SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.

National Highway, Crossing Rubber, Tupi, South Cotabato

GENERAL EDUCATION DEPARTMENT

___________________________________________________

LEARNING MODULE
FOR
GE 112: READINGS IN PHILIPPINE HISTORY

_____________________________________________________

COURSE OUTLINE

COURSE CODE : GE 112

TITLE : READINGS IN PHILIPPINE HISTORY
TARGET POPULATION : All First Year Students
INSTRUCTOR : SAMMY JAMES E. BANARIA, LPT

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 1 of 27
Overview:

The focus of the course is to develop historiographical skills connected to context and
content analysis, applying both analytical strategies in themes and topics across the Philippine
past. Primary sources will be the ultimate bridge between the past and the present, allowing
spaces for students to simply not parrot facts about the past but to gain knowledge that can be
used in proposing solutions to the problems of today.

Objectives:

General Objective

To develop the historical and critical consciousness of the students so that they will
become versatile, articulate, broadminded, morally upright and responsible citizens.

The following are the topics to be discussed

Week 1: VISION, MISSION, CORE VALUES AND CLASSROOM POLICIES AND

INTRODUCTION TO HISTORY
Week 2: SOURCES OF HISTORICAL DATA
Week 3: A BRIEF SUMMARY OF THE FIRST VOYAGE AROUND THE WORLD
BY MAGELLAN BY ANTONIO PIGAFETTA
Week 4: THE KKK AND THE “KARTILYA NG KATIPUNAN”
Week 5: READING THE “PROCLAMATION OF THE PHILIPPINE
INDEPENDENCE”

Instruction to the Learners

Each chapter in this module contains a lesson involving the history of the Philippines. The
units are characterized by continuity, and are arranged in such a manner that the present unit
is related to the next unit. For this reason, you are advised to read this module. After each unit,
there are exercises to be given. Submission of task given will be every Monday during your
scheduled class hour.

GETTING STARTED:

History has always been known as the study of the past. Students often dread the subject for
its notoriety in requiring them to memorize dates, places, names and events from distant eras.
This low appreciation of the discipline may be rooted from the shallow understanding of
history’s relevance to their lives and their respective contexts.
Let me ask you three simple questions and you decide for yourself. All answer is accepted.
Answers should be composed of 5 sentences. Use the Rubric below as your guide. Write your
answer in a 1 whole sheet of paper. (Hand Written)

1. Do you appreciate the preservation of our own building? (10 points)

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Would you watch historical movies or documentaries? (10 points)

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 2 of 27
 3. Have you ever been to the national museum? (10 points)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

10 Points Rubric

Level Description
Outstanding Well written and very organized. Excellent grammar mechanics. Clear and
concise statements. Excellent effort and presentation with detail.
Demonstrates a thorough understanding of the topics.
Value: 9-10
Level Description
Good Writes fairly clear. Good grammar mechanics. Good presentation and
organization.
Sufficient effort and detail.
Value: 7-8
Level Description
Fair Minimal effort. Good grammar mechanics. Fair presentation. Few
supporting details.
Value: 6
Level: Description
Poor Somewhat unclear. Shows little effort. Poor grammar mechanics.
Confusing and incomplete sentences. No organization of thoughts.
Value: 4-5
Level: Description
Very Poor Lacking effort. Very poor grammar mechanic. Very unclear. Doesn’t
address topic. Limited attempt.
Value: 1-3

WEEK 1
COURSE ORIENTATION

Vision

A premier institution that provides quality education and globally empowered individuals.

Mission

To produce competent, community-oriented and globally competitive individuals through

holistic education.

Core Values

Service
Excellence
Accountability
Innovation
Teamwork

Classroom Policies

1. Awareness of intended audience

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 3 of 27
(e.g., classes are meant for students currently enrolled in the course, and you must not enter
or share a class meeting with someone unauthorized)

2. General etiquette
(e.g., mute microphones when not speaking, raise hand virtually to ask a question, turn off
camera if you're stepping away)

3. Discussions
(e.g., you can disagree with others but should do so respectfully and constructively)

4. Privacy
(e.g., students should consult with the instructor to receive permission to record the class)

5. Communicate instances of disruptive behaviours to the proper instructor, faculty member, or

escalate the complaint when necessary.

INTRODUCTION TO HISTORY

WHAT IS HISTORY?

It is a continuous process and written in a chronological order of events and it is important

to our society. It’s from the Greek word “HISTORIA” which means to search or look into. As
time passed by there are some changes into its meaning. History is a brief summary or result
based on a factual research and it is also deals with the sequence of important events. It deals
with science that describes and examine past event in the specific group of people.

SIGNIFICANCE OF HISTORY

Studying history is really important especially in the Philippine setting. These are the
reasons why we need to study:

1. We could determine and understand the contribution of our ancestor in the

foundation of our humanity, origin, and inherent culture. History gives picture to our humanity
and to our society.
2. We could understand the task in the present and future if we study the history. The
events in the past has relation to our present and future. It gives meaning in different
things and events in our society.
3. History can be used to examine and forecast the things in the environment and society.
We've learned to appreciate culture, love, and respect other people in the world.
4. History can give us deeper understanding of different problems and offer solutions in
our present and future. In the study of the past events, we discover new ways in studying in
solving problems in the present and future.
5. History is an eye opener to understand our culture, language and society. History may
arouse patriotic, humanitarian nature in people
6. History develops our knowledge about different race of people, culture, place, and time.
7. The stories of past about people and things in the world we live provide valuable
lessons to us.

