Republic of the Philippines

ZAMBOANGA STATE COLLEGE OF MARINE SCIENCES AND TECHNOLOGY

Fort Pilar, Zamboanga City
Tel No.: (062) 993-2615 Telefax: (062) 991-0777
website: http://www.zscmst.edu.ph

(NGEC-2 MODULE)
READINGS IN PHILIPPINE HISTORY

PREPARED BY:

MARIVIC R. ESTOQUE

MA. ARLENE DR. FERNAN

SOCIAL SCIENCE DEPARTMENT

INTRODUCTION
History has always been a subject dreaded by students because of one thing – memorization. And this is why it
has been taken for granted by so many of the youth of today- the youth that we have come to call ‘the
millennials. (Torres, JV,2018)
The improper way of teaching Philippine History has deprived many students from the primary to the tertiary
levels of the story of our nation and the formation of our identity as Filipinos. It is ironic because in today’s
technology, one could imagine the amount of historical and cultural data about the Philippines available
online at the push of a button or the click of a fingertip. However, the data seem wasted on mere
memorization without understanding the texts in the book or the pictures on its pages and making sense of
everything as a whole.
In other words, according to author, J.V Torres,2018 of Batis, Sources in Philippine History, the student just
breezes through the subject by learning the bare facts of who, what, where, and when and losing the how and
why. Thus, commemorating our heroes, respecting the symbols of our history and culture, and knowing our
past jus pass them by with the significance barely touched.
The new CHED curriculum on Philippine History described as “Readings in Philippine History”, tries to change
that impression. The present course means exposing students to where our history comes from. The source is
not simply the textbook. Thus, students will be reading and analyzing materials from different media--
documents, pictures, videos, audio visual recordings, digital sources, pictures--that have to do with Philippine
history and culture. Using various techniques, the students are expected to study and analyze the sources—
much like the classic detective work—and come up with an understanding of a historical truth.
They are, therefore, participating in the writing of history and not just merely studying it. The new course also
requires visiting various historical sites, museums, and shrines to enrich students’ historical understanding and
appreciation and lead to a deeper engagement with our country’s rich history and culture.

NOTE TO STUDENTS
For the students, according to JL P. Candelaria 2018, it is high time for you to do away with the misconception
that studying history is a boring and insignificant field of study. You may have been the victims of the
stereotypes appropriated to history as it has been taught in the classroom for centuries. Realize that by
studying history, you situate yourselves in the story of the nation, a necessary endeavor to be able to know
more about your identity and find out how you can help solve the problems of the present and move forward
for the future.
Moreover, It is hoped that in studying your past, you, the young people of today will have a better
understanding and appreciation of the story of our country, its people and culture.

OVERVIEW
It is with great pride that this Modules were designed and created for our young learners. Aligned with the
new general education curriculum, the modules are intended for the college students enrolled in different
programs. It is most aptly introduced at a point where young Filipinos have already learned about the general
topics of our history.
The modules feature readings from primary sources on events in our history with to do list
(activities/exercises) to help in the analysis of the data given and all other mandated topics in the course.

HOW TO USE THIS MODULE?

In utilizing these modules, different icons are presented to facilitate learning to our college student-users.
Each student is encouraged to undertake additional research, further readings, and/or rechecking or reviewing
of other references. Hence, it is expected that to do list, activities, and or exercises will be undertaken with
ease and facility. In addition to this, student-learners are encouraged to read and understand carefully all
instructions given.
 INTENDED LEARNING OUTCOMES
The intended learning outcomes (ILOs) states what a student/ learner will have acquired and will
be able to do upon successfully completing their studies. ILOs should be expressed from the
tudent/learners’ perspective and are measurable, achievable and assessable.

LECTURES
Prepared lessons of each topic in details so student-learners can read, review, comprehend and be
nformed. Students can also derive lectures from other references or sources related to the lesson
presented.

ACTIVITIES
These are tasks, or exercises that an individual or a group of students will undertake as required in
the course.

TO DO LIST.
It is an orderly way to organize how to go about with the activities or exercises that are required for
a student to do.

SUPPLEMENTAL CONTENT. (Assignments)

These may be additional assigned tasks given to student-learners, so they can come up with their
best answers or performance related to the topics or concepts presented

REFERENCES
These are the sources of information in order to ascertain something as related and
presented in the lessons or topics.

