MODULE

Readings in Philippine History

 This course critically analyzes Philippine history from multiple perspectives through the lens
of selected primary sources.  Priority will be given to primary sources that describe the
important turning points in Philippine history from prehistoric times up to the contemporary
period and articulate various perspectives. 
 
The approach, though historical, will deal with interdisciplinary subjects so as to broaden and
deepen the student’s understanding of Philippine political, economic, social and cultural history
and equip the learner with the competencies necessary to analyze and evaluate different types
of information: print, visual and audio-visual, and quantitative.   The end goal is to develop the
historical and critical consciousness of the students so that they will become versatile, broad-
minded, morally upright and responsible citizens

Brief Description of the Module

Lesson 1 focuses on the Introduction to History: Definition, Issues, Sources, and

Methodolgy that is general in appraisal of history as a discipline and as a narrative. This lesson
aims to introduce the students to history as a theoretical field, as well as discuss the
historiographical method of the evaluation of primary sources.

Lesson 2 deals with the Content and Contextual Analysis of Selected Primary Sources in
Philippine History and talks about the methods of analysis mentioned as it applies to historical
research, using primary sources from across the periods of Philippine exemplars of analyses.

Lesson 3 focuses on the Philippine History: Spaces for Conflict and Controversies attempts
to dissect the issues surroundings historical interpretation how a single record of the past can be
interpreted in multiple ways and the challenges it poses to the students of history.

Lesson 4 deals with the Social, Political, Economic, and Cultural Issues in Philippine History
is centered on the attempt to understand current issues and concerns using the lens of history,
in recognition of the fact that the problems of society today could well be addressed by looking
at the roots of the problems. This chapter discusses the mandatory topics on the Philippine
Constitution, agrarian reform, and taxation.

Lesson 5 focuses on the Doing History: A Guide for Students is an attempt by the authors to
guide the students in the historical research methods they will have to undergo in the process of
completing the course. This chapter recognizes the realities of the present generation and aims
to use these realities to the advantage of the students in the process of learning history by doing
history.
 OBJECTIVES
Welcome to Readings in Philippine History! The course aims to expose you to different facets of
Philippine history through the lens of eyewitnesses. 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), oral, visual, audio-visual, digital-covering various
aspects of Philippine life, (political, economic, social, cultural). You are expected to analyze the selected
readings contextually and in terms of content (stated and implied). The end goal is to enable you to
understand and appreciate our rich past deriving insights from those who were actually present at the
time of the event.

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

1.   Evaluate primary sources for their credibility, authenticity, and provenance;

2.   Analyze the context, content, and perspective of different kinds of primary sources;
3.   Determine the contribution of different kinds of primary sources in understanding Philippine history;
4.   Develop critical and analytical skills with exposure to primary sources;
5. Demonstrate the ability to use primary sources to argue in favour or against a particular issue;
6. Effectively communicate, using various techniques and genres, their historical analysis of a particular
event or issue that could help others understand the chosen topic;
7. Propose recommendations/solutions to present-day problems based on their understanding of root
causes and their anticipation of future scenarios;
8. Manifest interest in local history and concern in promoting and preserving our country’s national
patrimony and cultural heritage.

At the start of the module, you are to take the preassessment test to see how much background
information and knowledge you have in Readings In Philippine History..

This module is self-instructional. You can read, analyze concepts and ideas presented, and reflect on
them. The Activities and Self-Check Questions will help you assess how you progress as you go through
the module.

Your answers to the Self-Check Questions (SCQ’S) and activities may be evaluated by the teacher and
this forms part of the formative evaluation. DO NOT WRITE YOUR ANSWERS ON THE MODULE BUT ON A
SEPARATE SHEET. The answer key to the SCQ’s is found at the end of the module. The post assessment
will be given in a separate booklet upon completion of the module.

Remember that you have to work on this module by yourself. However, feel free to contact your
teacher on this number or email address should you have questions/concerns which may need your
teacher’s assistance.

Mobile #: 09205279276

Email address: [email protected]

 Table of Contents

Page No.

Introduction

Objectives

Pre-assessment

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Answer Key to Preassessment, SCQ’S and Activities

Bibliography

Appendices
 PREASSESSMENT

A. True or False
Directions: Read the sentences carefully. Write True, if the sentence is correct and False, if it is
incorrect.

1. The first Filipino alphabet called Alibata was replaced by the Roman alphabet.
2. Literature is about life and a product of life.
3. Prose refers to those expressions in verse, with measure and rhyme, line and stanza and has a
more melodious tone.
4. Epic is a narrative poetry which is written in verse and can be classified either as a ballad or a
metrical romance.
5. Ode is a poem of a noble feeling, expressed with dignity, with no definite number of syllables or
definite number of lines in a stanza.
6. Melodrama is usually used in musical plays with the opera.
7. Whatever nationality you are it is always very important to study the literature of your country.

