Alvin Kris B.

Alic
COURSE SYLLABUS IN READINGS IN PHILIPPINE HISTORY
COURSE DESCRIPTION:
The course aims to expose students to different facets of Philippine history
through the lens of eyewitnesses. Rather than rely on secondary materials such as
textbooks, which is the usual approach in teaching Philippine history, different types of
primary sources will be used – written(qualitative and quantitative), oral, visual, audio-
visual, digital – covering various aspects of Philippine life (political, economic, social,
cultural).
Students are expected to analyze the selected readings contextually and in
terms of content (stated and implied). The end goal is to enable students to understand
and appreciate our rich past by deriving insights from those who were actually present at
the time of the event. Context analysis considers the following: (i) the historical context
of the source [time and place it was written and the situation at the time], (ii) the author’s
background, intent (to the extent discernable), and authority on the subject; and (iii) the
source’s relevance and meaning today. Content analysis, on the other hand, applies
appropriate techniques depending on the type of source (written, oral, visual).
In the process students will be asked, for example, to identify the author’s main
argument or thesis, compare points of view, identify biases, and evaluate the author’s
claim based on the evidences presented or other available evidence at the time. The
course will guide the students through their reading and analysis of the texts and require
them to write reaction essays of varied length and present their ideas in other ways
(debate format, power point presentation, letter to the editor of the source, etc).

REQUIRED SKILLS AND KNOWLEDGE:

 Basic Knowledge in Human Philosophy, World History, Philippine History, Politics
and Governance, Society and Culture, and the Constitution.
 Skills in Textual, SWOT, and Problem Tree Analysis and Basic Concept and
Research Paper Writing
 Intermediate Skills in Oral and Written Communication

COURSE EXPECTATIONS:
At the end of the course, the students are expected to:
1. Compare and contrast morality on the point of view of western and eastern
philosophers.
2. Identify and discuss various issues in the contemporary workplace related to the
students’ area of specialization.
3. Establish connections between the required skills and knowledge and the course
description.

COURSE OUTLINE:
TOPIC EXPECTED OUTPUT
Meaning and relevance of history Local Historical Research
Distinction of primary and secondary sources Search for a primary source in your
local community and make a brief history
External and internal criticism in using primary sources of your place based on your gathered
Major components to effective historical thinking qualitative data.
Local History of Negros Island and Kabankalan City Present your research in APA Manual
6th Edition format.

Compiled and Edited by: ALVIN KRIS B. ALIC, Instructor I, CTEAS-Fellowship Baptist College
 PRELIMINARY EXAMINATIONS
First voyage around the world Photo Walk
Students will be tasked to choose a
Pre-spanish Filipino Culture nearby city and bring a simple camera to
The early struggles and the rise of Filipino nationalism take photos of artifacts (houses and
The First Cry of Revolution monuments) that were present during the
Spanish era.
Significant contributions of Spain to the Philippine
Society
MIDTERM EXAMINATIONS
The coming of the Americans The Remnants of War
Make a gallery retelling the lifestyle and
The American colonial strategies and systems struggles of Filipinos during and after the
The Japanese take-over World War II.
The socio-political and economic system under Japan
Influences of US and Japan to the Philippine Society
PRE-FINAL EXAMINATIONS
Philippine Culture, and Society under the New Republic Role Play
Produce a role play depicting the
Philippine Culture, and Society under Martial Law struggles of Filipinos during Martial Law
Philippine Culture, and Society under a “democratic and the challenges of a democratic
regime” regime under President Aquino. Use the
Labor and peasant struggles through the years composed songs and dances to exhibit
their culture during that period.
Building blocks of the future of Philippine Society
FINAL EXAMINATIONS

GRADING SYSTEM:
Major Exams (40%) Quizzes (25%) Oral Participation (10%)
Course Requirement (20%) ORLE (5%)

TEACHING AND CLASSROOM PARAMETERS:

 The class shall treat the course as a living body of knowledge, such that, it is open
for questions and criticism.
 Consistent with our advocacy of democracy, the class shall also adopt a
“democratic” approach to learning through the use of small group and plenary
discussions.
 At the outset, the class will be divided into permanent discussion groups. Each
discussion group is responsible for “nursing” the topic/s assigned to / chosen by
them.
 Oral and written, individual and group exercises shall be employed as tools of
assessment. There will be a practical application and/or oral recitation each meeting
to ensure course competencies.
 Each meeting, the class shall commence with a brief oral presentation on the
assigned special topics.
 The class shall promote problem-posing and problem-solving approaches to learning.
 Independent research/study for groups and individuals is highly encouraged.
 UNIT 1
THE IMPORTANCE OF
HISTORICAL SOURCES

Unit Outcomes:

 Exhibit mastery on current knowledge in other branches of Social Sciences and

connect these with the study of Philippine History
 Distinguish historical sources as to its relevance and timliness

 Express higher understanding in Local history, culture, and society

 Write a local historical research and present it in a standardized format
 TABLE OF CONTENTS

TOPICS NO. OF PAGE

HOURS

UNIT I - THE IMPORTANCE OF HISTORICAL SOURCES

Module 1
Meaning and relevance of history 6 2

Module 2
Distinction of primary and secondary sources 6 10

Module 3
External and internal criticism in using primary sources 6 14

Module 4
Major components to effective historical thinking 6 17

Module 5
Local Histories in Negros Island and Kabankalan City 6 21

UNIT II - A “BIRD’S EYE VIEW” IN PHILIPPINE HISTORY I:

FROM PRE-COLONIAL TO SPANISH ERA
Module 6
First voyage around the world 6 26

Module 7
Pre-spanish Filipino Culture 6 30

Module 8
The early struggles and the rise of Filipino nationalism 6 41
 MODULE 1
MEANING AND RELEVANCE OF HISTORY

Intended Learning Outcomes:

At the end of this module, the learners are expected to:
 Create their own definition of history, both as a study and a way of life
 Discuss the historical background of history and its relation to other
social sciences
 Differentiate history to other social sciences such as anthropology and
sociology
 Explain the purpose of studying history

Motivational Task:
What do you think historians do? How do they spend their time? Spend a
few minutes thinking about what you know about history; if possible, try to make
your own definition of history and its purpose by crafting a schematic diagram.

WHY STUDY HISTORY?

People live in the present. They plan for and worry about the future. History,
however, is the study of the past. Given all the demands that press in from living in
the present and anticipating what is yet to come, why bother with what has been?
Given all the desirable and available branches of knowledge, why insist on a good
bit of history? And why urge many students to study even more history than they are
required to?

Stearns (1988) points out that any subject of study needs justification: its advocates
must explain why it is worth attention. Most widely accepted subjects—and history is
certainly one of them—attract some people who simply like the information and
modes of thought involved. But audiences less spontaneously drawn to the subject
and more doubtful about why to bother need to know what the purpose is.

Historians do not perform heart transplants, improve highway design, or arrest

criminals. In a society that quite correctly expects education to serve useful
purposes, the functions of history can seem more difficult to define than those of
engineering or medicine. History is in fact very useful, actually indispensable, but the
products of historical study are less tangible, sometimes less immediate, than those
that stem from some other disciplines.

In the past history has been justified for reasons we would no longer accept. For
instance, one of the reasons history holds its place in current education is because
earlier leaders believed that a knowledge of certain historical facts helped
distinguish the educated from the uneducated; the person who could reel off the
date of the Norman conquest of England (1066) or the name of the person who
came up with the theory of evolution at about the same time that Darwin did
(Wallace) was deemed superior—a better candidate for law school or even a
business promotion. Knowledge of historical facts has been used as a screening
device in many societies, from China to the United States, and the habit is still with
us to some extent. Unfortunately, this use can encourage mindless memorization—a
real but not very appealing aspect of the discipline. History should be studied
because it is essential to individuals and to society, and because it harbors beauty.
There are many ways to discuss the real functions of the subject—as there are
many different historical talents and many different paths to historical meaning. All
definitions of history's utility, however, rely on two fundamental facts.

History Helps Us Understand People and Societies

In the first place, history offers a storehouse of information about how people
and societies behave. Understanding the operations of people and societies
is difficult, though a number of disciplines make the attempt. An exclusive
reliance on current data would needlessly handicap our efforts. How can we
evaluate war if the nation is at peace—unless we use historical materials?
How can we understand genius, the influence of technological innovation, or
the role that beliefs play in shaping family life, if we don't use what we know
about experiences in the past? Some social scientists attempt to formulate
laws or theories about human behavior. But even these recourses depend
on historical information, except for in limited, often artificial cases in which
experiments can be devised to determine how people act. Major aspects of a
society's operation, like mass elections, missionary activities, or military
alliances, cannot be set up as precise experiments. Consequently, history
must serve, however imperfectly, as our laboratory, and data from the past
must serve as our most vital evidence in the unavoidable quest to figure out
why our complex species behaves as it does in societal settings. This,
fundamentally, is why we cannot stay away from history: it offers the only
extensive evidential base for the contemplation and analysis of how societies
function, and people need to have some sense of how societies function
simply to run their own lives.

History Helps Us Understand Change and How the Society We Live in

Came to Be

The second reason history is inescapable as a subject of serious study

follows closely on the first. The past causes the present, and so the future.
Any time we try to know why something happened—whether a shift in
political party dominance in the American Congress, a major change in the
teenage suicide rate, or a war in the Balkans or the Middle East—we have to
look for factors that took shape earlier. Sometimes fairly recent history will
 suffice to explain a major development, but often we need to look further
back to identify the causes of change. Only through studying history can we
grasp how things change; only through history can we begin to comprehend
the factors that cause change; and only through history can we understand
what elements of an institution or a society persist despite change.

The Importance of History in Our Own Lives

These two fundamental reasons for studying history underlie more specific and quite
diverse uses of history in our own lives. History well told is beautiful. Many of the
historians who most appeal to the general reading public know the importance of
dramatic and skillful writing—as well as of accuracy. Biography and military history
appeal in part because of the tales they contain. History as art and entertainment
serves a real purpose, on aesthetic grounds but also on the level of human
understanding. Stories well done are stories that reveal how people and societies
have actually functioned, and they prompt thoughts about the human experience in
other times and places. The same aesthetic and humanistic goals inspire people to
immerse themselves in efforts to reconstruct quite remote pasts, far removed from
immediate, present-day utility. Exploring what historians sometimes call the
"pastness of the past"—the ways people in distant ages constructed their lives—
involves a sense of beauty and excitement, and ultimately another perspective on
human life and society.

1. History Contributes to Moral Understanding

History also provides a terrain for moral contemplation. Studying the stories
of individuals and situations in the past allows a student of history to test his
or her own moral sense, to hone it against some of the real complexities
individuals have faced in difficult settings. People who have weathered
adversity not just in some work of fiction, but in real, historical circumstances
can provide inspiration. "History teaching by example" is one phrase that
describes this use of a study of the past—a study not only of certifiable
heroes, the great men and women of history who successfully worked
through moral dilemmas, but also of more ordinary people who provide
lessons in courage, diligence, or constructive protest.

2. History Provides Identity

History also helps provide identity, and this is unquestionably one of the
reasons all modern nations encourage its teaching in some form. Historical
data include evidence about how families, groups, institutions and whole
countries were formed and about how they have evolved while retaining
cohesion. For many Americans, studying the history of one's own family is
the most obvious use of history, for it provides facts about genealogy and (at
a slightly more complex level) a basis for understanding how the family has
interacted with larger historical change. Family identity is established and
confirmed. Many institutions, businesses, communities, and social units,
such as ethnic groups in the United States, use history for similar identity
purposes. Merely defining the group in the present pales against the
possibility of forming an identity based on a rich past. And of course nations
use identity history as well—and sometimes abuse it. Histories that tell the
national story, emphasizing distinctive features of the national experience,
are meant to drive home an understanding of national values and a
commitment to national loyalty.

3. Studying History Is Essential for Good Citizenship

A study of history is essential for good citizenship. This is the most common
justification for the place of history in school curricula. Sometimes advocates
of citizenship history hope merely to promote national identity and loyalty
through a history spiced by vivid stories and lessons in individual success
and morality. But the importance of history for citizenship goes beyond this
narrow goal and can even challenge it at some points.
History that lays the foundation for genuine citizenship returns, in one sense,
to the essential uses of the study of the past. History provides data about the
emergence of national institutions, problems, and values—it's the only
significant storehouse of such data available. It offers evidence also about
how nations have interacted with other societies, providing international and
comparative perspectives essential for responsible citizenship. Further,
studying history helps us understand how recent, current, and prospective
changes that affect the lives of citizens are emerging or may emerge and
what causes are involved. More important, studying history encourages
habits of mind that are vital for responsible public behavior, whether as a
national or community leader, an informed voter, a petitioner, or a simple
observer.

