenal and
resident of Cavite rose in arms
a. January 20, 1882
b. January 20, 1872
c. January 20, 1877
d. January 20, 1882
3. This is Tavera’s description of the 1872 Cavite Mutiny.
a. Secularization
b. Mutiny
c. Rebellion
d. All of the above

4. He is a prolific Spanish historian who documented the event and highlighted it

as an attempt of the Indios to overthrow the Spanish government in the
Philippines.
a. Vidal
b. Lamadrid
c. Izquierdo
d. Tavera

5. They were native clergies associated with the Cavite mutiny and were
sentenced to death through strangulation.
a. Jose Burgos
b. Jacinto Zamora
c. Mariano Gomez
d. All of the above

GEC 2: READINGS IN PHILIPPINE HISTORY

 P a g e 72

UNIT 3: PRE-TEST
6. He is the Governor General of the Philippines when Cavite Mutiny transpired.
a. Lamadrid
b. Izquierdo
c. Vidal
d. Tavera

7. The native clergy were actively calling for this movement and transformation
which of the following idea was primarily originated in Spain.
a. Secularization
b. Priesthood
c. Churchization
d. All of the above
8. To whom did Izquierdo submitted his report?
a. To Tavera
b. To King of Spain
c. To Lamadrid
d. To GOMBURZA
9. This Izquierdo’s description of the 1872 Cavite Mutiny.
a. Mutiny
b. Rebellion
c. Assassination
d. All of the above
10. He is the leader of the 200 men conspired to assassinate the commanding
officer and Spanish officers in the Cavite arsenal.
a. Lamadrid
b. Izquierdo
c. Tavera
d. Vidal

GEC 2: READINGS IN PHILIPPINE HISTORY

 P a g e 73

UNIT 3: PRE-TEST

GEC 2: READINGS IN PHILIPPINE HISTORY

 P a g e | 74

THE CAVITE MUTINY

LESSON 2
Jose Gay Gallego and Joseph M. Samboque (3 HOURS)

UNIT 3: PHILIPPINE HISTORY: SPACES FOR CONFLICT AND CONTROVERSIES

LEARNING OUTCOMES

• Identify key controversies and conflicting views on Cavite

Mutiny.
• Analyze different arguments pertaining to the Cavite Mutiny.
• Develop a personal stance on controversies pertaining to the
Cavite Mutiny.

INTRODUCTION

This lesson presents the accounts of 1872 revolt in Cavite

generally see it as a mutiny of the Filipino soldiers and the arsenal
workers over local grievances, often portraying it as instigated by
the friars with the intention of eliminating the priest and lawyers
agitating for reforms. This article basing itself principally on the
extensive account sent by Governor General Rafael Izquierdo to the
Overseas Ministers, accept has characterization of the revolt as a
frustrated separatist revolution, while rejecting his conclusion as to
the instigators of the revolt. Rather, it points to the real authors who
escaped execution because of their Masonic ties to Izquierdo.

Two major events happened in 1872, first was the 1872

Cavite Mutiny and the other was the martyrdom of the three martyr
priests in the persons of Fathers Mariano Gomes, Jose Burgos and
Jacinto Zamora (GOMBURZA). However, not all of us knew that
there were different accounts in reference to the said event. All
Filipinos must know the different sides of the story—since this event
led to another tragic yet meaningful part of our history—the
execution of GOMBURZA which in effect a major factor in the
awakening of nationalism among the Filipinos.
 P a g e | 75

UNIT

Let’s Look Back 3

Can you still remember who are in the picture? And what event happened?
Write a description in the pictures shown below. Write your answers in the space
provided below.
https://tinyurl.com/y3c9skwx

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
https://tinyurl.com/y4qb7crh

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 Less P a g eUNIT
| 76
on • THE CAVITE MUTINY
3
1

Let’s Analyze and Prepare

Based on the activity presented let us examine and analyze the major
events happened in the Cavite Mutiny. As shown in the picture the Filipino people
is really fighting for their rights and they wanted to have change.

. Many of the Filipinos risk their lives and shed their blood for the sake of
attaining reform for the country. The major incidents happened that also awaken
the mind of the Filipino people to rise from the abuses made by the Spanish
government.

Filipinos fight for the attainment of their freedom and change. The Cavite
Mutiny is not just a simple act of opposing to the new system it is an act to redress
themselves from the different injustices was made.

The martyrdom of the three priest Fr. Mariano Gomez, Fr. Jose Burgos,
and Fr. Jacinto Zamora is commonly called GOMBURZA. They play a great role
in the Cavite Mutiny that many claimed that is reason for the event to happened.

The Cavite Mutiny becomes now a controversial issue in Philippine history

because of the many claims of arguments of the event happened. Let us further
encourage the learners to read on the following accounts.

Let us analyze these two accounts in the Cavite Mutiny.

1. Spanish Account of the Cavite Mutiny
Primary Source: Excerpts from Montero’s Account of Cavite Mutiny

2. Differing Accounts of the Events of 1872

Primary Source: Excerpts from the Official Report of Governor Izquierdo on the
Cavite Mutiny of 1872

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 77

UNIT
Lesson • THE CAVITE MUTINY
1 3

Let’s Discover

What happened in the Cavity Mutiny?