8. Short story is presented on a stage, is divided into acts and each act has many scenes.
9. Elegy is a song praising God or the Virgin Mary and containing a philosophy of life.
10. Farce is an exaggerated comedy.
11. Biag ni Lam-ang is an Ifugao’s epics.
12. The teaching of the Christian Doctrine became the basis of religious practices.
13. Nuestra Señora del Rosario was the first book printed in the Philippines in 1593 in xylography.
14. The Pasion is the book about the life and sufferings of Jesus Christ.
15. Lagaylay is a special occasion for the Pilareños of Sorsogon during Maytime to get together.
16. The Sainete was a short musical comedy popular during the 18th century.
17. Duplo is a poetic joust or a contest of skills in debate on a particular topic or issue.
18. Mi Ultimo Adios was the novel that gave spirit to the propaganda movement and paved the way
to the revolution against Spain.
19. El Filibusterismo is a sequel to the Noli Me Tangere.
20. Jesus Balmori is well-known for his pen name of Batikuling.
21. Adelina Guerrea was the first woman poet in the Philippines who was good in Spanish.
22. Severino Reyes is the Father of the Tagalog drama and author of the immortal Walang Sugat.
23. We study literature so that we can better appreciate our literary heritage.
24. El Cid Compeador shows the cultural characteristics of the Spaniards and their national history.
25. The Book of the Days was written by Confucius of China. This became the basis of the Christian
religion.
 B. Matching Type

Directions: Match column A with the correct answer on column B, write only the letter of answer on a
separate paper.

Column A Column B

1.The Muslim bible originating from Arabia. a. El Cid Compeador

2. This has become the basis of Christianity originating b. awit

from Palestine and Greece.

3.The longest epic of the world. It contains c. sawikain

the history of religion in India.

4. These have been the source of myths d. sayings

and legends of Greece.

5. This is a long narrative divided into chapters e. maxims

and there are many characters involved.

6. This is a narrative involving one or more characters, f. chant

one plot and one single impression.

7. This expresses the viewpoint or opinion of the g. riddles

writer about a particular problem or event.

8. This deals with the life of a person which h. epigrams

may be about himself, his autobiography or that
of others.

9. These are short poems intended to be sung. i. Ode

The common theme is love, despair, grief, doubt,
joy, hope and sorrow.

10. This is a lyric poem of 14 lines dealing with j. psalms

an emotion, a feeling, or an idea.

11. This is a lyric poem which expresses feelings of k. elegy

grief and melancholy, and whose theme is death.

12. These have measauresof twelve syllables

and slowly sung to the accompaniment of a l.sonnets
guitar or banduria.

13. This is a poem of a noble feeling, expressed with

dignity, with no definite number of syllables or m. folksongs
definite number of syllables or definite number
of lines in a stanza.

14. This is a song praising God or the Virgin Mary n. ballads

and containing a philosophy of life.

15.These have been customarily used and

served as laws or rules on good behavior by our
ancestors. To others, these are like allegories or o. essay
parables that impart lessons for the young.

16. These are made up of one or more measured

lines with rhyme and may consist of four to 12 syllables. p. biography

17. Often used in teasing or to comment on a q. news

person’s actuations.

18. This is saying with no hidden meanings. r. anecdotes

19. Used in witchcraft or enchantment.

20. Some are rhyming couplets with verse of 5, 6 or s. short story

8 syllables, each line having the same number of syllables.
t. legends

u. novel

v. The Bible or
Sacred Writings

w. Koran

x. The Iliad and

the Odyssey

y. The Mahab-harata
 LESSON 1

INTRODUCTION TO HISTORY: DEFINITION, ISSUES, SOURCES, AND METHODOLOGY

INTRODUCTION

This chapter introduces history as a discipline and as a narrative. It presents the definition of the
history, which transcends the common definition of history as the study of the past. This chapter also
discusses several issues in history that consequently opens up for the theoretical aspects of the
discipline. The distinction between the primary and the secondary sources is also discussed in relation to
the historical subject matter being studied and the historical methodology employed by the historian.
Ultimately, this chapter also tackles the task of the historian as the arbiter of facts and evidences in
making his interpretation and forming historical narrative.

History has always been known as the study of the past. As a students of general education often
dreaded the subject for its notoriety in requiring you to memorize, dates, places, names, and events
from distant eras. This low appreciation of the discipline may be rooted from the shallow understanding
of history’s relevance to their lives and to their respective contexts. While the popular definition of
history as the study of the past is not wrong, it does not give justice to the complexity of this subject and
its importance to human civilization.

For you students, it is high time you do away with the misconception that history is a boring field of
study. You may have been victims of the stereotypes appropriated to history as it has been taught in the
classroom for centuries. Realize that by studying history, we situate ourselves in the story of the nation,
a necessary endeavor to be able to know more about our identity and find out how we can help solve
the problems of today and move forward to the future.
 OBJECTIVES

At the end of this lesson, you should be able to:

 To explain the meaning of history as an academic discipline and to be familiar with the
underlying philosophy and methodology of the discipline;

 To apply the knowledge in historical methodology and philosophy in assessing and

analyzing existing historical narratives;

 To critically examine and assess the value of historical evidences and sources.

ACTIVITY 1.1

My Primary Source!

Directions: Using the examples of a primary source in this chapter or lesson, bring or get a primary
source that can be used in the writing of your life history. Present this and discuss how it qualifies as a
primary source.

