Republic of the Philippines

MARINDUQUE STATE COLLEGE

SCHOOL OF GOVERNANCE
Panfilo Manguera Sr. Rd., Tanza, Boac, Marinduque 4900 (Main Campus)
Tel. No.: 332-03-23 Email Address: [email protected]
Website: www.marinduquestatecollege.edu.ph

Learning Guide 2

Chapter 2: Content and Contextual Analysis

Of Selected Primary Sources

Learning Objectives:

 Analyze the context, content, and perspective of different kinds of primary sources.
 Determine the contribution of different kinds of primary sources in understanding
Philippine history.
 Develop critical and analytical skills with exposure to primary sources.
 Make a comparative analysis of the point of views of the authors of selected primary
sources.

Analyzing Primary Sources

Good reading is about asking your sources questions. When reading primary sources, you
need to bear in mind several factors. You need to use your historical imagination to read primary
sources. It will help your understanding to imagine possible scenarios to address your concerns.
It’s all about your willingness and ability to ask material questions, imagines possible answers,
and explains your reasoning.

You undertake the historian's most important job when you analyze primary source. In
the past, there is no better way of understanding than by examining the sources-whether journals,
newspaper article events letters, court records, novels, artworks, music, or autobiographies-left
behind by people from that period.

Everyone, including you, can be a historian.

You will, therefore, approach a source with a different set of experiences and skills and
interpret the document differently. Remember that no one's interpretation is correct. If you don't
do a careful and thorough job however, you may come up with a misinterpretation.

To analyze a primary source, you need information about two things: the document itself
and the era from which it comes. You can base your information about the period on the readings
you do in class and on lectures. On your own, you need to think about the document itself.
 The following questions may be helpful to you as you begin to analyze the sources:

1. Look at the physical nature of your source. This is especially important and powerful when
dealing with a source such as an actual old letter instead of a transcribed and published version
of the same letter. What are you able to learn from the source form? Was it written in elegant
handwriting on fancy paper or scrap-paper in pencil?

2. What's that saying to you? Think of the source's purpose. What was the message or argument
from the author? What did he/she tries to do? Is the message explicit, or are the messages
implicit?

3. How is the author trying to convey the message? Which methods he/she using?

4. What are you familiar with the author? Religion, age, region, political beliefs, race, sex, class,
occupation? Is there any of these? How do I do it?

5. Who was the intended audience? Was this source intended for the eyes of one person or the
audience? How does the source affect that?

6. What can you be told by a careful reading of the text or even by an object? How is language
working? What are the symbols or metaphors that are important? What can the selection of
words of the author tells you?

Further, you have to consider several factors that contribute to the narratives of the
authors of primary sources. Below are the so-called 6 C's that guide to effectively analyze
primary sources:

1. Content. You must identify the main idea. For documents, list important points, phrases,
words, and sentences. For images, describe what you see.

2. Citation. You must identify the creator of the document and the time it is created.

3. Communication. You must identify the biases of the author. A bias is a prejudice or a
tendency to see something in a particular way. Also, it is essential for you to examine the point
of view of the author. There will be a separate discussion about the author's point of view.

4. Context: You must understand what is going on in the world, country region, or locality when
the document is created.

5. Connections. You must recognize the connection of the primary source to what you already
know.

6. Conclusions. You must determine the contributions of the primary source to our understanding
of history.

It is crucial to examine primary sources with a critical eye since they represent unfiltered
records of the past. All of these, in more ways than one, can help you better understand our past
and our nation as a whole.
 This chapter will tackle three aspects of analyzing primary sources.

1. Content and contextual analysis of selected primary sources;

2. The historical importance of text in understanding Philippine history

3. Examining the author's main argument and point of view.

Content and Contextual Analysis of Selected Primary Sources

The Philippines has a rich history and heritage of its own. Today, we acknowledge
ourselves as a product of racial intermarriages. As a functional member of society, we
understand that we have a social origin that helps explain our roles. The 6 Cs of analyzing
primary sources as discussed previously will strengthen your understanding of the formation of
early Philippine society.

Before the arrival of the Spanish invaders, natives of the Philippine islands already had a
heritage of their own vastly affluent and colorful, The vastness of our pre-colonial culture was
described in some document written by Spanish government officials and priests who traveled
across the archipelago.

Through these sources, they described what they saw and experienced within the context
of their own time. Remember that the context is an essential factor to determine the historical
importance of the text. In understanding a document, you must consider what is happening in
and around the period of the historical data or event at hand to create a full picture.

