Readings in Philippine History Module 1.pdf Version 1 PDF

Readings in Philippine
History Module 1
1st Semester, SY 2020 - 2021
Instructor: Jesus Cyrus Naza Maravilla

Readings in Philippine History
FOREWORD
This module is based on the seminar sponsored by the Commission on Higher

Education and De La Salle University for the first generation training of G.E. Trainor
for the course reading in Philippine History. The seminar was held last October 8-28,
2016 at the De La Salle University, 2401 Taft Avenue Manila. The said materials are
intended for the better understanding and easy facilitation of learning and other
objectives of the course. The materials are also intended to prepare the Filipino
Students to compete for global standard.
Special thanks to our trainers headed by Dr. Rene R. Escalante now Chairman
of National Historical Commission of the Philippines, Dr. Victor Torres, Dr. Ma. Florina
Orillos-Juan, Prof. Michael Charleston Chua, Dr. Robert C. Roleda, the Head of the
Project, and those who have provided all the materials for the training.
To the “Culture and Nature Lover Mindoreños”. Thank you so much and
Mabuhay!!!
Jesus Cyrus Naza Maravilla
1|P age
SYLLABUS
“A globally competitive institution, faithful to the teachings and tradition of the catholic Church working together
VISION towards the total development of the person following the examples of St. Arnold Janssen and St. Joseph
Freinademetz”.
To develop and enhance the capabilities of the person to become witness to the Word and responsive to the
MISSION
demands of the society.
1. Global competence 5. preserved academic standard during

2. Cultural Preservation and after the pandemic time.
Mga Layunin
3. Academic Excellence
4. SVD Spirituality
Integrity, Social Responsibility, Excellence, Evangelization

Pangunahing
Pagpapahalaga
Pamagat ng Mga Babasahin Hinggil sa Kasaysayan ng Pilipinas
Kurso
Pangalan ng HISTORY
Kurso
Taong Panuruan 2020-2021 Unang Semestre
Pangalan ng Mr. Jesus Cyrus N. Maravilla