READ

What is history?

→ History is about life in the past and tells us about the people who lived in a different time. When we
study history we can find out about the lives of ordinary people and famous people. We find out about
what their clothes were like and about the kind of homes, food, tools and technology they had. History
also tells us about battles, wars and famines that happened in the past.
→ History is derived from the Greek word “historia” means knowledge acquired through inquiry or
investigation.

Who is Historians?

People who study history have to look for clues about life long ago. They are called historians.
Historians ask questions and try to find evidence about life in the past. They examine the past by
searching for clues in the writings and pictures that they find, and in other things like clothing, tools and
ornaments that still remain today.   All these clues or pieces of evidence have to be interpreted and
explained and then recorded. Sometimes there is little evidence left behind and this can make it difficult
to understand the past.

What is Historical Sources?

Sources that includes documents, artifacts, archaeological sites, features. oral transmissions, stone
inscriptions, paintings, recorded sounds, images (photographs, motion pictures), and oral history. Even
ancient relics and ruins, broadly speaking, are historical sources.

Primary sources, resources produced at the same time as the event, period or subject being studied.

→ A primary source provides direct or first-hand evidence about an event, object, person, or work of
art. Primary sources include historical and legal documents, eyewitness accounts, and results of
experiments, statistical data, pieces of creative writing, audio and video recordings, speeches, and art
objects. Interviews, surveys, fieldwork, and Internet communications via email, blogs, and newsgroups
are also primary sources.

Some examples of primary sources:

 archives and manuscript material

 photographs, audio recordings, video recordings, films
 journals, letters and diaries
 speeches
 scrapbooks
 published books, newspapers and magazine clippings published at the time
 government publications
 oral histories
 records of organizations
 autobiographies and memoirs
 printed ephemera
 artifacts, e.g. clothing, costumes, furniture
 research data, e.g. public opinion polls

→ For example, if a historian wishes to study the Commenwealth Constitution Convention of 1935, his
primary sources can include the minutes of the convention, newspaper clippings, Philippine Commission
reports of the US Commissioners, records of the convention, the draft of the Constitution, and even
photographs of the event. Eyewitness accounts of convention delegates and their memoirs can also be
used as primary sources. The same goes with other subjects of historical study. Archival documents,
artifacts, memorabilia, letters, census, and government records, among others are the most common
examples of primary sources.

Secondary sources are those sources which were produced by an author who used primarly sources
to produce the material. In other words, secondary sources are historical sources which studied a
certain historical subject.

Examples of secondary sources include:

 journal articles that comment on or analyse research

 textbooks
 dictionaries and encyclopaedias
 books that interpret, analyse
 political commentary
 biographies
 dissertations
 newspaper editorial/opinion pieces
 criticism of literature, art works or music

→ For example, 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.
The Philippine Revolution happened in the last years of the 19 th century while Agoncillo published his
work 1956, which makes the Revolt of the used primary sources with his research like documents of the
Katipunan, interview with the veterans of the revolution, and correspondence between and among
Katipuneros.

Tertiary Sources of information are based on a collection of primary and secondary sources.

Examples of tertiary sources include:

 textbooks (sometimes considered as secondary sources)

 dictionaries and encyclopedias

 manuals, guidebooks, directories, almanacs

 indexes and bibliographies

Internal Criticism and External Criticism

Using primary sources in historical research entails two kinds of criticism. The first one is EXTERNAL
CRITICISM and the second is INTERNAL CRITICISM.

Retrieved from:
https://www.researchgate.net/profile/Janet_Toland/publication/279943052/figure/fig1/AS:284490820800514@1
444839305363/Internal-and-External-Criticism-from-Neuman-2003-p421.png

EXTERNAL CRITICISM

-the practice of verifying the authenticity of evidence by examining its physical characteristics;
consistency with the historical characteristics of the time when it was produced; and the materials used
for the evidence

-examples of the things that will be examined when conducting, external criticism of a document include
the quality of the paper, the type of ink, and the language and the words used in the material among
others

INTERNAL CRITICISM

-Looks at content of the source and examine the circumstances of its production

-looks at the truthfulness and factuality of the evidences by looking at the author of the source, its
context, the agenda behind its creation, the knowledge which informed it, and its intended purpose

-entails that the historian acknowledge and analyze how such reports can be manipulated to be used as
a war propaganda.

-validating historical sources is important because the use of unverified, falsified, and untruthful
historical sources can lead to equally false conclusions

Check this link for more

information about the primary,
secondary and tertiary sources:

https://lacitycollege.libguides.com/pri
marysecondary
 SCQ. 1.1

Let’s Check Your Knowledge!

A. Answer the following questions. Write your answer on a separate sheet of paper.

1. What is history? Explain your answer.

2. Give the 3 historical sources that you’ve learned in this lesson. Explain each historical source.

B. True or False. Write true if the statement is true. Otherwise, write false.

1. History is the study of the past.

2. Historical sources that were not written should not be used in writing history.
3. The subject of historiography is history itself.
4. History has no use for the present, thus, the saying “past is past” is true.
5. History is limited to the story of a hero versus a villain.
6. Only primary sources may be used in writing history.
7. There are three types of sources; primary, secondary, and tertiary sources.
8. External criticism is done by examining the physical characteristics of source.
9. Internal criticism is done by looking at a source’s quality of paper and type of ink, among
others.
10. The historians are the only source of history.