Primary Source: Excerpts from Montero’s Account of the Cavity Mutiny

1872 Cavite Mutiny: Spanish Perspective

Jose Montero y Vidal, a prolific Spanish historian documented the event and
highlighted it as an attempt of the Indios to overthrow the Spanish government in the
Philippines. Meanwhile, Gov. Gen. Rafael Izquierdo’s official report magnified the
event and made use of it to implicate the native clergy, which was then active in the
call for secularization. The two accounts complimented and corroborated with one
another, only that the general’s report was more spiteful. Initially, both Montero and
Izquierdo scored out that the abolition of privileges enjoyed by the workers of Cavite
arsenal such as non-payment of tributes and exemption from force labor were the main
reasons of the “revolution” as how they called it, however, other causes were
enumerated by them including the Spanish Revolution which overthrew the secular
throne, dirty propagandas proliferated by unrestrained press, democratic, liberal and
republican books and pamphlets reaching the Philippines, and most importantly, the
presence of the native clergy who out of animosity against the Spanish friars,
“conspired and supported” the rebels and enemies of Spain. In particular, Izquierdo
blamed the unruly Spanish Press for “stockpiling” malicious propagandas grasped by
the Filipinos. He reported to the King of Spain that the “rebels” wanted to overthrow
the Spanish government to install a new “hari” in the likes of Fathers Burgos and
Zamora. The general even added that the native clergy enticed other participants by
giving them charismatic assurance that their fight will not fail because God is with them
coupled with handsome promises of rewards such as employment, wealth, and ranks
in the army. Izquierdo, in his report lambasted the Indios as gullible and possessed an
innate propensity for stealing.

The Spanish revolution which overthrew a secular throne; the propaganda

carried on by an unbridled press against monarchical principles, attentatory of the most
sacred respects towards the dethroned majesty; democratic and republican books and
pamphlets; the speechless and preaching’s of the apostles of these new ideas in
Spain; the outbursts of the American publicists and the criminal policy of the senseless
Governor whom the revolutionary government sent to govern the Philippines, and who
put into practice these ideas were the determining circumstances which gave rise,
among certain Filipinos, to the idea of attaining their independence. It was towards this
goal that they started to work, with the powerful assistance of a certain section of the
native clergy, who out of spite toward friars, made common cause with the enemies of
the mother country.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 78

UNIT
Lesson • THE CAVITE MUTINY
1 3

Let’s Discover

Primary Source: Excerpts from the Official Report of Governor Izquierdo on the
Cavity Mutiny of 1872
Another account from the official report written by then Governor General
Rafael Izquierdo implicated the native clergy, who were then, active in the movement
toward secularization of parishes.

It seems definite that the insurrection was motivated and prepared by the native
clergy, by the mestizos and native lawyers, and by those known here as abogadillos.
The investigators, to carry out their criminal project, protested against the
injustice of the government in not paying the provinces for their tobacco crop, and
against the usury that some practice in documents that the Finance department gives
crop owners who have to sell them at a loss. They encouraged the rebellion by
protesting what they called the injustice of having the workers in the Cavite arsenal to
pay tribute starting January 1 and to render personal service, from which they were
formerly exempted.
The Spanish accounts detailed that on 20 January 1872, the district of
Sampaloc celebrated the feast of the virgin of Loreto, and came with it were some
fireworks display. The Caviteños allegedly mistook this as the signal to commence with
the attack. The 200-men contingent led by Seargent Lamadrid attacked Spanish
Officers at sight and seized the arsenal.

When the news reached the iron-fisted Gov. Izquierdo, he readily ordered the
reinforcement of the Spanish forces in Cavite to quell the revolt. The “revolution” was
easily crushed when the expected reinforcement from Manila did not come
ashore. Major instigators including Sergeant Lamadrid were killed in the skirmish,
while the GOMBURZA were tried by a court-martial and were sentenced to die by
strangulation. Patriots like Joaquin Pardo de Tavera, Antonio Ma. Regidor, Jose and
Pio Basa and other abogadillos were suspended by the Audencia (High Court) from
the practice of law, arrested and were sentenced with life imprisonment at the Marianas
Island. Furthermore, Gov. Izquierdo dissolved the native regiments of artillery and
ordered the creation of artillery force to be composed exclusively of the Peninsulares.

On 17 February 1872 in an attempt of the Spanish government and Frailocracia

to instill fear among the Filipinos so that they may never commit such daring act again,
the GOMBURZA were executed. This event was tragic but served as one of the
moving forces that shaped Filipino nationalism.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 79

UNIT
Lesson • THE CAVITE MUTINY
1 3

Let’s Discover

A Response to Injustice: The Filipino Version of the Incident

Dr. Trinidad Hermenigildo Pardo de Tavera, a Filipino scholar and

researcher, wrote the Filipino version of the bloody incident in Cavite. In his
point of view, the incident was a mere mutiny by the native Filipino soldiers and
laborers of the Cavite arsenal who turned out to be dissatisfied with the abolition
of their privileges. Indirectly, Tavera blamed Gov. Izquierdo’s cold-blooded
policies such as the abolition of privileges of the workers and native army
members of the arsenal and the prohibition of the founding of school of arts and
trades for the Filipinos, which the general believed as a cover-up for the
organization of a political club.