w/ MAED ENGLISH units
Guro Full-Time Faculty, Liberal Arts Department
288-8686 local 232
Pangunang
NONE
Kailangan ng
Kurso
Ang Kasaysayan ng Pilipinas sa pananaw ng ilang piling primaryang batis mula sa iba’t ibang panahon, pagsusuri,
Deskripsyon ng
at interpretasyon. Nilalayon ng kurso na maipakita sa mga mag-aaral ang ibang bahagi ng kasaysayan ng Pilipinas
Kurso sa pananaw ng mga saksi. Sa halip na asahan ang mga sekundaryang batis gaya ng mga teksbuk, na karaniwang
ginagawa sa pagtuturo ng kasaysayan ng Pilipinas, iba’t ibang primaryang batis ang gagamitin-nakasulat
(kuwalitatibo at kuwantitatibo), pasalita, biswal, audio-visual, dihital-sumasakop sa iba’t ibang aspekto ng buhay
sa Pilipinas (pampolitika, pang-ekonomiya, panlipunan, at pangkultura). Inaasahan sa mga mag-aaral na masuri
batay sa konteksto ang ilang piling babasahin at sa pamamagitan ng nilalaman (nakalahad o pahiwatig). Sa
pagtatapos, inaasahang mauunawaan ng mga mag-aaral at mabibigyan ng pagpapahalaga ang ating mayamang
nakaraan sa pamamagitan ng pagtatamo ng mga kamalayang mula sa mga taong mismong naging bahagi o saksi
sa panahong naganap ang mga pangyayari sa kasaysayan. Isinasaalang-alang sa kontekstuwal na pagsusuri ang
sumusunod: (i) ang historical na konteksto ng batis [kalian at saan ito sinulat at ang kalagayan noong panahon
iyon], (ii) ang karanasan ng may-akda, layunin (hanggang sa mauunawaan), at pagiging dalubhasa sa paksa; at (iii)
ang katuturuan ng batis at ang halaga nito sa kasalukuyan. Ang pagsusuri sa nilalaman, sa kabilang banda, ay
gumagamit ng mga angkop na pamamaraan, batay sa uri ng batis (pasulat, pasalita, biswal). Sa proseso ng pag-
aaral, hihilingin sa mga mag-aaral, halimbawa, na tukuyin ang primaryang argumento ng may-akda o paksa,
ihambing ang iba’t ibang pananaw, tukuyin kung may pagkiling, at magsasagawa ng ebalwasyon sa pahayag ng
may-akda o batay sa mga inilatag na mga ebidensiya o iba pang magagamit na ebidensiya noong panahong tinukoy.
Gagabayan ng kurso ang mga mag-aaral sa pamamagitan ng kanilang pagbabasa at pagsusuri sa mga teksto at
kinakailangang magsumite sila ng reaksiyong sanaysay na magkakaiba ang haba at magkakaroon ng presentasyon
ng kanilang idea sa iba’t ibang paraan (maaaring sa pamamagitan ng debate, presentasyong power point, liham sa
editor ng batis, at iba pa.) Maaaring iayos ng guro ang mga babasahin sa paraang kronolohiko o batay sa paksa, at
magsimula sa mas napapanahon (mas pamilyar) at saka na lamang balikan ang mga mas naunang panahon o vice-
versa. (CMO No. 20, series of 2013)
2|P age
Layunin ng Sinusuri ng kurso ang kasaysayan ng Pilipinas mula sa iba’t ibang perspektiba sa pamamagitan ng piling primaryang
batis na nagmula sa iba’t ibang disiplina at iba’t ibang genre. Binibigyan ng oportunidad ang mga mag-aaral na
Kurso masuri ang karanasan ng may-akda at mga pangunahing argumento, mapaghambing ang iba’t ibang pananaw,
matukoy kung may pagkiling, at masuri ang mga ebidensiyang inilatag sa dokumento.Tatalakayin sa mga diskusyon
ang mga tradisyonal na paksa sa kasaysayan at iba pang temang interdisiplinaryo na magpapailalim at
magpapalawak sa kanilang pag-unawa sa kasaysayang pampolitika, pang-ekonomiya, pangkultura, panlipunan,
pang-agham, at panrelihiyon ng Pilipinas. Binibigyan ng priyoridad ang pangunahing materyales na makatulong sa
mga mag-aaral na mapaunlad ang kanilang kasanayan upang sila ay maging mahusay, madaling maintindihan,
magkaroon ng malawak na pag-iisip, at maging matapat at responsableng mamamayan. Kasama sa kursong ito ang
mahahalagang paksa sa Saligang-Batas ng Pilipinas, repormang panlupa, at sistema ng buwis.
Sa pagtatapos ng kurso, magagawa ng mga mag-aaral na:

Inaasahang
Magkaroon ng ebalwasyon sa kredibilidad, awtentisidad, at pinanggalingan ng mga primaryang batis.
Kalalabasan ng Masuri ang konteksto, nilalaman, at perspektiba ng iba’t ibang uri ng primaryang batis.
Pagkatuto Malaman ang ambag ng iba’t ibang uri ng primaryang batis sa pag-unawa sa kasaysayan ng Pilipinas.
Mapaunlad ang kasanayang kritikal at mapanuri sa pamamagitan ng pagkakalantad sa mga primaryang batis.
Maipakita ang kakayahang gumamit ng mga primaryang batis upang makapagbigay ng katwiran pabor o kontra
sa isang partikular na isyu.
Epektibong maipahayag, sa pamamagitan ng iba’t ibang pamamaraan at genre, ang kanilang pagsusuri sa
kasaysayan ng isang particular na pangyayari o isyu na makatutulong sa iba na maunawaan ang napiling paksa.
Makapagmungkahi ng mga rekomendasyon/solusyon sa mga napapanahong problema batay sa kanilang pag-
unawa sa ugat ng dahilan at paghahanda sa mga maaring mangyari sa kinabukasan.
Mapamalas ang kakayahang makaganap bilang isang pangkat at makapag-ambag sa isang pangkatang gawain.
Maipakita ang interes sa local na kasaysayan at malasakit sa pagpapalaganap at preserbasyon ng pamanang
pambansa at pangkultura.
Session Bilang ng Inaasahang Kalalabasan ng Paksa Mga Kagamitan sa Pagtataya