C. What source? Read the following scenarios and classify the sources discovered as primary,
secondary, or tertiary sources. Write your answer in a separate paper.

1. Jose was exploring the library in his new school in Manila. He wanted to study the history of
Calamaba, Laguna during the nineteenth century. In one of the books, he saw an old photograph
of a woman standing in front of an old church, clipped among the pages. At the back of the
photo was a fine inscription that says: “Kalamba, 19 de Junio 1861.”

Is the photograph a primary, secondary, tertiary source?

2. It was Lean’s first day in his first year of college in a big university. His excitement made him
come to class unusually and he found their classroom empty. He explored the classroom and sat
at the teacher’s table. He looked at the table drawer and saw a book entitled U.G An
Underground Tale: The Journey of Edgar Jopson and the First Quarter Storm Generation. He
started reading the book and realized that it was a biography of a student leader turned political
activist during the time of Ferdinand Marcos. The author used interview with friends and family
of Jopson, and other primary documents related to his works and life.
Is the book a primary, secondary l, or a tertiary source?

3. Lorena was a new teacher of Araling Pqnlipunqn in a small elementary school in Mauban,
Quezon. Her colleagues gave her the new textbook that she ought you use in class. Before the
class started, Lorena studied the textbook carefully. She noted that the authors used works by
other known historians in writing the textbook. She saw that the bibliography included Teodoro
Agoncillo’s The Revolt of the Masses and The Fateful Years: Japan’s Adventure in the Philippines,
1941-45. She also saw that the authors used Ma. Luisa Camagay’s Working Women of Manila
During the 19th Century and many others.

Is the textbook a primary, secondary, or a tertiary source?

4. Manuel visited the United States for a few months to see his relatives who have lived there for
decades. His uncle brought him on tours around Illinois. Manuel visited the Field Museum of
Natural History where a golden image of a woman caught his eye. Manuel looked closer and
read that the image was called “The Golden Tara.” It originated from Agusan del Sur and was
bought by the museum in 1922. It was believed to be made prior to the arrival of the Spaniards
in the Philippines.

Is the sculpture a primary, secondary, or a tertiary source?

5. Gregoria loved to travel around the country. She liked bringing with her a travel brochure that
informs her of the different sites worth visiting in the area. Her travel brochure was usually
produced by the tourism department of the province. It shows pictures of destinations visited by
tourist and a few basic information about the place, and some other information acquired by
the office’s researchers and writers.
Is the travel brochure a primary, secondary or a tertiary source?

References

Carr, E. (1991). What is History. London, United Kingdom: Penguin.

Lemon, M. (1995). The Discipline of History and the History of thought. New York, United Ststes of
America: Routledge.

Madison,W. Primary,Secondary, Tertiary Sources. Retrieved from

https://lacitycollege.libguides.com/primarysecondary
https://www.researchgate.net/profile/Janet_Toland/publication/279943052/figure/fig1/AS:284490820
800514@1444839305363/Internal-and-External-Criticism-from-Neuman-2003-p421.png

LESSON 2

CONTENT AND CONTEXTUAL ANALYSIS OF SELECTED PRIMARY SOURCES IN PHILIPPINE HISTORY

INTRODUCTION

In this chapter, we are going to look at a number of primary sources from different historical periods
and evaluate these documents’ content in terms of historical value, and examine the context of their
production. The primary sources that are we going to examine are Antonio Pigafetta’s First Voyage
Around the World, Emilio Jacinto’s Karilya ng Katipunan, the 1898 Declaration of Philippine Cartoons:
Political Caricature of the American Era (1900-1941), and Corazon Aquino’s Speech Before the US
Congress. These primary sources range from chronicles, official documents, speeches, and cartoons to
visual arts. Needless to say; different types of sources necessitate different kinds of analysis and contain
different kinds of analysis and contain different levels of importance. We are going to explore that in this
chapter.
OBJECTIVES

At the end of this lesson, you should be able to:

 To familiarize oneself with the primary documents in different historical periods of the
Philippines;

 To learn history through primary sources; and

 To properly interpret primary sources through looking at the content and context of the
document.

ACTIVITY 1.1

Let’s Make It!

A. Identify a primary source in Philippine history from the examples provided in this chapter. Write an
essay discussing the following:

 Importance of the text

 Background of the text’s author
 Context of the document, and
 The text’s contribution to understanding Philippine history.

READ
What is Historical Interpretation?