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 4 of 27
 8. In studying history we’ve learned different ways of studying and researching in social
sciences. It helps us to learn different ways of discovering new knowledge.

Studying History

Once upon a time, the history or story of a society or group of people is rooted from their
myth, epic, folklore, and rituals. It has been transferred from generation to generation. Over
hundred years ago, study of history is based from different data's like document, coins, seal,
picture, and sculptures and carved statue.

In early times, recording history is important to the rulers of government to justify their works.
During that time the laws and agreement became an important basis.
Lately, the basis of data's is not only through written documents but also the things that
has to do with the lives of people. Some of these things are their materials, corpse, settlement,
plants, picture, computer text files and environment
Because of numerous resources of data's, it is a difficult task for the historian to scrutinize
and properly chooses which of these are valid. This is the reason why they need to clarify
properly.
In studying history we need to document, examine the framework properly, it should consider
the relation of document and events due to multifaceted past events. The important data's
should be connected and understandable to become more relevant and realistic from its
interpretation.
The study of history as discipline or science has its advancement during 1900. During
those years, scientist forcedly separated the good data's from the document from its
interpretation.
Today, Scientist believes that it is impossible to do because the description of the past
events used by the historian comes from his/her own understanding and imagination that is
scrutinized and connected to the different data's collected.
The experts who studied the different branches of social sciences greatly help to prove that
the data's are genuine. It enlightens and guides us to examine, give meaning and
interpretation from the collected data's.

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 5 of 27
HERE ARE THE BRANCHES OF SOCIAL SCIENCES THAT COULD HELP STUDYING
HISTORY.

H
SOCIOLOGY- the science of society, social institutions, and social
relationships; it is the systematic study of the development, structure,
interaction, and collective behavior of organized group of human beings.

SOCIAL SCIENCE- a branch of science that deals with the institutions and
functioning of human society and with the interpersonal relationships of

I
individuals as members of society; a science (such as economics or political
science) dealing with a particular phase or aspect of human society.

ARCHAEOLOGY- the scientific study of material remain (such as tools,

pottery, stone walls, and monuments) of past human life and activities.

S
CARTOGRAPHY- it is the science or art of making maps.

ANTHROPOLOGY- the study of the human race, its culture and society, and
its physical development; the science of human beings; especially the study of
human being and their ancestors through time and space and in relation to

T
physical character, environmental and social relations, and culture.

PSYCHOLOGY- the science of the mental or behavioral characteristics of an

individual or group; it is the study of mind and behavior in relation to a
particular field of knowledge or activity.

O
ECONOMICS- a social science concerned chiefly with description and
analysis of the production distribution, and consumption of goods and
services.
GEOGRAPHY- a science that deals with the description, distribution, and
interaction of the diverse physical, biological, and cultural features of the

R
earth’s surface; including continents, mountains, seas, weather, and plant life,
and of the ways in which countries and people organize life within an area.

LINGUISTICS- it is the study of human speech including the units, nature,

structure and modification of language.

Y CHEMISTRY and BIOLOGY could also help us to study about our history.
It would be a great help in studying the history of validation if the fragments
is in humans and not animals. Their DNA analysis will be performed.

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 6 of 27
 ACTIVITY #1
Discussion Points and Exercise Questions

General Direction: Provide what is being asked. Use the Rubric below as your guide. Write
your answer in a long bond paper (Hand written) and attach to the last page of this module.

TASK:
1. In 150 words or more, write an essay that reflects on the theme “The use and
importance of History to my life.”

20 POINTS RUBRIC
Level Description
Outstanding Well written and very organized. Excellent grammar mechanics. Clear and
concise statements. Excellent effort and presentation with detail. Demonstrates a
thorough understanding of the topics.
Value: 18-20
Level Description
Good Writes fairly clear. Good grammar mechanics. Good presentation and
organization.
Sufficient effort and detail.
Value: 15-17
Level Description
Fair Minimal effort. Good grammar mechanics. Fair presentation. Few supporting
details.
Value: 10-14
Level: Description
Poor Somewhat unclear. Shows little effort. Poor grammar mechanics. Confusing and
incomplete sentences. No organization of thoughts.
Value: 5-9
Level: Description
Very Poor Lacking effort. Very poor grammar mechanic. Very unclear. Doesn’t address
topic. Limited attempt.
Value: 1-5

End of first week

--------------------------------------Nothing Follows--------------------------------------

WEEK 2
HISTORICAL RESOURCES

Historian’s most important research tools are historical sources. In general, historical can
be classified between primary and secondary sources. The classification of sources between
these two categories depends on the historical subject being studied.

Category of Historical Resources

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 7 of 27
 A. PRIMARY RESOURCES

 Primary sources are usually defined as first-hand information or data that is

generated by witness or participants in past events.
 Those sources produced at same time as the event, period, or subject being studied.
These materials are often located in the Special Collections of a library, rather than
in the general collection.
 Are characterized not by their format but rather by the information they convey and
their relationship to the research question. They include letters, diaries, journals,
newspapers, photographs, and other immediate accounts. The interpretation and
evaluation of these sources becomes the basis for research.

Examples:

If a historian wishes to study the Commonwealth Constitution Convention of 1935, his

primary resources can include the minutes of the convention, newspaper clipping, Philippine
Commission reports of the U.S Commissioners, records of the convention, the draft of the
construction, and even photographs of the events.
The same goes with other subjects of historical study, Archival documents, artefacts,
memorabilia, letters, and census and government record, among others are the most common
examples of primary resources.