On 20 January 1872, about 200 men comprised of soldiers, laborers of the

arsenal, and residents of Cavite headed by Sergeant Lamadrid rose in arms
and assassinated the commanding officer and Spanish officers in sight. The
insurgents were expecting support from the bulk of the army unfortunately, that
didn’t happen. The news about the mutiny reached authorities in Manila and
Gen. Izquierdo immediately ordered the reinforcement of Spanish troops in
Cavite. After two days, the mutiny was officially declared subdued.

Tavera believed that the Spanish friars and Izquierdo used the Cavite Mutiny
as a powerful lever by magnifying it as a full-blown conspiracy involving not only
the native army but also included residents of Cavite and Manila, and more
importantly the native clergy to overthrow the Spanish government in the
Philippines. It is noteworthy that during the time, the Central Government in
Madrid announced its intention to deprive the friars of all the powers of
intervention in matters of civil government and the direction and management
of educational institutions. This turnout of events was believed by Tavera,
prompted the friars to do something drastic in their dire sedire to maintain power
in the Philippines.

The friars, fearing that their influence in the Philippines would be a thing of
the past, took advantage of the incident and presented it to the Spanish
Government as a vast conspiracy organized throughout the archipelago with
the object of destroying Spanish sovereignty. Tavera sadly confirmed that the
Madrid government came to believe that the scheme was true without any
attempt to investigate the real facts or extent of the alleged “revolution” reported
by Izquierdo and the friars.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 80

UNIT
Let’s Do It
Lesson • THE CAVITE MUTINY
1 3

Let’s Do It

1. Instructions: Identify the following controversies in the historical argument of the

Cavite Mutiny in two different accounts. An example is given why the Cavite Mutiny
happens for your reference and critical analysis of your answers.

Montero’s Account on the Cavite Official Report of Gov. Gen. Rafael

Mutiny of 1872 de Izquierdo of 1872

Example

According to Montero the Cavite Mutiny According to the report of Gov Gen
Happens because Indios attempt to Izuierdo Cavite Mutiny happens to
overthrow the Spanish government implicate the native clergy

Write your answers below

1. 1.

2. 2.

3 3.

4 4.

5 5.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

Lesso P a g eUNIT
| 81
n • THE CAVITE MUTINY
1 3

Let’s Try Some More

Instructions: Describe the event happened in the picture shown below. Write your
answers in the space provided.
1.

https://tinyurl.com/y3xw4cot

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 82
UNIT
Lesson • THE CAVITE MUTINY
1 3

Let’s Try Some More

Instructions: Describe the event happened in the picture shown below. Write your
answers in the space provided.
https://tinyurl.com/y4bcoajo

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a gUNIT
e | 83
Lesson • THE CAVITE MUTINY
1 3

Let’s Have Your Turn

1. Instructions: Using the Venn Diagram below, dissect the two perspectives
on the 1872 Cavite Mutiny. Write on the left side the key claims of the
Spaniards, on the right side of the key claims of Filipinos, and on the middle
the common claims of both side.

Spanish Version Filipino Version

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 84

UNIT
Lesson • THE CAVITE MUTINY
1 3

Let’s Have Your Turn

2. From the two different accounts to whom do you think is believable? Develop your
stand on this issue. Spaces below are provided for your answers.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 85
UNIT
Lesson • THE CAVITE MUTINY
1 3

Let’s Have Your Turn

3. Instructions: Response to the following questions precisely. You may cite references
but make sure to properly mention your source. You will be rated on the rubrics
presented below.
Exceptional 5 points Proficient 3 points Needs Improvement 1 Points Points
point No. 1 No. 2
Focus Clearly follow the purpose Moderately follows the Does follow most of the
and directions of activity purpose and directions purpose and directions
and never diverges from of activity and never of activity and diverges
the topic. diverges from the topic from the topic
Content All contents are parallel to Most content are Some of the contents
the topic or activity parallel to the topic or are parallel to the topic
activity or activity
Organization Properly organize ideas, Moderately organize Not organize ideas,
sequence and structure ideas sequence and sequence and structure
structure
Conventions Uses articulates and Uses appropriate Uses slang and
appropriate language language word choice unsophisticated word
sophisticated word choice and sentence structure choice
and sentence structure

Total Points

1. What is your stand in the 1872 Cavite Mutiny? Do you agree with the statement of
Jose Montero y Vidal or to the account of Dr. Trinidad Hermenigildo Pardo de
Tavera? Why do you think they have these exposing and conflicting perspectives?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Correlate the conflict of perspectives on 1872 Cavite Mutiny to the conflict of views
on various issues in this period of pandemic. Why do you think people often resulted
in these conflicts and what is your suggestion to mitigate if not eradicate these
conflicts in people’s views and perspectives?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 P a g e | 86

UNIT
Lesson • THE CAVITE MUTINY
1 3

Let’s Sum It Up

Historical interpretation is not done in a vacuum. A point of view is necessarily

adopted by the historian who writes to re-live the past. Precisely because history can
never be objective as Agoncillo has firmly asserted, interpretation varies according to
the varied persuasions of the historians. This is clearly seen in the writing of the history
of a nation like the Philippines which has undergone successive waves of colonization.
Philippine historians have assumed different ways of interpreting its past indicated by
two opposing viewpoints - one that reflects the perspective of the colonizer, and that
of the colonized.