4. History Is Useful in the World of Work

History is useful for work. Its study helps create good businesspeople,
professionals, and political leaders. The number of explicit professional jobs
for historians is considerable, but most people who study history do not
become professional historians. Professional historians teach at various
levels, work in museums and media centers, do historical research for
businesses or public agencies, or participate in the growing number of
historical consultancies. These categories are important—indeed vital—to
keep the basic enterprise of history going, but most people who study history
use their training for broader professional purposes. Students of history find
their experience directly relevant to jobs in a variety of careers as well as to
further study in fields like law and public administration. Employers often
deliberately seek students with the kinds of capacities historical study
promotes. The reasons are not hard to identify: students of history acquire,
by studying different phases of the past and different societies in the past, a
 broad perspective that gives them the range and flexibility required in many
work situations. They develop research skills, the ability to find and evaluate
sources of information, and the means to identify and evaluate diverse
interpretations. Work in history also improves basic writing and speaking
skills and is directly relevant to many of the analytical requirements in the
public and private sectors, where the capacity to identify, assess, and
explain trends is essential. Historical study is unquestionably an asset for a
variety of work and professional situations, even though it does not, for most
students, lead as directly to a particular job slot, as do some technical fields.
But history particularly prepares students for the long haul in their careers, its
qualities helping adaptation and advancement beyond entry-level
employment.
There is no denying that in our society many people who are drawn to
historical study worry about relevance. In our changing economy, there is
concern about job futures in most fields. Historical training is not, however,
an indulgence; it applies directly to many careers and can clearly help us in
our working lives.

What Skills Does a Student of History Develop?

What does a well-trained student of history, schooled to work on past materials and
on case studies in social change, learn how to do? The list is manageable, but it
contains several overlapping categories.

1. The Ability to Assess Evidence. The study of history builds experience in

dealing with and assessing various kinds of evidence—the sorts of
evidence historians use in shaping the most accurate pictures of the past
that they can. Learning how to interpret the statements of past political
leaders—one kind of evidence—helps form the capacity to distinguish
between the objective and the self-serving among statements made by
present-day political leaders. Learning how to combine different kinds of
evidence—public statements, private records, numerical data, visual
];materials—develops the ability to make coherent arguments based on a
variety of data. This skill can also be applied to information encountered
in everyday life.

2. The Ability to Assess Conflicting Interpretations. Learning history means

gaining some skill in sorting through diverse, often conflicting
interpretations. Understanding how societies work—the central goal of
historical study—is inherently imprecise, and the same certainly holds
true for understanding what is going on in the present day. Learning how
to identify and evaluate conflicting interpretations is an essential
citizenship skill for which history, as an often-contested laboratory of
human experience, provides training. This is one area in which the full
benefits of historical study sometimes clash with the narrower uses of the
past to construct identity. Experience in examining past situations
provides a constructively critical sense that can be applied to partisan
 claims about the glories of national or group identity. The study of history
in no sense undermines loyalty or commitment, but it does teach the
need for assessing arguments, and it provides opportunities to engage in
debate and achieve perspective.

3. Experience in Assessing Past Examples of Change. Experience in

assessing past examples of change is vital to understanding change in
society today—it's an essential skill in what we are regularly told is our
"ever-changing world." Analysis of change means developing some
capacity for determining the magnitude and significance of change, for
some changes are more fundamental than others. Comparing particular
changes to relevant examples from the past helps students of history
develop this capacity. The ability to identify the continuities that always
accompany even the most dramatic changes also comes from studying
history, as does the skill to determine probable causes of change.
Learning history helps one figure out, for example, if one main factor—
such as a technological innovation or some deliberate new policy—
accounts for a change or whether, as is more commonly the case, a
number of factors combine to generate the actual change that occurs.

Historical study, in sum, is crucial to the promotion of that elusive creature,

the well-informed citizen. It provides basic factual information about the
background of our political institutions and about the values and problems
that affect our social well-being. It also contributes to our capacity to use
evidence, assess interpretations, and analyze change and continuities. No
one can ever quite deal with the present as the historian deals with the past
—we lack the perspective for this feat; but we can move in this direction by
applying historical habits of mind, and we will function as better citizens in the
process.

SO WHY STUDY HISTORY? The answer is because we virtually must, to gain

access to the laboratory of human experience. When we study it reasonably well,
and so acquire some usable habits of mind, as well as some basic data about the
forces that affect our own lives, we emerge with relevant skills and an enhanced
capacity for informed citizenship, critical thinking, and simple awareness. The uses
of history are varied. Studying history can help us develop some literally "salable"
skills, but its study must not be pinned down to the narrowest utilitarianism. Some
history—that confined to personal recollections about changes and continuities in
the immediate environment—is essential to function beyond childhood. Some
history depends on personal taste, where one finds beauty, the joy of discovery, or
intellectual challenge. Between the inescapable minimum and the pleasure of deep
commitment comes the history that, through cumulative skill in interpreting the
unfolding human record, provides a real grasp of how the world works.
HISTORY AND OTHER DISCIPLINES IN SOCIAL SCIENCES
For a long time, it was debated whether history was a social science or not. In this
debate about the nature of history in the 1930s and 1940s, it was accepted that
history is one of the social sciences. And when history became social science, its
relationship with the other social science became relevant. History is a social
science because it studies society in a scientific methodology. It is substantiated by
the fact that history cannot be studied without taking recourse to other subject.
1. Geography. One of the major disciplines with which history has relationship
is Geography. There are some histories like military, religion etc. which
cannot be studied without the peculiarities of geography. The first thing we
have to do id we have to place the people (society) in a particular
geographical area. People first have to be located geographically. It is
difficult to study history without this. The climate, so in, physical features also
affect the way of life of the people. It affects the entire social organization so
the geographical location of people definitely determines the entire pattern of
life of those people.
2. Economics. History and economics have almost inherent relationship.
Without any economic history, historian cannot write a sensible history. Men
would still participate in economic activities – production, distribution and
consumption. And people in a society get into a definite relationship – How
are the people in power of production and distribution give rise to the whole
question of wars, conflict in society, etc. are all related to economic activities
in the society. Historian would not understand various historical phenomenon
without studying economic activities and economic decisions in the society.
No matter what kind of society he studies, he has to study who is producing
what, what is given to whose share, etc. Without any understanding of the
law of economics, it is impossible to study history. There are two absolutely
fundamental issues in which historians are concerned. If economists do not
base themselves on history, their economic studies become irrelevant. For
economists, it is very important that they have a good grounding of the
history of a society – the model which he studies.
3. Sociology. It is a science of society with a special focus on interrelationship
between individuals and groups. In trying to study these interrelationships,
sociology examines the basic units of the society. And other more organized
groups like professional groups and the basic unit like family. Sociology,
therefore obviously cannot ignore the importance of the process of
institutions by which they evolved. For sociology, certain things became very
important – like the role of values, norms, role of conflict and consensus,
development of different social units, etc. A historian Is also concerned with
these because he studies the development of these social institutions. But a
historian’s perspective is much wide and broader than a sociologist because
 he has always to generalize in the context of the past, present and future.
Sociologists began to realize that they have to base their work on history.
Without a historical perspective, their work becomes limited and narrow.
4. Political Science. The most important thing is to understand what is political
science. The most important thing that political scientist study is the science
of government and the study of power relationship. Since all societies are
governed and the most important phenomena in society is power relationship
in various level. And therefore, it is not possible for historian to ignore
political science because there is always power relationship in society- even
among the nomads. Therefore, power relationship is as basic to history as
the latter is to economy. Power relationship must come before studying
history. Until and unless political scientist know the history of the people to
be studied, Seeley says that political science must be rooted in history.
Historians have found many solutions to the problem of power relationship,
especially political historians.
5. Philosophy. It is the study of the system of ideas. Philosophy studies how
ideas are generated and how these ideas are influencing the society.
Therefore, philosophy deals with a realm which is very often beyond the
physical world, and that is why, it would appear that philosophy has nothing
to do with history. Historical development of any society had never been
devoid of any philosophical ideas. In the historical development in any period
of time gives rise to its own set of ideas. The ideas which are emanated from
a society – ideas are always emerged from certain historians. The concrete
situations in society.
6. Anthropology. It is an area which has contributed very largely to the study
of human society. In brief, it is the study of man. Physical and cultural
anthropology (social anthropology in Britain): Physical anthropology
concentrates on the physical evolution of man. Cultural anthropology studies
the way of life of the people. Both these are part of a historical area of study.
Without knowledge of physical and cultural anthropology of man, no
historians can write any work of history. Without depending on each other,
there can be no meaningful work.
Some historians say that history is a central social science. Other social science has
specific studies but history incorporates all these other social sciences. Therefore,
without history or without other social science, social science would have no
meaning.
The historian’s work is not only related to other social science but it is also related to
the natural sciences.
Historians study the development of human civilization and human civilization is
heavily indebted to the physical/natural science. In fact, the organization of society
would not have been possible if there were no technological advances and
development. There has always been technological advancement – beginning from
nomadic stage in any human civilization. The whole process of success and all other
development come about. The process of production is very central in human
development.
It is impossible for history and other social scientists to arrive at objective
conclusions whereas natural scientists can arrive at objective conclusions. This is a
very complex argument - can history be a science?
Science and the scientific method is characterized by a number of assumptions.
1) Scientists assume some form of determinism or Law of universal
causation.
2) Its empirical base
3) The objectives of science can be summarized in its systematic nature

If all these things are present in history, then history can be studied scientifically.
Scientists are expected to formulate and verify empirical generalizations, develop a
systematic theory and finally explain and predict. It has been often argued that
history does not or cannot have one or more of the characteristics mentioned above.
One argument against the possibility of a science of history claims that the historical
phenomena are so complex that no regularities can be discovered in them. There
are too many variables and possible relationships between different historical
phenomena for them to be any order in these relationship.
Another argument against the possibility of a science of history is based upon the
argument that human beings are very complex and there is such thing called ‘the
freedom of will’. This means that those who hold up this argument and fit for
freedom of the will are usually saying that people are able to act without external
restraints. In other words, free choice is uncaused. But it is difficult to accept that
what people do is not determined by the sort of people they are or certain motives.
And without accepting that events have causes, he whole attempt to describe and
explain the world of history may be given up. This position, therefore, strikes directly
at the first assumption of the model of science, and just as a natural scientist
assume some form of determinism, the social scientist, including historians must
also assume some form of determinism or law of Universal Causation.
The main difference between the natural and social sciences is that the practitioners
of the natural sciences do not have to deal with values at all phases of their work,
but social scientist have to do so from the very observations because hey are
dealing with people. No historian can ignore the fact that values, opinions and
ideologies hold a significant place in history.
From such arguments, it is quite clear that there are no arguments which deny
history a place in the world of science, but one must also not forget that a historian
as well as all social scientist are faced with many difficulties in their discipline. It is
true that history is not a full blown science and neither can we draw the same
analogies between history and natural sciences. The critical point is simply that it is
possible to have a scientific attitude and use scientific methods in history.

Major Reference: “Why Study History?” (1988) AHA

 EXCERCISE NO. 1
I. Essay
1. What is the importance of studying history for college students and
future professionals?

2. Machiavelli asserts, "Whoever wishes to foresee the future must

consult the past; for human events ever resemble those of
preceding times.” Do you agree? Why? If you don’t agree, state
your reason/s.
 MODULE 2
DISTINCTION OF PRIMARY AND SECONDARY
SOURCES

Intended Learning Outcomes:

At the end of this module, the learners are expected to:
 Establish strong foundation on determining historical sources
 Expound, compare, and contrast primary and secondary sources
 Craft their own definition of Primary Sources and give examples based
on their definition

Motivational Task:
How can we determine primary and secondary source? Which is more
relevant and reliable?

What is a Primary Source?

Primary sources are original records of the political, economic, artistic,

scientific, social, and
intellectual thoughts and achievements of specific historical periods. Produced by
the people who participated in and witnessed the past, primary sources offer a
variety of points of view and perspectives of events, issues, people, and places.
These records can be found anywhere—in a home, a government archive, etc.—the
important thing to remember is they were used or created by someone with firsthand
experience of an event.

Examples of Primary Sources:

Primary sources are not just documents and written records. There
are many different kinds of primary sources, including: first-person accounts,
documents, physical artifacts, scientific data that has been collected but not
interpreted, and face-to-face mentors with specific knowledge or expertise.
Primary sources also take a variety of formats—examples of these are listed
below:
 Audio—oral histories or memoirs, interviews, music
 Images—photographs, videos, film, fine art
 Objects—clothing (fashion or uniforms), tools, pottery,
gravestones, inventions, weapons, memorabilia
 Statistics—census data, population statistics, weather records
 Text—letters, diaries, original documents, legal agreements,
treaties, maps, laws, advertisements, recipes, genealogical
information, sermons/lectures
How do Primary and Secondary Sources differ?

While primary sources are the original records created by firsthand witnesses of an
event, secondary sources are documents, texts, images, and objects about an event
created by someone who typically referenced the primary sources for their
information. Textbooks are excellent examples of secondary sources.
Therefore, secondary sources are informational sources that analyze the event.
These sources often use several primary sources and compile the information.
Examples of secondary sources:
 Biographies
 Encyclopedias
 History books
 Textbooks

Why is it important for students to use Primary Sources?