 Historical interpretation is the process by which we describe, analyze, evaluate, and create an
explanation of past events. We base our interpretation on primary [firsthand] and secondary
[scholarly] historical sources. We analyze the evidence, contexts, points of view, and frames of
reference. Yes, it is a complicated process, but historical thinking improves with practice.
Interpretation might explore causality (what made something happen), processes (revolutions,
economic depressions), conflicts (social class, race, gender), historical outcomes (effects of
past events), or many more topics (creative thinking).
 Historical Interpretation requires synthesizing (combining) a variety of evidence, primary and
secondary (critical thinking). Historical thinking involves the ability to arrive at meaningful and
persuasive understandings of the past by applying all the other historical thinking skills, by
drawing appropriately on ideas from different fields of inquiry or disciplines and by creatively
fusing disparate, relevant (and perhaps contradictory) evidence from primary sources and
secondary works. Additionally, synthesis may involve applying insights about the past to other
historical contexts or circumstances, including the present. These insights (secondary sources)
may come from social science theories and perspectives and/or the writings of other
historians (historiography).

Another view of historical interpretation

adapted from Richard Drew

Interpretations are in essence thoughtful efforts to represent and explain past events. Interpretations
include 3 vital elements:
1. Purposeful, thoughtful efforts--Interpretations are conscious reflections on the past, not simply
irrational spur-of-the-moment opinions. Take time to apply logic and organization to your
explanation of the past-not merely emote or react to the evidence.
2. Representations--Interpretations are efforts to give an audience an image or description of the
event/issue being focused on. We cannot recreate the past perfectly, but we can try to
represent faithfully how events transpired by ground our version in the historical evidence.
3. Past events--Interpretations are the reflections of those of us studying the past, not of the
participants in those events. We refer to the collection representations of the past done by
historians as historiography. The views of participants from the past constitute our primary
sources or historical evidence. Without the process of reflection removed from the event by
time the creator of the view is inevitably partially influenced by the impact the person/event
had on them.

Put these 3 elements together, linking them to the historical evidence surrounding your topic. The result
will be a defensible, intelligible historical interpretation.

A Brief Summary of the First Voyage Around the Worls by Magellan by Antonio Pigafetta
 Who is Antonio Pigafetta?
A Famous Italian traveller born in Vicenza 1490 and died in the same city in 1534,
who is also known by the name of Antonio Lombardo or Farncisco Antonio Pigafetta.
Initially loinked to the other Rhodes, which was Knight, went to Spain in 1519,
accompanied by Monsignor Francisco Chiericato, and was made available from Carlos
V to promote the company initiated by the Catholic Monarch in the Atlantic. Soon he
became a geat friemdship with Magallanes, who accompanied, together with Juan
Sebastian Elcano, in the famous expedition to the Moluccas begun in August of 1519 and finished in
September 1522.

Pigafetta was born into a wealthy Vicenza family, and studied navigation among other things. He
served on board the galleys of the Knights of Rhodes, and accompanied the papal nuncio, Monsignor
Chieregati, to Spain. Later, he joined the Portuguese captain Ferdinand Magellan and his Spanish crew
on their trip to the Maluku Islands. While in the Philippines Magellan was killed, and Pigafetta was
injured. Nevertheless, he recovered and was among only 18 of Magellan’s original crew who, having
completed the first circumnavigation of the world, returned to Spain on board another vessel, the
Victoria. Most importantly, Magellan kept a journal of his voyage, and this is a key source for
information about Magellan’s famous journey.

Pigafetta’s work instantly became a classic that prominent literary men in the West like WILLIAM
SHAKESPEARE, MICHEL de MONTAIGNE, AND giambattista vico REFERRED TO THE BOOK IN THEIR
INTERPRETATION OF THE New World. Pigafetta’s travelogue is one of the most important primary
sources in the study of the precolonial Philippines.

In Pigafetta’s account, their fleet reached what he called the LANDRONES ISLANDS or the “Islands of the
Thieves.”

He recounted:

“These people have no arms, but use sticks, which have a fish bone at the end. They are poor, but
ingenious, and great thieves, and for the sake of that we call thses three islands the Landrones Islands.”

The Landrones Islands

 The Landrones Islands is presently known as the

Marianas Islands. Pigafetta reported that they
have reached Ladrones Islands, Pigafetta reported
that they have what he called the Isle of Zamal,
now Samar but Magellan decides to land in
another uninhabited island for greater security
where they could rest for a few days.

 On March 18, nine men came to them and

showed joy and eagerness in seeing them.
Magellan realized that the men were reasonable
and welcomed them with food, drinks and gifts.
  Pigafetta detailed in amazement and fascination the palm tree which bore fruits called cochos
and wine.

 He characterized the people as “very familiar and friendly” and willingly showed them different
islands and the names of these islands. The fleet went to Humunu Island (Homonhon) and there
they found what he referred to as the “Watering Place of Good Signs.” For it is in this place that
they found the first signs of gold in the island. They named the island together with a nearby
island as the archipelago of St. Lazarus.

 On March 25th, Pigafetta recounted that they saw two balanghai (balangay), a long boat full of
people in Mazzava/Mazaus. The leader whom he referred to the king became closely bonded
with Magellan as they both exchanged gifts to one another.

 After a few days, Magellan was introduced to the king’s brother who was also a king of another
island where Pigafetta reported that they saw mines of gold. The gold was abundant that parts
of the ship and the house of the king were made of gold. The king was named Raia Calambu,
king of Zuluan and Calagan (Butuan and Caragua), and the first king was Raia Siagu.