Considering the different accounts of the 1872 Mutiny, there were some basic
facts that remained to be unvarying: First, there was dissatisfaction among the workers
of the arsenal as well as the members of the native army after their privileges were
drawn back by Gen. Izquierdo; Second, Gen. Izquierdo introduced rigid and strict
policies that made the Filipinos move and turn away from Spanish government out of
disgust. Third, the Central Government failed to conduct an investigation on what truly
transpired but relied on reports of Izquierdo and the friars and the opinion of thepublic;
maintain power in the Philippines, Fourth, the happy days of the friars were already
numbered in 1872 when the Central Government in Spain decided to deprive them of
the power to intervene in government affairs as well as in the direction and
management of schools prompting them to commit frantic moves to extend their stay
and power; Fifth, the Filipino clergy members actively participated in the
secularization movement in order to allow Filipino priests to take hold of the parishes
in the country making them prey to the rage of the friars; Sixth, Filipinos during the
time were active participants, and responded to what they deemed as injustices; and
Lastly, the execution of GOMBURZA was a blunder on the part of the Spanish
government, for the action severed the ill-feelings of the Filipinos and the event inspired
Filipino patriots to call for reforms and eventually independence. There may be
different versions of the event, but one thing is certain, the 1872 Cavite Mutiny paved
way for a momentous 1898.

The road to independence was rough and tough to toddle, many patriots named
and unnamed shed their bloods to attain reforms and achieve independence. 12 June
1898 may be a glorious event for us, but we should not forget that before we came
across to victory, our forefathers suffered enough. As we enjoy our freedom, may we
be more historically aware of our past to have a better future ahead of us. And just like
what Elias said in Noli me Tangere, may we “not forget those who fell during the night.”

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 87
UNIT
Lesson • THE CAVITE MUTINY
1 3

Let’s Extend and Link

History is not simply a description of “what happened.” All we learn

about the past comes from clues that have been left behind and discovered, be
they artifacts (e.g., tools, photographs, buildings, drawings), documents (e.g.,
wills, catalogues, posters) or written and oral descriptions. This evidence needs
to be critically examined by asking the question, Is the evidence adequate to
support the conclusions reached? Understanding the sources and limitations
of historical evidence is necessary if students are to appreciate the tentative
nature of historical knowledge. Here are some of the links that you may use to
understand more on how to interpret and evaluate the evidences in a historical
event

Supplementary Reading Materials;

1. Agoncillo, Teodoro (2012) History of the Filipino People, 8th edition,
Quezon City : C & E Publsihing, Inc.
2. Constantino, Renato and Constantino, Letizia (1978) The Philippines: The
Continuing Past, Quezon City: Foundation of Nationalist Studies.
3. Corpuz, Onofre (1989) The Roots of the Filipino Nation, 2 Volumes,
Quezon City, Aklahi Foundation
4. Zaide, Gregorio and Sonia Zaide (1990) Documentary Sources of
Philippine History: 12 vols. Manila, National Bookstore.

Here are the Lists of Web for Further Readings

1. https://tc2.ca/uploads/PDFs/thinking-about-
history/evidence_and_interpretation_secondary
2. https://faculty.chass.ncsu.edu/slatta/hi216/hist_interp.htm
3. https://anabaptistwiki.org/mediawiki/index.php?title=Criticism_and_Analog
y_in_Historical-Critical_Interpretation
4. http://www.learnalberta.ca/content/sspp/html/pdf/using_primary_document
s_in_social_studies_and_history
5. http://facingthepastshapingthefuture.com/teacher-guidance/teaching-
learning-strategies/history/teaching-interpretations-at-ks1/
6. https://library.uncw.edu/guides/finding_primary_sources
7. https://this.deakin.edu.au/study/four-reasons-why-you-should-study-
history
8. https://www.historians.org/publications-and-directories/perspectives-on-
history/january-2007/what-does-it-mean-to-think-historically
9. https://www.uky.edu/~dolph/HIS316/handouts/sources.html

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 88

y:
UNIT
Lesson • THE CAVITE MUTINY
1 3

Bibliography

Candelaria, John Lee P. Alphora, Veronica C. (2018): Readings in Philippine

History, First Edition, Rex Bookstore, Inc, Manila, Philippines

Jose Montero y Vidal, “Spanish Version of the Cavite Mutiny,” in Gegorio,

Zaide and Sonia Zaide, Documentary Sources of Philippines History,
Volume 7(Manila: National Book Store, 1990), 269-273.