1. Direct engagement with artifacts and records of the past encourages deeper
content exploration, active analysis, and thoughtful response.
2. Analysis of primary sources helps students develop critical thinking skills by
examining meaning, context, bias, purpose, point of view, etc.
3. Primary source analysis fosters learner-led inquiry as students construct
knowledge by interacting with a variety of sources that represent different accounts
of the past.
4. Students realize that history exists through interpretation that reflects the view
points and biases of those doing the interpreting.

Major Reference: The George W. Bush Presidential Library and Museum, 2011 1
 EXCERCISE NO. 2

I. What it really means?: Rewrite the definitions below in your own words.
 II. Spider Web Diagram. Based on your own definition, brainstorm
examples of primary sources in the web diagram below. Add as many circles as you
can.
 MODULE 3
EXTERNAL AND INTERNAL CRITICISMS
IN USING PRIMARY SOURCES
Intended Learning Outcomes:
At the end of this module, the learners are expected to:
 Explore their intrinsic ability to think critically
 Discuss the difference between internal and external criticisms
 Explain the complexity of human thinking skills
 Exhibit mastery in critical analysis of historical sources

Motivational Task:
Observe the figure below. What do you think is the distinction of external and
internal criticism based on what the figure shows?

A historian should be a good critical thinker, writer and the best story-teller. He/she
should be able to possess skills in arranging his/her thoughts in such a way that it
will exhibit sound reasoning and unbiased judgement. The following section reflects
each stage of a good historical research.

Step One: Begin with focusing questions. Historical research should ask
a broad big picture question and historical methods to be chosen as the best
approach to address the inquiry because of its ability to provide deep and
wide insights.

Step Two: Specify the domain for the enquiry. The issue of deciding on
the appropriate scope for the research is critical. Most historians would
consider looking back only twenty years as barely touching the tip of the
iceberg. If not, this will raise another area of concern that the findings of the
research will be dismissed as out-of-date and irrelevant.
Step Three: Gather evidence, using both primary and secondary source.
When using historical methods, the availability of data is a key issue, if there
is no data, there is no story. At an early stage the researcher needs to
establish if there is enough information available to answer the research
question. One frustration with this research was the difficulty of finding
accurate sources.

Step Four: Critique the evidence. Is it authentic and credible? The use
of newspapers for historical research raises questions about whether such
materials are a good source for historical truth, as reporting can be biased
and inaccurate. Some steps were taken to address this, such as cross
checking events across a range of publications, and using reports produced
by independent bodies, but it does need to be acknowledged that
newspapers can be fallible. Contradictions were found. Different articles on
the same topic often contained conflicting facts and figures; claims made by
politicians weren’t supported by the statistical evidence. Every effort was
made to try and resolve these contradictions by cross-checking data from a
number of sources, but in many cases this was not possible and data was
presented as found. The trustworthiness of qualitative research is always
open to question; newspapers have an advantage over data collected by
techniques such as interviews or focus groups, in that they are in the public
eye. Newspapers can face libel if they publish inaccurate information
therefore journalists take some steps to check their facts, and readers have
a feedback mechanism in the form of the letters page. One of the techniques
of historical research is to listen for "silences", in other words to work out
what is missing from the data. The regional newspapers did not provide good
coverage of the industries in their regions, and initiatives such as the
formation of business clusters tended to be under reported.

Step Five: Determine patterns using inductive reasoning. Mason,

McKenney & Copeland have outlined three approaches that can be used for
this: conceptual frameworks, causal chain analysis and establishing empathy
with the main participants. It is important for the researcher to decide at an
early stage which approach they are going the use, as this will affect both the
research question and the approach taken to data gathering. Establishing
empathy is the most common approach used to date, and is suitable for a
study of one organization, it also has the advantage of producing a
compelling story. This research has demonstrated the use of a conceptual
framework, causal chain analysis is potentially the most rigorous approach,
but also the most challenging.

Step Six: Tell the story. The main goal of historical research is to produce a
narrative. However due to the extensive data collection, that use of historical
methods usually involves, that story is often rather long and very detailed.
 This creates issues for researchers who are under pressure to get their work
published. Currently in information systems, publishing in journals is given
more weight than writing a book, but it is often difficult to compress the
findings of historical research into the word limits set by journals.

Step Seven: Write the transcript. The researcher needs an understanding

of where there work fits in with previous studies, they should be aware of
previous research in this area, and what contribution will be made by their
study.

Major Reference: Toland, J., & Yoong, P. (2013). Using Historical Methods in
Information Systems: A Primer for Researchers. Australasian Journal of
Information Systems, 18(1).
 EXCERCISE NO. 3
I. Research Activity
By group, interview someone who has the “wealth of knowledge” on
the history of the school. Out of her/his oral testimony, make your own
version of the FBC’s history. Use the elements discussed earlier in writing an
effective historical account.

Compiled and Edited by: ALVIN KRIS B. ALIC, Instructor I, CTEAS-Fellowship Baptist College
 MODULE 4
COMPONENTS OF AN EFFECTIVE HISTORICAL
THINKING
Intended Learning Outcomes:
At the end of this module, the learners are expected to:
 Discuss the meaning and value historical thinking
 Identify the various methods in effective historical thinking
 Make an article out of a written historical account
 Explain how important historical thinking is

Motivational Task:
What is the most memorable event in your life? How did this event affected
you as a fully-functioning human person with both freedom and rationality?

HISTORICAL THINKING

Historical thinking is a set of critical literacy skills for evaluating and analyzing
primary source documents to construct a meaningful account of the past.

Sometimes called historical reasoning skills, historical thinking skills are frequently
described in contrast to history content such as names, dates, and places. This
dichotomous presentation is often misinterpreted as a claim for the superiority of
one form of knowing over the other. In fact, the distinction is generally made to
underscore the importance of developing thinking skills that can be applied when
individuals encounter any history content. Most educators agree that together,
history content—or facts about the past—and historical thinking skills enable
students to interpret, analyze and use information about past events. In doing so,
students will realize the complexity of history with all of the pieces and perspectives
that cannot be captured through one narrative. Furthermore, as described by Dr. T.
Mills Kelly, characteristics of historical thinking develop sourcing skills, the ability to
construct and support an argument, and, "the ability to present the past in clear
ways, whether in writing or in other media, saying what can be said and not saying
what cannot."

HISTORICAL THINKING MODELS

1. SCIM-C Strategy
Created by David Hicks, Peter E. Doolittle, E. Thomas Ewing, the SCIM-C strategy
of historical thinking focuses on developing self-regulating practices when engaging
in analyzing primary sources. The SCIM-C strategy focuses on the development of
historical question to be answered when analyzing primary sources. This strategy
provides a scaffold for students as they build more complex investigation and
analysis practices identified in the "capstone stage". The capstone stage in the

Compiled and Edited by: ALVIN KRIS B. ALIC, Instructor I, CTEAS-Fellowship Baptist College
SCIM-C model relies on students having analyzed a number of historical documents
and having built some historical knowledge about the time, event, or issue being
studied.

 Summarizing is the process of finding information using the primary source.

This information can include the type of source (e.g. text, photograph),
creator, subject, date it was created, and the opinion or perspective of the
author.
 Contextualizing is the process of identifying when and in what context the
primary source was created. By placing the primary source in context the
source can more easily be treated a historical document separate from
contemporary morals, ethics, and values.
 Inferring is the ability to use the information gathered during the
summarizing and contextualizing of a source to develop a greater
understanding of the sub-text of a primary source. This stage relies on the
ability to ask questions requiring inference on what is not stated directly in
the source.
 Monitoring (Capstone Stage) is the ability to identify initial assumptions
that may have been a part of the historical question asked. This stage
requires an analysis of the original question and whether the historical
information found has answered that question or whether more questions
need to be considered.
 Corroborating is the final stage that can only occurs once several historical
documents have been analyzed. This stage involves comparing evidence
from a number of sources. This comparison includes looking for similarities
and differences in perspectives, gaps in the information, and contradictions.

2. Benchmarks for Historical Thinking

Peter Seixas, Professor Emeritus from the University of British Columbia and creator
of The Historical Thinking Project, outlines six benchmarks for historical thinking
literacies in students. The benchmarks focus on developing the skills necessary for
students to create an account of the past using primary source documents and
narratives, or what Seixas terms "traces" and "accounts." Although these
benchmarks provide a model to develop historical literacies, Seixas states that the
concepts only can be applied with substantial content learning about the past.

 Establishing Historical Significance is the ability to identify what events,

issues, and trends are historically significant and how they connect.
Historical significance will vary over time and from group to group allowing
for the criteria in deciding what to study to vary (e.g. Canadians will study
Canadian history due to national connections).
 Using Primary Sources as Evidence is the ability to locate, choose,
understand and provide context for the past using primary sources. This
 approach to reading a source will be dependent on the kind of source being
used and the kind of information the user is trying to find (e.g. reading to a
book for factual information)
 Identifying Continuity is the ability to understand how issues change or
stay the same over time and identify the change as progress or decline.
Placing historical events in chronological order is a way of identifying
continuity and the ability to group events into identifiable periods helps to
better understand their interconnection.
 Analyze Case and Consequences is the ability to recognize how humans
can cause change that impacts present day social, political and natural (e.g.
geographic) issues. Seixas and Peck note that this benchmark requires
understanding causes, or circumstances, that include "...long-term
ideologies, institutions, and conditions, and short-term motivations, actions
and events" that lead to particular consequences in history and affect
present.
 Taking a Historical Perspective is the ability understand different social,
cultural, intellectual, and emotional perspectives that formed the
experiences and actions of people from the past.
 Understanding the Moral Dimension of History is the ability to learn
about moral issues today by examining the past. This is an important step
in historical literacy because it requires reserving present day moral
judgments to understand actions from the past without approving of those
actions.

Major Reference: Stearns, P., Seixas, P, Wineburg, S (Eds.). Knowing, Teaching

and Learning History: National and International Perspectives. New York: NYU
Press, 2000.
 EXCERCISE NO. 4

I. Let’s Rethink History - Magellan’s Expedition written by Antonio

Pigafetta
Make an article based on the historical account written below. This will be
your secondary source of Magellan’s voyage. Present it in a standardized,
APA Manual (6th Edition) Format.

On Monday morning, August 10, St. Lawrence' s Day, in the year 1519 the
fleet, having been supplied with all the things necessary to the sea, (and counting
those of every nationality, we were two hundred and thirty-seven men), made ready
to leave the harbor of Siviglia (Sevilla). From Siviglia to this point (i.e., San Lucar), it
is 17 or 20 leguas by river. Some days after, the captain-general, with his other
captains, descended the river in the small boats belonging to their ships. We
remained there for a considerable number of days in order to finish providing the
fleet with some things that it needed. Every day we went ashore to hear mass in a
village called Nostra Dona de Barameda (our Lady of Barrameda), near San Lucar.
Before the departure, the captain-general wished all the men to confess, and would
not allow any woman to sail in the fleet for the best of considerations.
We left that village, by name San Lucar, on Tuesday, September XX of the
same year, and took a southwest course. On the 26th of the said month, we
reached an island of the Great Canaria, called Teneriphe, in order to get flesh, water,
and food.
At dawn on Saturday, March 16, 1521, we came upon a high land at a
distance of three hundred leguas from the islands of Latroni, an island named Zamal
(Samar). The following day the Captain-General desired to land on another island
which was uninhabited and lay to the right of the above mentioned island in order to
be more secure and get water and have some rest, He had two tents set up on the
shore for the sick and had a sow killed for them. On Monday afternoon, March 18,
we saw a boat coming toward us with nine men in it. Therefore, the captain-general
ordered that no one should move or say a word without his permission. When those
men reached the shore, their chief went immediately to the captain-general giving
signs of joy because of our arrival. Five of the most ornately adorned of them
remained with us, while the rest went to get some others who were fishing, and so
they all came. The captain-general seeing that they were reasonable men, ordered
food to be set before them, and gave them red caps, mirrors, combs, bells, ivory,
bocasine, and other things. When they saw the captain' s courtesy, they presented
fish, a jar of palm wine, which they call “uraca” figs and others which were smaller
and more delicate, and two coconuts. They had nothing else then, but made us
signs with their hands that they would bring umay or rice, and coconuts and many
other articles of food within four days.
 At noon on April seven, we entered the port of Zubu passing many villages,
where we saw many houses built upon logs. On approaching the city, the captain-
general ordered the ships to fling their banners. The sails were lowered and
arranged as if for battle and all the artillery was fired, and action which caused great
fear to those people. The captain-general sent a foster-son of his as ambassador to
the king of Zubo and an interpreter. When they reached the city, they found a vast
crowd of people together with the King, all of whom had been frightened by the
mortars. The interpreter told them that that was our custom when entering into such
places, as a sign of peace and friendship, and that we had discharged all our
mortars to honor the king of the village. The king and all of his men were reassured
and the king had us asked by his governor what we wanted. The interpreter replied
that his master a captain of the greatest king and prince of the world and that he
was going to discover Malucho, but that he had come solely to visit the king
because of the good report which he had heard from the king of Masaua, and to buy
food with his merchandise. The king told him that he was welcome (literally: he had
come at a good time); but that it was their custom for all ships that entered their port
to pay tribute and that it was but four days since a junk from Ciama (i.e. Siam) laden
with gold and slaves had paid him tribute. As proof of his statement the king pointed
out to the interpreter, a merchant from Ciama which had remained to trade the gold
and slaves. The interpreter told the king that, since his master was the captain of so
great a king, he did not pay tribute to any signior in the world, and that if the king
wished peace, he would have peace, but if war instead, war. Thereupon, the moro
merchant said to the king, “Cata Ria Chita” which means, “Look well, Sir!” - these
men are the same who have conquered Calicut, Malaca, and all India minor. If they
are treated well, they give good treatment, but if they are treated evil, evil and
worse-treatment as they have done to Calicut and Malaca. The interpreter
understood it all and told the king that his master's king was more powerful in men
and ships than the king of Portugal, that he was king of Spain and emperor of all the
Christians, and that if the king did not care to be his friend he would next time send
us many man that would destroy him. The Moro related everything to the king who
said there upon that he would deliberate with his men, and would answer the
captain on the following day.
There are many villages in that island. Their names and those of their chiefs are
as follows: Cinghapala (Singhapala), and its chiefs, Cilatan (Silatan), Ciguibucan
(Sigibukan), Cimaningha (Simangingha), Cimatichat (Simatikat), and Cidantabul
(Sikantabul); The other one was Mandaui (Mandawe), and its chief, Apanoaan (Apano-
an); The other one was Lalan, and its chief, Theteu (Ti-teyo); The other one was Lalutan,
and its chief, Tapan; one Cilumai (Silumay); and one, Lubucun (Lobokon). All those
villagers rendered obedience to us, and gave us food and tribute. Near that island of
Zubu was an island called Matam (Mactan), which formed the part where we were
anchored. The name of its village was Matan and its chiefs were Zula and Cilapulapu
(Silapu-lapu). That city which was burned was in that island and was called Balaia
(Balaya)
 MODULE 5
LOCAL HISTORIES OF NEGROS ISLAND
AND KABANKALAN CITY
Intended Learning Outcomes:
At the end of this module, the learners are expected to:
 Discuss the transformation of Negros island and Kabankalan City
through the years
 Exhibit mastery in local history
 Appreciate local history and its social impact