COURSE DESCRIPTION
The course analyzes Philippine history from multiple perspectives through the lens of selected primary
sources coming from various disciplines and of different genres. Students are given opportunities to
analyze the author's background and main arguments, compare different points of view, identify
biases and examine the evidences presented in the document. The discussions will tackle traditional
topics in history and other interdisciplinary themes that will deepen and broaden their understanding of
Philippine political, economic, cultural, social, scientific and religious history. Priority is given to primary
materials that could help students develop their analytical and communication skills. The end goal is to
develop the historical and critical consciousness of the students so that they will become versatile,
articulate, broad• minded, morally upright and responsible citizens.

PROGRAM LEARNING OUTCOMES – BSE- SCIENCES

Specific to Major in Sciences The graduates of the Bachelor of Secondary Education major in SCIENCES
have the ability to:
a. demonstrate deep understanding of scientific concepts and principles;
b. apply scientific inquiry in teaching and learning;
c. utilize effective science teaching and assessment methods; and
d. manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the sciences.

COURSE LEARNING OUTCOMES

Philippine History viewed from the lens of selected primary sources in different periods, analysis and
interpretations. The course aims to expose students to different facets of Philippine history through the
lens of eyewitnesses rather than rely on secondary materials such as textbooks, which is the usual
approach in teaching Philippine history, different types of primary sources will be used - written
(qualitative and quantitative), oral, visual, audio-
visual, digital - covering various aspects of Philippine life (political, economic, social, cultural). Students
are expected to analyze the selected readings contextually and in terms of content (stated and implied).
The end goal is to enable students to understand and appreciate our rich past by deriving insights from
those who were actually present at the time of the event.

Context analysis considers the following: (i) the historical context of the source [time and place it was
written and the situation at the time], (ii) the author's background, intent (to the extent discernable),
and authority on the subject; and (iii) the source's relevance and meaning today.

Content analysis, on the other hand, applies appropriate techniques depending on the type of source
(written, oral, visual). In the process students will be asked, for example, to identify the author's main
argument or thesis compare points of view, identify biases, and evaluate the author's claim
based on the evidences presented or
other available evidence at the time.

The course will guide the students through their reading and analysis of the texts and require them to
write reaction essays of varied length and present their ideas in other ways (debate format,
power point presentation, letter to the editor of the source, etc).

The instructor may arrange the readings chronologically or thematically, and start with the present
(more familiar)and go back to the earlier periods or vice-versa. (CMO No. 20, series of 2013)

MODULE 1
 A. The Meaning , Value and Relevance of History
B. Distinction between Primary and Secondary Source

This section highlights the significance of learning Philippine History in the 21 st Century. It centers on
analyzing Philippine History from various standpoints built on selected primary sources from many disciplines
and genres.

A. The Meaning , Value and Relevance of History

INTENDED LEARNING OBJECTIVES

At the end of this segment, the students are expected to:

1. Describe the concept of history using personal experience

2. Cite examples of history using personal experience and the role it played on their lives

3. Draw out conclusions on the impact of personal experiences to the relevance of history

TO DO LIST

1. Watch the video by clicking the URL below about Herodotus the Father of History and briefly write
your thoughts about the video.

https://www.youtube.com/watch?v=A542ixwyBhc

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

2. Collaborative Activity: Think-Pair-Share

Find a partner and individually reflect on the following questions:

1. What is history for you?

2. Share a personal experience you think of when you hear the word “history”.

3. What do you think is the role of history in your life?

After reflecting on these questions, share your answers to your chosen partner

My Answer My Partners answer

Similarities

After doing the task above. Answer the following questions.

1. How did you find the activity?

2. What were the challenges you had encounter along the process?

3. How did you overcome the challenges together with your partner?

4. What were the similarities and differences of your sharing with your partner?

5. What role do you think history plays in your life? Share your insights about history.

LECTURES

History is one of the earliest branches of social sciences. The Greeks are known to have pioneered this careful
methodical study since the time of Herodotus , otherwise known as the “Father of History” To guide them in
their studies, the Greeks used fossils of both humans and animals, buried relics, and ancient wisdom . ( Reither
1948)

The Definition of History

History is a science that deals with the study of past events. The study of history leads us to analyze the
structure of society of a given period, its community and government, languages and emergence of philosophy
and religion. Certain events that have played a crucial role in the development of man and their effects on
society to which he belongs are studied more thoroughly. ( Garraghan and Delanglez 1946)

Here are some views of well-known historians and anthropologists on the study of history:

1. F. Lando Jocano – a former Dean and Professor of Anthropology at the Institute of Philippine Studies,
Center for Advanced Studies, University of the Philippines

“History is not only recording of chronological events but the understanding of the relationship
between history and archeology. Our understanding of history is not complete without an
understanding of the relevance of vents in the past”

2. William Henry Scott – Well known Historian of Cordilleras and Pre – Colonial Priod

“ History creates a nation and unites its people”

3. Renato Constantino ( 1919-1999)- Former Professor of History at the University of the Philippines and
respected Filipino Historian

“ The study of history should not only based on a particular group of people or some known
historical figures, it should also consider the history of the masses”

4. George Santayana- Respected Historian

“ Those who cannot remember the past are condemned to repeat it”

5. Ferdinand Braudel- French Historian

“ In order to achieve a so called “ total history” all aspects of mans past must be integrated .
This can be done by examining the circumstances underlying the political, social, cultural, and
economic aspects.”
 ACTIVITIES

1. Write a reflection paper on the values of the study of history to you as a student and as a Filipino

RUBRICS
Your essay will be graded based on this rubric. Consequently, use this rubric as a guide when writing
your essay and check it again before you submit your essay.

Traits 4 3 2 1
 Focus and There is one clear, well There is one clear, There is one The topic and
Details focused topic. Main well focused topic. topic. main ideas are
ideas are clear and are Main ideas are Main ideas are not clear.
well supported by clear but are Somewhat
detailed and accurate not well supported clear.
information by detailed
information.
Organization The introduction is The introduction The There is no clear
inviting, states the states the main introduction introduction,
main topic, and topic and provides states the main structure, or
provides an overview an overview of the topic. A conclusion.
of the paper. paper. A conclusion conclusion is
Information is relevant is included. included.
and presented in a
logical order. The
conclusion is strong.
Voice The author’s purpose The author’s The author’s The author’s
of writing is very clear, purpose of writing purpose of purpose of
and there is strong is somewhat clear, writing is writing is unclear.
evidence of attention and there is some somewhat
to audience. The evidence of clear, and there
author’s extensive attention to is evidence of
knowledge and/or audience. The attention
experience with the author’s knowledge to audience.
topic is/are evident. and/or experience The author’s
with the topic knowledge
is/are evident. and/or
experience with
the topic is/are
limited.
Word The author uses vivid The author uses The author uses The writer uses a
Choice words and phrases. vivid words limited
The choice and words and phrases. that vocabulary.
placement of words The choice and communicate Jargon or clichés
seems accurate, placement of clearly, but the may be present
natural, and not words is inaccurate writing lacks and detract
forced. at times and/or variety. from the
seems overdone. meaning.
Sentence, All sentences are well Most sentences are Most sentences Sentences sound
Structure, constructed and have well constructed are well awkward, are
Grammar, varied structure and and have varied constructed, distractingly
Mechanics length. The author structure and but they repetitive,
and Spelling makes no errors in length. The author have a similar or are difficult to
grammar, mechanics, makes a few errors structure understand. The
and/or spelling. in grammar, and/or length. author makes
mechanics, and/or The author numerous errors
spelling, but they makes several in grammar,
do not interfere errors in mechanics,
with grammar, and/or spelling
understanding. mechanics, that interfere
and/or with
spelling that understanding.
interfere with
understanding.
Reviewers
Comment

REFERENCES
Books

Asuncion, Nestor M. 2019. Readings in the Philippine History . Quezon City: C and E
Castro, Rosita. 2006. Social Studies in Perspective: History of the Philippines. Quezon City: C and E

Websites

https://www.youtube.com/watch?v=A542ixwyBhc

B. Distinction between Primary and Secondary Source

INTENDED LEARNING OBJECTIVES

At the end of this lesson, the students are expected to:

1. Evaluate primary sources their credibility authenticity, and provenance

2. Differentiate primary and secondary sources of historical records ; and possible repositories of primary
sources
3. Appreciate the importance in measuring credibility, authenticity, and provenance in using primary
resources

TO DO LIST
1. Using any social media site, ask your friends to share opinions on whether President Rodrigo Duterte is
an elite president or a populist president, afterwards, screenshot, print, cut and stick five responses
that can either be primary or secondary sources on the space provided. Indicate whether the response
is a primary or secondary source of information. Justify why each response is primary or secondary
source

Response 1 Response 2 Response 3

__________________________ _________________________ _________________________

__________________________ _________________________ _________________________

__________________________ _________________________ _________________________

Response 4 Response 5
 ______________________ _____________________

_______________________ _____________________

_______________________ _____________________

2. How did you find the activity? What are sources? How important are the sources in recording historical
event?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

LECTURES
In conducting any historical research, different sources of information are required to gain extensive
knowledge on a particular topic. Some researcher relies on written sources while others choose to make use
of oral sources. No matter what sources is being utilized, it is important to know which among the gathered
sources can provide accurate details and information about the historical event or subject being research on.