Read the excerpt below from "Customs of the Tagalogs" written by Fr. Juan de Plasencia
as he described the people and their social statuses in a time when Spaniards were utterly
unaware of our pre-colonial background.

"These people always had chiefs, calledby them datos, who governed them and were
captains in their wars, and whom they obeyed and reverenced..

These chiefs ruled over but few people; sometimes as many as a hundred houses,
sometimes even less than thirty. This tribal gathering is called in Tagalog a barangay. It
was inferred that the reason for giving themselves this name arose from the fact... that
when they came to this land, the head of the barangay, which is a boat, thus called ...
became a dato. And so, even at the present day, it is ascertained that this barangay in its
origin was a family of parents and children, relations and slaves.

In addition to the chiefs... there were three castes: nobles, commoners, and slaves. The
nobles were the free-born whom they call maharlica. They did not pay tax or tribute to
 the dato, but must accompany him in war, at their own expense... Moreover when the
dato went upon the water those whom he summoned rowed for him.

If he built a house, they helped him and had to be fed for it. The same was true when the
whole barangay went to clear up his lands for tillage. The lands which they inhabited
were divided among the whole barangay, especially the irrigated portion, and thus each
one knew his own..

The chiefs in some villages also had fisheries, with established limits, and sections of the
rivers for markets. At these, no one could fish, or trade in the markets, without paying for
the privilege, unless he belonged to the chief's barangay or village.

The commoners were called aliping namamahay. They are married, and serve their
master, whether he is a dato or not, with half of their cultivated lands... They
accompanied him whenever he went beyond the island and rowed for him. They live in
their own houses and are lords of their property and gold. Their children inherit it, and
enjoy their property and lands.

The slaves are called aliping saguiguilid. They serve their master in his house and on his
cultivated lands and may be sold. The master grants them, should he see fit, and
providing that he has profited through their industry, a portion of their harvests, so that
they majy work faithfully. For this reason, servants who are born in the house of their
master are rarely, if ever, sold. That is the lot of captives in war, and those brought up in
the harvest fields"

Source: Juan de Plasencia, 1589, "Customs of the Tagalogs, on Blair and Robertson, the
Philippine Islands, 1493-1898, Vol. XVII.

On the other hand, according to Fr. Francisco Colin, a Jesuit priest, the Visayan people
had a different term designated to each social class.

"There are three kinds and classes of people: the chiefs, whom the Visayans call dato
and the Tagalogs maginoo; the timauas, who are the ordinary common people, called
maharlica among the Tagalogs; and the slaves, called oripun by the Visayans and alipin
by the Tagalogs..

..The most general origin of those slaveries was interest and usury.... If payment was not
made when promised, the debtor remained a slave until he paid. That often happened, for
the interest or increase continued to accumulate just so long as the payment was
deferred.... Other slaveries were due to tyranny and cruelty. For slave were made either
in vengeance on enemies, in the engagements and petty wars that they waged against one
another in which the prisoners remained slaves, even though they were of the same
village and race... The worst thing is that all those who had been made slaves by war, or
nor the punishment of debts, were rigorously regarded as such, as slaves for any kind of
 service or slavery and served inside the house. The same was true of their children, in the
manner of our slaveries, and they could be sold at wil... The Tagalogs called such true
slaves sanguiguilid and the Visayan's halon.

Other slaves were called namamahay, for they did not serve their master in all
capacities, nor inside his house; but in their own houses, and outside that of their
masters. They were bound, however, to obey their master's summons either to serve in his
house and its repair and the seasons of sowing and harvest. They also had to act as his
rowers when he went out in his boat, and on other like occasions, in which they were
obliged to serve their master without any pay"

Source: Francisco Colin, SJ, "Native Races and their Customs," on Blair and Robertson, the
Philippine Islands, 1493-1898, Vol. XL.

Historical Importance of Text in Understanding Philippine History

Historical text is an integral part of the past, and without it, memories stories, and
characters have less meaning. In analyzing historical events and in a time when cameras and
smartphones do not exist, text can help us imagine the narratives of people's behavior.

In more technical terms, the historical text refers to the social, religious economic and
political narratives during a specific time in a particular place. It is all the details of the time and
place in which a situation occurs and those details enable us to interpret and analyze works and
events in the past.