NEGROS: THE LAND OF SWEET SURPRISES

Negros is the fourth largest island of the Philippines, with a land area of
13,309.60 km2 (5,138.87 sq mi). Negros is one of the many islands that comprise
the Visayas, in the central part of the country. The predominant inhabitants of the
island region are mainly called Negrenses (locally Negrosanons). As of 2015,
Negros' total population is 4,414,131 inhabitants.
Negros was originally called Buglas, an old Hiligaynon word thought to mean "cut
off", as it is believed that the island was separated from a larger landmass by rising
waters during the last ice age. Among its earliest inhabitants were the dark-skinned
Ati people, one of several aboriginal Negrito ethnic groups dispersed throughout
Southeast Asia that possesses a unique culture. The westernmost portions of the
island soon fell under the nominal rule of the Kedatuan of Madja-as from the
neighboring islands of Panay and Guimaras, while the easternmost areas were
influenced by the Rajahnate of Cebu from neighboring Cebu Island.

Negros Island under Spain

Upon arriving on the island in April 1565, the Spanish colonizers called the land
Negros, after the dark-skinned natives they observed. Two of the earliest native
settlements, Binalbagan and Ilog, became towns in 1573 and 1584, respectively,
while other settlements of the period included Hinigaran, Bago, Marayo (now
Pontevedra), Mamalan (now Himamaylan), and Candaguit (now a sitio of San
Enrique).
After appointing encomenderos for the island, Miguel López de Legazpi placed
Negros under the jurisdiction of the governor of Oton in Panay. In 1734, however,
the island became a military district with Ilog as its first capital. The seat of
government was later transferred to Himamaylan until Bacolod became the capital in
1849. In 1865, Negros and its outlying minor islands along with Siquijor was
converted into a politico-military province.
In 1890, the island was officially partitioned into the present-day provinces of Negros
Occidental and Negros Oriental. The Spanish Governor, D. Isidro Castro y Cinceros,
surrendered to the Negros Revolutionaries, led by Aniceto Lacson and Juan Araneta,
on 6 Nov. 1898. General Miller appointed Aniceto, Governor of the Island in March
1899. On 9 April 1901, the Second Philippine Commission under the chairmanship
of William H. Taft arrived in Dumaguete. Weeks later on 1 May, the civil government
under American sovereignty was established, and on 28 August, Dr. David S.
Hibbard founded what is now Silliman University, with the help of Meliton Larena as
the first Mayor of Dumaguete, as well as Demetrio Larena.

The Cantonal Republic of Negros

From 3 to 6 November 1898, the Negrense peoples rose in revolt against the local
Spanish colonial government headed by politico-military governor Colonel Isidro de
Castro. The Spaniards decided to surrender upon seeing armed troops marching in
a pincer movement towards Bacolod. The revolutionaries, led by General Juan
Araneta from Bago and General Aniceto Lacson from Talisay, bore fake arms
consisting of rifles carved out of palm fronds and cannons of rolled bamboo mats
painted black. By the afternoon of 6 November, Col. de Castro signed the Act of
Capitulation, thus ending centuries of Spanish colonial rule in Negros Occidental.

In memory of this event, every November 5 is observed as a special non-working

holiday in the province through Republic Act № 6709. On 27 November 1898, the
Cantonal Republic of Negros unilaterally proclaimed independence, but this was
short-lived as the territory became a protectorate of the United States on 30 April
1899. The state was renamed the Republic of Negros (Spanish: República de
Negros) on 22 July 1899, and eventually dissolved by the United States and
annexed by the U.S. Military Government of the Philippine Islands on 30 April 1901.
The leaders of the short-lived republic were:
 Aniceto Lacson, November 05, 1898 – July 22, 1899 (to November 27, 1898, in
Negros Occidental)
 Demetrio Larena, November 24, 1898 – November 27, 1898 (in Negros
Oriental)
 President of the Constituent Assembly José Luzuriaga, July 22, 1899 –
November 06, 1899
 Secretary of War Juan Araneta
 Civil Governor Melecio Severino, November 06, 1899 – April 30, 1901
 Secretary of Justice Antonio Ledesma Jayme, November 05, 1898 – July 22,
1899

BACOLOD CITY: THE CITY OF SMILES

Bacolod City, situated on the northwestern part of the island of Negros, is bounded
by the Guimaras Strait on the west, the municipality of Talisay on the north, the
municipality of Murcia on the east, and Bago City on the South.
The City has land area of 162.67 square. In 1970, it had a population of 187,300. It
has a cool invigorating climate with abundant rainfall. The majority of the people
speak Hiligaynon and the rest speak Cebuano.

Bacolod, the "Sugar Bowl of the Philippines," is one of the most progressive and
elite cities in the country. Along its highway, sugarcane plantation is a typical scene;
coconut and rice are also grown. The people are engaged in livestock, fishing, and
pottery. The City’s name was derived from the Ilonggo word "bakolod" meaning
"stonehill" since the settlement was founded in 1770 on a stonehill area, now the
district of Granada and the former site of the Bacolod Murcia Milling Company.

Due to the Muslim raids in 1787, Bacolod was transferred towards the shoreline.
The old site was called "Da-an Banwa," meaning old town. In 1894, by order of
Governor General Claveria, through Negros Island Governor Manuel Valdeviseo
Morquecho, Bacolod was made the capital of the Province of Negros. Bernardino de
los Santos became the first gobernadorcillo and Fray Julian Gonzaga the first parish
priest.

The success of the revolution in Bacolod was attributed to the low morale of the
local Spanish detachment-due to its defeat in Panay and Luzon and to the
psychological warfare of Generals Aniceto Lacson and Juan Araneta.

In 1897, a battle in Bacolod was fought in Matab-ang River. A year later, on

November 5, 1898, the Negrense "Revolucionarios," armed with knives, bolos,
spears, and rifle-like "nipa" stems, and pieces of "sawali" mounted in carts, captured
the convento where Coronel de Castro y Cisneros, well-armed "casadores" and
platoons of civil guards, surrendered. Two days later, on the 17th, most of the
revolutionary army gathered together to establish a Provisional Junta and to confirm
the elections of Aniceto Lacson as president, Juan Araneta as war-delegate, as well
as the other officials.

On March 1899, the American forces led by Colonel James G. Smith occupied
Bacolod, the revolutionary capital of the Provisional Republic of Negros.

Bacolod City was occupied by the Japanese forces on May 21, 1942. Three years
after, it was liberated by the American forces on May 29, 1945.

By virtue of Commonwealth Act No. 326, enacted by the National Assembly, the City
of Bacolod was created on June 18, 1938.
DUMEGUETE CITY: THE CITY OF GENTLE PEOPLE

The boot-shaped island of Negros is located in central Visayas. The province of

Negros Oriental is bounded on the north and west by Negros Occidental, the east by
Tanon Strait and the islands of Cebu and Bohol, and on the south by the Mindanao
Sea. The island is a mountainous area with wide coastal plains on the west, which is
Negros Occidental, and a narrow coastal strip on the east, which is Negros Oriental.
The latter has a total land area of 5,402 sq. km. and an average temperature of 82o
Fahrenheit.

The City of Dumagute is picturesque as one views it from an approaching boat.

Historical accounts reveal that the first civilization of Dumaguete flourished along the
northern entrance of what is presently known as Banica River. Clusters of Malays
and Negritos settled there for the water was plentiful and it is a strategic location that
shelters people from devastating typhoons that pass through Luzon and Northern
Visayas, for it lies south of the typhoon paths. The majestic view of Cuernos de
Negros (Horns of Negros), an inactive volcano on its western part is a remarkable
geographical scenery that Dumaguete can showcase to its visitors. It is dubbed as
“The City of Gentle People” by our National Hero Gat Jose Rizal, when the ship
which conveyed him for his exile in Dapitan passed by Dumaguete City. Thus, the
750 meter stretch of breakwater near Silliman University was named after him - the
famous Rizal Boulevard. An article from The Silliman Truth reveals that Dumaguete
back then needs a breakwater very badly since the coastal area was ugly and
severely inhabitable during bad weather.

Today Dumaguete City serves as the home for almost 45,000 college students from
different parts of the country and the world. Since it has been chosen by
Presbyterian missionaries as the site of Silliman University (as founded, Silliman
Institute) in 1901, the once unsophisticated town became a hub for education, that
even former President Carlos P. Garcia, a native of Bohol spent his high school
years in Silliman University. In 1904, the missionaries of St. Paul de Chartres from
Iloilo City established a school in Dumaguete, the St. Paul University. Other
sectarian and non-sectarian academic institutions was later established to cater
various needs of diverse people migrating to Dumaguete, seeking for education.
The government also established its own school, the Negros Oriental Trade School
which aimed to train young people on Industry and Home Economics, the school
was later renamed into Central Visayas Polytechnic College, which is presently
known as the Negros Oriental State University.

Dumaguete City Hall (formerly Dumaguete Presedencia), was completed in the year
1937 with Sr. Pedro Teves as the first mayor. It houses the executive and legislative
offices of the city and is located adjacent to the Campanario de Dumaguete near
Quezon Park. The bill creating the municipality of Dumaguete into a full-fledged City
was sponsored by Hon. Lorenzo Teves when he was elected as the representative
of the first district of Negros Oriental. The House Bill No. 1922 passed by the
congress without much difficulty and was later signed by President Elpidio Quirino
into law to be known as Republic Act No. 327, “An Act Creating the City of
Dumaguete”.

At present, Dumaguete City is enjoying a comparative degree of peace and order,

an improved road and traffic system, the cleanest and most orderly market in the
whole country, and it is a city where cultural presentations and academic pursuits
are heightened by the presence of four universities and many colleges.

KABANKALAN CITY: THE LITTLE SPAIN

According to historians, the first inhabitants of Kabankalan were people who came
from neighboring towns and Panay island. They derived the name Kabankalan from
the word “Bangkal”, a species of a tree that is abundant in the place. The settlers
established the Barangay form of government, with which every group has its own
leader, called the Kapitan.

In early years, Kabankalan started as a barrio of Ilog, a neighboring town of the city
today. When Kabankalan turned into a town in 1903, its first town president was
Capitan Lorenzo Zayco. But in mid-1907, a group of rebels called “pulahan” led by
Papa Isio, raided the town and burned down all the houses. However, the people of
Kabankalan quickly recovered and rebuilt the town from the destruction caused by
the dissidents.

Way back during the Spanish regime, Spaniards taught the people the Spanish
language and introduced to them the Roman Catholic religion. When the Americans
came, they introduced the democratic form of government. During this time, a lot of
improvements came to the town and new modern techniques of farming were
introduced by the Americans to the local farmers that improved their products.

After the American regime, the Japanese occupied the town of Kabankalan. During
this time, a recognized guerrilla unit and the local troops of the Philippine
Commonwealth Army military were formed to oppose the foreign aggression and
many people fled to the mountains to avoid the Japanese military abuse. When the
Americans returned to the island to aid Filipino soldiers under the Commonwealth
Army and Constabulary and the recognized guerrillas, they helped the people be
freed from the Japanese occupation.