B. SECONDARY RESOURCES

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

Examples:

The subject of Philippine Revolution of 1896, students can read Teodoro Agoncillo’s Revolt
of Masses: The Story of Bonifacio and the Katipunan published originally in 1956.

We should not be confused between the difference of primary and secondary resources,
as mention above, the classification of sources between primary and secondary depends not
on the period when the source was produced or the type of the source but not on the subject of
the historical research.
Both primary and secondary sources are useful in writing and learning history. However,
historians and students of history need to thoroughly scrutinize these historical sources to
avoid deception and to come up with the historical truth,
The historian should be able to conduct an external and internal criticism of the sources
especially primary resources which can age in centuries.

a. External Criticisms - sometimes called as “lower criticism”

o is the practice of verifying the authenticity of evidence by examining

its physical characteristics; consistency with the historical characteristics of
the time when it was produced: and materials used for evidence.

o Form and appearance and more particularly to question of authorship and

textual circumstances such as time, place and purpose.
o External criticism applies "science to a document." It involves such physical
and technical tests as dating of paper a document is written on, but it also
involves a knowledge of when certain things existed or were possible, e.g.
when zip codes were invented.*

b. Internal Criticism- Sometimes called as “higher criticism”

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 8 of 27
 o The examination of the honesty of the proof, it takes a gander at the
substance of the source and analyses the condition of its generation. It takes
a gander at the honesty and factuality of the confirmation by taking a gander
at the creator of the source, its unique situation, the motivation behind its
creation, the information which educated it, and its planned reason among
others.
o Inner feedback searches inside the information itself to endeavour to decide
truth- - realities and "sensible" understanding. It incorporates taking a gander
at the evident or conceivable thought processes of the individual giving the
information.

ACTIVITY #2
Discussion Points and Exercise Questions

General Direction: Provide what is being asked. Use the Rubric below as your guide. Write
your answer in a long bond paper (Hand written) and attach to the last page of this module.

TASKS:
 Read the following scenarios below and classify the sources discovered as primary or
secondary sources and state why you chose that sources.

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

2. Lorena was a new teacher of Araling Panlipunan in a small elementary school in

Mauban, Quezon. Her colleagues gave her the new textbook that she ought to use in
class. Before the class started, Lorena studied the textbook carefully. She noted that
the authors used works by other known historians in writing the textbook. She saw that

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 9 of 27
 the bibliography included Teodoro Aoncillo’s The Revolt of the Masses and the Fateful
Years: Japan’s Adventure in the Philippines, 1941-45. She also saw that the authors
used Ma. Luisa Camagay’s Working Women of Manila Durimg the 19 th Century and
many others.

20 Point Rubrics
Level Description
Outstanding Well written and very organized. Excellent grammar mechanics. Clear and
concise statements. Excellent effort and presentation with detail. Demonstrates a
thorough understanding of the topics.
Value: 18-20
Level Description
Good Writes fairly clear. Good grammar mechanics. Good presentation and
organization.
Sufficient effort and detail.
Value: 15-17
Level Description
Fair Minimal effort. Good grammar mechanics. Fair presentation. Few supporting
details.
Value: 10-14
Level: Description
Poor Somewhat unclear. Shows little effort. Poor grammar mechanics. Confusing and
incomplete sentences. No organization of thoughts.
Value: 5-9
Level: Description
Very Poor Lacking effort. Very poor grammar mechanic. Very unclear. Doesn’t address
topic. Limited attempt.
Value: 1-5

End of second week

--------------------------------------Nothing Follows--------------------------------------

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 10 of 27
 WEEK 3
A BRIEF SUMMARY OF THE FIRST VOYAGE AROUND THE WORLD BY MAGELLAN BY
ANTONIO PIGAFETTA

FERDINAND MAGELLAN
February 3, 1480- April 25, 1521

 Portuguese Explorer who organised the

Spanish Expeditions to the East Indies from
1519-1522 to search for Western route to
the Maluku Islands (The Spice Island)
resulting in the first circumnavigation of the
Earth, completed by Juan Sebastian Elcano.

ANTONIO
PIGAFETTA
1491-1531

 Italian Scholar and explorer from the Republic of

Venice.
 He travelled with the Portuguese explorer
Ferdinand Magellan and his crew by order of the
King Charles I of Spain on their voyage around
the world.
 His work became classic that prominent literary
men in the West like William Shakespeare,
Michel de Montaigne and Giambattista Vico
referred to the book in their interpretation of the
New World.

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 11 of 27
  His travelogue is one of the most important primary sources in the study of pre-colonial
Philippines.
 His account was also a major referent to the events leading to Magellan’s arrival in the
Philippines, his encounter with local leaders, his death in the hands of Lapulapu’s forces
in the Battle of Mactan and in the departure of what was left of Magellan’s fleet from the
islands.

The First Voyage around the World by Magellan

 The document reveals several insights not just in the character of the Philippines during
pre-colonial period, but also on how the fresh eyes of the European regard a deeply
unfamiliar terrain, environment, people and culture.
 It was published after Pigafetta returned to Italy.
 Antonio Pigafetta wrote his firsthand observation and general impression of the Far East
including their experiences in the Visayas.

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

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

Ladrones Island

 Presently known as Marianas Islands.