The arrival of the Spaniards during the 16th century ushered in a three hundred-year-long
process of colonization of the Philippines. You have been taught before that the primary goal of
the Spanish conquistadores was to gather spices and other resources from the islands of
Moluccas. Their motive, however, turned into something more significant in importance to
spread Christianity.

Although the natives reluctantly accepted the indoctrination by the Spaniards, an event
unfolded in Mactan, Cebu that defined who we ar as Filipinos today. The battle that ensued
between the forces of Magellan against the brave people of Lapu-Lapu was recorded by the
chronicler the Spanish expedition, Antonio Pigafetta (c. 1491-c. 1534).

Read the following excerpt and find out what transpired during the famed "Battle of
Mactan"

“On Friday, April twenty-six [1521], Zula, a chief of the island of Matan (Mactan), sent
one of his sons to present two goats to the captain-general (Magellan), and to say that he
would send him all that he had promised, but that he had not been able to send it to him
because of the other chief Cilapulapu, who refused to obey the king of Spain. He
 requested the captain to send him only one boatload of men on the next night so that they
might help him and fight against the other chief. The captain-general decided to go
thither with three boatloads. We begged him repeatedly not to go, but he, like a good
shepherd, refused to abandon his flock. At midnight, sixty men of us set out armed with
corselets and helmets, together with... some of the chief men.

We reached Matan three hours before dawn. The captain did not wish to fight them, but
sent a message to the natives... to the effect that if they would obey the king of Spain,
recognize the Christian king as their sovereign, and pay us our tribute, he would be their
friend; but that if they wished otherwise, they should wait to see how our lances
wounded. They replied that if we had lances, they had lances of bamboo and stakes
hardened with fire.

They asked us not to proceed to attack them at once but to wait until morning so that they
might have more men. They said that to induce us to go in search of them; for they had
dug certain potholes between the houses so that we might fall into them.

When morning came, forty-nine of us leaped into the water up to our thighs and walked
through water for more than two cross- bow flights before we could reach the shore. The
boats could not approach nearer because of certain rocks in the water. The other eleven
men remained behind to guard the boats. When we reached land, those men had formed
in three divisions to the number of more than one thousand five hundred persons. When
they saw us, they charged down upon us with exceeding loud cries, two divisions on our
flanks and the other on our front. When the captain saw that, he formed us into two
divisions, and thus did we begin to fight"

Source: Antonio Pigafetta, "First Voyage around the World" on Blair and Robertson, The
Philippine Islands, 1493-1898, Vol. XXXIII.

As the Spaniards successfully founded their colonial government they began instituting
politico-economic policies. Since the natives were living in numerous areas scattered and away
from one another, the colonial government gathered them and placed them under one
community. This process is called reducción.

An excerpt from the report of Bishop Domingo de Salazar is provided to you for better
understanding.

“….since the Indians are thinly scattered, and are settled amid rivers and marshes where
they are found with much difficulty Hence it is very desirable that the encomenderos do
as they are here commanded, and not wait for the religious or ecclesiastics, who can not
do it with the same facility as can the encomenderos. Moreover, since the removal of the
Indians from their former homes is a thing very odious to them, and they change their
homes very unwillingly and with much hardship, it would be better than they are vexed
 with the encomendero than with the minister-who has to teach them, and through whom
they have to learn love, and who in all things strives for their good. The same is true of
building the churches and monasteries."

Source: Domingo de Salazar, "Affairs in the Philippine Islands" on Blair and Robertson, The
Philippine Islands, 1493- 1898, Vol. V.

Further, the new native settlement can be described in as much as how our present-day
town or city is organized: a plaza complex can be located at the center of the surrounding
settlement, and across it are the church and the Ayuntamiento (municipal/city hall) facing each
other.

Examining the Author's Main Argument and Point of View

When studying historical sources, you need to be aware of documents sources and their
authors’ point of view. Point of view refers to the perspective of the author toward a particular
person or issue that has been shaped over some time due to his/her experiences, motives, beliefs,
origin age, gender, social status, and ideology.

You might mistakenly feel that primary sources are historical facts; that there are no
biases; and are accurate. To effectively analyze point of view, you must treat the documents as
personal interpretations and not facts.

In analyzing the author's argument and point of view, you should ask yourselves the
following questions:

1. Who is the speaker/source?

(Age. gender, profession/work, social status, etc.)

2. What is the occasion?

(Circumstances, current situation, place, time, etc.)