After the second World War, the town progressed and started to regain its economy.
The establishment of two sugar mills in the 1960s and early 1970s gave the town a
boost into the list of the top improving towns of Negros.

The town of Kabankalan was declared by then President Fidel V. Ramos as a

chartered city on August 2, 1997, under Republic Act No. 8297.
 EXCERCISE NO. 5

I. Library Quest
Visit the Kabankalan City’s public library and search for the history of
your chosen barangay. Make a comprehensive critique paper on your
findings.

Compiled and Edited by: ALVIN KRIS B. ALIC, Instructor I, CTEAS-Fellowship Baptist College
 UNIT 2
A BIRD’S EYE VIEW ON
PHILIPPINE HISTORY I:
FROM PRE-
COLONIAL TO

\\
\\

SPANISH ERA
Unit Outcomes:

 Discuss comprehensively the life of pre-colonial Philippine society

 Evaluate the situation of pre-colonial Philippines and compare it to the present
 Examine primary sources of Hispanic influences in society, culture and politics
 Make a detailed replica of a typical reduccion urban set-up

Compiled and Edited by: ALVIN KRIS B. ALIC, Instructor I, CTEAS-Fellowship Baptist College
 MODULE 6
FIRST VOYAGE AROUND THE WORLD
Intended Learning Outcomes:
At the end of this module, the learners are expected to:
 Exhibit learnings in modern way of exploration
 Discuss comprehensively the expedition of Ferdinand Magellan based
on the accounts of Antonio Pigafetta
 Elucidate factors which influenced Spain to venture in a modern-way of
colonialism

EUROPEAN EXPLORATION OF THE PACIFIC

by Eric Kjellgren (2004)

Much of the European exploration of the Pacific was inspired by two obsessions: the
search for the fastest routes to the spice-rich islands of the Moluccas (modern-day
Maluku in Indonesia) and the theory that somewhere in the South Pacific lay a vast
undiscovered southern continent, possibly also rich in gold, spices, and other trade
goods.

European exploration of the Pacific began with the Spanish and the Portuguese. By
the late 1500s, the Spanish had colonized the Philippines and had discovered
several of the Caroline Islands in Micronesia, as well as the Solomon Islands in
Melanesia and the Marquesas Islands in Polynesia. Spanish ships, known as the
Manila Galleons, regularly crossed from the Americas to the Philippines but seldom
encountered any islands unless blown off course. The Portuguese, sailing around
the Cape of Good Hope to reach the Moluccas, explored the eastern islands of
modern-day Indonesia in the early 1500s and also briefly encountered the island of
New Guinea to the east. In 1600, however, the vast majority of the Pacific still lay
unexplored.

All this began to change in the seventeenth and especially the eighteenth centuries,
as explorers, merchants, and privateers from Holland, France, and England began
to explore and chart the unknown expanse of the Pacific. In the early 1600s, the
Dutch seized control of the Moluccas from the Portuguese. As early as 1605, a
Dutch expedition was sent to explore the north coast of Australia and several others
followed. Blown off course on their way to the spice islands, Dutch merchant vessels
also encountered and began to chart the west coast of Australia. The Dutch
exploration of the Pacific culminated in the 1642–43 voyage of Abel Tasman, who
sailed south of the Australian continent and encountered Tasmania and New
Zealand. He later visited islands in Tonga, Fiji, and the Bismarck Archipelago. At the
close of the century, British navigator William Dampier in 1699–1700 explored
portions of Australia, island Southeast Asia, and the Bismarck Archipelago.

Although other nations also participated, it was the British and the French who
dominated Pacific exploration in the eighteenth century. Beginning in the mid-1700s,
the rival nations began to send out scientific expeditions to explore and chart the
islands of the Pacific. French expeditions in this period include those of Louis
Antoine de Bougainville (1766–69), Jean François de la Pérouse (1785–88), Étienne
Marchand (1790–92), and Antoine Raymond-Joseph de Bruni d’Entrecasteaux
(1791–93). British explorers include Samuel Wallis (1767–68) and Philip Carteret
(1767–68). But by far the most wide-ranging and accomplished of the eighteenth-
century explorers was the Englishman James Cook, who made three separate
voyages to the Pacific in 1768–71, 1772–75, and 1776–80. During his voyages,
Cook not only encountered many Pacific cultures for the first time, but also
assembled the first large-scale collections of Pacific objects to be brought back to
Europe. Due to the efforts of these and many other explorers, by 1800 the myth of a
vast southern continent had been dispelled and virtually the entire Pacific basin had
been charted and its diverse cultures brought to the attention of the West.

PIGAFETTA’S ACCOUNT OF MAGELLAN’S EXPEDITION: A SECONDARY

SOURCE
On 20 September 1519, Ferdinand Magellan departed Spain with a fleet of five
ships and a crew of less than 240 men, intending to reach the Orient by sailing
westward around or through South America and across the largely uncharted
expanse of the Pacific Ocean. Nearly three years later, on 6 September 1522, his
successor, Juan Sebastian de Elcano, would return to Spain with a single ship, the
Victoria, and the remnants of the expedition: eighteen Europeans and three East
Indians. This first circumnavigation of the globe epitomized the contention be-tween
Portugal (Magellan’s homeland, which spurned his plan) and Spain (which accepted)
for dominion of the East Indies, and the difficulty of determining where lands such as
the Moluccas lay in relation to the ideal Line of Demarcation established by the
Treaty of Tordesillas of 1494. The voyage also seized the imagination of European
writers, prompting Francisco Lopez de Gomara, for one to proclaim: ‘‘Great was the
navigation of Solomon’s fleet, but greater was that of these ships of the emperor and
king, Don Carlos. Jason’s ship, the Argo, which [the ancients] set among the stars,
sailed very little in comparison with the ship Victoria.... The wanderings, dangers,
and travails of Ulysses were nothing in respect to those of Juan Sebastian’’ (Historia
general de las Indias[1552]).

Among the best known accounts of the Magellan-Elcano circumnavigation is that

written ca. 1523–24 by Antonio Pigafetta, one of the eighteen Europeans aboard the
Victoria at its return. As the subtitle added to the present edition suggests, Pigafetta
attributes not only the idea but the achievement of a voyage around the world to
Magellan alone, never once mentioning Elcano by name. This is but one among
several curious lacunae in Pigafetta’s work. Another is the function that Pigafetta
himself performed as part of the expedition. For although he makes clear his desire
to see the world and profit from the experience — ‘‘having obtained much
information from many books that I had read, as well as from various persons, who
discussed the great and marvelous things of the Ocean Sea...I determined...to
experience myself and to see those things that might satisfy me somewhat, and that
might grant me some renown with posterity’’ —he never explains his duties or his
value to the success of the mission. Nevertheless, the style and focus of his report,
together with his machinations to use it to advance his social status and fortune,
invite the conclusion that his interest was commercial. Pigafetta’s writing is factual
but not descriptive, consisting of actions, historical actors, place names, objects
(especially commercial goods), word lists, folklore, illustrations depicting the shape
and position of islands, and flora and fauna (again of commercial value), rather than
of impressions, landscapes, or dramatic episodes. Commentary is minimal, serving
primarily to explain political alliances, the elaboration of foods, clothing, and
merchandise out of raw materials, and the performance of ceremonial acts such as
how to bestow gifts and eat and drink properly. This is a work clearly intended to
provide European traders with practical information for their future dealings in the
East Indies.

This matter-of-fact focus and the resulting dryness of Pigafetta’s narration often
make for less than pleasurable reading, especially in the very literal translation of
James A. Robinson, first published in 1906 and used in this edition. Although, by
translating clause-by-clause and at times word-by-word, Robinson gives an
‘‘accurate portrayal of Pigafetta’s prose style’’, his effort to follow Italian syntax is not
only jarring to English ears but also confusing because of the lack of gendered
pronouns to make clear the antecedent in our language. An amusing example is:
‘‘the king wished before his departure to give the captain a large bar of gold and a
basketful of ginger; however, the latter thanked the king heartily but would not
accept’’. Grammatical lapses, the obscurity of terms such as debouched, tromb, and
quire, and phrases such as ‘‘two windows opened with two brocade curtains,
through which light entered the hall’’ will also leave most readers to wish for a more
modern, or at least more polished, translation.

Although not acknowledged by the editor or publisher, the present edition is a

minimally revised reissue of a work released under the same title in 1995 (New York:
Marsilio Publishers). It is therefore surprising and regrettable to find such a great
number of editorial problems: errata; incorrect accents and misspellings in non-
English words and names; inconsistencies in the names of places and historical
figures (e.g., Juan Sebastian de Elcano is at times called ‘‘del Cano’’); and no notes
for non-English terms such as capitulacion and cedula, or for unfamiliar measures
such as the cubit, span, and league. These problems are particularly acute in the
bibliography, where even the entries for Pigafetta and Cachey contain errata, and in
the notes to the text, which often remit to one another incorrectly because of their
renumbering from the original to the present edition
Major References: Boruchoff, D. A. (2009). Antonio Pigafetta. The First Voyage
around the World 1519–1522: An Account of Magellan’s Expedition. Ed., Theodore
J. Cachey, Jr. Toronto: University of Toronto Press, 2007.
 EXCERCISE NO. 6
I. Word Bank. Based on what you have learned in this module, expound the
given words below by writing a short description not more than two sentences.:
WORD DESCRIPTION
1. Magellan

2. Victoria

3. Pacific Ocean

4. Moluccas

5. Treaty of
Tordesillas

6. Marco Polo

7. James Cook
 MODULE 7
PRE-SPANISH FILIPINO CULTURE

Intended Learning Outcomes:

At the end of this module, the learners are expected to:
 Explain how Filipino culture differs from its South-east Asian neighbors
 Describe the sophistication of pre-Spanish Filipino culture
 Write simple words using ancient Filipino writing method/ “baybayin”

THE FILIPINO PEOPLE BEFORE THE ARRIVAL OF THE SPANIARDS

by: David P. Barrows, Ph.D.

April-May 2016--Position of Tribes – on the Spaniards, the population of the

Philippines seems to have been distributed by tribes in much the same manner as at
present. Then, as now, the Bisayas occupied the central islands of the archipelago
and some of the northern coast of Mindanao. The Bikols, Tagalogs, and Pampangos
were in the same parts of Luzon as we find them today. The Ilokanos occupied the
coastal plain facing the China Sea, but since the arrival of the Spaniards they have
expanded considerably and their settlement are now numerous in Pangasinan,
Nueva Vizcaya, and the valley of the Cagayan.

The Number of People – These tribes which today number nearly 7,000,000 souls,
at the time of Magellan’s discovery aggregated not more than 500,000. An early
enumeration of the population made by the Spaniards in 1591, which included
practically all of these tribes, gave a population of less than 700,000.

There are other facts too that show us how sparse the population must have been.
The Spanish expeditions found many coasts and islands in the Bisayan group
without inhabitants. Occasionally a sail or a canoe would be seen, and then these
would disappear in some small “estero” or mangrove swamp and the land seem as
unpopulated as before. At certain points, like Limasaua, Butuan, and Bohol, the
natives were more numerous, and Cebu was a large and thriving community; but the
Spaniards had nearly everywhere to search for settled places and cultivated lands.

The sparseness of population is also well indicated by the great scarcity of food. The
Spaniards had much difficulty in securing sufficient provisions. A small amount of
rice, a pig and a few chickens, were obtainable here and there, but the Filipinos had
no large supplies. After the settlement of Manila was made, a large part of the food
of the city was drawn from China. They very ease with which the Spaniards
marched where they willed and reduced the Filipinos to obedience shows that the
latter were weak in numbers. Laguna de Bay and the Camarines were among the
most populous portions of the archipelago. All of these and others show that the
Filipinos were but a small fraction of their present number.
On the other hand, the Negritos seem to have been more numerous, or at least
more in evidence. They were immediately noticed on the island of Negros, where at
the present they are few and confined to the interior; and in the vicinity of Manila and
in Batangas, where they are no longer found, they were mingling with the Tagalog
population.

Conditions of Culture

The culture of the various tribes, which is now quite the same throughout the
archipelago, presented some differences. In the southern Bisayas, where the
Spaniards first entered the archipelago, there seem to have been two kinds of
natives: the hill dwellers, who lived in the interior of the islands in small numbers,
who wore garments of tree bark and who sometimes built their houses in the trees;
and the sea dwellers, who were very much like the present day Moro tribes south of
Mindanao, who are known as the Samal, and who built their villages over the sea or
on the shore and lived much in boats. These were probably later arrivals than the
forest people. From both of these elements the Bisaya Filipinos are descended, but
while the coast people have been entirely absorbed, some of the hill-folk are still
pagan and uncivilized, and must be very much as they were when the Spaniards
first came.

The highest grade of culture was in the settlements where there was regular trade
with Borneo, Siam, and China, and especially about Manila, where many
Mohamedan Malays had colonized.