 It is located South-Southeast of Japan,
West-Southwest of Hawaii, North of
New Guinea, and East of Philippines

March 16, 1521

 Pigafetta reported that they reach the isle of Zamal, now Samar, but Magellan decided
to land in another uninhabited island for greater security where they could rest for a few
days.
 After two days, March 18, nine men came to them and show joy and eagerness in
seeing them and welcomed them with food, drinks, and gifts.

The natives gave them:

 Fish
 Palm wine (uraca)
 Figs
 2 cochos
 Rice (umai)
 Cocos

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 12 of 27
Pigafetta described what seemed like a coconut.

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

Pigafetta characterized the people as:

 “very familiar and friendly”

 Willingly showed them different islands and the names of this island.

The fleet went to Humunu Island (Homonhon) and there they found what Pigafetta referred to
as the “Watering Place of Good Signs”. It is in this place where Pigafetta wrote that they found
the first signs of gold in the island. They named the island with the nearby islands as the
archipelago of St. Lazarus.

March 25, 1521

v Pigafetta recounted that they saw two ballanghai (balangay), a long boat full of people
in Mazzava/Mazaua. The leader, who Pigafetta referred to as the king of the ballanghai
(balangay), sent his men to the ship of Magellan.
v The Europeans entertained these men and gave them gifts. When the king of the
balangay (Raia Siagu) offered to give Magellan a bar of gold and a chest of ginger,
Magellan declined. Magellan sent the interpreter to the king and asked for money for the
needs of his ships and expressed that he came into the islands as a friend and not as
an enemy.
v The king responded by giving Magellan the needed provisions of food in chinaware.
v Magellan exchanged gifts of robes in Turkish fashions, red cap, knives and mirrors.
v The two men (Magellan & Raia Siagu) expressed their desire to become brothers.
v Magellan also boasted of his men in armor who could not strike with swords and
daggers. The king was fascinated and remarked that men in such armor could be worth
one hundred of his men.
v Magellan showed other weapons, helmets and artilleries. He also shared his charts and
maps and how they found the islands.

After a few days

 Magellan was introduced to the king’s brother who was also king of another island.
 They went to this island and they saw mines of gold.
 The gold was abundant that the parts of the ship and the house of the second king were
made of gold.

Raia Calambu

 King of Zuluan and Calagan (Butuan and Caragua)

 Pigafetta described him as the most handsome of all men that he saw in this place.
 He was adorned with sick and golden accessories like golden dagger, which he carried
with him in a wooden polished sheath.

March 31, 1521 (Easter Sunday)

 Magellan ordered the chaplain to preside a Mass by the shore.

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 13 of 27
  The king sent two dead pigs and attended the Mass with the other king.

Pigafetta reported that both kings participated in the mass. He wrote:

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

 After the Mass, Magellan ordered that the cross be brought with nails and crowned in
place.
 Magellan explained that the cross, the nail, and the crown were the signs of his emperor
and that he was ordered to plant it in the places that he would reach and the cross
would be beneficial for their people because once the Spaniards saw this cross, then
they would know that they had been in this land and would not cause them troubles,
and any person who might be held captives by them would be released.

April 7, 1521

 Magellan and his men reached the port of Cebu, the largest and the richest of the
islands with the helped of Raia Calambu.
 The king of Cebu (Rajah Humabon) demanded that they pay tribute as it was customary
but Magellan refused.
 Magellan said that he was the captain himself and thus would not pay tribute to the
other king.
 Magellan’s interpreter explained to the king of Cebu that Magellan’s king was the
emperor of the great empire and that it would do them better to make friends with them
than to forge enmity.
 The king consulted his council and the next day, together with the other principal men of
Cebu, they met in an open space and the king offered a bit of his blood demanded that
Magellan do the same.

Pigafetta recounts:

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

 Magellan spoke about peace and God. People took pleasure in his speech.
 Magellan asked the people who would succeed the king after his reign and the people
responded that the eldest child of the king, who happened to be a daughter, would be
the next in line.
 Parents were no longer taken into account and have to follow the orders of their children
as the new leaders of the land.
 People wished to become Christians though their free will and not because they were
forced or intimidated.

April 14, 1521

 The people gathered with the king and other principal men of the island.
 Magellan spoke and encouraged the king to be a good Christian by burning all the idols
and worship the cross instead.
 The king of Cebu was baptized as Christians.

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 14 of 27
Pigafetta wrote:

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

After eight days….

 All of the island’s inhabitant was already baptized.

 Pigafetta admitted that they burned a village down for obeying neither the king nor
Magellan.
 The Mass was conducted by the shore every day.
 When the queen (Hara Amihan) came to the Mass one day, Magellan gave her an
Image of the Infant Jesus made by Pigafetta himself.

April 26, 1521

 Zula, a principal man from the island of Matan (Mactan) went to see Magellan and ask
him a boat full of men so that he could fight the chief name Silapulapu (Lapulapu).
 According to Zula, Lapulapu refused to obey the king and was also preventing him from
doing so.
 Magellan offered three boats and went to Mactan himself to fight Lapulapu.
 They arrived in Mactan in daylight with 49 in numbers while the islanders of Mactan
were estimated to number 1500.

Pigafetta recounted:

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

 Magellan died in the battle.

 The natives perceiving that the bodies of the enemies were protected with armors,
aimed for their legs instead.
 Magellan was pierced with a poisoned arrow in his right leg.
 A few of their men charges at the natives and tried to intimidate them by burning an
entire village but this only enraged the native further.
 Magellan was specifically targeted because the native knew he was the captain general.
 Magellan was hit with a lance in the face. Magellan retaliated and pierced the same
native with his lance in the breast and tried to draw his sword but could not lift it
because of his wounded arms. One native with a great sword delivered a blow in
Magellan’s left leg, brought him face down and the natives ceaselessly attacked
Magellan with lances, swords and even with their bare hands.