3. Who is the intended audience?

(Written privately or written to be read/heard by others)

4. What is the purpose?

(Motives, beliefs, ideology, etc.)

5. What is the subject?

(Topic, content, ideas)

6. What is the tone?

(Emotions, etc.)
 The Filipinos painstakingly struggled for detachment from their colonial masters. While
it took the early revolts a myriad of motives, the 1896 Philippine Revolution led by Andres
Bonifacio and his Katipunan. hoped for a better cause -freedom. Let us take a look at the words
and texts that shaped Katipunan's struggle for independence and helped launch an armed
revolution.

Pag-ibig sa Tinubuang Lupa

Andres Bonifacio

1
Aling pag-ibig pa ang hihigit kaya
Sa pagkadalisay at pagkadakila
Gaya ng pag-ibig sa tinubang lupa?
Aling pag-ibig pa? Wala na nga, wala.

2
Ulit-ulitin mang basahin ng isip
At isa-isahing talastasing pilit
Ang salita't buhay na limbag at titik
Ng sangkatauhan itoy namamasid.

3
Banal na Pag-ibig! Pag ikaw ang nukal
Sa tapat na puso ng sino't alinman,
Imbi't taong-gubat, maralita't mangmang.
Nagiging dakila at iginagalang.

4
Pagpupuring lubos ang palaging hangad
Sa bayan ng taong may dangal na ingat;
Umawit, tumula, kumatha't sumulat,
Kalakhan din niya'y isinisiwalat.
 5
Walang mahalagang hindi inihandog
Ng may pusong mahal sa Bayang nagkupkop:
Dugo, yaman, dunong, katiisa't pagod,
Buhay ma'y abuting magkalagot-lagot.

6
Bakit? Alin ito na sakdal nang laki
Na hinahandugan ng buong pagkasi?
Na sa lalong mahal nakapangyayari
At ginugugulan ng buhay na iwi?

7
Ay! Itoy ang Inang Bayang tinubuan,
Siya'y inat tangi na kinamulatan
Ng kawili-wiling liwanag ng araw
Na nagbigay-init sa lunong katawan.

8
Sa kaniyajy utang ang unang pagtanggap
Ng simoy ng hanging nagbibigay-lunas
Sa inis na puso na sisinghap-singhap
Sa balong malalim ng siphayo't hirap.

9
Kalakip din nitoy pag-ibig sa Bayan
Ang lahat ng lalong sa gunitay mahal
Mula sa masaya't gasong kasanggulan
Hanggang sa kataway mapasalibingan.
 10
Ang nangakaraang panahon ng aliw,
Ang inaasahang araw na daratin8
Ng pagkatimawa ng mga alipin,
Liban pa sa Bayan saan tatanghalin

11
At ang balang kahoy at ang balang sanga
Ng parang n'ya't gubat na kaaya-aya,
Sukat ang makita't sasaalaala
Ang ina't ang giliw, lumipas na saya.

12
Tubig n'yang malinaw na anaki'y bubog,
Bukal sa batis ang nagkalat sa bundok,
Malambot na huni ng matuling ago0s,
Na nakaaaliw sa pusong may lungkot.

13
Sa aba ng abang mawalay sa Bayan!
Gunita may laging sakbibi ng lumbay,
Walang alaala't inaasam-asam
Kundi ang makitay lupang tinubuan.

14
Pati ng magdusat sampung kamatayan
Wari ay masarap kung dahil sa Bayan
At lalong maghirap, O! himalang bagay
Lalong pag-irog pa ang sa kanyay alay.
 15
Kung ang Bayang itoy nasasapanganib
At siya ay dapat na ipagtangkilik,
Ang anak, asawa, magulang, kapatid
Isang tawag niyay tatalikdang pilit.

16
Dapwat kung ang bayan ng Katagalugan
Ay nilapastangan at niyuyurakan
Katuwiran, puri niya't kamahalan
Ng sama ng lilong taga-ibang bayan.

17
Di gaano kaya ang paghihinagpis
Ng pusong Tagalog sa puring nilait?
Aling kalooban na lalong tahimik
Ang di pupukawin sa paghihimagsik?

18
Saan magbubuhat ang paghinay-hinay
Sa paghihigantit gumugol ng buhay
Kung wala ding iba na kasasadlakan
Kundi ang lugami sa kaalipinan?