Oras Pagkatuto Pagtuturo
Unang session Magkakaroon ng checking of Pagtawag ng pangalan sa Lap top Pag record ng
attendance true zoom bawat mag aaral na kasapi sa attendance ng mga
meeting. section gamit ang zoom mag-aaral
meeting.
Pangalawang session Mauunawaan ang mga Pagtalakay sa nilalaman ng Lap top Zoom meeting
tuntunin at gawain sa boong sylabus
semestre
Pangatlong session Magkaroon ng ebalwasyon sa Pagguhit ng Mapa ng Pilipinas 1. Lektura Pagguhit ng Mapa ng
kaalaman sa geyograpiya ng 2. Mapa ng Pilipinas PIlipinas sa isang
Pilipinas at mga lalawigan 3. Musica ni Yoyoy papel ,kukunan ng
nito Villame “Philippine camera at ipapadala
geography” sa guro sa
pamamagitan ng
messenger, fb o ano
mang maaring
paraan.
Ika-apat na session Pagtatala ng mga ginuhit na Pagbibigay ng grado ng guro Lap top zoom meeting
mapa ng Pilipinas na base sa iginuhit na mapa .(10
ipinadala sa fb accnt ng guro. points ang pinaka mataas na
([email protected] grado base sa linis linaw at
m) hawig sa orihinal na mapa).
Ika-limang session Maunawaan ang Lektura ng guro Lap top ,1987 Zoom meeting
kahalagahan at kahulugan ng constitution
mga titik sa Preambe ng 1987
Constitution.
3|P age
Ika-anim na session Mabibigkas ang Preamble ng Pagbigkas ng Preamble ng 1987 Cellphone ;lap top 10 points ang may
1987 Constitution na may constitution na may tamang ,filipiniana tamang pagbigkas at
kasuotang Filipiniana diction pronounciations at costumes maayus na kasuotan.
gesture na may kasuotang
Filipiniana irerecord at
apapadala sa fb account ng
guro.
Ika-pitong session Mabibigyan ng grado ang Pagtatala ng puntos sa mga Lap top 10 points ang may
mga pagbigkas ng Preamble pagbigkas na isinagawa. maayos na
na ipinadala sa fb accnt ng pagbigakas 0 ang
guro hindi bumigkas.
Ika-walong session Mauunawaan ang tamang Lektura ng guro The National Lap top Maiihahanda ang
kahulugan ng mga katitikang Territory of the 1987 sarili sa pagbigkas ng
nilalaman ng Art. 1 sec. 1 ng Constitution thru zoom The National
1987 Constitution “The meeting. Territory at ipapadala
National Territory” sa guro sa fb accnt
nito
Ika- siyam na session Maitatala ang mga mag aaral Paglikom at pagtatala ng mga Lap top 10 points ang may
na bumigkas ng “The pagbigkas ng mga magaaral maayos na pagbigkas
National Territory “ at 0 ang hindi
bumigkas.
Ika- sampong session Makakapagbigay ng mga Susulat ang mga mag aaral ng Cellphone ,lap top 10 points ang may
komentaryo sa mga naganap talata hinggil sa mga natutuna malinis malinaw at
na aralin . Sa hindi bababa sa at kinapulutan ng aral sa mga kaaya-ayang pagsulat
sampu at hindi tataas sa gawaing ginawa ng nagdaang at 0 ang mga hindi
dalawangpung pangungusap lingo at ipapadala sa fb accnt nagsulat.
makapagbibigay ng ng guro.
ebalwasyon sa mga araling
ginawa.(pag guhit ng mapa
,pag bigkas ng preamble at
national territory)
4|P age
Ika-labing isang Magkaroon ng ebalwasyon sa Kahulugan at halaga ng Lektura sa Pagtatala sa mga