Pugay, Chris Antonette P (2012): National Historical Commission of the

Philippines: The Two Faces of the 1972 Cavite Mutiny, posted
September 5, 2012
Bugarin, John Mark, MPA: Module 9, Readings in Philippine History (Cavite
Mutiny: Social Science Department: University of Rizal System,
Taytay Campus

Web Source/s:
1. https://nhcp.gov.ph
2. https://nhcp.gov.ph/two-faces-of-the-1872-cavite-mutiny

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 89

UNIT 3: Post-TEST
Multiple Choice: Chose the letter of your correct answer from the given choices.
Shade your answers in the space found in the zip grade form.
1. He is a prolific Spanish historian who documented the event and highlighted it
as an attempt of the Indios to overthrow the Spanish government in the
Philippines.
a. Vidal c. Lamadrid
b. Izquierdo d. Tavera
2. He is the Governor General of the Philippines when Cavite Mutiny transpired.
a. Lamadrid c. Izquierdo
b. Vidal d. Tavera
3. The native clergy were actively calling for this movement and transformation
which of the following idea was primarily originated in Spain.
a. Secularization c. Priesthood
b. Churchization d. All of the above
4. To whom did Izquierdo submitted his report?
a. To Tavera c. To King of Spain
b. To Lamadrid d. To GOMBURZA
5. This Izquierdo’s description of the 1872 Cavite Mutiny.
a. Mutiny c. Rebellion
b. Assassination d. All of the above
6. He is a Filipino scholar and researcher who wrote the Filipino version of the
bloody incident in Cavite.
a. Izquierdo c. Vidal
b. Tavera d. Lamadrid
7. This is Tavera’s description of the 1872 Cavite Mutiny.
a. Secularization c. Mutiny
b. Rebellion d. All of the above
8. The date when 200 men comprised of soldiers, laborers of the arsenal and
resident of Cavite rose in arms
a. January 20, 1882 c. January 20, 1872
b. January 20, 1877 d. January 20, 1882
9. He is the leader of the 200 men conspired to assassinate the commanding
officer and Spanish officers in the Cavite arsenal.
a. Lamadrid c. Izquierdo
b. Tavera d. Vidal
10. They were native clergies associated with the Cavite mutiny and were
sentenced to death through strangulation.
a. Jose Burgos c. Jacinto Zamora
b. Mariano Gomez d. All of the above

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 90

UNIT 3: Post-TEST

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 89

Making Sense of the Past: Historical Interpretation

LESSON 2
(3 HOURS)
Cuizon and Siriban

UNIT 3: PHILIPPINE HISTORY: SPACES FOR CONFLICT AND CONTROVERSIES

LEARNING OUTCOMES

• Interpreted Historical Events using primary sources

• Identified the advantages and disadvantages of employing
critical tools in interpreting historical events through primary
sources.
•
INTRODUCTION

History is the study of the past, but a more contemporary

definition is centered on how it impacts the present through its
consequences. Geoffrey Barraclough defines history as “the attempt
to discover, on the basis of Fragmentary evidence, the significant
things about the past.” He also notes “the history we read, though
based on facts, is strictly speppaking, not factual at all, but a series
of accepted judgements.” Such judgements of historians on how the
past should be seen make the foundation of historical interpretation.
Historians utilize facts collected from primary sources of
history and then draw their own reading so that their intended
audience may understand the historical event, a process that in
essence, “make sense of the past.” The premise is that not all
primary sources are accessible to a general audience, and without
the proper training and background, a non-historian interpreting a
primary source may do more harm than good- a primary source may
even cause misunderstandings; sometimes, even resulting in more
problems.
Interpretations of the past, therefore, vary according to who
reads the primary source, when it was read, and how it was read.
As students of history, we must be well equipped to recognize
different types of interpretations, why these may differ from each
other and how to critically sift these interpretations through historical
evaluation. Interpretations of historical events change over time;
thus, it is an important skill for a student of history to track these
changes in an attempt to understand the past.
*The next page will make you think of the past historical
events.
 P a g e | 90

UNIT
Topic • Making Sense of the Past: Historical Interpretation
1 3

Let’s Look Back

Instructions: Write true if the statement is true. Otherwise, write false in the space
provided.
_________1. Historical interpretation is based on the historians’ judgement on how the
past should be seen.
_________2. We make sense of the past through historical interpretation.
_________3. Multiperspectivity is a quality of historical writing attributed to a variety of
lenses that may be used to vies the past.
_________4. There is only one account of the first Catholic Mass in the Philippines.
_________5. The significance of the martyrdom of the GOMBURZA is questioned by
historians.
_________6. The Cavite Mutiny is an event that led to the execution of the
GOMBURZA.
_________7. Jose Rizal’s Essay go against the Catholic Faith.
_________8. There is no doubt that Rizal retracted his writings to be able to marry
Josephine Bracken.
_________9. The Cry of the Rebellion happened in present-day Quezon City.
_________10. The site of the monument to the Heroes of 1896 was chosen because
this is the actual place where the Cry of the Rebellion Happened.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 91

UNIT
Lesson • Making Sense of the Past: Historical Interpretation
2 3

Let’s Analyze and Prepare

Based on your activity from the previous page, try to analyse the following questions
that may lead to interpret your history.

