GE 2

RE AD I NG S I N T HE P H IL I P P I N E H I S TO R Y

MODULE 2
 GE 2 READINGS IN THE PHILIPPINE HISTORY
Instructor: Orlie M. Pastedio
Facebook account: Orlie M. Pastedio
E-mail address: [email protected]

Course Reminders:

1. Share responsibility for including all ideas in the conversation platform and listen/read respectfully.
2. Be open to changing your perspectives based on what you learn from others.
3. Understand that we bound to make mistakes in this space.
4. Understand that your words have effects on others.
5. Take pair or small group seriously.
6. Understand that others will come to discussions with different experiences from yours.
7. Make an effort to get to know other students using your own idea of getting to know each other.
8. Understand that there are different approaches in solving problems.
9. Submission of activity outputs and exercises can be through any of the following as attachments:
i. E-mail: [email protected]
ii. For hand written outputs, kindly submit your work to a drop box provided at the campus
entrance.
10. Submission of activity outputs and exercises (hand written) can be done anytime during office
hours except for digital outputs considering the date of submission.
11. Late submission of activity outputs and exercises will be considered upon discretion. If the students’
grade cannot pass the required standard of passing, the instructor gives a chance for another activity
outputs and exercises for additional points.
12. There will be no face-to-face interaction. Clarifications/discussions upon the presented topic only
be entertained during the subject’s preferred online platform. Posting of clarifications is flexible
in time considering your convenience and stability of connection.
13. No any “personal messages” be given attention with regards to the subject. Be better discussed any
concerns on the platform agreed by the instructor and the students for wide dissemination.

Created by: NORSU-G Faculty-CAS-Social Science Department

Created for: GE 2 Readings in Philippine History Page 1 of 13
 MODULE 2
CHAPTER 2: CONTENT AND CONTEXTUAL ANALYSIS OF SELECTED SOURCES IN THE
PHILIPPINE HISTORY

Introduction
In this chapter, we are going to look at number of primary sources from different historical periods and
evaluates these documents’ content in terms of historical value and examine the context of their production. These
primary sources range from chronicles, official documents, speeches, and cartoons to visual arts. Needless to say,
different types of r sources necessitate different kinds of analysis and contain different levels of importance.

Course Learning Outcomes


Objectives:
Attitude
• Manifest interest in logical history and concern in promoting and preserving our country’s national
patrimony and cultural heritage.

Skill
• Develop critical and analytical skills with exposure to primary sources.

Knowledge
• Analyze the contribution of different primary sources in promoting and preserving our country’s national
patrimony and cultural heritage.
• Determine the contribution of different primary sources in promoting and preserving our country’s national
patrimony and cultural heritage.
• Analyze the context, content, and perspective of different primary sources.

Contents of The Module

Lesson 3: Content and Contextual Analysis
Lesson 4: Analysis of Selected Primary Sources

LESSON 3: CONTENT AND CONTEXTUAL ANALYSIS

Specific Learning Outcomes

i. Familiarize oneself with methodology on primary source interpretation.
ii. Differentiate content and contextual analysis.
iii. Demonstrate understanding on the importance of content and contextual analysis of the document.
iv. Appreciate the importance of primary sources in understanding the Philippine history.

Motivation/Prompting Questions
We already knew that internal criticism and external criticism can be a useful in examining the authenticity
of the document. Even though it is authentic, does interpretation or judgement matters? How do they analyze these
primary sources? Through this lesson, we will examine on how the historian came into fair judgement and
interpretation.

Discussions
Content Analysis
• "the systematic reading of a body of texts, images, and symbolic matter, not necessarily from an author's or
user's perspective" (Krippendorff, 2004).
• distinguished from other kinds of social science research in that it does not require the collection of data
from people. Like documentary research, content analysis is the study of recorded information, or
information which has been recorded in texts, media, or physical items.