session kredibilidad ng awtensidad, kasaysayan: pagkakaiba ng pamamagitan ng mahahalagang
at pinanggalingan ng mga primary at sekondaryang zoom meeting inpormasyon hinggil
primaryang batis batis:panloob at panlabas na sa tinatalakay ng
kritisismo: mga repository ng guro.
primaryang batis, at ibat ibang
uri ng primaryang batis
Ika- labing dalawang Maipakita ang kakayahang Iisang nakaraan ngunit 1.Lektura/Talakayan 1. Magkakaroon ng
session gumamit ng mga primaryang maraming kasaysayan: mga 2.Pagsusuri sa debate sa partikular
batis upang makapagbigay ng kontrobersiya at dokumento na isyu hinggil sa
katwiran pabor o kontra sa magkakasalungat na mga 3.Pangkatang kasaysayan ng
isang particular na isyu. pananaw hinggil sa kasaysayan talakayan Pilipinas
ng Pilipinas 4.Debate, 2. Reaksiyong/
a. Pinagdausang ng Unang Misa talakayang round- repleksiyong papel
b. Pag-aalsa sa Cavite table, simposyum na ihaharap sa isang
c. Retraksiyon o pagtalikod ni gawaing may
Rizal isponsor tulad ng
d. Sigaw ng Balintawak o lektura, simposyum,
Pugadlawin talakayang round-
table, at katulad
Ika-labing tatlo – Maipamalas ang kakayanan Debate 0r research papers for Debate /talakayan Pagtatala ng mga
labing -anim na ng bawat isa sa each group Or research nakiambag sa mga
session pangangatuwiran pabor o 1.pinagdausan ng paper’Pagsusuri sa Gawain.10 pointa
kontra sa tinatalakay na isyo unang misa dokumento ang pina mataas at 0
2. Pag-aalsa sa 1.Antonio ang hindi nakilahok
Cavite Pigafetta,First sa Gawain.
3. Retraksiyon o Voyage Around the
pagtalikod ni Rizal World {pp23-32}
4. Sigaw sa 2. Trinidad Fardo
Balintawak o Pugad de Tavera Version
lawin of Cavite Mutinyof
1872{ Zaide1990
vol. 7 pp.274-280
3.Jose Montero y
Vidal ,Spanish
version of Cavite
Mutiny 1872 {Zaide
1990 vol 7 pp.269-
273}
4. Rafael Izquirdo
Official Report on
Cavite Mutiny{Zaide
1990 vol 7,pp281-
286}
Ika labing-pito na Mailalarawan ang mga Pag sulat ng isang salaysay Sa isang short bond Bibigyan ng 10 points
session nagging karanasan sa (essay) na hindi bababa sa 20 paper isusulat ang ang maayos ng
ginawang debate ng pangungusap hinggil sa salaysay at pagsulat at 0 point
kinasasapiang grupo debateng naganap . ipapadala sa gmail ang wala
ng guro.
Ika- labing walong Epektibong maipahayag, sa Mga isyung panlipuna, 1.Lektura/Talakayan 1. Ang resultang
session pamamagitan ng iba’t ibang pampolitika, pang-ekonomiya, 2.Pananaliksik sa pananaliksik ay
pamamraan at genre, ang at pangkultura sa kasaysayan Aklatan at Sinupan maaaring isang term
kanilang pagsusuri sa ng Pilipinas 3.Pagsusuri sa paper, eksibit,
kasaysayan ng isang Mga kailangang paksa: dokumento presentasyong
particular na pangyayari o dokumentaryo,
5|P age
isyu na makaktutulong sa iba Mga Patakaran sa Repormang 4.Pangkatang pag- diyorama, webpage,
na maunwaan ang napiling Panlupa uulat at iba pang anyo na
paksa. Ang Saligang-Batas: 5.Pagpapalabas ng maaaring
Saligang-Batas 1899 (Malolos); dokumentaryong magpahayag sa
Saligang-Batas 1973; pelikula resultang gawain ang
Makapagmungkahi ng mga Saligang-Batas 1987 pagbabago
rekomendasyon/solusyon sa (ebolusyon) ng
mga napapanhong problema napiling paksa nang
batay sa kanilang pagunawa hindi bababa sa
sa ugat ng dahilan at tatlong panahon.
paghahanda sa mga Dapat magtulong-
maaaring mangyari sa tulong ang mga
kinabukasan. kasapi ng pangkat
upang makagawa ng
isang paglalagom na
Mapamalas ang kakayahang nagsusuri sa
makaganap bilang isang tungkulin ng isyung
pangkat at makapag-ambag ito sa
sa isang pangkatang gawain. paglaganap/paghad-
lang sa pagbuo ng
isang bansa, at
makapagbigay ng
angkop na mga
rekomendasyon na
nagmula sa isang
historical nap ag-
unawa sa isyu
Ika-labing siyam na Layunin ng aralin ang mapag- Kultura Mangyan a. Pagpapangkat Paglalapat ng
session – ika- aralan ang kultura ng mga b. Pangangalap nakalap na kaalaman
dalawangpo at mangyan ang angking ugali, Tinipon ni ng datos sa isang laro o
pitong session paniniwala, angking c. Reporting drama.
pamumuhay ng mga “Dapa Antoon Postma”
mangyan.
Pangkat:
1. Ang mga mangyan
Sa ganitong paraan ay 2. Pagdadalang tao
matutulungan ang layunin ng 3. Panganganak
may-akda Dapa Antoon 4. Pangangalaga ng sanggol
Postman a mapanatili sa 5. Kabataan
kaisipan ng mga batang 6. Pakikipag kapwa
mangyan ang mga 7. Pag-aaral
magagandang kultura na 8. Pagbibinata/pagdadalaga
naipamana ng mga
matatandang mangyan sa
kanila.
Pangwakas na Pagsusulit
Mga Sanggunian ng Kurso:
Aguinaldo, Emilio. (1964). Mga Gunita ng Himagsikan. Manila: C.A. Suntay.
Alvarez, Santiago. (1998). Katipunan and the Revolution: Memoirs of a General. Lungsod Quezon: Ateneo de Manila University Press.
Blount, James. (1968). The American Occupation of the Philippines, 1898-1912. Lungsod Quezon: Malaya Books Inc.
Cavanna, Jesus Ma. The Unfading Glory: Documentary History of the Conversion of Jose Rizal. [s.n.].
Del Pilar, Marcelo (1957). Monastic Supremacy in the Philippines. Manila: Philippine Historical Association.
Forbes, William Cameron. (1928). The Philippine Islands. Vol. 2. New York: Houghton Mifflin.
Fox, Robert. (1970). The Tabon Caves., Manila: National Museum.
Mga Papel Hinggil sa Kasaysayan. Pambansang Aklat ng Pilipinas, Koleksiyong Microfilm.
Laurel, Joe P. (1962). War Memoirs of Jose P. Laurel. Manila: Jose P. Laurel Memorial Foundation.
Mabini, Apolinario. (1969). The Philppin Revolution. Manila: National Historical Commission.
McCoy, Alfred and Alfredo Roces. (1985). Philippine Cartoons: Political Caricature of the American Era. 1900-1941. Lungsod Quezon: Vera
Reyes, Inc.
National Historical Institute. (1997). Documents of the 1898 Declaration of Philippine Independence, The Malolos Constitution and the
First Philippine Republic. Manila: National Historical Institute.
6|P age
Mga Karagdagang Kagamitan: Laptop, Electronic Media, Video Clips, Literatures