19
Kung ang pagkabaon n'ya't pagkabusabos
Sa lusak ng saya't tunay na pag-ayop,
Supil ng panghampas, tanikalang gapos
At luha na lamang ang pinaaagos?
 20
Sa kaniyang anyo'y sino ang tutunghay
Na di aakayin sa gawang magdamdam?
Pusong naglilipak sa pagkasukaban
Ang hindi gumugol ng dugo at buhay.

21
Mangyayari kaya na ito'y masulyap
Ng mga Tagalog at hindi lumingap
Sa naghihingalong Inang nasa yapak
Ng kasuklam-suklam sa Kastilang hamak?

22
Nasaan ang dangal ng mga Tagalog?
Nasaan ang dugong dapat na ibuhos?
Baya'y inaapi, bakit di kumilos
At natitilihang ito'y mapanuod?

23
Hayo na nga kayo, kayong nangabuhay
Sa pag-asang lubos na kaginhawahan
At walang tinamo kundi kapaitan
Hayo na't ibigin ang naabang Bayan.

24
Kayong natuyan na sa kapapasakit
Ng dakilang hangad sa batis ng dibdib,
Muling pabalungi't tunay na pag-ibig
Kusang ibulalas sa Bayang pinit.
 25
Kayong nalagasan ng bunga't bulaklak,
Kahoy nyaring buhay na nilanta't sukat
Ng bala-balaki't makapal na hirap,
Muling manariwa't sa Bayay lumiyag.

26
Kayong mga pusong kusang napapagal
Ng daya at bagsik ng ganid na asal,
Ngayon ay magbangot Bayan ay itanghal
Agawin sa kuko ng mga sukaban.

27
Kayong mga dukhang walang tanging lasap
Kundi ang mabuhay sa dalita't hirap,
Ampunin ang Bayan kung nasa ay lunas
Pagkat ang ginhawa niya ay sa lahat.

28
Ipaghandog-handog ang buong pag-ibig
At hanggang may dugoy ubusang itigis
Kung sa pagtatanggo, buhay ay mapatid
Itoy kapalaran at tunay na langit.

Source: Andres Bonifacio, "Pag-ibig sa Tinubuang Lupa," on Teodoro A. Agoncillo, The

Writings and Trial of Bonifacio, 1963.

While Bonifacio was the supremo of Katipunan, it was Emilio Jacinto who laid the
values that every Katipunero had to carry with them times. Below is Jacintos "Teachings of the
Katipunan" or sometimes called "Kartilla”.
 Mga Aral ng Katipunan
Emilio Jacinto

1
Ang kabuhayang hindi ginugugol sa isang malaki at banal na
kadahilanan ay kahoy na walang lilim, kundi man damong
makamandag.

2
Ang gawang magaling na nagbubuhat sa pagpipita sa sarili, at
hindi sa talagang nasang gumawa ng kagalingan, ay di kabaitan.

3
Ang tunay na kabanalan ay ang pagkakawanggawa, ang pag-ibig
sa kapwa, at ang isukat ang bawat kilos, gawa't pangungusap sa
talagang Katuiran.

4
Maitim man at maputi ang kulay ng balat, lahat ng ta0y
magkakapantay; mangyayaring ang isa'y higtan sa dunong, sa
yaman, sa ganda, ngunit di mahihigtan sa pagkatao.

5
Ang may mataas na kalooban, inuuna ang puri kaysa pagpipita
sarili; ang may hamak na kalooban, inuuna ang pagpipita sa
sarili kaysa puri.

6
Sa taong may hiya, salita'y panunumpa.
 7
Huwag mong sasayangin ang panahon: ang yamang mawalay
mangyayaring magbalik; ngunit panahong nagdaan nay ar
namuli pang magdadaan.

8
Ipagtanggol mo ang inaapi, at kabakahin ang umaapi.

9
Ang taong matalinoy ang may pag-ingat sa bawat sasabihin; at
matutong ipaglihim ang dapat ipaglihim.

10
Sa daang matinik ng buhay, lalaki ay siyang patnugot ng
asawat mga anak; kung ang umaakay ay tungo sa sama, ang
patutunguhan ng inaakay ay kasamaan din.

11
Ang babae ay huwag mong tignang isang bagay na libangan
lamang, kundi isang katuang at karamay sa mga kahirapan
nitong buhay; gamitan mo nang buong pagpipitagan ang
kanyang kahinaan, at alalahanin ang inang pinagbuhatat nagiwi
sa iyong kasanggulan.