 On March 31st (Easter Sunday), Magellan ordered the chaplain to preside a Mass by the shore.
The king heard about this plan and sent two dead pigs and attended the Mass with the other
king. Pigafetta then wrote:

→ “…when the offertory of the mass came, the two kings, went to kiss the cross like us, but they
offered nothing, and at the elevation of the body of our Lord they were kneeling like us, and adored our
Lord with joined hands.”

This was the first mass in the Philippines, and the cross would be famed Magellan’s Cross which is
still preserved at present day. This was the saeme cross which Magellan explained to the kings as a sign
of his emperor who ordered him to plan it in the places were he would reach and further explained that
once other Spaniards saw this cross, then they would know that they had been in this island and would
not cause them troubles.

By April 7th, Magellan and hios men reached the port of Zzubu (Cebu) with the help of Raia Calambu who
offered to pilot them in going to the island. The kind of Cebu demanded that they pay tribute as it was
customary but Magellan refused. By the next day, Magellan’s men and the king of Cebu, together with
other principal men of Cebu, met in an open space. There the king offered a bit of his blood and
demanded that Magellan do the same.

On April 14, Magellan spoke to the kind and encouraged him to be a good Christian by burning all of the
idols and worship the cross instead. The king of Cebu was then baptized as Christian. After 8 days, all of
the island’s inhabitants were already baptized.
→ When the queen came to the mass one day, Magellan gave her an image of the Infant Jesus made by
Pigafetta himself.

→ On 26th of April, Zula, a principal man from the island of Matan (Mactan) went to see Magellan and
asked him for a boat full of men so that he would be able to fight the chief name Silapulapu (Lapulapu).
Magellan offered 3 boats instead and went to Mactan to fight the said chief.

→ They numbered 49 in total and the islanders of MActan were estimated to number 1,500. Magellan
died in battle. He was pierced with a poison arrow in his righjt leg. The king of Cebu who was baptized
offered help but Magellan refused so that he could see how they fought.

→The kind also offered the people of Mactan gifts of any value and amount in exchange of Magellan’s
body but the chief refused and wanted to keep Magellan’s body as a memento of their victory.

→Magellan’s men then elected Duarte Barbosa as the new captain.

→ Pigafetta also accounted how Magellan’s slave and interpreter named Henry betrayed them and told
the king of Cebu conspired and betrayed what was left of Magellan’s men. 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 left on board the ship on board the ship and was not able to join the 24 men who went
to the gathering because he was nursing his battle wounds.

→ The natives had slain all the men expect the

interpreter and Juan Serrano who shouted at the men
Check this link for more on this ship to pay ransom so that he would be spared
information about First Voyage Around the but he was left on the island for they refused to go
World by Magellan by Antonio Pigafetta back to shore.
https://www.youtube.com/watch?
v=nD9OV9GA8Ys →The fleet abandoned Serrano and departed. They
left Cebu and continued their journey around the
world.

References

Pigafetta, Antonio. The First Voyage Around the World, 1519-1522: An Account of
Magellan’s Expedition. Ed. Theodore J. Cachey, Jr. Toronto: University of Toronto Press
History of Micronesia: A Collection of Source Documents. Ed. Rodrigue Levesque. vol. 1:
European Discovery, 1521-1560. Honolulu: University of Hawai'i Press, 1994.

Candelaria, John Lee P., Alporha, Veronica C: Reading in Philipiine History; Sampaloc Manila: REX Bokk
Store, Inc.

The KKK and the “Kartilya Ng Katipunan”

Kataastaasan, Kagalanggalangan Katipunan ng mga Anak ng Bayan (KKK) or Katipunan is

ostensibly the most imperative association that shaped Philippine history. While hostile to frontier
developments, endeavors, and associations had just been built up hundreds of years preceding the
establishment of the Katipunan, it was just this association that imagined the accompanying;

1. A united Filipino nation that would revolt against the Spaniards for the total independence of the
country from Spain.

2. Previous armed revolts had already occurred before foundation of the Katipunan, but none of
them envisioned a unified Filipino nation revolting against colonizers.

Katipunan created a complex structure and a defined value system that would guide
the organization as a collection aspiring for single goal. One of the most important Katipunan
documents was the Kartilya ng Katipunan. The original title of the document was “Manga Aral Nang
Katipunan.” The document was written by Emilio Jacinto in the 1896. Jacinto was only 18 years old
when he joined the movement. He was a law student at the Universidad de Santo Tomas.

Despite his youth, Bonifacio recognized the

value and intellect of Jacinto that
upon seeing that
Jacinto’s Kartilya was much better than the
Decalogue he wrote, he willingly favored
that the
Kartilya be distributed to their fellow
Katipuneros. Jacinto became the
secretary of the organization
and took charge of the short-lived printing press of the Katipunan.