It is important to distinguish primary from secondary sources. The degree to which the author of a
piece is removed from the actual event being described illustrates whether the source is reporting impressions
firsthand or secondhand. As such, the primacy of primary over secondary sources should be considered by
every researcher.

Primary sources are considered as contemporary accounts of an event, personally written or narrated
by an individual person directly experienced or participated in the said event. Aside from eyewitness
testimonies, primary sources also include materials that capture the event such as photographs, voice and
video recordings, and the like. These materials are considered as original sources that directly narrate the
details of the event. These sources can be in the form of diary and journal entries, letters, memoirs, journals,
speeches, interviews, and official records such as government publications, minutes, reports, artworks, and
artifacts. Primary sources mostly include unpublished works of individuals that were discovered after some
time such as during historical excavations and historical researches done in public and private libraries. In
some instances, newspaper or magazine articles are also considered primary sources as long as they were
written soon after the events and not as historical accounts.

On the other hand, Secondary sources serve as interpretations or readings of primary sources. Usually
the author of a piece incorporates his or personal insights and interpretations , Thus detaching the original
value of the component of the subject being discussed. These sources usually contain analyses of primary
sources by experts, academicians, and professionals. These are usually in the form of published work such as
journals, articles, reviews, books, conference papers, and documentaries. They can also be based on
interpretations of other secondary sources, or a combination of primary and secondary sources. Many
historical researches also bank on secondary sources to get different perspective on a particular topic.
However, relying too much on secondary sources may blur out the actual details of a particular historical
events.

Therefore, primary and secondary sources should be evaluated. Most scholars use the following
questions in evaluating the validity and credibility of sources of historical accounts:
1. How did the author know about the given detail? Was the author present at the event? How soon was
the author able to gather the detail of the event?
2. Where did the information come from? Is it a personal experience, an eyewitness account, or report
made by another person?
3. Dis the author conclude based on a single source, or on many sources of evidence?

If the evaluation of an available source shows any indication that it is an interpretative work rather than a
factual firsthand account, it is considered as a secondary source. Thus, in conducting historical research, it
is important to identify first whether the available sources are primary or secondary sources. This is to
determine how reliable and helpful these sources are.

ACTIVITIES

1. Using the Venn diagram below, compare and contrast the characteristics of primary and secondary
source materials. Give an explanation for the overlapping characteristics on the space provide.

Explanation of the overlapping concepts:

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

2. Read the referenced readings and accomplish the reading report:

Click: https://academic.oup.com/ahr/article-abstract/57/1/95/66834?redirectedFrom=fulltext

https://books.google.com.ph/books/about/From_Reliable_Sources.html?
id=wSqgwOZPjJ4C&redir_esc=y

 The three (3) things that I significantly learn from the readings are …
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

 The three (3) things that are still unclear to me are …

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

 The three (3 ) questions that I want to ask about the readings are…
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
 SUPPLEMENTAL CONTENT
1. Read the following scenarios and classify the sources discovered as primary, secondary or tertiary
sources. Write your answer on the space provided.

Juan was exploring the library in his new school in Manila. He wanted to study the history of Calamba, Laguna
during the nineteenth century. In one of the books, he saw an old photograph of a woman standing in front of
an old church, clipped among the pages. At the back of the photo was a fine inscription that says” Kalamba 19
de Junio 1861”

Is the photograph primary, secondary or a tertiary source? Justify your answer

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

It was Angela’s first day in her first year college in a big university. Her excitement made her come to class
unusually early and she found their classroom empty. She explored the classroom and sat at the teachers
table. She 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. She 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.