12
Ang di mo ibig na gawin sa asawa mo, anak at kapatid ay huwag
mong gagawin sa asawa, anak, at kapatid ng iba.

13
Ang kamahalan ng taoy wala sa pagkahari, wala sa tangos
ng ilong at puti ng mukha, wala sa pagkaparing kahalili ng
Diyos, wala sa mataas na kalagayan sa balat ng lupa: wagas at
tunay na mahal na tao, kahit laking gubat at walang nababatid
 kundi sariling wika, yaong may magandang asal, may isang
pangungusap, may dangal at puri, yaong di nagpaaapi't di
nakikiapi; yaong marunong magdamdam at marunong lumingap
sa bayang tinubuan.

14
Paglaganap ng mga aral na ito, at maningning na sisikat ang
araw ng mahal na kalayaan dito sa kaaba-abang Sangkapuluan
at sabungan ng matamis niyang liwanag ang nangagkaisang
magkakalahi't magkakapatid, ng liwanag ng walang katapusan,
ang mga ginugol na buhay pagod, at mga tiniis na kahirapa'y
labis nang matutumbasan.

Source: Emilio Jacinto, "Mga Aral ng Katipunan," on Jim Richardson, The Light of Liberty:
Documents and Studies of the Katipunan, 1892-1897, 2013.

Though Bonifacio and Jacinto did not see the fruits of their struggle on June 12, 1898,
Emilio Aguinaldo, along with the general’s revolution, declared the independence of the
Philippines in Kawit. Cavite

“And having as a witness to the rectitude of our intentions, the Supreme Judge of the
Universe, and under the protection of the Powerful and Humanitarian Nation, the United
States of America we do hereby proclaim and declare solemnly in the name and by the
authority of the people of these Philippine Islands,

That they are and have the right to be free and independent; that they have ceased to
have any allegiance to the Crown of Spain; that all political ties between them are and should
be completely severed and annulled; and that, like other free and independent States,
they enjoy the full power to make War and Peace, conclude commercial treaties, enter into
alliances, regulate commerce, and do all other acts and things which an Independent
State a right to do..

And, lastly, it was resolved unanimousły that this Nation, already free and independent
as of this day, must use the same flag which up to now is being used, whose design and
colors are found described in the attached drawing, the white triangle signifying the
distinctive emblem of the famous Society of the Katipunan' which by means of its blood
compact inspired the masses to rise in revolution;the three stars, signifying the three
principal Islands of this Archipelago Luzon, Mindanao and Panay where this
revolutionary movement started; the sun representing the gigantic steps made by the sons
 of the country along the path of Progress and Civilization; the eight, signifying the eight
provinces-Manila, Cavite, Bulacan, Pampanga, Nueva Ecija, Bataan, Laguna, and
Batangas-which declared themselves in a state of war as soon as the first revolt was
initiated; and the colors of Blue, Red, and White, commemorating the flag of the United
States of North America, as a manifestation of our profound gratitude towards this Great
Nation for its disinterested protection which it lent us and continues lending us.

Source: Declaration of Philippine Independence, 12 Hunyo 1898, on National Historical

Institute, Documents of the 1898 Declaration of Philippine Independence, 1997.
 Chapter Exercises 2.1

A. Based on your readings about social classes among the Tagalogs answer the following
questions on the table.

CONTENT CREATOR
What is the main idea? Who creates the source?

_____________________________________ _____________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________

CONTEXT CONNECTION
What is going on when the source is created? What are your prior knowledge and your
newly acquired knowledge?

_____________________________________ _____________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________

COMMUNICATION CONCLUSION
Is the source reliable? How does the source contribute to your
understanding about the past?

_____________________________________ _____________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________
B. To enrich your skills, engage in the following.

1. Draw the native settlement based on the report of Domingo Salazar and compare it
with your settlement plan.
A. Do they share similarities? If yes, cite them, If no, why?
B. In drawing your settlement plan, what factors did you consider?
C. Is your settlement plan practical? Why?
2. Fill out the table to compare the point of views of the authors of the primary sources.
3. Discuss the importance of the text, the authors background, the context of the
document and its contribution to understanding Philippine History:

POINTS OF VIEW

Pag-ibig sa Mga aral ng Declaration of

CRITERIA Tinubuang Lupa Katipunan Philippine
Independence

SPEAKER

OCCASION

AUDIENCE

PURPOSE

SUBJECT

TONE