Pigafetta recounted the last moments of Magellan:

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 15 of 27
“Whilst the Indians were thus overpowering him, several times he turned round towards us to
see if we were all in safety, as though his obstinate fight had no other object than to give an
opportunity for the retreat of his men.”

 The king of Cebu who was baptized could have sent help but Magellan instructed him
not to join the battle and stay in the balangay so that he would see how they fought.
 The king offered the people of Mactan’s gifts of any value and amount in exchange of
Magellan’s body but the chief refused. They wanted to keep Magellan’s body as a
moment of their victory.
 Duarte Barbosa is elected as the new captain.
 Henry, Magellan’s slave and interpreter betrayed them and told the king of Cebu that
they intended to leave as quickly as possible. The slave allegedly told the king that if he
followed his advice, the king would acquire the ships and the goods of Magellan’s fleet.
 The two conspired and betrayed what was left of Magellan’s men.
 The king invited these men to a gathering where he said he would present the jewels
that he would send for the King of Spain.
 Twenty-four men attended while Pigafetta was not able to join because he was nursing
his battle wounds.
 The natives had slain all the men except the interpreter and Juan Serrano who was
already wounded.
 The fleet departed and abandoned Serrano.
 They fleet departed and abandoned Serrano.
 They left Cebu and continued their journey around the world.
 From the original five ships set to sail (San Antonio, Concepcion, Victoria, Trinidad and
Santiago) only Victoria returned to Spain.
 And from the original 237 men only 18 men survived.

ACTIVITY #3
Discussion Points and Exercise Questions

Direction: Provide what is being asked. Use the Rubric below as your guide. Write your
answer in a long bond paper (Hand written) and attach to the last page of this module.

TASK:

 Analysing the content and context of Pigafetta’s account of Magellan’s voyage

regarding the expedition’s encounter with the inhabitants of Zamar (Samar) and Zubu
(Cebu).

Pigafetta’s account has no subheadings. They were only added by the authors to make
the analysis more convenient. Analyse the text by completing the following matrix.

Text Content Context

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 16 of 27
GE 112: Readings in Philippine History
SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 17 of 27
Spaniards have
arrived

Arrival in Zubu
(Cebu)

Christianisation
of Cebuanos

Death of
Magellan

Rubric:
Level Description
Outstanding Student uses 3 or more sentences in their own words to describe clearly what the
main points are about.
Value: 45-50
Level Description
Good Student uses 3 or less sentences to describe the main points, but not all is in
their own words.
Value: 35-44
Level Description
Fair Student summarizes most of the main points accurately, but has some
misunderstanding and may need to reread or seek tutoring for understanding.
Value: 28-34
Level: Description
Poor Student has difficulty summarizing the main points and needs to see the teacher.
Value: 20-27

End of third week

--------------------------------------Nothing Follows--------------------------------------

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 18 of 27
 WEEK 4
The KKK and the “Kartilya ng Katipunan”

1. Background of the Author

Emilio Jacinto (Kei Hojas)

15 December 1875 – 16 April 1899

v He was a Filipino General during

the Philippine Revolution.
v He was one of the highest-ranking
officers of the revolutionary society
Kataastaasan,
Kagalanggalangang, Katipunan ng
mga Anak ng Bayan, or simply
and more popularly called
Katipunan.
v He was elected Secretary of State
for the Haring Bayang
Katagalugan, a revolutionary
government established during the
outbreak of hostilities.
v He is popularly known in
Philippine history textbooks as the
Brain of the Katipunan.
v Some contend he should be
rightfully recognized as the “Brain
of the Revolution”
v Jacinto was present in the so-
called Cry of Pugad Lawin (or Cry of Balintawak) with Andres Bonifacio,
the Supremo (Supreme President) of the Katipunan.

2. Historical Background of the Document

The KKK or The Kataastaasan, Kagalanggalangang, Katipunan ng mga Anak ng Bayan or

Katipunan is arguably the most important organization formed in the Philippine history.

The organization envisioned:

 A united Filipino nation that would revolt against the Spaniards.

 The total independence of the country from Spain.

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

For example: 
 Diego Silang was known as an Ilocano who took up his arms and led one of the
strongest running revolts in country. His mainly concerned about is locality and referred
to himself as El Rey de Ilocos (The King of Ilocos). The imagination was largely absent
in the aspirations as the local revolt before the Katipunan.
 The Propaganda movements led by the Illustrado like Marcelo H. Del Pilar, Graciano
Lopez Jaena and Jose Rizal did not envision a total separation of the Philippines from
Spain, but only wants is equal rights, representation, and protection from the abuses of
the friars.

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 19 of 27
 The Katipunan was a Philippine revolutionary society founded by anti-Spanish Filipinos in
Manila in 1892, whose primary aim was to gain independence from Spain through revolution.
The name Katipunan is actually a shorter version of the official name, which is in Tagalog:
Kataastaasang, Kagalanggalangang Katipunan ng mga Anak ng Bayan (translated as,
Supreme and Venerable Society of the Sons of the People, Highest and Most Honorable
Society of the Children of the Nation). The Katipunan is also known by its acronym, KKK. The
word "katipunan", literally meaning 'association', comes from the root word "tipon", a Tagalog
word, meaning "society" or "gather together". Katipunan was a secret organization until its
discovery in 1896 that led to the outbreak of the Philippine Revolution.