1. Why is it important to look back, study or interpret the historical

events?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Give the implication of interpreting history, in our present situation.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 92

UNIT
Lesson • Making Sense of the Past: Historical Interpretation
2 3

Let’s Discover
➢ Where did the First Catholic Mass take Place in the Philippines?
It must be noted that there are only two primary sources that historians refer to
in identifying the site of the First Mass. One is the log kept by Francisco Albo, a pilot of
one of Magellan’s ship, Trinidad. The other and the more complete was the account
by Antonio Pigafetta, Primo viaggio intorno al mondo (First Voyage Around the World).
Primary Source: Albos’ Log
According to Albos’ Log, from the start of Magellans’ expedition on the 16th of
March (1521), they sailed westerly course from landrones and begin to explore
different islands until they reach a small Island called “Mazava” which located at
latitude 9 and two thirds degrees North. From Mazava they sailed northwards towards
Seilani in a northwesterly direction,ascending up to 10 degrees of latitude where they
saw small islands. From there they sailed westwards until reached the town of Subu in
an east west direction with the islands of Suluan and Mazava.
It must be noted that in Albos’ account, the location of Mazava fits the location
of the Island of Limasawa, at the southern tip of Leyte, 9054’N. Also Albo does not
mention the first mass, but only the planting of the cross upon a mountain-top from
which could be seen three islands to the west and southwest, which fits also the
southern of Limasawa.

Primary Source: Pigafetta’s Testimony on the Route of Magellans’ Expedition

However, Pigafetta’s Testimony states that on Saturday, 16 March 1521-

Magellans’ expedition sighted a “high land” named “Zamal” which was some 300
leagues westward of Ladrones(now Marianas) Islands. After that they landed different
islands until they reached the island of homonhon, located 10 degrees North latitude.
Then from homonhon, they travelled toward west southwest, between four islands:
namely, Cenalo, Hiunanghan, Ibusson and Albarien. Thus, it is easy to see what
Pigafetta meant by sailing “toward the west southwest” past those Islands. They left
Homonhon sailing westward towards Leyte, then followed the Leyte coast southward,
passing between the Island of Hibuson on their portside and Hiunangan Bay on their
starboard, and then continued southward the turning westward to “Mazaua”.
Mazaua lies in a latitude of nine and two thirds towards the arctic Pole (i.e.,
North) and in Longitude of one hundred and sixty two degrees from the line of
demarcation. They remained seven days in Mazaua Island and then left, bound for
Cebu guided by the king of Mazaua who sailed in his own boat. They entered the
harbour of “Zubu” (Cebu) which took them three days to negotiate the journey from
Mazaua northwards to the Camotes Islands and then southwards to Cebu.
It must be pointed out that both Albo and Pigaffetas’ testimonies coincide and
corroborate each other. In addition, there is a primary source on Pigaffeta and Seven
Days in Mazaua.
GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU
 P a g e | 93

UNIT
Lesson • Making Sense of the Past: Historical Interpretation
2 3

The day they landed in Mazaua, there has been exchange gifts between the
native king and Magellan. It was holy Friday when Magellan sent his slave interpreter
ashore in a small boat to ask the king if he could provide the expedition with food and
supplies and to say that they had come as friends and not a enemies. In reply the king
himself came in a boat with six or eight men, and this time went up Magellan’s ship
and the two men embraced. Another exchange gift was made.
When Sunday in the morning came, the last of March and easter day,” Magellan
sent the priest ashore with some men to prepare for the Mass. Later in the morning
Magellan landed with some fifty men and Mass was celebrated, after which a cross
was venerated. In the afternoon Magellan and the Spaniards went returned ashore to
plant the cross on the summit of the highest hill, in attendance both the Mass and the
planting of the cross were the king of Mazaua and the King of Butuan.
Using the primary sources available, Jesuit priest Miguel A. Bernad in his work
Butuan or Limasawa: The site of the First Mass in the Philippines: Reexamination of
Evidence (1981) lays down the argument that in the Pigaffeta account, a crucial aspect
of Butuan was not mentioned – the river. Butuan is a reverine settlement, situated on
the Agusan River. The beach of Masao is in the delta of said river. It is a curious
omission in the account of the river, which makes part of a distinct characteristics of
Butuans’ geography that seemed to be too important to be missed.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 94

UNIT
Lesson • Making Sense of the Past: Historical Interpretation
2 3

Instruction: Answer the following questions inside the box.

1. If you are one of the historians, how would you interpret historical events?

2. Site some evidences to prove the different claims of each scenario above

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 95

UNIT
Lesson • Making Sense of the Past: Historical Interpretation
2 3

Let’s Have Your Turn

Instructions: Answer the following questions on the activity sheet at the back of your
module.

1. Would you believe on the text based on the primary sources? Why?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Does the evidences based on accurate and trustworthy sources of

information? How can you say that?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. Is it necessary for you student of Philippine History to interpret Philippine

Historical Events? Why?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 96

UNIT
Lesson • Making Sense of the Past: Historical Interpretation
2 3

Let’s Sum It Up

In your own understanding what is primary source.