Is the book a primary, secondary, or tertiary source? Explain your answer.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

REFERENCE

Book
Asuncion, Nestor M. 2019. Readings in the Philippine History . Quezon City: C and E

Websites

https://academic.oup.com/ahr/article-abstract/57/1/95/66834?redirectedFrom=fulltext

https://books.google.com.ph/books/about/From_Reliable_Sources.html?
id=wSqgwOZPjJ4C&redir_esc=y
 Module 2

Content and Contextual Analysis on Selected Primary Sources in the Philippines

A. Brief Summary of the First Voyage Around the World by Magellan by Antonio Pigafetta
B. The KKK and the Kartilla ng Katipunan
C. Reading the Proclamation of Philippine Independence
D. A Glance at Selected Philippine Political Caricature in Alfred McCoy’s Philippine Cartoons: Political
Caricature of the American Era ( 1900-1941)
E. Corazon C. Aquino’s Speech Before United States Congress on September 18, 1986

In this section, we are going to look at the number of primary sources from different historical periods and
evaluate these documents’ content in terms of historical value, and examine the context of their production. Needless
to say, different types of sources necessitate different kinds of analysis and contain different levels of importance.
 A. Brief Summary of the First Voyage Around the World by Magellan by Antonio Pigafetta

Intended Learning Outcomes

At the end of the lesson, the students are expected to:
A. Analyze the context, content and perspective of different kinds of primary sources
B. Determine the contribution of different kinds of primary sources in understanding Philippine history
C. Develop critical and analytical skills with exposure to primary sources by
a. Draw out the main idea and controversies of the text written by Antonio Pigafetta First Voyage Around
the World;
b. identify arguments that support main claims of the text.;
c. Illustrate how the text contributed to the deeper understanding to certain events in Philippine History;
d. Identify the perspective of the account/ primary source;
e. Draw out a conclusion with a stand about the controversy.

I. To do List
1. Watch the video by clicking the URL below about Antonio Pigafetta First Voyage around the World and briefly
write your thoughts about the video.

https://www.youtube.com/watch?v=MGgGM_IeePY

____________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

II. Lecture
1. Click the URL below. Read and analyze the main idea and controversies of the text written by
Antonio Pigafetta First Voyage Around the World.

https://books.google.com.ph/books?
hl=en&lr=&id=sclFZPrPVhsC&oi=fnd&pg=PP1&dq=voyage+of+Magellan+by+Antonio+Pigafetta&ots=U0N8fuVYeW&sig=
0dNG2twH0oJJozIVDLhU5x1G76s&redir_esc=y#v=onepage&q=voyage%20of%20Magellan%20by%20Antonio
%20Pigafetta&f=false

III. Activities
Instruction: After reading, draw out the main idea and controversies of the text written by Antonio Pigafetta First
Voyage Around the World

Main Idea Arguments

1.
 2.

3.
Perspective of the Author/Account

Your Stand in the Controversy

IV. Supplemental Content

1. https://www.youtube.com/watch?v=4kxY66kSrhU
2. https://www.youtube.com/watch?v=hETDoCMADok

References
Book

Candelaria, John Lee P.2018 Readings in the Philippine . History. Manila: REX Book Store

Websites

https://www.youtube.com/watch?v=MGgGM_IeePY

https://www.youtube.com/watch?v=4kxY66kSrhU

https://www.youtube.com/watch?v=hETDoCMADok

B. The KKK and the Kartilya ng Katipunan

Intended Learning Outcomes

At the end of the lesson the students’ are expected to:

A. Enumerate different points given in the Kartilya ng Katipunan

B. Explain the Importance of the Katipunan to the grand narrative Philippine History; and
 C. Evaluate the relevance of the document to the present time

To do List
1. Every organization has a code of conduct in order to maintain cooperation and respect among its members. If
these rules are broken, there are corresponding sanctions and consequences. Cite one rule or regulation you
have in an organization you are part of and explain the importance of compliance and the sanction for non-
compliance.

One Rule or Regulation Importance of Compliance Sanction for Non Compliance

1. In your own opinion, was the method employed by the Katipuneros-strenght, courage, strength and arms-
appropriate in the fight for freedom? Explain