Bonifacio then formed an underground secret society through the use of secret codes
and passwords called the Katipunan in 1892. The Kataas-taasang, Kagalang-galangang Katipunan
ng mga Anak ng Bayan (Supreme and Venerable Society of the Children of the Nation) provided the
rallying point for the people’s agitation for freedom, independence and equality.
 Figure 1. Bonifacio Cry of Pugadlawin

The Katipunan patterned its initiation rites after the Freemasonry, which Bonifacio was a
Freemason. The organization had its own structure, law system and system of government.
Symbols, crypto logic languages, clandestine rituals marked the Katipunan’s operations. From the
society’s inception, Bonifacio
was one of the Chief Officers and
in 1895, he became the
Presidente Supremo.

Figure 2. Katipunan seal with Andres Bonifacio’s

The Katipunan rapidly developed in fame and by 1896 had in excess of 30,000 individuals. It
was on this same year that the Spanish provincial experts found the presence of the mystery society
and were thinking about strides to destroy it. Bonifacio then again together with his different
individuals were arranging how best to rebel against the Spanish.

On August 23, 1896, Bonifacio and his kindred Katipuneros tore their cedulas (living
arrangement authentication) which was set apart as the noteworthy "Cry of Balintawak" which
really happened in Pugadlawin. Along these lines, it is additionally called "Sigaw ng Pugadlawin".
This denoted the start of the Philippine unrest. Be that as it may, the Katipuneros endured a
noteworthy annihilation when they met the capability of the Spaniards. They understood they
gravely required weapons and ammo. Clearly the underlying clashes of the Katipunan were strategic
botches.

The Katipunan Organizational Structure

The commanding structure of the Katipunan involved three positions of enrollment, with new
individuals beginning as "katipon," at that point climbing to "kawal" and in the end to "bayani."
Members were to pay an extra charge of one genuine fuerte, a unit of money equivalent to 1/8 of a
silver genuine peso, and month to month duty and different expenses paid only to the Benefit Fund and
gathered at each session or meeting.

Katipon (Member)

OUTFIT:
 Black hood, with a triangle of white ribbons, inside of which were the letters
Z.LI. B.
PASSWORD:
Anak ng Bayan
MONTHLY DUES:
One real fuerte (old money), or 1.5 centimos, or 20 cuartos

May be promoted to Kawal upon recruiting several new members.

Kawal (Soldier)

OUTFIT:
1.Green hood, with a triangle of white lines. At the three angles were
the letters Z. LI. B.

2.Suspended from the neck was a green ribbon with a medal, with the
letter K in the ancient Tagalog script inscribed in the middle.

PASSWORD:
Gom-Bur-Za
MONTLY DUES:
Twenty centavos

May be promoted to Bayani upon becoming an officer.

Bayani (Patriot)

OUTFIT:

1.Read mask with white triangle, inside of which was the following:
K.K.K.Z.LI.B.
2.Red sash with green borders.
PASSWORD:
Rizal
MONTLY DUES:
Two real Fuertes (old money),
or 25 cintimos, or 40 cuartos

MGA ARAL NG KARTILYA NG KATIPUNAN (The

Katipunan Code of Conduct)

 The life that is not consecrated to a lofty

and reasonable purpose is a tree without a shade, if not a poisonous weed.

 To do good for personal gain and not for its own sake is not virtue. o It is rational to be
charitable and love one's fellow creature, and to adjust one's conduct, acts and words to what
what is in itself reasonable.

 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.

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

 To the honorable man, his word is sacred.

 Do not waste thy time: wealth can be recovered but not time lost.

 Defend the oppressed and fight the oppressor before the law or in the field. o The prudent man
is sparing in words and faithful in keeping secrets.

 On the thorny path of life, man is the guide of woman (“parents”) and the children, and if the
guide leads to the precipice, those whom he guides will also go there.
  Thou must not look upon woman as a mere plaything, but as a faithful companion who will
share with thee the penalties of life; her (physical) weakness will increase thy interest in her and
she will remind thee of the mother who bore thee and reared thee.

 What thou dost not desire done unto thy wife, children, brothers and sisters, that do not unto
the wife, children, brothers and sisters of thy neighbor.

 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.

 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 (the Katipunan)
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.

Figure 3. Katipunan Flag

The Proclamation of the Philippine Independence

The Philippine Declaration of independence was proclaimed on June 12, 1898 in Cavite II el Viejo
(present-day Kawit, Cavite), Philippines. With the public reading of the Act of the Declaration of
independence (Spanish: Acta de la proclamación de independencia del pueblo Filipino), Filipino
revolutionary forces under General Emilio Aguinaldo proclaimed the sovereignty and independence of
the Philippine Islands from the colonial rule of Spain.

The Proclamation on June 12

Independence was declared on June 12, 1898 around four and five in the evening in Cavite at the
ancestral home of General Emilio Aguinaldo somewhere in the range of 30 kilometers South of Manila.
The occasion saw the
spreading out of the National
Flag of the Philippines, made in
Hong Kong by Marcela
Agoncillo, Lorenza
Agoncillo, and Delfina Herboza,
and the execution of the
Marcha Filipina Magdalo,
as the national song of praise,
now known as Lupang Hinirang,
which was formed by Julián
Felipe and played by the San
Francisco de Malabon marching
band.