Languages of the Malayan Peoples

With the exception of the Negrito, all the languages of the Philippines belong to one
great family, which has been called the “Malayo-Polynesian.” All are believed to be
derived from one very ancient mother-tongue. It is astonishing how widely these
Malayo-Polynesian tongues have spread. Farthest east in the Pacific are the
Polynesian languages, then those of the small islands known as Micronesia; then
Melanesian or Papuan; the Malayan throughout the East Indian archipelago, and to
the north the languages of the Philippines. But this is not all; for far westward on the
coast of Africa is the island of Madagascar, many of whose languages have no
connection with African but belong to the Malayo-Polynesian family.

The Tagalog Language – it should be a matter of great interest to Filipinos that the
great scientist, Baron William von Humboldt, considered the Tagalog to be the
richest and most perfect of all the languages of the Malayo-Polynesian family, and
perhaps the type of them all. “It possesses,” he said, “all the forms collectively of
which particular ones are found in other dialects; and it has preserved them all with
very trifling exceptions unbroken, and in entire harmony and symmetry.” The
Spanish friars, on their arrival in the Philippines, devoted themselves at once to
learning the native dialects and to the preparation of prayers and catechisms in
these native tongues. They were very successful in their studies. Father Chirino tells
us one Jesuit who learned sufficient Tagalog in seventy days to preach and hear
confession. In this way the Bisayan, the Tagalog, and the Ilokano were soon
mastered.

In the light of the opinion of Von Humboldt, it is interesting to find these early
Spaniards pronouncing the Tagalog the most difficult and the most admirable. “Of all
them,” says Padre Chirino, “the one which most pleased me and filled me with
admiration was the Tagalog. Because, as I said to the first archbishop, and
afterwards to other serious persons, both there and here, I found in it four qualities
of the four best languages of the world: Hebrew, Greek, Latin, and Spanish; of the
Hebrew the mysteries and obscurities; of the Greek, the articles and the precision
not only of the appellative but also of the proper nouns; of the Latin, the wealth and
elegance; and of the Spaniards, the good breeding, politeness, and courtesy.”

An early Connection with the Hindus – The Malayan languages contain a

considerable proportion of words borrowed from the Sanskrit, and in this the
Tagalog, Bisayan, and Ilokano are included. Whether these words were passed
along from one Malayan group to another, or whether they were introduced by the
actual presence and power of the Hindu in this archipelago, may be fair ground for
debate; but he case for the latter position has been so well and brilliantly put by Dr.
Pardo de Tavera that his conclusions are here given in his own words. “The words
which Tagalog borrowed,” he says, “are those which signify intellectual acts, moral
conceptions, emotions, superstitions, names of deities, of planets, of numerals of
high number, of botany, of war and its results and consequences and, finally of titles
and dignities, some animals, instruments of industry, and the names of money.”

From the evidence of these words, Dr. Pardo argues for a period in the early history
of the Filipinos, not merely of commercial intercourse, like that of the Chinese, but of
Hindu political and social domination. “I do not believe,” he says, “and I base my
opinion on the same words that I have brought together in this vocabulary, that the
Hindus were here simply as merchants, but that they dominated different parts of
the archipelago, where to-day are spoken the most cultured languages, - the Tagalo,
the Visayan, the Pampanga, and the Ilocano; and that the higher culture of these
languages comes precisely from the influence of the Hindu race over the Filipino.”

The Hindus in the Philippines. – “It is impossible to believe that the Hindus, if they
came only as merchants, however great their number, would have impressed
themselves in such a way as to give to these islanders the number and the kind of
words which they did give. These names of dignitaries, of caciques, of high
functionaries of the court, of noble ladies, indicate that all of these high positions
with names of Sanskrit origin were occupied at one time by men who spoke that
language. The words of a similar origin for objects of war, fortresses, and battle-
songs, for designating objects of religious belief, for superstitions, emotions, feelings,
industrial and farming activities, show us clearly that the warfare, religion, literature,
industry, and agriculture were at one time in the hands of the Hindus, and that this
race was effectively dominant in the Philippines.”
Systems of Writing among the Filipinos - When the Spaniards arrived in the
Philippines, the Filipinos were using systems of writing borrowed from Hindu or
Javanese sources. This matter is so interesting that one cannot do better than to
quote in full Padre Chirino’s account, as he is the first of the Spanish writers to
mention it and as his notice is quite complete.

“So given are these islanders to reading and writing that there is hardly a man and
much less a women, that does not read and write in letters peculiar to the island of
Manila, very different from those of China, Japan, and of India, as will be seen from
the following alphabet.
“The vowels are three; but they serve for five, and are,

The consonants are no more than twelve, and they serve to write both consonant
and vowel, in this form. The letter alone, without any point either above or below,
sounds with a. For instance, in order to say ‘cama,’ the two letters alone suffice.

But with all, and that without many evasions, they make themselves understood,
and they themselves understand marvelously. And the reader supplies, with much
skill and ease, the consonants that are lacking. They have learned from us to write
running the lines from the left hand to the right, but formerly they only wrote from
above downwards, placing the first line (if I remember rightly) at the left hand, and
continuing with the others to the right, the opposite of the Chinese and Japanese….
They write upon canes or on leaves of a palm, using for a pen a point of iron.
Nowadays in writing not only their own but also our letters, they use a quill very well
cut, and paper like ourselves.

They have learned our language and pronunciation, and write as well as we do, and
even better; for they are so bright that they learn everything with the greatest ease. I
have brought with me handwriting with very good and correct lettering. In Tigbauan,
I had in school a very small child, who in three months’ time learned, by copying
from well-written letters that I set him, to write enough better than I, and transcribed
for me writings of importance very faithfully, and without errors or mistakes. But
enough of languages and letters; now let us return to our occupation with human
souls.”

Sanskrit Source of the Filipino Alphabet – Besides the Tagalogs, the Bisayas,
Pampangos, Pangasinans, and Ilokanos had alphabets, or more properly syllables
similar to this one. Dr. Pardo de Tavera has gathered many data concerning them,
and shows that they were undoubtedly received by the Filipinos from a Sanskrit
source.

Early Filipino Writings – The Filipinos used this writing for setting down their
poems and songs, which were their only literature. None of this, however, has come
down to us, and the Filipinos soon adopted the Spanish alphabet, forming the
syllables necessary to write their language from these letters. As all these have
phonetic values, it is still very easy for a Filipino to learn to pronounce and so read
his own tongue. These old characters lingered for a couple of centuries, in certain
places. Padre Totanes tell us that it was rare in 1705 to find a person who could use
them; but the Tagbanwas, a pagan people on the island of Palawan, use a similar
syllabary to this day. Besides poems, they had songs which they sang as they
rowed their canoes, as they pounded the rice from its husk, and as they gathered for
feast or entertainment; and especially there were songs for the dead. In these songs,
says Chirino, they recounted the deeds of their ancestors or their deities.

Chinese in the Philippines

Early Trade – Very different from the Hindu was the early influence of the Chinese.
There is no evidence that, previous to the Spanish conquest, the Chinese settled or
colonized in these islands at all; and yet three hundred years before the arrival of
Magellan their trading-fleets were coming here regularly and several of the islands
were well known to them. One evidence of this prehistoric trade is in the ancient
Chinese jars and pottery which have been exhumed in the vicinity of Manila, but the
Chinese writings themselves furnish us even better proof. About the beginning of the
thirteenth century, though not earlier than 1205, a Chinese author named Chao Ju-
kua wrote a work upon the maritime commerce of the Chinese people. One chapter
of his work is devoted to the Philippines, which he calls the country of Mayi.
According to this record it is indicated that the Chinese were familiar with the islands
of the archipelago seven hundred years ago.

Chinese Description of the People – “The country of Mayi,” says this interesting
classic, “is situated to the north of Poni (Burney, r Borneo). About a thousand
families inhabit the banks of a very winding stream. The natives clothe themselves
in sheets of cloth resembling bed sheets, or cover their bodies with sarongs. (The
sarong is the gay colored, typical garment of the Malay.) Scattered through the
extensive forests are copper Buddha images, but no one knows how they got there.
“When the merchant (Chinese) ships arrive at this port they anchor in front of an
open place… which serves as a market, where they trade in the produce of the
country. When a ship enters this port, the captain makes presents of white
umbrellas (to the mandarins). The merchants are obliged to pay this tribute in order
to obtain the good will of these lords.” The products of the country are stated to be
yellow wax, cotton, pearls, shells, betel nuts, and yuta cloth, which was perhaps one
of the several cloths still woven of abaca, or pina. The articles imported by the
Chinese were “porcelain, trade gold, objects of lead, glass beads of all colors, iron
cooking-pans, and iron needles.”

The Negritos – Very curious is the accurate mention in this Chinese writing, of the
Negritos, the first of all accounts to be made of the little blacks. “In the interior of the
valleys lives a race called Hai-tan (Aeta). They are of low stature, have reound eyes
of a yellow color, curly hair, and their teeth are easily seen between their lips. (That
is, probably, not darkened by betel-chewing or artificial stains.) They build their
nests in the treetops and in each nest lives a family, which only consists of from
three to five persons. They travel about in the densest thicket of the forests, and,
without being seen themselves, shoot their arrows at the passers-by; for this reason
they are much feared. If the trader (Chinese) throws them a small porcelain bowl,
they will stoop down to catch it and then run away with it, shouting joyfully.”

Increase in Chinese Trade – These junks also visited the more central islands, but
here traffic was conducted on the ships, the Chinese on arrival announcing
themselves by beating gongs and the Filipinos coming out to them in their light
boats. Among other things here offered by the natives for trade are mentioned
“strange cloth,” perhaps sinamay or jusi, and fine mats.
This Chinese trade continued probably quite steadily until the arrival of the
Spaniards. Then it received an enormous increase through the demand for Chinese
food products and wares made by the Spaniards, and because of the value of the
Mexican silver which the Spaniards offered in exchange.

Trade with the Moro of the South

The spread Mohammedanism and especially the foundation of the colony of Borneo
brought the Philippines into important commercial relations with the Malays of the
south. Previous to the arrival of the Spaniards these relations seem to have been
friendly and peaceful. The Mohammedan Malays sent their praus northward for
purposes of trade, and they were also settling in the north Philippines as they had in
Mindanao.

When Legazpi’s fleet, soon after its arrival, lay near the island of Bohol, Captain
Martin de Goiti had a hard fight with a Moro vessel which was cruising for trade, and
took six prisoners. One of them, whom they call the “Pilot,” was closely interrogated
by the commander and some interesting information obtained, which is recorded by
Padre San Augustin. Legaspi had a Malay slave interpreter with him and San
Augustin says that Padre Urdaneta “knew well the Malayan language.” The pilot
said that “those of Borneo brought for trade with the Filipinos, copper and tin, which
was brought to Borneo from China, porcelain, dishes, and bells made in their
fashion, very different from those that the Christians use, and benzoin, and colored
blankets from India, and cooking pans made in China, and that they also brought
iron lances very well tempered, and knives and other articles of barter, and that in
exchange for them they took away from the islands gold, slaves, wax, and a kind of
small seashell which they call ‘sijueyes’ and which passes for money in the kingdom
of Siam and other places; and also they carry off some white cloths, of which there
is a great quantity in the islands.”

Butuan, on the north coast of Mindanao, seems to have been white a trading-place
resorted to by vessels from all quarters. This region, like many other parts of the
Philippines, has produces from time immemorial small quantities of gold, and all the
early voyagers speak of the gold earrings and ornaments of the natives. Butuan also
produced sugarcane and was a trading-port for slaves. This unfortunate traffic in
human life seems to have been not unusual, and was doubtless stimulated by the
commerse with Borneo. Junks from Siam trading with Cebu were also encountered
by the Spaniards.

Result of this Intercourse and Commerce

This intercourse and traffic had acquainted the Filipinos with many of the
accessories of civilized life long before the arrival of the Spaniards. Their chiefs and
datos dresses in silks, and maintained some splendor of surroundings; nearly the
whole population of the tribes of the coast wrote and communicated by means of a
syllabary; vessels from Luzon traded as far south as Mindanao and Borneo,
although the products of Asia proper came through the fleets of foreigners; and
perhaps what indicates more clearly than anything else the advance the Filipinos
were making through their communication with outside people is their use of
firearms. Of this point there is no question. Everywhere in the vicinity of Manila, on
Lubang, in Pampanga, at Cainta and Laguna de Bay, the Spaniards encountered
forts mounting small cannon, or “lantakas” The Filipinos seem to have understood,
moreover, the arts of casting cannon and of making powder. The first gun-factory
established by the Spaniards was in charge of a Filipino from Pampanga.

Early Political and Social Life

The Barangay – The weakest side of the culture of the early Filipinos was their
political and social organization, and they were weak here in precisely the same way
that the now uncivilized peoples of northern Luzon are still weak. Their state did not
embrace the whole tribe or nation; in included simply the community. Outside of the
settlers in one immediate vicinity, all others were enemies or at most foreigners.
There were in the Philippines no large states, nor even great rajas and sultans such
as were found in the Malay Archipelago, but instead on every island were a
multitude of small communities, each independent of the other and frequently
waging war.