Lecture
1. Biography of Emilio Jacinto begins with his early Perhaps the most interesting part of a biography of
life: Emilio Jacinto are the details about his political life and
contributions:
 Emilio Jacinto was born in 1875 on the 15th of
December.  After dropping out of college at the age of 20, Emilio
 He was the only son of a man named Mariano joined the Katipunan, a secret revolutionary society.
Jacinto and a woman named Josefa Dizon. This was a group whose objective was to
 Shortly after he was born, his father passed away. gain Philippine independence from Spain in 1892.
This untimely death forced his mother to send  Jacinto became the secretary, directly reporting to the
 Emilio to live with his uncle, Don Jose' Dizon. His leader of the Katipunan. He also became the chief
mother believed that his uncle could care for the advisor on fiscal matters concerning this secret
young Emilio better then she could after the society. In addition to these duties, Emilio also wrote
death of Mariano. the society's newspaper, the Kalayaan.
College and Education  Emilio was given a new name when he was part of this
group. To the Katipunan, he was often referred to as
Very little is known about Emilio's early childhood Utak ng Katipunan. However, he wrote under the
up until the point that he went to college. However, it pseudonym Dimasailaw when writing for the
is known that by the time he went away to college, he newspaper and he was more commonly referred to in
could fluently speak both Spanish and Tagalog, the the group as Pingkian. Jacinto was also placed in
language of the Philippine people. However, he charge of writing the guidebook for new members
preferred to speak in Spanish a majority of the time. and current members of the Katipunan, which was
called Kartilya ng Katipunan.
Emilio attended the San Juan de Latran College  When the leader of the Katipunan passed away,
when he first embarked on his college career. Emilio continued to carry out the wishes of Bonifacio.
However, he later attended the University of San The Katipunan at this time had many factions and not
Tomas in order to study law. Emilio left college before all of them operated in the same way in their efforts
completing his law degree. to gain their independence from Spain. As with his
predecessor before him, Jacinto refused to join with
these factions who had different views. This included
refusing to join the Magdalo faction of the Katipunan
under the leadership of Emilio Aguinaldo.

Emilio Jacinto died on April 16, 1899 at the age of 24. The
cause of his death at such a young age was malaria, which
he had contracted while in Majayjay, Laguna. The remains
of his body were transferred from this location to Manila
where he was laid to rest in Manila North Cemetery. His
name lives on in history for the Philippine people and he is
known as the Brains of the Katipunan.

Sometime in 1896, Andres Bonifacio, the father of the Philippine Revolution, and once the President of the Supreme
Council of the Katipunan, penned the Duties of the Sons of the People, a list of the duties and responsibilities to be
followed strictly by every member of the organization. The rules constituted a decalogue, and embodied Bonifacio’s
passionate beliefs.

In admiration of Emilio Jacinto’s literary style, Bonifacio would later adopt Jacinto’s Kartilya as the official teachings of
the Katipunan. Similar to the Decalogue, the Kartilya was written to introduce new recruits to the principles and values
that should guide every member of the organization.

The Kartilya of the Katipunan

Bonifacio and the Decalogue of the Katipunan
By Emilio Jacinto
I.   Love God with all your heart.

1. A life that is not consecrated to a large and holy II.  Bear always in mind that the love of God is also the love
greatness is a tree without shade, if not a poisonous of country, and thiis, too, is love of one's fellow-men.
weed.
2. Good work that comes from selfish desires and not III. Engrave in your heart that the true measure of honor
from a true desire for excellence is not kindness.
3. Real piety is hard work and love for fellowmen, and
measuring each action, labor and speech by true and happiness is to die for the freedom of your country.
Reason.
4. Whether one’s skin be black or white, all people are IV. All your good wishes will be crowned with success if you
equal; it may be that each is superior in knowledge, have serenity, constancy, reason, and faith in your acts and
wealth, beauty but there is no superiority in human endeavor.
dignity.
5. One who has a high inner spirit, puts honor, goodness V. Guard the mandates and aims of the K.K.K. as you guard
and virtue before self-interest; one who has a lowly your honor.
inner spirit puts self interest before honor, goodness
and virtue. VI. It is the duty of all to deliver, at the risk of their own lives
6. To the person with shame, his or her word is sacred. and wealth, anyone who runs great risks in the performance
7. Do not waste time: wealth can be lost and recovered; of his duty.
but time that already passes will not pass again.
8. Defend the oppressed and fight the oppressor. VII. Our responsibility to ourselves and the performance of
9. The intelligent person is one who is careful in all that our duties will be the example set for our fellow-men to
he or she says; and learns to keep secret that which follow.
should deb kept in confidence.
10. On the thorny path of life, man is the guide of woman VIII. Insofar as it is within your power, share your means
and of children; if the guide leaded to evil, the destiny with the poor and the unfortunate.
of those being led is also evil.
11. Thou must not look upon woman as a mere plaything, IX. Diligence in the work that gives sustenance to you is the
but as a partner and sympathetic companion in the true basis of love --- love for your own self, for your wife
hardships of this life; in your strength, consider her and children, and for your brothers and countrymen.
weakness, and remember the mother who birthed
thee and reared thee. X. Punish any scoundrel and traitor and praise all good
12. What thou dost not desire done unto thy wife, work. Believe, likewise, that the aims of the K.K.K.
children, and siblings, do not do unto the wife,        are God-given for the will of the people is also the will of
children, and siblings of others. God.
13. The value of a person is not in being sovereign, not in
an aquiline nose or in a white face, it is not in the
priestly SUBSTITUTE FOR GOD, nor is it in the high
station one has in life. Pure and truly highly
esteemed, beloved and noble is the person even if he
or she was raised in the forest and speaks nothing but
his or her own language; who has beautiful behavior,
and only one sentence (which is) honor and virtue;
who does not oppress others or allow one’s self to be
oppressed; who knows how to be sensitive and
knows how to cherish the land of his birth .