Pangangailangan ng Kurso: Pagsusulit, Konseptong Papel
Mga Tuntunin ng Kurso:
1. Ang tatlong pagkahuli sa klase ay katumbas ng isang liban
2. Aktibong partisipasyon
3. Regular na pagpasok sa klase
4. Gumawa ng takdang aralin

5. Katapatan ang kailangan sa oras ng pagsusulit
Major Examination- 75% Class Standing
Sistema ng Pagmamarka Preliminary Exam- 12.5 Attendance- 25%
Midterm- 25 Activities- 25%
Pre-finals- 12.5 Research Paper- 25%
Finals- 25 Reaction Paper 25%
AB Consultation time TTh 5:00-6:30pm
Oras ng Konsultasyon MWF 4;00-5;00,5;00-6;00pm
AB Consultation Room (fb

[email protected]}
PAGTATAYA
PAGTATAYA NG PAGKATUTO PAGTATAYA NG PAGTATAYA NG PARAAN NG
PAGKATUTO PAGKATUTO PAGMAMARKA
● Mapalalim ang pang-unawa at Gumawa ng: ● Pamanahong Papel 75%-Pagtugon sa lahat ng
pagpapahalaga sa kasaysayan at kultura gamit ● Pamanahong Papel ● Konseptong Papel pangangailangan ng kurso
ang primary at sekondaryang batis ● Konseptong Papel
● Nakagagamit ng mga kaalaman at
kasanayan sa kritikal nap ag-unawa sa
kasaysayan at kultura ng mga Pilipino
● Pagyabungin ang pagmamahal sa ating
sariling kultura sa pamamagitan ng
sistematikong pananaliksik at pakikilahos
sakasulukuyang nagaganap sa ating lipunan.
Inihanda ni: Pinagtibay ni:
Mr. Jesus Cyrus N. Maravilla DR. ALELI C. DUGAN, CPA

Faculty Vice President for Academic
Affairs
Sinuri at inirekomenda para ipatupad ni:
Mr. Dennis Alcaraz