The unit of their political order was a little cluster of houses of from thirty to one
hundred families, called a “barangay,” which still exists in the Philippines as the
“barrio.” At the head of each barangay was a chief known as the “dato,” a word no
longer used in the northern Philippines, though it persists among the Moros of
Mindanao. The powers of these datos within their small areas appear to have been
great, and they were treated with utmost respect by the people.

The barangays were grouped together in tiny federations including about as much
territory as the present towns, whose affairs were conducted by the chiefs or datos,
although sometimes they seem to have all been in obedience to single chief, known
in some places as the “hari,” at other times by the Hindu word “raja,” or the
Mohammedan term “sultan.” Sometimes the power of one of these rajas seems to
have extended over the whole of a small island, but usually their “kingdoms”
embraced only a few miles.

Changes Made by the Spaniards – The Spaniards, in enforcing their authority

through the islands, took away the real power from the datos, grouping the
barangays into town, or “pueblos,” and making the datos, headmen, caciques or
principales. Something of the old distinction between the dato, or “principal,” and the
common man may be still represented in the “gente ilustrada,” or the more wealthy,
eaducated, and influential class found in each town, and the “gente baja,” or the
poor and uneducated.

Classes of Filipinos under the Datos – Beneath the datos, according to Chirino
and Morga, there three classes of Filipinos. First were the free “maharlika,” who paid
no tribute to the dato, but who accompanied him to war, rowed his boat when he
went on a journey, and attended him in his house. This class is called by Morga
“timauas.”

Then there was a very large class, who appear to have been freedmen or liberated
slaves, who had acquired their own homes and lived with their families, but who
owed to dato or maharlika heavy debts of service; to sow and harvest in his rice
fields, to tend his fish-traps, to row his canoe, to build his house, to attend him when
he had guests, and to perform any other duties that the chief might command,” and
their condition of bondage descended to their children.

Beneath these existed a class of slaves. These were the “siguiguiliris,” and they
were numerous. Their slavery arose in several ways. Some were those who as
children had been captured in war and their lives spared. Some became slaves by
selling their freedom in times of hunger. But most of them became slaves through
debt, which descended from father to son. A debt of five or six pesos was enough in
some cases to deprive a man of his freedom.
These slaves were absolutely owned by their lord, who could theoretically sell them
like cattle; but, in spite of its bad possibilities, this Filipino slavery was apparently not
of a cruel or distressing nature. The slaves frequently associated on kindly relations
with their masters and were not overworked. This form of slavery still persists in the
Philippines among the Moros of Mindanao and Jolo. Children of slaves inherited
their parents’ slavery. If one parent was free and the other slave, the first, third, and
fifth children were free and the second, fourth, and sixth slaves. This whole matter of
inheritance of slavery was curiously worked out in details.

Life in the Barangay – Community feeling was very strong within the barangay. A
man could not leave his own barangay for life in another without the consent of the
community and the payment of money. If a man of one barrio married a women of
another, their children were divided between the two barangays. The barangay was
responsible for the good conduct of its members, and if one of them suffered an
injury from a man outside, the whole barangay had to appeased. Disputes and
wrongs between members of the same barangay were referred to number of old
men, who decided the matter in accordance with the customs of the tribe, which
were handed down by tradition.

The Religion of the Filipinos

The Filipinos on the arrival of the Spaniards were fetish-worshipers, but they had
one spirit whom they believed was the greatest of all and the creator or maker of
things. The Tagalogs called this deity Bathala, the Bisayas, Laon, and the Ilokanos,
Kabunian. They also worshiped the spirits of their ancestors, which were
represented by small images called “anitos.” Fetishes, which are any objects
believed to possess miraculous power, were common among the people, and idols
or images were worshiped. Pigafetta describes some idols which he saw in Cebu,
and Chirino tells us that, within the memory of Filipinos whom he knew, they had
idols of stone, wood, bone, or the tooth of a crocodile, and that there were some of
gold.

They also reverenced animals and birds, especially the crocodile, the crow, and a
mythical bird of blue or yellow color, which was called by the name of their deity
Bathala. They had no temples or public places of worship, but each one had his
anitos in his own house and performed his sacrifices and acts of worship there. As
sacrifices they killed pigs or chickens, and made such occasions times of feasting,
song, and drunkenness. The life of the Filipino was undoubtedly filled with
superstitious fears and imaginings.
The Mohammedan Malays

The Mohammedan outside of southern Mindanao and Jolo, had settled in the vicinity
of Manila Bay and on Mindoro, Lubang, and adjacent coasts of Luzon. The spread
of Mohammedanism was stopped by the Spaniards, although it is narrated that for a
long time many of those living on the shores of Manila Bay refused to eat pork,
which is forbidden by the Koran, and practiced the rite of circumcision. As late as
1583, Bishop Salazar, in writing to the king of affairs in the Philippines, says the
Moros had preached the law of Mohammed to great numbers in these islands and
by this preaching many of the Gentiles had become Mohammedans; and further he
adds, “Those who have received this foul law guard it with much persistence and
there is great difficulty in making them abandon it; and with cause too, for the
reasons they give, to our shame and confusion, are that they were better treated by
the preachers of Mohammed than they have been by the preachers of Christ.”

Material Progress of the Filipinos

The material surroundings of the Filipino before the arrival of the Spaniards were in
nearly every way quite as they are to-day. The “center of population” of each town
to-day, with its great church, tribunal, stores and houses of stone and wood, is
certainly in marked contrast; but the appearance of a barrio a little distance from the
center is to-day probably much as it was then. Then, as now, the bulk of the people
lived in humble houses of bamboo and nipa raised on piles above the dampness of
the soil; then, as now, the food was largely rice and the excellent fish which abound
in river and sea. There were on the water the same familiar bancas and fish corrals,
and on land the rice fields and cocoanut groves. The Filipinos had then most of the
present domesticated animals, dogs, cats, goats, chickens, and pigs, and perhaps in
Luzon the domesticated buffalo, although this animal was widely introduced into the
Philippines from China after the Spanish conquest. Horses followed the Spaniards
and their numbers were increased by the bringing in of Chinese mares, whose
importation is frequently mentioned.

The Spaniards introduced also the cultivation of tobacco, coffee, and cacao, and
perhaps also the native corn of America, the maize, although Pigafetta says they
found it already growing in the Bisayas.

The Filipino has been affected by these centuries of Spanish sovereignty far less on
his material side than he has on his spiritual, and it is mainly in the depending and
elevating of his emotional and mental life and not in the bettering of his material
condition that advance has been made.
Pre-Spanish Filipino Values

Consolidation of Filipino regional loyalties into a cohesive national identity began

upon a foundation of pre-Spanish “Filipino values,” cultural constructs that had
guided Filipino society and government for centuries. These traditional attitudes and
beliefs common throughout Filipino society, and shared with much of Asia, facilitated
Filipinos' adoption of Filipino as an overarching identity in the twentieth century. The
core values of pakikisama (social harmony), utang-na-loób (reciprocation), and hiya
(shame) were already deeply ingrained in Filipino society long before the arrival of
foreign imperialism, but colonizers embraced and encouraged these conventions as
a means of control. Though an otherwise heterogeneous people, these basic values
are nearly universal among indigenous Filipinos and help to explain Filipinos'
general attitude toward colonial powers.

As with much of Southeast Asia, the Chinese had an early and lasting impact on the
development of the Philippines. Many of the core social conventions, or “Asian
values,” common to East and Southeast Asian countries originated from ancient
China. The Philippines was no exception to this, and these principles found their
way to the islands with the original Malay migrations. Beginning in the fourteenth
century, a new influx of mainland values visited the islands via Chinese merchants.
China maintained a slow but steady trade with the Philippines up until the arrival of
European explorers in the 1500s. Trade to the Philippines suddenly became quite
lucrative, and Chinese merchants flocked to Luzon to take advantage of the Spanish
galleon trade. The exchange of goods accompanied an exchange of culture and
genetics, as many merchants took local wives and settled in the islands. Though
colonial powers would co-opt and manipulate them to their own ends, the Asian
values brought from China formed the core of Filipino values. As such, the basic
principles of Asian values mirrored Filipino values, and examination of their
similarities helps to explain Filipino expectations of government in the coming
centuries.

Though the basic ideas of Confucianism had existed throughout Asia for at least a
millennium, the Chinese philosopher Confucius first organized and outlined its
fundamental principles during the fifth and sixth century B.C.E., describing a family-
oriented hierarchy to society and government. Government's fundamental role was
to create a class of powerful but benevolent rulers—men of virtue and wisdom,
divinely selected to lead and reflecting the harmony of the nuclear family. In
particular, these enlightened kings were symbols of fatherly authority, and
paternalism was an integral part of Asian cultures. The first Filipinos also adhered to
this paternalistic model: the cabeza de barangay, the chief patriarch of the village,
was the principle source of authority for the earliest Malay settlers, acting as a father
figure to the entire clan. Prior to the Spanish conquest, the power of these early
patriarchs was conferred upon warrior chieftains called datus. The extent of a datu's
influence was directly proportional to the political and military power he wielded, and
more literally determined the size of his territory.8 Kingdom borders were fluid—the
more men a datu commanded, the larger his sphere of control. As such, borders
were a flexible and somewhat arbitrary concept for early Filipino tribes. Isolated
villages existing on the outskirts of a datu's kingdom regularly switched allegiances,
granting tribute to the most imposing chief to ensure their community's safety.
Kingdoms swelled and shrank with regularity, and a datu's territorial control waned
as it radiated further from his seat of power. It was not until the Age of Exploration
that Western ideas of static borders and uniform government control arrived with of
the Europeans. Though the establishment of a Western colonial structure dominated
the Philippines as a whole, elements of the datus' rule persisted at the local level.
When they conquered the Philippines, the Spanish knowingly took over the role of
patriarchal figure, through the Church and colonial administrations set themselves
up as caretakers and supreme authority.

Another cornerstone of Asian values is the idea of harmony. Confucian China

applied the principle of Harmony to not only the natural world, but to society as well.
Community harmony was paramount, and was ideally achieved through the honest
and proper conduct of its citizens. In Asian cultures, peace and prosperity depended
upon the respecting of duty and personal obligation. The Philippines have a similar
concept they call pakikisama, which translates as “camaraderie.” Pakikisama
represents the desire to cultivate community harmony, which was accomplished
through a system of social interaction founded upon reciprocation. Reciprocity
worked in tandem with the principles of harmony in Filipino society. The “golden
rule” of Confucian thought resembles the Christian ethic as well: “Do not do unto
others what you would not have done to yourself.” In the Chinese context, the
enlightened rulers were expected to act with respect and compassion for those in
their charge, and the ruled were to remain loyal to their leaders in return. Filipinos
took the idea of duty and reciprocity further. In the Philippines, the principle of
reciprocity is known as utang-na-loób, which means “debt of the soul,” basically an
unending cycle of cultural debt. To preserve community harmony, pakikisama, all
people had reciprocal obligations. The datu was expected to promote the security
and happiness of the village, and in return he could expect the villagers' continued
loyalty.

The concept of hiya (shame) reinforced this unspoken but mutually understood
social contract, and structures many Filipino actions. Protecting one's dignity is
crucial to maintenance of harmony and community, and personal guilt is the
mechanism by which Filipinos are expected to govern their own actions. Walang
hiya, meaning “without shame,” is a great insult in Filipino society, and severe
transgression can elicit strong reprisal from the community. In the case of Filipino
leadership, the result is a form of social contract where a leader—whether a datu or
an elected official—and the community are obligated to serve each other. Even
today, ideal leadership in the Philippines is one based on respect and gratitude
rather than strict legal precedence. Principales (local leaders empowered by
Spanish administrations) are expected to act generously for fear of losing the
people's loyalty, and the people are obligated to support their leaders as children
would honor their parents.
Ultimately, the West played a more direct role in shaping political development in the
Philippines, but these prevalent values remained important in shaping future anti-
imperialist nationalism. With the American conquest, the U.S. resorted to similar
tactics as the Spanish, embracing Filipino values as a method of control. These
foundational Philippine values lend themselves to the ultimate explanation of
democratization in the region as a whole. Not so much for its direct effect on
nationalism and democratization, but instead, one must think of Philippine values as
a characteristic by which Filipino society interprets these movements.