Activities
1. Kartilya ng Katipunan in the Modern World

Instructions: Read the Provisions of the Kartilya ng Katipunan and through it, visualize the dynamics of the
Katipunan as an organization. Considering the present circumstances in the modern world, do you think the
provisions of the Kartilya ng Katipunan will help address some of the problems of Philippine society? Cite
example and defend your answer.
2. Comparing the Kartilya ng Katipunan and the Decalogue

Instructions: Prior to the Kartilya ng Katipunan, Andres Bonifacio drafted the “ Decalogue of the Duties of the
Sons of the People “ or the “Decalogue”. It was patterned after the Ten Commandments of the Roman Catholic
church to serve as the list of duties and responsibilities to be followed by every member of the Katipunan.
However, after seeing the draft of the Kartilya ng Katipunan by Emlio Jacinto, he was impressed with Jacintos
style of writing and decided to adopt it as the official guidebook of the rules and regulations of the organization.

Read the Decalogue of the “Duties of the Sons of the People” by Andres Bonifacio and compare it with the
Kartilya ng Katipunan by Emilio Jacinto. In your own opinion, which better suits the needs of Philippine society
during the time of revolution? Explain your answer in 300 to 500 words.

3. Assessing the importance of Primary Sources in Understanding the Grand Narrative Philippine History

Instructions: Give three reasons why Kartilya ng Katipunan is important to the grand narrative of Philippine
History?
1. ______________________________________________________________________________

______________________________________________________________________________
 ______________________________________________________________________________

2. ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Supplemental Content
Click on the URL below on Documentary Film about Katipunan.

https://www.youtube.com/watch?v=ZE8d7uAluL8

Rubrics
Your essay will be graded based on this rubric. Consequently, use this rubric as a guide when writing your essay
and check it again before you submit your essay.

Traits 4 3 2 1
Focus and There is one clear, well There is one clear, There is one The topic and main
Details focused topic. Main ideas well focused topic. topic. ideas are not clear.
 are clear and are well Main ideas are clear Main ideas are
supported by detailed but are Somewhat clear.
and accurate information not well supported
by detailed
information.
Organization The introduction is The introduction The introduction There is no clear
inviting, states the main states the main topic states the main introduction,
topic, and provides an and provides an topic. A structure, or
overview of the paper. overview of the conclusion is conclusion.
Information is relevant paper. A conclusion is included.
and presented in a logical included.
order. The conclusion is
strong.
Voice The author’s purpose The author’s purpose The author’s The author’s
of writing is very clear, of writing is purpose of purpose of
and there is strong somewhat clear, and writing is writing is unclear.
evidence of attention there is some somewhat
to audience. The evidence of attention clear, and there
author’s extensive to audience. The is evidence of
knowledge and/or author’s knowledge attention
experience with the and/or experience to audience. The
topic is/are evident. with the topic is/are author’s
evident. knowledge
and/or
experience with
the topic is/are
limited.
Word Choice The author uses vivid The author uses vivid The author uses The writer uses a
words and phrases. The words and phrases. words limited vocabulary.
choice and placement of The choice and that Jargon or clichés
words seems accurate, placement of words communicate may be present
natural, and not forced. is inaccurate clearly, but the and detract
at times and/or writing lacks from the meaning.
seems overdone. variety.
Sentence, All sentences are well Most sentences are Most sentences Sentences sound
Structure, constructed and have well constructed and are well awkward, are
Grammar, varied structure and have varied structure constructed, but distractingly
Mechanics length. The author and length. The they repetitive,
and Spelling makes no errors in author have a similar or are difficult to
grammar, mechanics, makes a few errors in structure understand. The
and/or spelling. grammar, mechanics, and/or length. author makes
and/or spelling, but The author numerous errors
they do not interfere makes several in grammar,
with understanding. errors in mechanics,
grammar, and/or spelling
mechanics, that interfere with
and/or understanding.
spelling that
interfere with
understanding.
Reviewers
Comment