Department Dean
7|P age
MODULE I
8|P age
ACTIVITY 1
1. Draw a map of the Philippines and identify the provinces of each island.
9|P age
ACTIVITY 2
1. In not lesser than three hundred words describe your realization while drawing
the map of the Philippines. Did the activity help you realize the origin of each
island? Is this your first time to identify all the provinces of the Philippines?
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10 | P a g e
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11 | P a g e
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12 | P a g e
MODULE II
The 1987 Constitution of the Republic of the Philippines
PREAMBLE
We, the sovereign Filipino people, imploring the aid of Almighty God, in order to
build a just and humane society and establish a Government that shall embody our
ideals and aspirations, promote the common good, conserve and develop our
patrimony, and secure to ourselves and our posterity the blessings of independence
and democracy under the rule of law and a regime of truth, justice, freedom, love,
equality, and peace, do ordain and promulgate this Constitution.
ARTICLE I
NATIONAL TERRITORY
The national territory comprises the Philippine archipelago, with all the islands
and waters embraced therein, and all other territories over which the Philippines has
sovereignty or jurisdiction, consisting of its terrestrial, fluvial and aerial domains,
including its territorial sea, the seabed, the subsoil, the insular shelves, and other
submarine areas. The waters around between, the connecting the islands of the
archipelago, regardless of their breadth and dimensions, from part of the internal
waters of the Philippines.
LECTURE
13 | P a g e
ACTIVITY 4
In not less than one hundred words describe your experience before and after
your recitation about the “Preamble” of the 1987 constitution. What lesson have you
gained? Do you think it is important for Filipino students to memorize and understand
the content of the Preamble? Why?
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14 | P a g e
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15 | P a g e
ACTIVITY 5
In not less than 20 sentences explain the details of article 1 section 1 of the
1987 constitution “The national territory”. Is it important for the Filipinos to know and
understand the territorial boundary of his own land, the Philippines? Why?
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MODULE III
Millennial Theory of Evolution
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These are the examples of companies that every student dreamed off to work with
because of the high salary and benefits that are given to their employees.
21 | P a g e
This is an example of class in a public school before the COVID 19 pandemic

wherein teacher and students are having lesson face to face without social distancing
and protective face mask.
22 | P a g e
LECTURE
23 | P a g e
Historical Sources
(Visual Images)
Primary Sources
• materials produced by people or groups directly involved in the event or topic

being studied.
• they are either participants or witnesses.
• these sources range from eyewitness accounts, diaries, letter, legal
documents, and official documents (government or private) and even
photographs
Four examples of primary sources related to visual imagery are the following:
1. Maps
2. Photographs
3. Sketches, Drawings, Paintings
4. Cartoons
Maps
• Generally used to indicate locations as well as topography

• Reveals how space and geography were being used to emphasize trade routes,
travel routes, structural build up, etc.
This is an example of map
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17th Century Map of the Taal lake in Batangas. At the bottom is the same location but
observe the changes of name and developments for the period of more than 300 years.
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Sketches and drawings that may indicate the conditions of life of the past societies
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`Cartoons for political expression or propaganda also indicates the temper of the times.
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Paintings and other art works are visual representations based on the artist’s
expression or interpretation of events and ideas. These become useful historical
sources when we have to know or understand the context of the period in which they
are made.
34 | P a g e
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 Photographs reflect social conditions of historical realities and everyday life.

 It also gives us visual ideas of places, historical events as well as people.
 It is said that pictures tell a thousand words. Today, however, with the advent
 of technology, pictures can easily be made to lie.But photographs still tell
 stories and from it we can distinguish details that tell the other side of a story
or something beyond texts.It is also a record of the past that is useful for
historians.
Objects and Artifacts
37 | P a g e
The Manunggul Jar
• Recovered at Chamber A of Manunggul Cave in Palawan.