Contextual Analysis
• simply an analysis of a text (in whatever medium, including multi-media) that helps us to assess that text
within the context of its historical and cultural setting, but also in terms of its textuality – or the qualities
that characterize the text as a text.
• combines features of formal analysis or the systematic study of social, political, economic, philosophical,
religious, and aesthetic conditions that were (or can be assumed to have been) in place at the time and place
when the text was crated. While this may sound complicated, it is in reality deceptively simple: it means
“situating” the text within the milieu of its times and assessing the roles of author, readers (intended and
actual), and “commentators” (critics, both professional and otherwise) in the reception of the text.

Created by: NORSU-G Faculty-CAS-Social Science Department

Created for: GE 2 Readings in Philippine History Page 2 of 13
 A contextual analysis can proceed along many lines, depending upon how complex one wishes to make the
analysis. But it generally includes several key questions:

1. What does the text reveal about itself as a text?

• Describe (or characterize) the language (the words, or vocabulary) and the rhetoric (how the words are
arranged in order to achieve some purpose). These are the primary components of style.

2. What does the text tell us about its apparent intended audience(s)?
• What sort of reader does the author seem to have envisioned, as demonstrated by the text’s language and
rhetoric?
• What sort of qualifications does the text appear to require of its intended reader(s)? How can we tell?
• What sort of readers appear to be excluded from the text’s intended audiences? How can we tell?
• Is there, perhaps, more than one intended audience?

3. What seems to have been the author’s intention? Why did the author write this text? And why did the author write
this text in this particular way, as opposed to other ways in which the text might have been written?
• Remember that any text is the result of deliberate decisions by the author. The author has chosen to write
(or paint, or whatever) with these particular words and has therefore chosen not to use other words that she
or he might have used. So, we need to consider:
• what the author said (the words that have been selected);
• what the author did not say (the words that were not selected); and
• how the author said it (as opposed to other ways it might or could have been said).

4. What is the occasion for this text? That is, is it written in response to:
• some particular, specific contemporary incident or event?
• some more “general” observation by the author about human affairs and/or experiences?
• some definable set of cultural circumstances?

5. Is the text intended as some sort of call to – or for – action?

• If so, by whom? And why?
• And also, if so, what action(s) does the author want the reader(s) to take?

6. Is the text intended rather as some sort of call to – or for – reflection or consideration rather than direct action?
• If so, what does the author seem to wish the reader to think about and to conclude or decide?
• Why does the author wish the readers to do this? What is to be gained, and by whom?

7. Can we identify any non-textual circumstances that affected the creation and reception of the text?
• Such circumstances include historical or political events, economic factors, cultural practices, and
intellectual or aesthetic issues, as well as the particular circumstances of the author's own life.
http://english.unl.edu/sbehrendt/StudyQuestions/ContextualAnalysis.html

Lesson 3 Learning Activities

Deadline of Submission: November 08, 2020
Note: Output can be done through a handwritten or encoded format at 11 font-size of any readable font style.

Activity 1. (Copy the instruction/s and question/s. Use a separate sheet using the module output template provided.)
Read and examine the poem of Dr. Jose Rizal entitled “Sa Aking Mga Kababata”. Is the poem written by Rizal?
Why or why not? Present your argument. 30 pts.

Sa Aking mga Kabata

Unang Tula ni Rizal. Sa edad 8, isunulat ni Rizal ang una niyang tula ng isinulat sa katutubong wika at
pinamagatang "SA AKING MGA KABATA".

Kapagka ang baya’y sadyang umiibig

Sa langit salitang kaloob ng langit
Sanlang kalayaan nasa ring masapi

Katulad ng ibong nasa himpapawid

Pagka’t ang salita’y isang kahatulan
Sa bayan, sa nayo't mga kaharian

Created by: NORSU-G Faculty-CAS-Social Science Department

Created for: GE 2 Readings in Philippine History Page 3 of 13
At ang isang tao’y katulad, kabagay
Ng alin mang likha noong kalayaan.
Ang hindi magmahal sa kanyang salita
Mahigit sa hayop at malansang isda

Kaya ang marapat pagyamanin kusa

Na tulad sa inang tunay na nagpala
Ang wikang Tagalog tulad din sa Latin,

Sa Ingles, Kastila, at salitang anghel,

Sapagkat ang Poong maalam tumingin
Ang siyang naggagawad, nagbibigay sa atin.
Ang salita nati’y tulad din sa iba

Na may alfabeto at sariling letra,

Na kaya nawala’y dinatnan ng sigwa
Ang lunday sa lawa noong dakong una.