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

What do you think are the advantages and disadvantages of employing critical tools
in interpreting historical events?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Does the account fairly represent key perspectives of the events.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
__________________________________________________________________

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 97

UNIT
Lesson • Making Sense of the Past: Historical Interpretation
2 3

Let’s Extend and Link

History is not simply a description of “what happened.” All we learn about the
past comes from clues that have been left behind and discovered, be they
artifacts (e.g., tools, photographs, buildings, drawings), documents (e.g., wills,
catalogues, posters) or written and oral descriptions. This evidence needs to
be critically examined by asking the question, Is the evidence adequate to
support the conclusions reached? Understanding the sources and limitations
of historical evidence is necessary if students are to appreciate the tentative
nature of historical knowledge. Here are some of the links that you may use to
understand more on how to interpret and evaluate the evidences in a
historical event

https://tc2.ca/uploads/PDFs/thinking-about-
history/evidence_and_interpretation_secondary
https://faculty.chass.ncsu.edu/slatta/hi216/hist_interp.htm
https://anabaptistwiki.org/mediawiki/index.php?title=Criticism_and_Analogy_in_His
torical-Critical_Interpretation
http://www.learnalberta.ca/content/sspp/html/pdf/using_primary_documents_in_s
ocial_studies_and_history
http://facingthepastshapingthefuture.com/teacher-guidance/teaching-learning-
strategies/history/teaching-interpretations-at-ks1/
https://library.uncw.edu/guides/finding_primary_sources
https://this.deakin.edu.au/study/four-reasons-why-you-should-study-history
https://www.historians.org/publications-and-directories/perspectives-on-
history/january-2007/what-does-it-mean-to-think-historically
https://www.uky.edu/~dolph/HIS316/handouts/sources.html

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 98

Making Sense of the Past: Historical Interpretation

LESSON 3
(3 HOURS)
Cuizon and Sariban

UNIT 3: PHILIPPINE HISTORY: SPACES FOR CONFLICT AND CONTROVERSIES

LEARNING OUTCOMES

• Recognized the multiplicity of interpretation that can be read

from the historical text.
• Identify the purpose of multiperspectivity.

INTRODUCTION

Many of the things we accept as “true” about the past might

not be the case anymore; just because these were taught to us as
“facts” when we were younger does not mean that it is set I stone –
history is, after all a construct. And as a construct, it is open for
interpretation.
There might be conflicting and competing accounts of the
past that need one’s attention, and can impact the way we view our
country’s history and identity. It is important, therefore, to subject to
evaluation not only the primary source, but also the historical
interpretation of the same, to ensure that the current interpretation
is reliable to support our acceptance of events of the past.

*The next page will make you think of your past historical
experiences.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 99

UNIT
Lesson • Making Sense of the Past: Historical Interpretation
3 3

Let’s Look Back

“Yesterday is todays’ history”

➢ On the box below, plot the experiences you have from your yesterday.

➢ If there were some experiences that you wish to change from your
yesterday’s experiences, what would it be and why?

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

*The next page will give you some questions that let you analyze your
yesterday’s history.
 P a g e | 100

UNIT
Lesson • Making Sense of the Past: Historical Interpretation
3 3

Let’s Analyze and Prepare

Based on your activity from the previous page, try to analyse the following questions
that may lead to interpret your history.

1. Why do we need to look back from our history?

______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________________________.

2. What do you think will be your parent’s perspective towards your yesterday’s
experiences?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
___________.

3. We cannot deny the fact that some of our experiences have witnesses. What
do you think will be their interpretations of your experiences towards others?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
___________.

4. Is it proper for some witnesses to add some of their perspectives?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_________

5. In the case of our Philippine history, how are we going to interpret those
historical events that happened?
______________________________________________________________
______________________________________________________________
______________________________________________________________
___________.
GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU
 P a g e | 101

UNIT
Lesson • Making Sense of the Past: Historical Interpretation
3 3

Let’s Discover

MULTIPERSPECTIVITY

With several possibilities of interpreting the past, one important concept that we
must note is multiperspectivity. This can be defined as a way of looking at historical
events, personalities, developments, cultures, and societies from different
perspectives. This means that there is a multitude of ways by which we can view the
world, and each could be equal valid, and the same time, equally partial as well.
Historical writing is, by definition, biased, partial, and contains preconceptions. The
historian decides on what sources to use, what interpretation to make more apparent,
depending on what his end is. Historians may misinterpret evidence, attending to those
that suggest that a certain event happened, and then ignore the rest that goes against
the evidence.

Historians may omit significant facts about their subject, which make the
interpretation unbalanced. Historians may impose a certain ideology to their subject
was from. Historians may also provide a single cause for an event without considering
other possible causal explanations of said event. These are just many of the ways a
historian may fail in his historical inference, description, and interpretation. With
multiperspectivity as an approach in history, we must understand that historical
interpretations contain discrepancies, contradictions, ambiguities, and are often the
focus of dissent.