The Act of the Declaration of Independence was organized, written, and read by Ambrosio Rianzares
Bautista in Spanish. The Declaration was signed by ninety-eight people, among them an American army
officer who witnessed the proclamation. The last passage expresses that there was a "stranger"
(stranger in English translation — extrangero in the original Spanish, meaning foreigner) who joined the
proceedings, Mr. L. M. Johnson, described as "a citizen of the U.S.A, a Coronel of Artillery". The
proclamation of Philippine independence was, however, propagated on 1 August, when many towns
had already been organized under the rules laid down by the Dictatorial Government of General
Aguinaldo] Later at Malolos, Bulacan, the Malolos Congress modified the declaration upon the
determination of Apolinario Mabini who objected to that the original proclamation fundamentally
placed the Philippines under the protection of the United States.

Figure 4. Philippine Flag

The statement introduced with a portrayals of the conditions in the Philippines amid the Spanish
frontier time frame. The report particularly said misuse and disparities in the province. The affirmation
says:
 “…taking into consideration, that their inhabitants being already weary of bearing the ominous
yoke of Spanish domination, on account of the arbitrary arrests and harsh treatment practiced by the
Civil Guard to the extent of causing death with the connivance and even with the express orders of their
commanders, who sometimes went to the extreme of ordering the shooting of prisoners under the
pretext that they were attempting to escape, in violation of the provisions of the Regulations of their
Corps, which abuses were unpunished and on account of the unjust deportations, especially those
decreed by General Blanco, of eminent personages and of high social position, at the instigation of the
of the Archbishop and friars interested in keeping them out of the way for their own selfish and
avaricious purpose, deportations which are quickly brought about by a method of procedure more
execrable than that of the Inquisition and which every civilized nation rejects on account of a decision
being rendered without a hearing of the personal accused.’’

The above passage demonstrates the justifications behind the revolution against Spain.

The statement of the autonomy likewise summons that the built up republic would be driven
under the oppression of Emilio Aguinaldo. The primary specify was at the absolute starting point of the
statement. It stated:

“In the town of Cavite Viejo, in this province of Cav ite, on the twelfth day of June eighteen
hundred and ninety-eight, before me, Don Ambrosio Rainzares Bautista, Auditor of war and Special
Commissioner appointed to proclaim and solemnize this act by the Dictatorial Government of these
Philippine Islands, for the purpose and by virtue of the circular addressed by the Eminent Dictator of the
same Don Emilio Aguinaldo y Famy.”

The same was reused toward the last piece of the declaration. It stated:

“We acknowledge, approve and confirm together with the orders that have been issued therefrom, the
Dictatorship established by Don Emilio Aguinaldo, whom we honor as the Supreme Chief of this Nation,
which this day commences to have a life of its own, in the belief that he is the instrument selected by
God, in spite of his humble origin, to effect the redemption of this unfortunate people, as foretold by
Doctor Jose Rizal in the magnificent verses which he composed when he was preparing to be shot,
liberating them from the yoke of Spanish domination in punishment of the impunity with which their
Government allowed the commission of abuses by its subordinates.”

There are some other details in the proclamation that is worth looking at its explanation on the
Philippine flag that was first waved on the same day. The document explained:

“And finally, it was unanimously resolved that this Nation, independent from this day, must use the flag
used herefore, whose design and colors and described in the accompanying drawing, with design
representing in natural colors the three arms referred to. The white triangle represents the distinctive
emblem of the famous Katipunan Society, which by means of its compact of blood urged on the masses
of the people to insurrection; the three stars represent the three principal Islands of this Archipelago,
Luzon, Visayas, Mindanaoand Panay, in which this is insurrectionary movement broke out; the sun
represents gigantic strides that have been made by the sons of this land on the road of progress and
civilization, its eight rays symbolizing the eight provinces of Manila, Cavite, Bulacan, Pampanga, Nueva
Ecija, Bataan, Lagunaand Batanga, which were declared in a state of war almost as soon as the first
insurrectionary movement was initiated; and the colors blue, red and white, commemorate those of the
flag of the United States of North America, in
manifestation of our profound gratitude towards that
Watch the video on this link for great nation for the disinterested protection she is
more information about the KKK and the extending to us and will continue to extend to us.”
“Kartilya ng Katipunan”:
This regularly neglected detail uncovers much
https://www.youtube.com/watch?
about
v=cyM2TIHuLkE, the
https://www.youtube.com/watch?
v=GgNuGka6axY
recorded exact importance behind the most broadly
known national image in the Philippines.

Figure 5. Embroidery of the Philippine Flag Figure 6. The Proclamation of the Philippine
References

Antonio, Eleonor D., Dallo, Evangeline M. at et al... ; 2010; Kayamanan (kasaysayan ng Pilipinas);
Sampaloc, Manila; Rex Book Store, Inc.

Agoncillo, Teodoro A.; 2010; Philippine History; South Triangle, Quezon City; C & E Publishing, Inc. 3.

Candelaria, John Lee P., Alporha, Veronica C: Reading in Philipiine History; Sampaloc Manila: REX Bokk
Store, Inc.

Caricature
https://prezi.com/p/ph__5rxnezgp/political-caricatures-of-american-era/