Teacher Intervention
For deeper discussion and clarifications regarding the lesson presented, students are encouraged to raise
questions using the following medium listed below. Questions must be posted in order for others to easily follow
the conversations for deeper understanding. Students are encouraged to interact in order to track down the instructor-
student conversations and get notified whatever may be.

i. E-mail: [email protected] (only for students with stable internet connection)

ii. Facebook Group Page (only for students with stable and non-stable internet connection)
iii. Short Messaging System: 09354637336 (only for students with no internet connection)

Practice Task/Assessment. (Copy the instruction/s and question/s. Use a separate sheet using the module output
template provided.) Answer the following questions.10 pts. each
1. How does contextual analysis affect interpretations on a certain primary source? Explain briefly.
2. Differentiate content and contextual analysis.
3. What the importance of using content and contextual analysis in understanding history? Explain briefly.

Feedback to Assessment
The activities tests comprehension, analysis, and other higher-order thinking skills. Varied answers may
yield; thus, the faculty check them individually behind the deadline schedule.

Please be guided with the following criteria in answering your learning activities and practice
task/assessment.

SHORT ANSWER GRADING RUBRIC (For reference only)

Score 3 Score 2 Score 1
Category Score
(4-5 points) (2-3 points) (0-1 point)
Clear topic sentence Awkward or incomplete
There is no evidence that
Answering the that answers the topic sentence that
the prompt answered
Question Asked question in the prompt insufficiently relates to
through the short answer.
with standard ideas. the prompt.
No grammatical, Some grammatical, Many grammatical,
Mechanics
Note to Teachers: spelling or punctuation spelling or punctuation spelling, or punctuation
Discontinue this error and sentences are errors and very few errors and sentences are
category if the above well-constructed and sentences are well- fragmented or run- on’s
category scores 0.
varied. constructed and varied. and are not varied.
Total Score

Assignment. (Copy the instruction/s and question/s. Use a separate sheet using the module output template
provided.)
None.

Created by: NORSU-G Faculty-CAS-Social Science Department

Created for: GE 2 Readings in Philippine History Page 4 of 13
___________________________________________________________________________________________
LESSON 4: ANALYSIS ON SELECTED PRIMARY SOURCES

Specific Learning Outcomes

i. Familiarize oneself with the primary documents in different historical periods of the Philippines.
ii. Learn history through primary sources.
iii. Properly interpret primary sources through examining the content and context of the document.
iv. Understand the context behind each selected document.

Motivation/Prompting Questions
How people form the other side of the world view the inhabitants of the place they believe they discovered?
And even our views on the things are far more different from others, like the members of the KKK. Is it possible
that our interpretation of a certain document may differ from the writer or the creator itself? Let’s find out on how
citizens of the past believe on certain things.

Discussions
1. A Brief Summary of the First Voyage Around the World by Magellan by Antonio Pigafetta
One of the contemporary chronicler was Antonio Pigafetta, an Italian nobleman who accompanied
Ferdinand Magellan in his fateful circumnavigation of the world. The travelogue of Pigafetta became one of the
most important primary sources in the study of the precolonial Philippines. Pigafetta’s account was the first hand
European observation and general impression of the Far East where they reach what he called Ladrones Islands or
the “Islands of the Thieves” including their experiences in the Visayas.
He recounted:

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

b. “this palm produces a fruit named cocho, which is large as the head, or thereabouts; its first husk is green,
and two fingers in thickness, in it they find certain threads, with which they make the cords for fastening
their boats. Under this husk there is another very hard, and thicker than that of a walnut. They burn this
second rind, and make with it a powder which is useful to them. Under this rind there is a white marrow of
a finger’s thickness, which they eat fresh with meat and fish, as we do bread, and it has the taste of an
almond, and if anyone dried it he might make bread of it (p. 72).”

c. “… 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 our Lord they were kneeling like us, and adored our Lord with
joined hands.”

d. “Then the king said that he was content, and as a greater sign of affection he sent him a little of his blood
from his arm, and wished he should do like. Our people answered that he would do it. Besides that, he said
that all the captains who came to his country had been accustomed to make a present to him, and he let to
them, and therefore they should ask their captain if he would observe the custom. Our people answered that
he would; but as the king wished to keep up the custom, let him begin and make a present, and then the
captain would do his duty.”

e. “To that the king and all his people answered that thy would obey the commands of the captain and do all
that he told them. The captain took the king by the hand, and they walked about on the scaffolding, and
when he was baptized he said that he would name him Don Charles (Carlos), as the emperor his sovereign
was named; and he named the prince Don Ferdinand (Fernando), after the brother of the emperor, and the
King of Mazava, Jehan: to the Moor he gave the name of Christopher, and to the others each name of his
fancy.”

f. “When we reached land, we found the islander fifteen hundred in number, drawn up in three squadrons;
they came down upon us with terrible shouts, two squadrons attacking us on the flanks, and the third in
front. The captain then divided his men in two bands. Our musketeers and crossbow-men fired for half an
hour from a distance, but did nothing, since the bullets and arrows, though they passed through their shields
made of wood, and perhaps wounded their arms, yet did not stop them. The captain shouted not to fire, but
he was not listened to. The islanders seeing that the shots of our guns did them little or no harm would not
retire, but shouted more loudly, and springing from one side to the other to avoid our shots, they at the same
time drew nearer to us, throwing arrows, javelins, spears hardened in fires, stones, and even mud, so that
we could hardly defend ourselves. Some of them cast lances pointed with iron at the captain-general.”

Created by: NORSU-G Faculty-CAS-Social Science Department

Created for: GE 2 Readings in Philippine History Page 5 of 13
 g. “Whilst the Indians were thus overpowering him, several times he turned around towards us to see if we
were all in safety, as though his obstinate fight had no other object than to give an opportunity for the retreat
of his men.”

Lesson 4 Learning Activities

Deadline of Submission: November 8, 2020
Note: Output can be done through a handwritten or encoded format at 11 font-size of any readable font style.

Activity 1. (Copy the instruction/s and question/s. Use a separate sheet using the module output template provided.)
Answer the following questions. 10 pts.
1. What’s the text’s contribution, The Brief Summary of the First Voyage Around the World by Magellan by
Antonio Pigafetta in understanding Philippine history?
___________________________________________________________________________________________

2. The KKK and the “Kartilya ng Katipunan”

The Kataastaasan, Kagalanggalangang Katipunan ng mga Anak ng Bayan (KKK) or Katipunan is the most
important organization formed in the Philippine history that envisioned (1) a united Filipino nation that would revolt
against the Spaniards for (2) the total independence of the country from Spain.
The propaganda movements led by the illustrados did not envisioned a ttal separation of the Philippines
from Spain, but only demanded equal rights, representation, and protection from the abuses from the friars.

Defined Value System or Code of Conduct of KKK

1. Kartilya ng Katipunan
• “Mga Aral Nang Katipunan ng mga A.N.B.” or “Lessons of the Organization of the Sons of the
Counttry.”
• Written by Emilio Jacinto on 1896 when he first joined the movement at the age of 18 years old.

2. Decalogue
• Code of conduct for the KKK written by Andres Bonifacio but Boinfacio used to favor the Kartilya
ng Katipunan of Emilio Jacinto as the value system of the KKK.

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 in nature.
V. The honorable man prefers honor to personable 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 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 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.
XII. What thou dost not desire done unto thy wife, children, brothers and sisters, that do not do unto the 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 oppressed, he who loves and cherishes his fatherland, though he 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 son 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 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.

Created by: NORSU-G Faculty-CAS-Social Science Department

Created for: GE 2 Readings in Philippine History Page 6 of 13
Lesson 4 Learning Activities
Deadline of Submission: November 8, 2020
Note: Output can be done through a handwritten or encoded format at 11 font-size of any readable font style.

Activity 2. (Copy the instruction/s and question/s. Use a separate sheet using the module output template provided.)
Answer the following questions. 10 pts. each
1. What’s the text’s contribution, The Kartilya ng Katipunan by Emilio Jacinto in understanding
Philippine history?
2. Andres Bonifacio used to favor the Kartilya ng Katipunan of Emilio Jacinto over his own Decalogue
as the value system or code of conduct of the KKK wherein he was the revolutionary leader of the
organization. Why? Explain briefly.
___________________________________________________________________________________________

3. The Proclamation of the Philippine Independence

The country commemorates the anniversary of the Philippine Independence every June 12, when Emilio
Aguinaldo proclaimed independence on June 12, 1898 at Cavite which signifies the end of 333 years of Spanish
colonization. Reading the details of the document is telling of the kind of government that was created under
Aguinaldo, and the forthcoming of the American regime. The declaration was a short 2,000-word document, which
summarized the reason behind the revolution against Spain, the war for independence, and the future of the new
republic under Emilio Aguinaldo.
The proclamation commenced with a characterization of the condition in the Philippines during the Spanish
era. The document specifically mentioned abuses and inequalities in the society.
The declaration says:

“…taking into consideration, that their inhabitants being weary of bearing the ominous yoke of Spanish domination,
on the account of the arbitrary arrest and harsh treatment practice 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 the prisoners under the pretext that they were attempting to escape, in violation of the
provisions of the Regulations of the 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 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 person
accused.”

What does the passage imply? Analyze and answer only in your mind.

“In the town of Cavite Viejo, in the province of Cavite, on the twelfth day of June eighteen hundred and ninety-
eight, before me, Don Ambrosio Rianzares 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.”
“We acknowledge 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 Government allowed the commission of abuses by its subordinates.”

What does the paragraph states? Analyze and answer only in your mind.

“And finally, it was unanimously resolved that this Nation, independent from this day, must use the same flag used
heretofore, 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, Mindanao, Panay, in which this insurrectionary
movement broke out; the sun represents the 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, Laguna and Batangas, 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 gratitude towards the Great Nation for the disinterested
protection she is extending to us and will continue to extend to us.”
What does the paragraph explain? Analyze and answer only in your mind.

Created by: NORSU-G Faculty-CAS-Social Science Department

Created for: GE 2 Readings in Philippine History Page 7 of 13
Lesson 4 Learning Activities
Deadline of Submission: November 8, 2020
Note: Output can be done through a handwritten or encoded format at 11 font-size of any readable font style.

Activity 3. (Copy the instruction/s and question/s. Use a separate sheet using the module output template provided.)
Answer the following questions. 10 pts. each
1. What’s the contribution, The Proclamation of the Philippine Independence by Emilio Aguinaldo in
understanding Philippine history?
___________________________________________________________________________________________

4. Alfred McCoy’s Philippine Cartoons: Political Caricature of the American Era (1900-1941)

Analyze the picture and interpret what the picture depicts based on your observation and understanding.
Discussions shall be arranged virtually.

Pic. 1

Pic. 2

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Created for: GE 2 Readings in Philippine History Page 8 of 13
 Pic. 3

Pic. 4

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Created for: GE 2 Readings in Philippine History Page 9 of 13
Lesson 4 Learning Activities
Deadline of Submission: November 8, 2020
Note: Output can be done through a handwritten or encoded format at 11 font-size of any readable font style.

Activity 4. (Copy the instruction/s and question/s. Use a separate sheet using the module output template provided.)
Interpret the following pictures and answer the following exercises. 10 pts. each

Pic. 1
1.Explain Picture 1 based on the context of the
prisoner.
2. Explain Picture 1 base on your context.

Pic. 2

1. What does picture 3 implies?

___________________________________________________________________________________________

Created by: NORSU-G Faculty-CAS-Social Science Department

Created for: GE 2 Readings in Philippine History Page 10 of 13
5. Corazon Aquino’s Speech before the U.S. Congress

Corazon “Cory” Cojuangco Aquino functioned as the national symbol of the restoration of democracy and
the overthrow of Marcos Dictatorship. In 1986. The EDSA People Power installed Cory in the presidency and put
the Philippines in the international spotlight for overthrowing a dictator through peaceful means. Cory was the
widow of the slain Marcos oppositionist and former Senator Benigno “Ninoy” Aquino Jr.
On September 18, 1986, after she became the new president of the Philippines, she went to the United States
and spoke before the joint session of the U.S. Congress.
The following are the speeches of Cory before the U.S. Congress.
Cory spoke:

“The government sought to break him by indignities and terror. They locked him up in a tiny, nearly airless cell in
a military camp in the north. They stripped him naked and held a threat of a sudden midnight execution over his
head. Ninoy held up manfully under all of it. I barely did as well. For forty-three days, the authorities would not tell
me what had happened to him. This was the first time my children and I felt we had lost him.”

“When that didn’t work, they put him on trial for subversion, murder and a host of other crimes before a military
commission. Ninoy challenged its authority and went on a fast. If he survived it, then he felt God intended him for
another fate. We had lost him again. For nothing would hold him back from his determination to see his fast through
the end. He stopped only when it dawned on him that the government would keep his body alive after the fast had
destroyed his brain. And so, with barely any life in his body, he called off the fast on the 40th day.”

“And then, we lost him irrevocably and more painfully than in the past. The news came to us in Boston. It had to
be after the three happiest years of our lives together. But his death was my country’s resurrection and the courage
and faith by which alone they could be free again. The dictator had called him a nobody. Yet, two million people
threw aside their passivity and fear and escorted him to his grave.”

“I held fast to Ninoy’s conviction that it must be by the ways of democracy. I held out for participation in 1984
election the dictatorship called, even if I knew it would be rigged. I was warned by the lawyers of the opposition,
that I ran the grave risk of legitimizing the foregone results of elections that was going to be fraudulent. But I was
not fighting for lawyers but for the people in whose intelligence, I had implicit faith. By the exercise of democracy
even in a dictatorship, they would be prepared for democracy when it came. And then also, it was the only way I
knew by which we could measure our power even in the terms dictated by the dictatorship. The people vindicated
me in an election shamefully marked by government thuggery and fraud. The opposition swept the elections,
garnering a clear majority of the votes even if they ended up (thanks to a corrupt Commission on Elections0 with
barely a third of the seats in Parliament. Now, I knew our power.”

“Again, as we restore democracy by the laws of democracy, so are we completing the constitutional structures of
our new democracy under a constitution that already gives full respect to the Bill of Rights. A jealousy independent
constitutional commission is completing its draft which will be submitted later this year to a popular referendum.
When it is approved, there will be elections for both national and local positions. So, within about a year from a
peaceful but national upheaval that overturned a dictatorship, we shall have returned to full constitutional
government.”

“My predecessor set aside democracy to save it from a communist insurgency that numbered less than five hundred.
Unhampered by respect for human rights he went at it with hammer and tongs. By the time he fled, that insurgency
had grown to more than sixteen thousand. I think there is a lesson here to be learned about trying to stifle a thing
with a means by which it grows.”

“Finally, may I return to that other slavery, our twenty-six-billion-dollar foreign debt. I have said that we shall honor
it. Yet, the means by which we shall be able to do so are kept from us. Many of the conditions imposed on the
previous government that stole this debt, continue to be imposed on us who never benefited from it.”

“Whenever I went in the campaign, slum area or impoverished village. They came to me with one cry, democracy.
Not food although they clearly needed it but democracy. Not money, for they gave what little they had to my
campaign. They didn’t expect me to work a miracle that would instantly put food into their mouths, clothes on their
back, education in their children and give them work that will put dignity in their lives. But I feel the pressing
obligation to respond quickly as the leader of the people so deserving of all these things.”

“Has there a greater test of national commitment to the ideals you hold dear that that my people have gone through?
You have spent many lives and much treasure to bring freedom to many lands that were reluctant to receive it. And
here, you have a people who want it by themselves and need only the help to preserve it.”

Created by: NORSU-G Faculty-CAS-Social Science Department

Created for: GE 2 Readings in Philippine History Page 11 of 13
Lesson 4 Learning Activities
Deadline of Submission: November 8, 2020
Note: Output can be done through a handwritten or encoded format at 11 font-size of any readable font style.

Activity 5. (Copy the instruction/s and question/s. Use a separate sheet using the module output template provided.)
Answer the following questions. 10 pts. each
1. What’s the text’s contribution of Corazon Aquino’s Speech before the U.S. Congress in understanding
Philippine history?
2. What was the content of the text?

Teacher Intervention
For deeper discussion and clarifications regarding the lesson presented, students are encouraged to raise
questions using the following medium listed below. Questions must be posted in order for others to easily follow
the conversations for deeper understanding. Students are encouraged to interact in order to track down the instructor-
student conversations and get notified whatever may be.

i. E-mail: [email protected] (only for students with stable internet connection)

ii. Facebook Group Page (only for students with stable and non-stable internet connection)
iii. Short Messaging System: 09354637336 (only for students with no internet connection)

Practice Task/Assessment. (Copy the instruction/s and question/s. Use a separate sheet using the module output
template provided.)
Content and contextual analysis of different primary sources. 20 pts. each
1. Make an analysis of Pigafetta’s Chronicle using content and contextual analysis.
2. Make an analysis of Kartilya ng Katipunan of Emilio Jacinto using content and contextual analysis.
3. Make an analysis of The Proclamation of the Philippine Independence using content and contextual analysis.
4. Make an analysis of Corazon Aquino’s Speech before the U.S. Congress using content and contextual
analysis.

Feedback to Assessment
The activity and exercises tests comprehension, analysis, and other higher-order thinking skills. Varied
answers may yield; thus, the faculty check them individually behind the deadline schedule. Please be guided with
the following criteria. Please be guided with the following criteria in answering your learning activities and practice
task/assessment.

SHORT ANSWER GRADING RUBRIC (For reference only)

Score 3 Score 2 Score 1
Category Score
(4-5 points) (2-3 points) (0-1 point)
Clear topic sentence Awkward or incomplete
There is no evidence that
Answering the that answers the topic sentence that
the prompt answered
Question Asked question in the prompt insufficiently relates to
through the short answer.
with standard ideas. the prompt.
No grammatical, Some grammatical, Many grammatical,
Mechanics
Note to Teachers: spelling or punctuation spelling or punctuation spelling, or punctuation
Discontinue this error and sentences are errors and very few errors and sentences are
category if the above well-constructed and sentences are well- fragmented or run- on’s
category scores 0.
varied. constructed and varied. and are not varied.
Total Score

Assignment. (This may serve as your midterm project.)

Group Work. Form four (4) groups among the members of the class. Each class will pick one of the
following primary sources. Be guide by the questions provided.

A. The Laguna Copper Plate Inscription;

B. The poem “Ang Pag-ibig sa Tinubuang Lupa” by Andres Bonifacio;
C. The Declaration of Martial Law in 1972 by Ferdinand Marcos;
D. The 1935 Constitution

1. What does the document/artifact say?

Created by: NORSU-G Faculty-CAS-Social Science Department

Created for: GE 2 Readings in Philippine History Page 12 of 13
 2. What was the provenance or source of the document/artifact?
3. Who authored it (if applicable)?
4. What was the context of the primary source’s production?
5. What’s the contribution of the primary source in understanding the Philippine history?

References:

Behrendt-Spring, S. C. (2008). Using Contextual Analysis to evaluate texts.

John Lee P. Candelaria and Veronica C. Alporha. (2018). Readings in Philippine History (First ed.). Manila,
Philippines: REX PRINTING COMPANY, INC.

http://english.unl.edu/sbehrendt/StudyQuestions/ContextualAnalysis.html

-------------------------------------------------------------End of Midterm---------------------------------------------------------

Created by: NORSU-G Faculty-CAS-Social Science Department

Created for: GE 2 Readings in Philippine History Page 13 of 13