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

the document.

On the night of July 7, 1892, Andrés Bonifacio, a member of the La Liga Filipina, founded
the Katipunan in a house in Tondo, Manila. Bonifacio did establish the Katipunan when it was
becoming apparent to anti-Spanish Filipinos that colonial authorities would suppress societies
like the La Liga Filipina. The Katipunan was founded along Azcarraga St. (now Claro M. Recto
Avenue) near Elcano St. in Tondo, Manila. 

The Katipunan had four aims, namely:

 To develop a strong alliance with each and every Katipunero;

 To unite Filipinos into one solid nation;
 To win Philippine independence by means of an armed conflict (or revolution);
 To establish a republic after independence.

The rise of the Katipunan signaled the end of the crusade to secure reforms from Spain by
means of a peaceful campaign. The KKK members agreed on the following objectives: The
political goal was to completely separate the Philippines from Spain after declaring the
country’s independence. The moral goal was to teach the Filipinos good manners, cleanliness,
hygiene, fine morals, and how to guard themselves against religious fanaticism. The civic goal
was to encourage Filipinos to help themselves and to defend the poor oppressed.

The Katipunan was governed by the Supreme Council (Tagalog: Kataastaasang

Sanggunian).The first Supreme Council of the Katipunan was formed around August 1892, a
month after the founding of the society. The Supreme Council was headed by an elected
President (Pangulo), followed by the secretary/secretaries (Kalihim); the treasurer (Tagaingat-
yaman) and the fiscal (Tagausig). The Supreme Council also had its councilors (Kasanguni);
the number varied through presidencies. To distinguish from presidents of lower sanggunian or
councils (below) the president of the Supreme Council was called the Supreme President
(Tagalog: Kataastaasang Pangulo; Spanish: Presidente Supremo). In each province where
there were Katipunan members, a provincial council called Sangguniang Bayan was
established and in each town was an organized popular council called Sangguniang Balangay.
Each Balangay were given a chance to expand their own spheres of influence, through triangle
system in order to elevate their status to Sangguniang Bayan.

It was the original plan of Bonifacio to increase the membership of the Katipunan by means
of sistemang patatsulok or triangle system. He formed his first triangle with his two comrades,
Teodoro Plata and Ladislao Diwa. Each of them re-instituted Katipunan thoughts into another
two new converts. A new system of initiation, modeled after the Masonic rites was then
adopted. 

Bonifacio divided the members into three grades. In the meeting of the society, Katipon
wore a black hood with a triangle of white ribbon having the letters "Z. Ll. B.", corresponding to
the roman "A.N.B.", meaning Anak ng Bayan (Son of the People). Kawal wore a green hood
with a triangle having white lines and the letters "Z. LL. B." at the three angles of the triangle,
and also wore a green ribbon with a medal with the letter (ka) in Baybayin script above a

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 20 of 27
depiction of a crossed sword and flag. The password was Gom-Bur-Za, taken from the names
of the three martyrs. Bayani (Hero) wore a red mask and a sash with green borders,
symbolizing courage and hope. The front of the mask had white borders that formed a triangle
with three Ks arranged as if occupying the angles of a triangle within a triangle, and with the
letters "Z. Ll. B." below. Another password was Rizal. A member meeting another member
placed the palm of his right hand on his breast and, as he passed the other member, he closed
the hands to bring the right index finger and thumb together. 

Color designations:

 (Black) Katipon. First-degree members. Other symbols: Black hood, revolver and/or
bolo.
 (Green) Kawal. Second-degree members. Other symbols: green ribbon-medallion
with Malayan K inscription.
 (Red and Green) Bayani. Third degree members. Other symbols: Red hood and sash,
with green borders.

Any person who wished to join the Katipunan was subjected to certain initiation rites to test
his courage, patriotism, and loyalty. New recruits underwent the initiation rite three at a time so
that no member knew more than two other members of the society. The neophyte was first
blindfolded and then led into a dimly lighted room with black curtains where his folded cloth
was removed from his eyes. Inside the candle-lit room, they would be brought to a table
adorned with a skull and a bolo. There, they would condemn the abuses of the Spanish
government and vow to fight colonial oppression.

The next step in the initiation ceremony was the lecture given by the master of ceremonies,
called Mabalasig/Mabalasik (terrible brother), who informed the neophyte to withdraw if he
lacked courage since he would be out of place in the patriotic society, If the neophyte
persisted, he was presented to the assembly of the brethren, who subjected him to various
ordeals such as blindfolding him and making him shoot a supposedly a revolver at a person, or
forcing him to jump a supposedly hot flame. After the ordeals came to final rite–the pacto de
sangre or blood compact–in which the neophyte signed the oath with blood taken from his arm.
He was then accepted as a full-pledged member, with a symbolic name by which he was being
known within Katipunan circles.

Kartilya ng Katipunan
By Emilio Jacinto

1. The life that is not consecrated to a lofty and reasonable purpose is a tree without a
shade, if not a poisonous weed.
2. To do good for personal gain and not for its own sake is not virtue.
3. It is rational to be charitable and love one’s fellow creature, and to adjust one’s conduct,
acts and words to what is in itself reasonable.
4. Whether our skin is black or white, we are all born equal: superiority in knowledge,
wealth and beauty are to be understood, but not superiority by nature.
5. The honourable man prefers honor to personal gain; the scoundrel gain to honor.
6. To the honourable man, his word is sacred.
7. Do not waste thy time: wealth can be recovered but not time lost.
8. Defend the oppressed and fight the oppressor before the law or in the field.
9. The prudent man is sparing in words and faithful in keeping secrets.
10. On the thorny path of life, man is the guide of woman and the children, and if the guide
leads to the precipice, those whom he guides will also go there.
11. Thou must not look upon woman as a mere plaything, but as a faithful companion who
will share with thee the penalties of life; her (physical) weakness will increase thy
interest in her and she will remind thee of the mother who bore thee and reared thee.
12. What thou dost not desire unto thy wife, children, brothers and sister that do not unto
the wife, children, brothers and sisters of thy neighbour.

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 21 of 27
 13. Man is not worth more because he is a king, because his nose is aquiline, and his color
white, not because he is a priest, a servant of God, nor because of the high prerogative
that he enjoys upon earth, but he is worth most whi is a man of proven and real value,
who does good, keeps his words, is worthy and honest; he who does not oppress nor
consent to being oppressed, he who loves and cherishes his fatherland, though he be
born in the wilderness and know no tongue but his own.
14. When these rules of conduct shall be known to all, the longed-for sun of liberty shall rise
brilliant over this most unhappy portion of the globe and its rays shall diffuse everlasting
joy among the confederated brethren of the same rays, the lives of those who have
gone before, the fatigues and the well-paid sufferings will remain. If he who desires to
enter has informed himself of all this and believes he will be able to perform what will be
his duties, he may fill out the application for admission.

ACTIVITY #4
Discussion Points and Exercise Questions

Direction: Read and understand this module. Provide what is being asked. Use the Rubric
below as your guide. Write your answer in a long bond paper (Hand written) and attach to the
last page of this module.

TASK:
1. What are the factors that could have influenced the author in the writing of the
document?

2. What is the relevance/contribution of the document in Philippine history?

3. What are the author’s main arguments?

4. Your own overall observation and insights on the primary source.

Rubric

Level Description
Outstanding Well written and very organized. Excellent grammar mechanics. Clear and
concise statements. Excellent effort and presentation with detail. Demonstrates a
thorough understanding of the topics.
Value: 18-20
Level Description
Good Writes fairly clear. Good grammar mechanics. Good presentation and
organization.
Sufficient effort and detail.
Value: 15-17
Level Description
Fair Minimal effort. Good grammar mechanics. Fair presentation. Few supporting
details.

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 22 of 27
Value: 10-14
Level: Description
Poor Somewhat unclear. Shows little effort. Poor grammar mechanics. Confusing and
incomplete sentences. No organization of thoughts.
Value: 5-9
Level: Description
Very Poor Lacking effort. Very poor grammar mechanic. Very unclear. Doesn’t address
topic. Limited attempt.
Value: 1-5

End of fourth week

-------------------------------------Nothing Follows--------------------------------------

WEEK 5

READING THE “PROCLAMATION OF THE PHILIPPINE INDEPENDENCE”

 Every year, the country commemorates the anniversary of the Philippine Independence

 Proclaimed on the 12th of June, 1898, in the Province of Cavite.

 Proclaimed between 4 and 5 in the afternoon.
 The event saw the unfurling of the Philippine National Flag, made by Marcela Agoncillo,
Lorenza Agoncillo, and Delfina Herboza.
 Performance of the Marcha Filipina Magdalo, as the National Anthem, now known as
Lupang Hinirang, composed by Julian Felipe and played by the San Francisco de
Malabon Marching Band.
 The proclamation was prepared, written, and read by Ambrosio Rianzares Bautista in
Spanish.
 Signed by 98 people, including a United States Army officer, Mr. L. M. Johnson.
 Eventually promulgated on August 1, after many towns had been organized under
Aguinaldo’s government.
 Not recognized, however, by the United States, nor Spain. U.S. brought the Philippines
from the Spanish in the 1898 Treaty of Paris.

 Philippine-American War

 The Philippine Revolutionary Government did not recognize the treaty or American
sovereignty, and subsequently fought and lost a conflict with United States.
 Ended when Emilio Aguinaldo was captured by U.S. forces in March 23, 1901, and
issued a statement acknowledging and accepting the sovereignty of the United States
over the Philippines.
 The U.S. finally granted complete independence to the Philippines on July 4, 1946 via
the Treaty of Manila, following World War II.

President Diosdado Macapagal, in 1964, signed into Law Republic Act No. 4166,
designating June 12 as the country’s Independence Day.
It is a significant turning point in the history of the country.
It signalled the end of the 333 years of Spanish colonization.

 There have been numerous studies done on the events leading to the independence of the
country, but very few students had the chance to read the actual document of the
declaration.

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 23 of 27
 This is in spite of the historical importance of the document and the details that the
document reveals on the rationale and circumstances of that historical day.
 Interestingly, reading the details of the said document in hindsight is telling of the kind of
government that was created under Aguinaldo, and the forthcoming hand of the United
States of America in the next few years of the newly created republic.

Proclamation of the Philippine Independence

 It is a short 2,000-word document.

 It summarized the reason behind the revolution against Spain.
 It also summarized the subsequent war for independence, as well as the future of the new
republic under the leadership of Emilio Aguinaldo.

The proclamation commenced with a characterization of the condition of the Philippines

during the Spanish colonial period.
 It specifically mentioned the abuses and inequalities existing in the colony.
The declaration says:

 The passage demonstrates the justifications behind the revolution against Spain.
 Specifically cited are the abuses by the Civil Guards and the unlawful shooting of
prisoners whom they alleged as “attempting to escape”.
 It also condemns the unequal protection of the law between the Filipino people and the
“eminent personages”.
 Moreover, the line mentions the avarice and greed of the clergy like the friars and the
Archbishop himself.
 The passage also condemns what they saw as the unjust deportation and rendering of
other decisions without proper hearing, expected of any civilized nation.

Historical Overview

 The proclamation then proceeded with a brief historical overview of the Spanish occupation
since Magellan’s arrival until the Philippine Revolution.
 It narrates the movement, describing it as “like an electric spark”, through different towns
and provinces like Bataan, Pampanga, Batangas, Bulacan, Laguna, and Morong, and the
quick decline of Spanish forces in the same provinces.
 The revolt also reached Visayas, thus, the independence of the country was ensured.
 The document also mentions Rizal’s execution, calling it unjust.
 The execution was done “to please the greedy body of friars in their insatiable desire
to seek revenge upon and exterminate all those who are opposed to their
Machiavellian purposes, which tramples upon the penal code prescribed for these
islands.”
 It also narrates the Cavite Mutiny of January 1872 that caused the infamous execution of
the martyred native priests namely Jose Burgos, Mariano Gomez, and Jacinto Zamora,

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 24 of 27
 “whose innocent blood was shed through the intrigues of those so-called religious orders”
that incited the three secular priests in the said mutiny.

Emilio Aguinaldo’s Dictatorship

 The proclamation of independence also invokes that the

established republic would be led under the
dictatorship of Emilio Aguinaldo. The first mention
was at the very beginning of the proclamation.

It stated:

“In the town of Cavite Viejo, in this province of Cavite, on the

twelfth day of June eighteen hundred and ninety-eight,
before me, Don Ambrosio Rianzares Bautista, Auditor of
War and Special Commissioner appointed to proclaim and
solemnize this act by the Dictatorial Government of these
Philippine Islands, for the purposes and by virtue of the
circular addressed by the Eminent Dictator of the same Don
Emilio Aguinaldo y Famy.”

 The same was repeated toward the last part of the proclamation.

It states:

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

The Philippine Flag

 Another detail in the proclamation that is worth looking at is its explanation on the
Philippine flag that was first waved on the same day.

The document explained:

“And finally, it was

unanimously resolved that this
Nation, independent from this
day, must use the same flag
used heretofore, whose design
and colors and described in
the accompanying drawing,
with design representing in
natural colors the three arms
referred to. The white triangle represents the distinctive emblem of the famous Katipunan
Society, which by means of its compact of blood urged on the masses of the people to
insurrection; the three stars represent the three principal Islands of this Archipelago, Luzon,
Mindanao, and Panay, in which this insurrectionary movement broke out; the sun represents
the gigantic strides that have been made by the sons of this land on the road of progress and
civilization, its eight rays symbolizing the eight provinces of Manila, Cavite, Bulacan,
Pampanga, Nueva Ecija, Bataan, Laguna and Batangas, which were declared in a state of war

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 25 of 27
almost as soon as the first insurrectionary movement was initiated; and the colors blue, red
and white, commemorate those of the flag of the United States of North America, in
manifestations of our profound gratitude towards that Great Nation for the disinterested
protection she is extending to us and will continue to extend to us.”
This often overlooked detail reveals much about the historically accurate meaning behind
the most widely known national symbol in the Philippines. It is not known by many for example,
that the white triangle was derived from the symbol of the Katipunan. The red and blue colors
of the flags are often associated with courage and peace, respectively. Our basic education
omits the fact that those colors were taken from the flag of the United States. While it can
always be argued that symbolic meaning can always change and be reinterpreted, the original
symbolic meaning of something presents us several historical truths that can explain the
subsequent events, which unfolded after the declaration of independence on the 12 th day of
June 1898.

ACTIVITY #5
Discussion Points and Exercise Questions

Direction: Read and understand this module. Provide what is being asked. Use the Rubric
below as your guide. Write your answer in a long bond paper (Hand written) and attach to the
last page of this module.
1. Why do we need to re-examine the proclamation of the Philippine Independence?

2. What have you discovered in the documents of Independence proclamation?

3. Did this proclamation help you understand vividly the Independence of our country?
Why?

4. Could we consider our country fully independent after June 12, 1898? Support your
answer.

20 Points Rubric

Level Description
Outstanding Well written and very organized. Excellent grammar mechanics. Clear and
concise statements. Excellent effort and presentation with detail. Demonstrates a
thorough understanding of the topics.
Value: 18-20
Level Description
Good Writes fairly clear. Good grammar mechanics. Good presentation and
organization.
Sufficient effort and detail.
Value: 15-17
Level Description
Fair Minimal effort. Good grammar mechanics. Fair presentation. Few supporting
details.
Value: 10-14
Level: Description
Poor Somewhat unclear. Shows little effort. Poor grammar mechanics. Confusing and
incomplete sentences. No organization of thoughts.
Value: 5-9
Level: Description
Very Poor Lacking effort. Very poor grammar mechanic. Very unclear. Doesn’t address
topic. Limited attempt.
Value: 1-5

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 26 of 27
 End of fifth week
-------------------------------------Nothing Follows--------------------------------------

GE 112: Readings in Philippine History

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 27 of 27