Major Reference: Barrows, David P.. A History of the Philippines. World Book Company,
Yonkers-On-Hudson, New York . 1914. pp. 88-107
 EXCERCISE NO. 7

I. Essay
1. How would you describe the pre-Spanish Philippine society in
terms of:
a) Politics

b) Economy

c) Family Life
 MODULE 8
THE EARLY STRUGGLES
AND THE RISE OF FILIPINO NATIONALISM

Intended Learning Outcomes:

At the end of this module, the learners are expected to:
 Craft thier own conceptual map on the evolution of Filipino nationalism
 Discuss the characteristics of Filipino nationalists
 Examine the existence of nationalism in the modern Filipino society

A strong nationalist movement—one of the earliest and most advanced in Asia—

emerged in the nineteenth and twentieth centuries, and brought dramatic change to
Southeast Asia. Though still only loosely united under the Spanish control, early
Filipino society was quickly developing a new social identity. This growing
commonality was sparked by Spain's introduction of a common religion and
language. While regional, ethnic, and familial identities continued to play critical
roles, three great wars against three powerful colonial adversaries further redefined
the Filipino community to include any individual born in the Philippines. Social and
ideological differences took a back seat to the more pressing issue of foreign
occupation. During the Philippine Revolution, the Philippine-American War and the
Japanese occupation of World War II, nationalism thrived in the face of colonial
control—a common threat to the Philippines was critical for the overall mobilization
of a Filipino nation. Between the early emergence of Filipino nationalism in the
1850s and final independence in 1946, Filipinos gradual expanded and embraced a
unified, popular identity that superseded previous regional and ethnic associations.
A widespread discontent with Spanish economic and social oppression created a
suitable environment for the re-imagining of Filipino society. As colonial control
moved from Spain to the United States, and then for a time to Japan, the
consolidation of Filipino factions into a single nation accelerated.

One would expect the Philippines—with its ethnic, religious, and linguistic diversity
spread over thousands of islands—to defy any cohesive, national tendency. Yet the
country, along with many of its neighbors throughout Southeast Asia, experienced a
profound transformation of identity. The term Filipino as it is used today did not exist
until the late 1800s, and originally referred to Philippine-born Spaniards (creoles).
The new identity of the Filipino arose during the Propaganda Movement of the
1870s, when the writer Apolinario Mabini redefined the term with a nationalistic
connotation in his essays. The ilustrados embraced unity in their public rhetoric, yet
still promoted their regional origins. Despite this, a significant shift had occurred by
1896, and the Philippines developed a broader understanding of nationhood and
national identity. Foreign colonial control enabled the shift from a local to national
consciousness. The Spanish occupation had created a large, cohesive territory
encompassing the individual islands, and Spanish colonial control united the many
disparate peoples as a common Filipino society. Over time, the shared experience
of colonization strengthened this bond and united Filipinos in popular discontent.
From these many islands and tribes emerged a new collective Filipino identity, and
under the ilustrados the concept grew to encompass a wide range of peoples. The
Philippines' first strong nationalist movements were based on anti-colonialism. The
artificial borders imposed by foreign rulers crafted the Philippine nation as it exists
today.

The Propaganda Movement

Throughout the mid-1800s, the waning control of the Spanish crown over its South
American colonies inspired the ascending principalía, as did the sacrifices of
religious and political martyrs. These individuals boasted enormous wealth, land and
influence within the Philippines but were all but ignored beyond the islands' confines.
Their mixed heritage as the mestizo offspring of Chinese, or sometimes Spanish,
merchants and indigenous women barred them from the same international respect
granted to their European counterparts. Despite prejudice and oppression, the
principalía's great farming estates thrived. Though barred from Spanish colonial
administration, principales built local political influence through their commercial
activities.

By the end of the nineteenth century, Filipino principales had experienced a great
change in their cultural identity. It was from this elite base that the ilustrados sprang
—the highly educated sons of principalía families. The ambition of these
Renaissance men eventually drove them to leave the Philippines, pressured by the
limited opportunities available in the Philippines and lured by the universities of West.
The opening of the Suez Canal in 1869 accelerated the migration of wealthy scions
to schools throughout Europe. Being of mixed heritage and trained in European
universities, the ilustrados saw themselves as overseas Spaniards rather than
abiding by traditional ethnic affiliations. Though they represented the best minds in
the Philippines, they nonetheless faced discrimination from penisulares (peninsular
Spaniards) in both Spain and the Philippines. While the ilustrados saw themselves
as the Crown's subjects, Spaniards saw them as indios (indigenous Filipinos), and
thus beneath them. Despite ilustrado efforts to distance themselves from the rest of
Filipino society initially, racism eventually pressured them to organize with the rest of
the Philippines. Bitter after centuries as second-class 22 citizens and emboldened
by their education, the ilustrados petitioned Spain for greater political rights. The
Propaganda Movement began in the 1870s and initially sought complete
assimilation as a full-fledged province—with all male Filipinos as Spanish citizens.

Calls for reform and political efficacy were met with Spanish violence and ignorance
from the beginning. A core belief of reformers and revolutionaries was razón or
“reason.” The ilustrados felt themselves disciples of logical discourse, and that
Spain was acting in an arbitrary and destructive manner. The propagandist
Apolinario Mabini, in particular, believed in “natural laws” governed by razón, such
as utang-na-loób to which all Filipinos are bound. The Blood Compact between
Miguel Lopez de Legazpi and Rajah Sikatuna allowed for the first Spanish
settlement—a promise that Spain would bring civilization to the islands (education,
protection, medicine, wealth and development) in exchange for loyalty and gratitude.
This mythology guided reformers and revolutionaries prior to the defeat of Spain.
Their chief complaint was that Spain failed to uphold that compact; that it failed in
the execution of its duties. By not improving the lives of loyal citizens—much as the
bad landlord might be labled “walang hiya”—Spain earned the disdain of its people.
Spain violated Filipinos' right to domestic peace and the pursuit of happiness. As
Spain no longer fulfilled its role as patriarchal teacher, and had failed to maintain
reciprocity with its subjects, ilustrados felt that independence was only reasonable.
Principales believed that the Philippines must be ruled by jefe-like individuals,
enlightened leaders to direct the masses and uphold utang-na-loób . “A superior is a
superior only so far as he promotes the welfare of his subordinates.” The Spanish
had tried to rule by force and not by razon, and so were no longer legitimate
superiors at all. Jacinto adds that it is through razon that a just ruler rules by
cultivating the love of his people.

One of the first significant events leading to the Philippine Revolution took place in
1872 at Cavite. The Catholic Church had tremendous clout in the Philippines, and
the friars had dominated most aspects of Filipino life for centuries. The friars
maintained their power with threats of excommunication, massive land holdings, and
through the control of education. Spaniards dominated the clergy and fought the
growing pressure to open high church positions to Filipinos. By denying Filipinos
access to the Catholic hierarchy, a chasm opened between Spaniards and Filipinos.
Because of this connection, many of the first serious nationalists were religious
reformers as well. The arrival of a new governor-general in 1871, Rafel de Izquierdo,
prompted further discord that led to violent confrontation. Izquierdo was a hard-line
conservative, and declared that he would rule “by sword and the cross.”26 He
especially distrusted creoles (Philippine-born Spaniards), suspecting them of divided
loyalties. Because of this, he rescinded many of the privileges creoles traditionally
enjoyed, removing them from prominent military positions and replacing them with
peninsulares. Infuriated, a creole sergeant named Lamadrid launched an ill-fated
mutiny at the Cavite Arsenal on January 20, 1872. News of the plot had reached the
authorities and the guards were on alert—the rebellion 24 was quickly put down.
However, the colonial government used the event as a convenient excuse to round
up Filipino reformers; it arrested or deported some thirty men, but visited a worse
punishment upon Father José Burgos. Burgos had long spoken out against Filipino
exclusion from high Church positions, and denounced accusations of Filipino
“intellectual inferiority.” His trial was a farce. The prosecution's only witnesses were
unreliable or captured mutineers tortured into denouncing Burgos, making wild
claims that he was working for the United States to topple the Spanish government.
On February 17, 1872, before a crowd of forty thousand, Burgos and two other
priests implicated in the conspiracy were tortured and then garroted for the crime of
treason. Governor-general Izquierdo intended the gruesome show as a warning to
other subversives. Burgos became an example, but not in the way Izquierdo wished.
Later ilustrado activists placed the execution prominently on a long list of Spanish
crimes, and they made the priest the first martyr of Filipino nationalism.
His family closely associated with Burgos, Doctor José Rizal, the “father of Filipino
nationalism,” was particularly influenced by the execution later in life. Rizal's novels
and articles called for social change, and his martyrdom on the same field as Burgos
in 1896 touched off the Philippine Revolution. Rizal was born to a privileged, upper-
class family in Calamba in June of 1861.29 Like most ilustrados, he had a mestizo
heritage, with Spanish, Chinese, Japanese and Tagalog ancestry. From the age of
ten, Rizal experienced the failings and corruption of Philippine justice. In 1871, a
neighbor accused his mother of poisoning her, and despite a lack of any evidence,
she was humiliated with a forced march and imprisoned for three years. In 1881,
Rizal again faced discrimination firsthand. A gifted poet, Rizal took first place in a
colony-wide literary contest, beating out peninsulares and professors.31 In
recognition, the governor-general Primo de Rivera honored him with a gold ring. Yet,
soon after, a Civil Guard lieutenant beat him for a perceived slight, and Rizal
appealed to Rivera, only to be ignored. The Cavite Arsenal Mutiny had a number of
important effects on his later life. Rizal's family had close ties to Father Burgos, and
José Rizal's brother Paciano was almost arrested with his mentor following the
mutiny. The pressure from the Spanish authorities eventually forced Paciano to
abandon his education. José Rizal avoided serious harassment, but felt compelled
to leave the Philippines as much to escape persecution as for the opportunities of
European universities.

At the age of twenty-one, Rizal traveled to Spain in 1882 to study ophthalmology. As

with many Propagandists, Rizal's university studies were but a small part of his true
education. Along with other ilustrados, Rizal discovered that persecution of Filipinos
extended beyond the colony. Spanish belligerence and racism thwarted the
propagandists at every turn. Traveling ilustrados encountered the same contempt
abroad that they encountered at home.33 Antonio Luna, a prolific ilustrado writer of
the day, noted with great contempt the overt racism he experienced throughout his
travels in “Madrid Impressions of a Filipino.” In his biting critique of Spanish culture,
he notes with disdain the hateful taunts of children and adults alike, who made no
effort to stifle their insults, and openly mocked the eloquent, well-dressed intellectual
by shouting “little Chiiinese!—Igorot!!”.35 Luna noted, “[M]y surprise knew no
bounds before the complete ignorance that these people generally have of the
Philippines,” determining that even Filipino exemplars would gain no recognition in
the face of such disregard from the Spanish populace. The counterattack of the
Propaganda Movement manifested as what Rizal called “El demonio de las
comparaciones,” or the “spectre of comparison”. The propagandists, with Rizal at
the forefront, intended to attack Spanish racist attitudes by holding Spain up to its
own standards for the Philippines, as well as comparing it to the rest of the Western
world. In particular, the Propagandists opposed the continued exclusion of the
Philippines from representation in the Spanish Cortes. They knew that other
European powers gave adequate representation to their own colonies: the French
Colonies had delegates, and the British were in the process of granting
representation to theirs as well.38 Most hypocritical of all was that Spain's only
remaining colonies, Cuba and Puerto Rico, had enjoyed representation for years,
and yet the Crown refused the same right to the Philippines.39 This became a
common focal point at the heart of the movement, the discrepancy and hypocrisy
central to the nationalist movement itself. It is through each group's observation and
comparison to one another—Spanish and Filipinos—that they define an identity for
themselves.

Major Reference: Barrows, David P.. A History of the Philippines. World Book Company
 EXCERCISE NO. 8

I. Tracing our heroes’ footsteps. Based on what you have learned in this
module, make a timeline of the evolution of Filipino nationalism and revolution.
 UNIT 3
A BIRD’S EYE VIEW ON
PHILIPPINE HISTORY II:
THE AMERICAN
AND JAPANESE
PERIOD

Unit Outcomes:
 Exhibit mastery in Filipino’s struggles and wars against Spain and US
 Assess the effects of American colonialism and their “benevolent assimilation”
 Compare American and Japanese form of Government in the Philippines
 Make a photo gallery retelling the struggles of Filipinos during and after the World
War II
 UNIT 4
THE SOCIO-ECONOMIC,
CULTURAL, AND POLITICAL
ISSUES IN PHILIPPINE
HISTORY

www.rappler.com

Unit Outcomes:
 Appreciate the Filipino political culture, society and economy
 Connect various concepts in politics to the contemporary events in Philippine History
 Take part on the development of Filipino ideals related to the future of the society
 Present a role-play of Filipino struggle towards independence
 REFERENCES

Major References:

Kobrin, David. Beyond the Textbook: Teaching History Using Primary Sources.
Portsmouth, NH: Heinemann, 1996.
Lesh, Bruce. "Why Won't You Just Tell Us the Answer?" Teaching Historical
Thinking in Grades 7-12." Portsmouth,Stenhouse, 2011.
Loewen, James. Lies My Teacher Told Me: Everything Your American
History Textbook Got Wrong. New York: Touchstone, 1995.
National Center for Education Statistics. National Assessment of
Educational Progress: Nation’s Report Card. 2003. <[1]> (last accessed 29
June 2004).
National Center for History in the Schools. National Standards for History. 1996.
<[2]> (last accessed 14 February 2011).
Stearns, P., Seixas, P, Wineburg, S (Eds.). Knowing, Teaching and
Learning History: National and International Perspectives. New York: NYU
Press, 2000.
Wineburg, Sam. Historical Thinking and Other Unnatural Acts. Philadelphia, PA:
Temple University Press, 2001.