• An elaborately designed burial jar with anthropomorphic figures on top of the
cover that represent souls sailing to the afterworld in a death boat
• It is dated to as early as 710 – 890 B.C. The Manunggul jar was declared a
National Cultural Treasure.
38 | P a g e
Callao Man (67,000 years old)
The latest discovery of what is now considered the oldest human fossil remains found
in the Philippines. Discovered in 2007 at the Callao Caves in Penablanca, Cagayan
Valley.
Photo shows the remains of the bone found the cave excavations.
39 | P a g e
Calatagan, Batangas
Excavated by Dr. Robert Fox in 1958, the burial site of Calatagan yielded 505 burials
and 521, associated ceramics, porcelains and stoneware jars form China, Thailand,
and Vietnam, as well as hundreds of local earthenware and iron tools.
The Asian trade ware ceramics of the site date to the early to mid-Ming Dynasty (14th-
15th centuries AD).
40 | P a g e
Document written in baybayin
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Newspaper photos of the Philippine Boy Scout Contingent of the 11th World
Scouting Jamboree, 1963. Photo on the left is their farewell flight from the Philippines
to Bombay, India for Marathon, Greece. Photo on the right is a newspaper headline of
the crash of their United Arab Airlines plane in the Bay of India on July 28, 1963. The
victims of the crash were Dr. Bonifacio V. Lazcano, (Scoutmaster); Liberato
Fernandez, assistant Scoutmaster; Fr. Jose Martinez, SJ., (Chaplain); Florante Ojeda
Jr. (senior Scout). The Boy Scouts were Ramon V. Albano, Patricio Bayoran, Gabriel
Nicolas Borromeo, Roberto Castor, Henry Chuatoco, Victor De Guia, Jr., Jose Antonio
Delgado, Felix Fuentebella, Jr., Pedro Gandia, Antonion Limbaga, Roberto Lozano,
Paulo Madriňan, Jose Fermin Magbanua, Romeo R. Railos, Filamer Reyes, Wilfredo
Santiago , Benecio Tobias, Antonio Torillo, Ascario Tuason, Jr., Rogelio Ybardolaza.
Personalities
43 | P a g e
Andrés Bonifacio (November 30, 1863 – May 10, 1897) was a Filipino
revolutionary leader and the president of the Tagalog Republic. He is often called "The
Father of the Philippine Revolution". He was one of the founders and later Supremo
(Supreme Leader) of the Kataas-taasan, Kagalanggalangang Katipunan ng mga Anak
ng Bayan or more commonly known as "Katipunan", a movement which sought the
independence of the Philippines from Spanish colonial rule and started the Philippine
Revolution. He is considered a de facto national hero of the Philippines.
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Paciano Rizál Mercado y Alonso Realonda, better known as Paciano Rizal (March 9,
1851 – April 13, 1930), was a Filipino general and revolutionary, and the older brother
of José Rizal, the national hero of the Philippines.
45 | P a g e
Mariano Noriel (1864 - January 27, 1915) was a Filipino general who fought
during the Philippine Revolution and the Philippine-American War. He was member of
the War Council that handled the case of Andres Bonifacio in 1897. He led Filipino
advance troops before the American army landed in Intramuros in 1898.
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Emilio Aguinaldo (March 22, 1869 – February 6, 1964) was a Filipino

revolutionary, politician, and military leader who is officially recognized as the first and
the youngest President of the Philippines (1899–1901) and first president of a
constitutional republic in Asia. He led Philippine forces first against Spain in the latter
part of the Philippine Revolution (1896–1898), and then in the Spanish–American War
(1898), and finally against the United States during the Philippine–American War
(1899–1901). He was captured in Palanan, Isabela by American forces on March 23,
1901, which brought an end to his presidency.
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Manuel L. Quezon (born Manuel Luís Quezon y Molina; August 19, 1878 –
August 1, 1944) was a Filipino statesman, soldier, and politician who served as
president of the Commonwealth of the Philippines from 1935 to 1944. He was the first
Filipino to head a government of the entire Philippines (as opposed to the government
of previous Philippine states), and is considered to have been the second president of
the Philippines, after Emilio Aguinaldo (1899–1901).
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Philippine sites
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MODULE V
ACTIVITY
THINGS TO DO:
1. Background of the author.
2. Historical background of the document.
3. Content presentation and analysis of the important historical information found

in the document.
4. Contribution and relevance of the document in understanding the grand

narrative of phil. History.
5. Relevance of the document.
REQUIREMENTS:
1. Research
2. Prepare materials for class sharing
3. Soft copy of the revised presentation material
52 | P a g e
4. Confidential rating of group mates
a. Degree of participation
b. Personal attitude towards the work and his/her group mates
c. Interest shown while working
d. Creativity and depth of the participant
CONTINUATION:
In a ¼ yellow pad paper, identify your contributions to the group reports. Then
rank your group members including yourself according to the criteria mentioned in the
previous slide. You may write also some qualitative comments. Prepare this at home
and give it to your professor after your report. This is absolutely confidential.
TOPIC: “One past but many histories”:
Controversies and conflicting views in Philippine history”
1. Site of the First Mass