Exploring multiple perspectives in history requires incorporating source

materials that reflect different views of an event in history, because singular historical
narratives do not provide for space to inquire and investigate. Different sources that
counter each other may create space for more investigation and research, while
providing more evidence for those truths that these sources agree on.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 102

UNIT
Lesson • Making Sense of the Past: Historical Interpretation
3 3

Let’s Do It

Instruction: Answer the following questions inside the box.

3. Site an example of Multiperspectivity that has happened in your life.

➢

4. Based on the previous lesson, Site an example of Philippine Historical events

that may explicate multiperspectivity.
➢

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 103

UNIT
Lesson • Making Sense of the Past: Historical Interpretation
3 3

Let’s Have Your Turn

Instructions: Answer the following questions on the activity sheet at the back of your
module.

1. What is your opinion on the multiplicity of interpretation that can be read

from the historical text?

2. Explain the purpose of Multiperspectivity in interpreting historical events.

3. What do you think are the result of having different sources that counter
each other?

4. As a student of Philippine History, how would you believe on the primary

sources being cited in every historical event?

5. If you are a historian how would you interpret historical events without
doing any harm on the primary source?

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 104

UNIT
Lesson • Making Sense of the Past: Historical Interpretation
3 3

Let’s Sum It Up

Different kinds of sources provide different historical truths – an official

document may note different aspects of the past than, say, a memoir different
historical truths, and while this may be a burdensome work for the historian, it also
renders more validity to the historical scholarship.
Taking these in close regard in the reading of historical interpretations, it
provides for the audience a more complex, but also a more complete and richer
understanding of the past.
Multiperspectivity can be used as a way of looking a historical events,
personalities, developments, cultures and societies from different perspectives.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 105

UNIT
Topic • Making Sense of the Past: Historical Interpretation
3 1

Let’s Extend and Link

1. If you are one of the witnesses in one of the historical events that happened in
the Philippines, how would you deliver it to the present times?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. In your locality, what do think would be the biggest event that would mark as
best history? Cite situations that exhibits multiperspectivity.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. Would you consider COVID 19 as a historical event? If so, why and why not.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 106

UNIT
Topic • Making Sense of the Past: Historical Interpretation
3 3

Bibliography

123rf.com
Clipart-library.com
Kissclipart.com
Readings in Philippine History – John P. Candelaria and Veronica Alphora
REX Bookstore
Karl_21_carritero on emaze
Travelandculture Blog
Munting nayon.com
Texaninthephilippines.com
https://tc2.ca/uploads/PDFs/thinking-about-
history/evidence_and_interpretation_secondary

Jose Montero y Vidal, “Spanish Version of the Cavite Mutiny,” in Gegorio

Zaide and Sonia Zaide, Documentary Sources of Philippines History, Volume
7(Manila: National Book Store, 1990), 269-273.

Emma Blair and James Alexander Robertson, The Philippine Islands, Vols.33
and 34, as cited in Miguel A. Bernard, “Butuan ot Limasawa? The Site of the
First Mass in the Philippines: a Reexamination of Evidence” 1981,
Kinaadman: A Journal of Southern Philippines, Vol. III, 1-35.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 107

UNIT 3: Post-TEST
Multiple Choice: Chose the letter of your correct answer from the given choices.
Shade your answers in the space found in the zip grade form.
1. He is a prolific Spanish historian who documented the event and highlighted it
as an attempt of the Indios to overthrow the Spanish government in the
Philippines.
a. Vidal c. Lamadrid
b. Izquierdo d. Tavera
2. He is the Governor General of the Philippines when Cavite Mutiny transpired.
a. Lamadrid c. Izquierdo
b. Vidal d. Tavera
3. The native clergy were actively calling for this movement and transformation
which of the following idea was primarily originated in Spain.
a. Secularization c. Priesthood
b. Churchization d. All of the above
4. To whom did Izquierdo submitted his report?
a. To Tavera c. To King of Spain
b. To Lamadrid d. To GOMBURZA
5. This Izquierdo’s description of the 1872 Cavite Mutiny.
a. Mutiny c. Rebellion
b. Assassination d. All of the above
6. He is a Filipino scholar and researcher who wrote the Filipino version of the
bloody incident in Cavite.
a. Izquierdo c. Vidal
b. Tavera d. Lamadrid
7. This is Tavera’s description of the 1872 Cavite Mutiny.
a. Secularization c. Mutiny
b. Rebellion d. All of the above
8. The date when 200 men comprised of soldiers, laborers of the arsenal and
resident of Cavite rose in arms
a. January 20, 1882 c. January 20, 1872
b. January 20, 1877 d. January 20, 1882
9. He is the leader of the 200 men conspired to assassinate the commanding
officer and Spanish officers in the Cavite arsenal.
a. Lamadrid c. Izquierdo
b. Tavera d. Vidal
10. They were native clergies associated with the Cavite mutiny and were
sentenced to death through strangulation.
a. Jose Burgos c. Jacinto Zamora
b. Mariano Gomez d. All of the above

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

 P a g e | 108

UNIT 3: Post-TEST

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU