Readings in the Philippine History

MODULE 2
LESSON 1: Identifying Historical Text

LEARNING OBJECTIVES:
Determine the idea of identifying the historical text in reading
primary sources
Able to practice gathering important details using identifying the
historical text.
_____________________________________________________________________________

DISCUSSION

There are many books and articles about past events or historical
events, most of us experience trouble in understanding some content and
data. In this lesson we were able to understand and identify important
context or different data.
In history, identifying historical text is one of the key to understand
content and contextual analysis. Considering that there are many data and
articles about past events but few central topics. This lesson helps us to
identify the main point of view of the topic and cut through the weeds and
able discover what’s the most important details to be gathered with. Many
expert work and stresses more on opinions and details about historical
events than facts.

Pre - Activity
In your own experiences, identify and try to evaluate some
ways and techniques you usually apply and use/d when you
were gathering and reading some data.
____________________________________________________________
____________________________________________________________
____________________________________________________________

Moreover, identifying the historical text is a must in studying history.

Reading between the lines will do, unless you already get the main point of
view or the facts about the historical content and contest of your primary
sources. With gentle and structure guided by content and contextual
analysis through your sources, the process of reading a text and asking
follow up questions is indeed to be made, later, you’ll figure out the main
idea or topic of the content by yourself. Identifying historical context is done

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Readings in the Philippine History

by highlighting the main idea, writing the important text, and enumerating
the important details.
Here are some guides on how to get the main idea or the important
text of the historical events. ( Source: https://phi.history.ucla.edu/nchs/historical-
thinking-standards/3-historical-analysis-interpretation/)
a. Compare and contrast differing sets of ideas, values, personalities,
behaviors, and institutions by identifying likenesses and differences.
b. Consider multiple perspectives of various peoples in the past by
demonstrating their differing motives, beliefs, interests, hopes, and fears.
c. Analyze cause-and-effect relationships bearing in mind multiple causation
including;
(a) the importance of the individual in history;
(b) the influence of ideas, human interests, and beliefs; and
(c) the role of chance, the accidental and the irrational.
d. Draw comparisons across eras and regions in order to define enduring
issues as well as large-scale or long-term developments that transcend
regional and temporal boundaries.
e. Distinguish between unsupported expressions of opinion and informed
hypotheses grounded in historical evidence.
f. Compare competing historical narratives.
g. Challenge arguments of historical inevitability by formulating examples of
historical contingency, of how different choices could have led to different
consequences.
h. Hold interpretations of history as tentative, subject to changes as new
information is uncovered, new voices heard, and new interpretations
broached.
i. Evaluate major debates among historians concerning alternative
interpretations of the past.
j. Hypothesize the influence of the past, including both the limitations and
opportunities made possible by past decisions.

For more information on what is and on how to identify the historical

context, watch the video of the researchers who was able to understand the
historical data easily. (https://study.com/academy/lesson/identifying-cause-effect-
in-historical-documents.html)

_________________________________________________________________________________

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Readings in the Philippine History

SELF CHECK

Directions: From the given ideas and information about on how to identify
historical text, determine the following ideas, if the statement is true write
FACTS if the statement is false write BLUFF.
__________1. Identifying historical text is one of the key to understand
content and contextual analysis.
__________2. Comparing and contrasting sets of ideas is a guide to
understand historical context.
__________3. Reading between the lines will make harder to the researcher
and the reader
__________4. Analyzing cause and effect provides another facts in
understanding historical text.
__________5. Identifying the historical text is a must in studying history
__________6. The process of reading a text and asking follow up questions is
indeed not necessary to be made
__________7. Challenge arguments of historical inevitability by formulating
examples of historical contingency, of how different
choices could have led to different consequences.
__________8. Reading between the lines will do, unless you already get the
main point of view or the facts about the historical
content and contest of your primary sources.
__________9. Identifying historical context is done by disregarding the
highlighted main idea of the given content.
__________10. Draw comparisons across eras and regions in order to define
enduring issues.
_________________________________________________________________________________

ENRICHMENT Activity 1: From the given primary sources about

ACTIVITIES
historical events, entitled: The Spanish Regime in the
Philippines before the Revolution, read and enumerate as
many as you can regarding the important details, main point of view and facts.

The Spanish Regime in the Philippines before the Revolution.

There were formerly in Manila Latinity schools where that language was
taught together with a little Spanish, the only mandatory requirements for
the study of philosophy, theology and jurisprudence in the University of
Santo Thomas, run by the Dominicans. The Philippine priests and lawyers
who were Burgos's contemporaries, with the exception of sons of Spaniards,

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Readings in the Philippine History

knew Latin perfectly well but hardly any Spanish because the educational
system was wholly religious. Of those few Filipinos who had enough
financial resources to study in Manila, the majority studied for the
priesthood because the friars looked askance at lawyers while priests were
held in high esteem by the natives. Later, in order to discourage young
Filipinos from going to Spain or elsewhere abroad for studies not available in
Manila,, there to pick up liberal and irreligious ideas, the friars amended the
educational structure and opened medical and pharmaceutical schools,
believing that they could thus at least choose the textbooks and teachers
most suitable to their purposes: between. two unavoidable evils, the lesser
was to be preferred. However, such was the thirst for knowledge and
learning that many scions of wealthy families preferred to study in Spain
and travel about Europe. Among those who went abroad for the express
purpose of working for the improvement of the political situation of the
Filipinos, Don Jose Rizal, a medical student, and Don Marcelo H. del Pilar, a
Bulacan lawyer persecuted by his town's parish priest, deserve special
mention.

From the political point of view the Philippines was then in a deplorable
state. As a mere Spanish possession it did not enjoy constitutional
guarantees, so that the King, through the Minister of the Colonies, the
member of his government responsible for these matters, had in his hands,
the whole of the legislative and executive power. In so far as he also
appointed and transferred justices and judges at his discretion, he was also
the absolute head of the judicial branch. He was represented in the
archipelago by the governor general of the Philippines, who was always, a
military man with the rank of lieutenant-general or captain-general in the
army, and who exercised dictatorial authority to suspend at his discretion
the enforcement of the decrees issued. by the Colonial Ministry when in his
judgment they were prejudicial to peace and order in the islands; to banish
any citizen or compel him to change his place of residence without being
heard in his own defense; to prohibit the public action or importation into
the archipelago of books, pamphlets and articles not approved by the official
censors; to search domiciles and correspondence without judicial warrant;
to prohibit associations and assemblies for political purposes, as well as the
exercise of any religion except the Roman Catholic: in brief, to prohibit the
exercise of all those natural rights, older than any human law, which are
due to any citizen. Thus the country was in effect in a permanent state of
war, although peace had reigned everywhere for three centuries.

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Readings in the Philippine History

The governor general was also commander-in-chief of the army in the

Philippines. As vice regal patron he appointed all parish priests and other
ecclesiastical employees. He was assisted in his multiple functions, although
with more independence and greater powers than ordinary secretaries, by
the director general of the public treasury, in affairs pertaining to this field;
the director general of civil administration, in affairs pertaining to police,
public works, communications, agriculture, industry, commerce, mines,
forests, public instruction and others; and by the deputy commander-in-
chief in military matters.

The governor himself assisted by the executive secretary, handled official

business outside the jurisdiction of the said officials. An Administrative
Council had been established to advise him on matters of great weight and
importance, and he could also convoke the Council of State, composed, in
addition to the high officials already mentioned, of the chief commandant of
the naval station and squadron, the archbishop of Manila, and the president
of the Manila high court.

All the departments and provincial governments were staffed with

peninsular Spaniards, personnel unfamiliar with the country and relieved
every time there was a cabinet change (in Madrid). Very few Filipinos
secured employment as army officers, as officials in the civil administration,
or as judges and prosecuting attorneys. A few Filipinos, more outstanding
for their wealth than for their learning, just recently served as members of
the Administrative Council, but these positions were unpaid and besides the
body was purely advisory in nature. Every government employee tried to
make the most of the short time he usually had in office so that dismissal
should not catch him unprovided for. In every government centre or branch
office the employees covered up for one another because if any of them were
to be brought to book their whole class and race would be dishonored. Any
Filipino who denounced the abuses of the Spanish officials and friars was
persecuted as a subversive. The archipelago go was not represented in the
Spanish parliament.

There was no representative municipal government except only in the city of

Manila. Town mayors merely collected taxes and enforced the orders of the
provincial authorities. They could repair highways with forced labor, but
otherwise hand neither funds nor authority to undertake other public
works. A mayor was not the leader of his community but only the servant of
the town's parish priest and constabulary commanding officer.

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Readings in the Philippine History

____________________________________________________________________________
Activity 2:
Direction: Answer the question. Make it Short, Simple with Substance.

1. While identifying the main idea of the data, did you find it easy to understand?
Yes or no? Then, why?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. In your own thoughts and understanding how to gather or identify the main
point of view of the data?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

______________________________________________________________________________________

SUGGESTD READINGS AND REFERENCES:

https://study.com/academy/lesson/identifying-cause-effect-in-
historical-documents.html
https://www.khanacademy.org/humanities/us-history/precontact-
and-early-colonial-era/how-to-think-like-a-historian/v/how-to-read-
a-document-part-2
https://www.univie.ac.at/voelkerkunde/apsis/aufi/history/
mabini04.htm

MODULE 2
LESSON 2: Author’s main argument and point of view of the
historical context.

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Readings in the Philippine History

LEARNING OBJECTIVES:
Identify Author’s main argument and point of view of the historical
context.
Practice gathering main arguments and point of view of the Authors.
_____________________________________________________________________

DISCUSSION

Understanding historical events is a huge challenge to us, considering

the fact that there are various sources and information given by the different
authors, researchers, and historians, including their own ideas and
judgment about the issue on the history. Taking the author’s point of view
and main arguments means understanding the social, cultural, intellectual
and emotional settings that shaped the events from the past, at any point
there are data that have some different facts and conclusions due the
author’s main argument and point of view. Therefore understanding diverse
main point of view and the author’s arguments about the data on historical
context is also a key to identify historical perspective taking. It would be
better to reconsider taking historical perspective through the author’s main
argument and point of view for better understanding.

Pre - Activity

During your Junior and Senior High, in your Social Sciences subject
such as; Araling Panlipunan, DISS and UCSP that includes some
specific topics in History. How did you understand some data and
information about historical events?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

In this lesson, you will probably analyze and practice on how to

identify the author’s point of view and arguments through gathering and
taking the some information that are relevant and important given and
provided by the author itself. However, there are ways to reconsider on how
to identify the authors point of view and main arguments.

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Readings in the Philippine History

How to Identify the Author’s Point of View in Historical

Documents.
The author’s point of view is the position or attitude toward the issue
or information he’s presenting. Knowing the author’s point of view is
important in determining the point he’s trying to convey. Authors bring with
them their own priorities, beliefs, and values, and that can influence how
they select and present the information. (By Achim K. Krull, Murray Shukyn).

Start by identifying the intended audience and purpose of the passage:

Audience: The audience is comprised of the people the author is

addressing. Do you think the author is addressing the general public, his
peers, people who oppose his views, those who support his views, or some
other group? (By Achim K. Krull, Murray Shukyn).
Purpose: The purpose is the reason the author wrote the passage. Is
the passage intended to inform, tell a story, describe a situation, or
persuade the audience to believe or do something? (By Achim K. Krull, Murray
Shukyn).

After sizing up the audience and purpose, you should have a fairly clear idea
of the author’s point of view. If the author is trying to convince the audience
to believe or do something, for example, he probably believes in it himself.

You can also pick up clues about the author’s point of view from the
evidence presented in the passage and the author’s word choice:

List the information and supporting evidence presented. Has the

author omitted facts? What authorities does the author use to back up the
argument or evidence? Are these authorities themselves reliable and
unbiased? If an author omits certain facts or draws evidence from biased
sources, it clues you in that the author’s point of view is firmly on one side
of an issue. (By Achim K. Krull, Murray Shukyn).
However, if the authors uses some quotations that refers to the other
sources, you have to ask or question yourself if the statement is accepted
and knowledgeable. See to it if the author gives pattern of evidences that
gives more information particular to the point of view regarding the context.
Look at the vocabulary used. Use of “loaded” words or inflammatory
terms is a strong signal that the author is biased. For example, if a passage
refers to opponents as fascists or bureaucrats, the author is using

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Readings in the Philippine History

emotionally charged language to cast his opponents in the worst possible

light. (By Achim K. Krull, Murray Shukyn).

Example on How an Author gives his own arguments and point of views.
(By Achim K. Krull, Murray Shukyn).

Extract from the Declaration of Independence

Prudence, indeed, will dictate that Governments long established should not
be changed for light and transient causes; and accordingly all experience
hath shewn, that mankind are more disposed to suffer, while evils are
sufferable, than to right themselves by abolishing the forms to which they
are accustomed. But when a long train of abuses and usurpations, pursuing
invariably the same Object evinces a design to reduce them under absolute
Despotism, it is their right, it is their duty, to throw off such Government,
and to provide new Guards for their future security. Such has been the
patient sufferance of these Colonies; and such is now the necessity which
constrains them to alter their former Systems of Government. The history of
the present King of Great Britain is a history of repeated injuries and
usurpations, all having in direct object the establishment of an absolute
Tyranny over these States.

Here’s a sample question based on this passage that requires an ability to

identify the author’s point of view:

The author of this passage believes which of the following?

 (A) Citizens should overthrow rulers they disagree with.

 (B) Rulers are tyrants.

 (C) Overthrowing an established government is likely to cause people

to suffer.

 (D) Absolute tyranny and despotism are characteristics of any

governing body.

Although the passage presents a very strong emotional argument defending

the right and obligation of the people to overthrow tyrannical rulers, the
passage begins with a statement that “mankind are more disposed to suffer
… by abolishing the forms to which they are accustomed,” as stated in
Choice (C), which is the correct answer.

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Readings in the Philippine History

Choice (A) is wrong because the passage states that the people should rise
up only when the rulers are guilty of long-term tyranny and despotism that
“reduces” the people. Although the passage acknowledges that rulers can be
tyrants and points to the example of the current king, Choice (B) is an
overgeneralization not made in the passage. Likewise, Choice (D) is much
broader than what the passage suggests.

Note: Always remember that it is important to reconsider the author’s intent,

just to convince the reader. Gathering some facts and point of views of the
authors gives idea and more information to the researchers and readers to
understand historical content, somehow author’s point of view and opinions
are one of the sources that needs to be gathered to fully understand the
whole context.

______________________________________________________________________________________

SELF CHECK

Directions: From the given ideas and information about the Authors main
arguments and point of views, Identify the meaning and the purpose of the
following concept and ideas through the given format below.

Definition/Explanation
Author’s point of view

Audience of the author

Purpose of the author

Information and
supporting evidence
presented

Vocabulary used

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_________________________________________________________________________________

Activity
ENRICHMENT 1:
ACTIVITIES
about
following questions briefly but substantially.

Philippine Independence Declared

By: History.com Editors
During the Spanish-American War, Filipino rebels led by Emilio Aguinaldo
proclaim the independence of the Philippines after 300 years of Spanish
rule. By mid-August, Filipino rebels and U.S. troops had ousted the
Spanish, but Aguinaldo’s hopes for independence were dashed when the
United States formally annexed the Philippines as part of its peace treaty
with Spain.

The Philippines, a large island archipelago situated off Southeast Asia, was
colonized by the Spanish in the latter part of the 16th century. Opposition
to Spanish rule began among Filipino priests, who resented Spanish
domination of the Roman Catholic churches in the islands. In the late 19th
century, Filipino intellectuals and the middle class began calling for
independence. In 1892, the Katipunan, a secret revolutionary society, was
formed in Manila, the Philippine capital on the island of Luzon. Membership
grew dramatically, and in August 1896 the Spanish uncovered the
Katipunan’s plans for rebellion, forcing premature action from the rebels.
Revolts broke out across Luzon, and in March 1897, 28-year-old Emilio
Aguinaldo became leader of the rebellion.

By late 1897, the revolutionaries had been driven into the hills southeast of
Manila, and Aguinaldo negotiated an agreement with the Spanish. In
exchange for financial compensation and a promise of reform in the
Philippines, Aguinaldo and his generals would accept exile in Hong Kong.
The rebel leaders departed, and the Philippine Revolution temporarily was at
an end.

In April 1898, the Spanish-American War broke out over Spain’s brutal
suppression of a rebellion in Cuba. The first in a series of decisive U.S.
victories occurred on May 1, 1898, when the U.S. Asiatic Squadron under

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Readings in the Philippine History

Commodore George Dewey annihilated the Spanish Pacific fleet at the Battle

of Manila Bay in the Philippines. From his exile, Aguinaldo made
arrangements with U.S. authorities to return to the Philippines and assist
the United States in the war against Spain. He landed on May 19, rallied his
revolutionaries, and began liberating towns south of Manila. On June 12, he
proclaimed Philippine independence and established a provincial
government, of which he subsequently became head.

His rebels, meanwhile, had encircled the Spanish in Manila and, with the
support of Dewey’s squadron in Manila Bay, would surely have conquered
the Spanish. Dewey, however, was waiting for U.S. ground troops, which
began landing in July and took over the Filipino positions surrounding
Manila. On August 8, the Spanish commander informed the United States
that he would surrender the city under two conditions: The United States
was to make the advance into the capital look like a battle, and under no
conditions were the Filipino rebels to be allowed into the city. On August 13,
the mock Battle of Manila was staged, and the Americans kept their promise
to keep the Filipinos out after the city passed into their hands.

While the Americans occupied Manila and planned peace negotiations with
Spain, Aguinaldo convened a revolutionary assembly, the Malolos, in
September. They drew up a democratic constitution, the first ever in Asia,
and a government was formed with Aguinaldo as president in January 1899.
On February 4, what became known as the Philippine Insurrection began
when Filipino rebels and U.S. troops skirmished inside American lines in
Manila. Two days later, the U.S. Senate voted by one vote to ratify the Treaty
of Paris with Spain. The Philippines were now a U.S. territory, acquired in
exchange for $20 million in compensation to the Spanish.

In response, Aguinaldo formally launched a new revolt–this time against the

United States. The rebels, consistently defeated in the open field, turned to
guerrilla warfare, and the U.S. Congress authorized the deployment of
60,000 troops to subdue them. By the end of 1899, there were 65,000 U.S.
troops in the Philippines, but the war dragged on. Many anti-imperialists in
the United States, such as Democratic presidential candidate William
Jennings Bryan, opposed U.S. annexation of the Philippines, but in
November 1900 Republican incumbent William McKinley was reelected, and
the war continued.

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On March 23, 1901, in a daring operation, U.S. General Frederick Funston

and a group of officers, pretending to be prisoners, surprised Aguinaldo in
his stronghold in the Luzon village of Palanan and captured the rebel leader.
Aguinaldo took an oath of allegiance to the United States and called for an
end to the rebellion, but many of his followers fought on. During the next
year, U.S. forces gradually pacified the Philippines. In an infamous episode,
U.S. forces on the island of Samar retaliated against the massacre of a U.S.
garrison by killing all men on the island above the age of 10. Many women
and young children were also butchered. General Jacob Smith, who directed
the atrocities, was court-martialed and forced to retire for turning Samar, in
his words, into a “howling wilderness.”

In 1902, an American civil government took over administration of the

Philippines, and the three-year Philippine insurrection was declared to be at
an end. Scattered resistance, however, persisted for several years.

More than 4,000 Americans perished suppressing the Philippines–more

than 10 times the number killed in the Spanish-American War. More than
20,000 Filipino insurgents were killed, and an unknown number of civilians
perished.

In 1935, the Commonwealth of the Philippines was established with U.S.

approval, and Manuel Quezon was elected the country’s first president. On
July 4, 1946, full independence was granted to the Republic of the
Philippines by the United States.
(https://www.history.com/this-day-in-history/philippine-independence-declared)

__________________________________________________________________________________
Questions from Activity 1:
1. What do you think would be the purpose of the author?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. To whom did the author address the information?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. List at least 2 known point of view of the author about the information.

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Readings in the Philippine History

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. Did the author clearly conveys his taught and point of view?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________________
Activity 2: Answer the given question. Make it Short, Simple with Substance.
1. While getting the main arguments of the given data, do you think that the
author’s argument are necessary in studying historical events? Yes or no,
then why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

_____________________________________________________________________________________

SUGGESTD READINGS AND REFERENCES:

https://www.dummies.com/test-prep/ged/how-to-identify-
the-authors-point-of-view-in-historical-documents-for-the-
ged-social-studies-test/
https://study.com/academy/lesson/evaluating-an-authors-
point-of-view.html

MODULE 2
LESSON 3: Internal and External Criticism

LEARNING OBJECTIVES:

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Readings in the Philippine History

Determine the main concept of internal and external Criticism

Able to differentiate internal criticism to that of external Criticism.
Understand the importance of Internal and External Criticism in
studying history
_____________________________________________________________________________

DISCUSSION

Researching Historical facts is necessary in studying, there are

methods and strategies to be follows and undergo with. When examining
historical data or content, learner and researcher are faced to undergo with
the primary and secondary sources with using or through with the content
and contextual analysis. Moreover, Internal and External criticism are to be
followed as well, for better understanding and for strong evidences.

Pre - Activity

When you are gathering sources for your research activity during your
senior high school, how did you evaluate and criticize your sources?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

.
From the previous lessons, primary sources identified as the first
hand information gathered, this was prepared by someone who was a
participant or direct witness or data to an events, while secondary sources
identified as the second hand information that able to support the primary
sources, this was also prepared by someone who obtained the information
about the particular event from someone else or other phenomenon.
In relation to that, External Criticism focused on the authenticity of
the document gathered, external criticism is determined to be genuine,
while Internal Criticism determined the accuracy of the content.
Eventually, external and internal were interchange, but the difference is
that, when we say External focused legitimacy or authenticity of the
document that uses a historical study, the purpose of external criticism is to
identify the genuineness of a document. It also involves authorship and
textual circumstances such as; places, time and purpose. On the other

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hand, Internal criticism refers to the accuracy of the content itself within the
document or data that has been gathered, refers to what the document tells
about.

Figure
1.

Moreover, to understand external and internal criticism guided

questions must be followed. In order to understand the given data or
gathered data from historical events. Here are some guides questions to be
considered;
Possible guide questions for External Criticism
 Who was the author?
 What was the purpose of the author?
 When did the document published?
 What is the educational background of the author?
 Where did they conduct the article or document?
 How do they published the documents?
 Who are the people involved?

Possible guide questions for Internal Criticism

 Is the content falsifiable?
 What is the main point of view of the document?
 Why did they wrote or published this kind of document?
 For whom did the author refers to/for?
 What is the meaning of this passage?
 What is all about the topic?
________________________________________________________________________________

SELF CHECK

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Readings in the Philippine History

Directions: From the given ideas and information about the given criticism
in gathering data, differentiate the following criticism through the given
format below.

INTERNAL CRITICISM EXTERNAL CRITICISM

_________________________________________________________________________________

Activity 1: Read the given article thoroughly, apply

ENRICHMENT
the
ACTIVITIES lesson
criticism, following the format below.

THE FIRST PHILIPPINE REPUBLIC

       Though short-lived, the First Philippine, nonetheless catapulted the

Filipino nation onto the world’s consciousness carving not only a place
among the family of nations but also a distinct niche as the first republic
in Asia.  While much of the world was oblivious to its birthing, the First
Republic proved that Filipinos were capable of self-rule and deserved
their longed-for freedom after more than 300 years of colonial bondage- a
bondage shaken time and again by sporadic revolts, whose disparateness
precluded ultimate victory.

     After the failure of the reformist movement led by Rizal and Del Pilar,
Andres the 1896-98 Philippine Revolution, culminated with the
inauguration of the Republic on January 23, 1899 at Barasoain Church
in Malolos, Bulacan.  Though besieged and eventually thwarted by the
United States army, the Republic had earned the loyalty of the Filipino
people and deserved the recognition of foreign nations.

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     When General Emilio Famy Aguinaldo returned to the country from

his exile in Hong Kong in May 1898, the truce signed between Filipino
revolutionists and  Spaniards at Biak-na-Bato, San Miguel de Mayumo,
Bulacan in December 1897 had been broken in many parts of the
country.  Upon advice of Ambrosio Rianzares Bautista Aguinaldo,
established a dictatorial government of the Philippines on May 24.   Four
days later, the Filipino rebels routed the Spaniards in Alapan, Cavite, a
victory celebrated by Aguinaldo with the first, albeit informal, waving of
the National Flag on Philippine soil.  The event preempted the May 31st
launching of the second phase of the revolution.  By July 1898, the
Filipinos liberated the provinces of Cavite, Laguna, Batangas, Pampanga,
most of Bulacan and the suburbs surrounding Manila.

       On June 12, 1898, Aguinaldo proclaimed Philippine independence

from the window of his house in Kawit, Cavite, and waved the Philippine
Flag officially for the first time to the martial strains of the new national
anthem.

       Mabini’s plan to establish a grassroots government was realized

towards the latter half of June 1898.  Aguinaldo issued several important
decrees reorganizing the government in the liberated provinces: the
decree of June 18 reorganized municipalities and provinces, through the
election of Popular Assemblies, whose heads the town chiefs then elected
the provincial councils.  The decree also provided for the election of
delegates to the Revolutionary Congress by the town chiefs.  To Mabini,
the latter were Aguinaldo’s direct link to the masses and on August 1,
1898, these town officials assembled at Bacoor, then the seat of the
Revolutionary government, and ratified the newly proclaimed Philippine
independence.

      On June 20, Aguinaldo issued a decree organizing the judiciary, and
on June 23, again upon Mabini’s advice, major changes were
promulgated and implemented: change of government from Dictatorial to
Revolutionary; change of the Executive title from Dictator to President;
the establishment of four major departments including that of foreign
affairs, navy and commerce; war and public works, police and internal
order; and finance, agriculture and manufacture industries (this was
later expanded to six departments with addition of welfare and treasury

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departments); the appointment of delegates to the Revolutionary

Congress from the non-liberated provinces, to ensure wider
representation, and the creation of the Executive Board of the
Revolutionary Committee at Hong Kong, which served as the diplomatic
and international propaganda arm of the Republic.  Two underlying
principles motivated the establishment of a revolutionary government: to
help the country achieve true independence and pave the way towards
the formation of a “true republic”.

      As Mabini envisioned it, the Revolutionary Congress created by the

June 18 decree had several aims: to promote the interest of the Filipinos
through the passage of relevant laws and to serve as the Executive’s
advisory body.   On September 15 Aguinaldo formally opened the
revolutionary congress at the church of Barasoain in Malolos.  Later the
representatives elected their officers: Pedro Paterno, president; Benito
Legarda, Vice President; Gregorio Araneta, First Secretary and Pablo
Ocampo, Second Secretary.  It was not long after their first convening
that the Malolos Representatives ran into conflict with Mabini, who
believed that the times demanded not the writing of a supreme law,
which required the luxury of time, but an executive made strong by
congressional support.  In the end Congress prevailed over Mabini, and
began their constitutional work.  There were three draft constitutions
presented: one authored by Mabini, another by Paterno and a third
drafted by Felipe Calderon, a Cavite lawyer.  The latter’s draft, influenced
by constitutions of various South American nations, was eventually
chosen.

      Despite its brief existence, the Malolos Congress earned its place in
Philippine history if only for two achievements: the ratification of the
declaration of independence on September 29, 1898 and the framing of
the Malolos Constitution, which was promulgated by President Aguinaldo
on January 21, 1899.  To its eternal credit, the Malolos Congress,
transcended its elite background by producing a supreme law
distinguished for its democratic and pluralist ideals.  These were
embodied in the following provisions: the distribution of power in three
separate branches of government: a legislature which was unicameral-
the “Assembly” of elected representatives; the Executive branch,
represented by the President supported by a Cabinet; and the Judiciary

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Readings in the Philippine History

composed of the Supreme Court, headed by a Chief Justice to be elected

by the Assembly, and lower courts. The Constitution likewise protected
the people against the abuse of power with a registry of individual and
national rights.  Most important, it was imbued with the principle that
sovereignty resides in the people.

        The Repubic was inaugurated on January 23, 1899 at Barasoain

Church, Malolos, in ceremonies marked by the reading of the whole
Constitution, by Secretary Ocampo; proclamation of the Republic of the
Philippines by Congress president Paterno, followed by the proclamation
of Aguinaldo as the elected President of the new Republic, and speeches
by Aguinaldo and Paterno.

President of the new Republic, and speeches by Aguinaldo and

Paterno.

The Central government of the new Republic was constituted in part

as follows:
President-        Emilio Aguinaldo
Department Secretaries- War – Baldomero Aguinaldo
Interior- Leandro Ibarra
Foreign Affairs- Cayetano Arellano (later replaced by Mabini)
Finance- Mariano Trias
Justice-   Gregorio Araneta
Welfare- Felipe Buencamino

       Even as it battled a new enemy disguised by US President William

McKinley’s “Benevolent Assimilation” proclamation, the new government
suffered dissension within its ranks.  The Mabini Cabinet was replaced
by the Paterno Cabinet around May 9, 1899.

     Meanwhile, Felipe Agoncillo, foremost Filipino diplomat, exerted all

efforts to obtain European and American recognition of Philippine
independence and sovereignty, especially after the signing of the Treaty
of Paris in December 1898 ceded the Philippines to the United States.  
In January 1899 he tried every means to prevent the ratification of the
Treaty of Paris by the US Senate, knowing this would seal the fate of the
Filipinos, again to no avail.

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Readings in the Philippine History

       Post Script to the Republic. February 4, 1899, less than two weeks

after the Republic’s inauguration, an American soldier on Sociego corner
Silencio Streets in Santa Mesa, Manila, fired a shot against Filipino
patrols in the area, sparking the Filipino-American War.  The outbreak of
hostilities between Filipino and American forces caused the imperialist
agenda in the US Senate to gain the upper hand, resulting in the
ratification of the Treaty of Paris on February 6, thus justifying the
United States all-out pursuit of war against the fledgling Philippine
Republic.

        On March 31 Malolos, seat of the Philippine Republic, fell into

enemy hands, followed on April 26 by Calumpit, where the Filipino forces
led by over-all commander Gen. Luna were also routed.

        On May 9, the Central government moved to Cabanatuan, Nueva

Ecija, only four days after Congress convened at neighboring San Isidro
town.   As the American army closed in on him Aguinald moved the
government to Tarlac, and then to Bayambang, Pangasinan.  The latter
fell on November 13.  In a final bid to swing the odds in their favor,
Aguinaldo ordered the shift from regular to guerrilla warfare even as he
began his exodus to the north.  It did not take long before the
government of the Filipinos disintegrated with the capture of its officials
Buencamino in November and Mabini in December 1899, Paterno in
April 1900.  Aguinaldo himself was captured in Palanan, Isabela, on
March 23, 1901, a day after his 32nd birthday.  When he took the oath
of allegiance to the United States nine days later, the First Philippine
Republic came to an end.

Posted on September 7, 2012, Gov.Ph-open data. Official Gazette.

(http://nhcp.gov.ph/the-first-philippine-republic/)

_________________________________________________________________________________

Activity 1.1: After reading the given article, Criticize the primary
sources gathered, following the format below.

The First Philippine Republic

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Readings in the Philippine History

Internal Criticism External Criticism

Activity 2:

Direction: Read and understand the given ideas about the subject
including its topics, answer the question. Make it Short, Simple with
Substance.

1. In your own opinion, how do external and internal criticism important in

gathering data?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

_________________________________________________________________________________

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