2. Cavite Mutiny
3. Retraction of Rizal
4. Cry of Balintawak or Cry of Pugadlawin
MODULE VI
Learning Outcomes of Module V:
1. Demonstrate the ability to formulate arguments in favor or against a particular

issue using primary sources;
2. Develop critical and analytical skills as they are exposed to primary sources;
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3. Display the ability to work in a multi-disciplinary team and ca contribute to a

group endeavor.
Format of the Debate:
A. Affirmative construction (Argue your position)

a. Positive stand
b. Negative stand
B. .Negative construction (Critique of the Opponent)
a. Positive stand
b. Negative stand
C. Rebuttal Speech (Reply to the Critique)
a. Positive stand
b. Negative stand
D. Summation and Conclusion
a. Positive stand
b. Negative stand
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ACTIVITY 6
In not less than 30 sentence, describe the controversy and conflicting views of
the site of the first mass.
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ACTIVITY 7
Draw a timeline of Ferdinand de Magallanes as per account of Antonio Figafetta

from their arrival at zamal now samar island to the death of the Captain General.
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ACTIVITY 8
In not less than 30 sentences, describe the events of Cavite Mutiny of 1872. What
are the differences of Spanish Version from Filipino version? If you will judge the two,
which is more accurate to the truthfulness of the facts? Give your reasons.
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ACTIVITY 9
In not less than 30 sentences, describe the retraction of Rizal. What are the
details of the events? Do you believed, Rizal really retracted? Give your own point of
view. Site the documents that proved your allegations. Are those primary sources OR
secondary sources? Why?
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ACTIVITY 10
In not less than 30 sentences, describe the controversies and conflicting views
between ‘cry of balintawak’ and ‘cry of pugad-lawin’. Which of the evidences
presented, do you think is the most reliable. Give your reasons.
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Activity 11
Sumulat ng isang sanaysay na may pamagat na “Sino Ang Mga Mangyan para sa Akin”..
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Readings in Philippine

Instructor: Jesus Cyrus Naza Maravilla

This module is based on the seminar sponsored by the Commission on Higher

Jesus Cyrus Naza Maravilla

1. Global competence 5. preserved academic standard during

Integrity, Social Responsibility, Excellence, Evangelization

Pangalan ng Mr. Jesus Cyrus N. Maravilla

Sa pagtatapos ng kurso, magagawa ng mga mag-aaral na:

Session Bilang ng Inaasahang Kalalabasan ng Paksa Mga Kagamitan sa Pagtataya

Ika-labing isang Magkaroon ng ebalwasyon sa Kahulugan at halaga ng Lektura sa Pagtatala sa mga

Mga Karagdagang Kagamitan: Laptop, Electronic Media, Video Clips, Literatures

4. Gumawa ng takdang aralin

AB Consultation Room (fb

Inihanda ni: Pinagtibay ni:

Mr. Jesus Cyrus N. Maravilla DR. ALELI C. DUGAN, CPA

Sinuri at inirekomenda para ipatupad ni:

Mr. Dennis Alcaraz

The 1987 Constitution of the Republic of the Philippines

Millennial Theory of Evolution

This is an example of class in a public school before the COVID 19 pandemic

• materials produced by people or groups directly involved in the event or topic

• Generally used to indicate locations as well as topography

This is an example of map

 Photographs reflect social conditions of historical realities and everyday life.

Objects and Artifacts

The Manunggul Jar

• Recovered at Chamber A of Manunggul Cave in Palawan.

Callao Man (67,000 years old)

Document written in baybayin

Emilio Aguinaldo (March 22, 1869 – February 6, 1964) was a Filipino

1. Background of the author.

2. Historical background of the document.

3. Content presentation and analysis of the important historical information found

4. Contribution and relevance of the document in understanding the grand

5. Relevance of the document.

2. Prepare materials for class sharing

3. Soft copy of the revised presentation material

4. Confidential rating of group mates

b. Personal attitude towards the work and his/her group mates

c. Interest shown while working

d. Creativity and depth of the participant

TOPIC: “One past but many histories”:

Controversies and conflicting views in Philippine history”

1. Site of the First Mass

Learning Outcomes of Module V:

1. Demonstrate the ability to formulate arguments in favor or against a particular

3. Display the ability to work in a multi-disciplinary team and ca contribute to a

Format of the Debate:

A. Affirmative construction (Argue your position)

Draw a timeline of Ferdinand de Magallanes as per account of Antonio Figafetta

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