References
Book

Asuncion, Nestor M. 2019. Readings in the Philippine History . Quezon City: C and E
Websites

Click on the URL below on Documentary Film about Katipunan.

https://www.youtube.com/watch?v=ZE8d7uAluL8

C. Reading the Proclamation of Philippine Independence

Intended Learning Outcomes

At the end of this lesson, the students are expected to:
A. Identify the symbolism used in the design of the Philippine Flag
 B. Explain the importance of the Act of the Declaration of Philippine Independence to the grand narrative
of Philippine history ; and
C. Evaluate the relevance of the document to the present time

To do List
1. Instructions: The Philippine flag that was unfurled during the proclamation of Philippine independence was
designed to symbolize the nationalism and patriotism of the Filipinos who fought for the country’s
independence. Considering the present condition of Philippines where new threats to democracy, sovereignty,
human rights and civil liberties have emerged, sketch your own version of Philippine Flag. Explain the
symbolisms that you used.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Lecture
Accordingly, General Aguinaldo thought that it was necessary to
declare the independence of the Philippines to inspire the
people to fight more eagerly against the Spaniards. The
declaration of independence would also lead foreign countries
to recognize the independence of the country.

Bautista patterned the act on the American declaration of

Independence, which was signed by 98 persons, among them an
American army officer who witnessed the proclamation.

The declaration, however, was not recognized by the United

States nor by Spain, as the Spanish government ceded the
On December 7, 1830, Ambrosio Rianzares Bautista, Philippines to the United States in the 1898 Treaty of Paris, in
lawyer and General Emilio Aguinaldo’s confidante, consideration for an indemnity for Spanish expenses and assets
was born in Biñan, Laguna. lost. No other foreign country recognized the Philippine
independence.
Bautista, who was arrested and jailed at the
outbreak of the Revolution, was the one who Bautista, who also served as solicitor general of the
authored the "Act of Declaration of Philippine revolutionary government, died on December 4, 1903 at the age
Independence". He was also the one who read the of 72.
declaration during the June 12, 1898 Independence
proclamation by General Aguinaldo in Kawit, Cavite.
https://kahimyang.com/kauswagan/articles/799/today-in-philippie-history-december-7-1830-ambrosio-rianzares-
bautista-lawyer-and-gen-emilio-aguinaldo-s-confidante-was-born-in-bi-an-laguna
 Historical Background of the Document

In April 1898, the Spanish-American War broke out as a result of U.S. interevention in the Cuban War of
Independence. The U.S. attacked Spains Pacific Possession, which led to its involvement in the Philippine
Revolution. Commodore George Dewey sailed from Hongkong to Manila Bay aboard the U.S.S. Olympia and led
the Asiatic Squadron of the U.S. Navy.

In May 1898, the Battle of Manila Bay ensued. Emilio Aguinaldo decided to return to the Philippines
from Hong Kong bringing with him the first Philippine flag sewn by Marcela Agoncillo, Lorenza Agoncillo, and
Delfina Herbosa. Upon arriving in Manila, Aguinaldo proceeded to his Mansion in Kawit, Cavite to rally ll Filipinos
to unite and fight against the Spaniards in the historic battle cry of the “Hour of Liberation “. Together with the
Americans, the Filipinos assaulted the Spaniards in the Battle in Manila Bay. However, the said battle was
perceived to be a mock battle as arrangements were already made between the Americans and the Spaniards
that the latter would hand over the Philippines including Guam and Puerto Rico to the former. Such
arrangements were already finalize in the Treaty of Paris in 1898.

After the Battle of Manila Bay, there were still skirmishes between Filipinos and Spaniards in various
provinces in the Philippines. The Act of the Declaration of Philippine Independence ( Acta de la Proclamacion de
la Independencia del Pueblo Filipino) written by Bautista had the intention to encourage Filipinos to fight against
the Spaniards. Aguinaldo formally declared Philippine Independence in Kawit, Cavite on June 12, 1898. It was
symbolically accompanied by playing of the Philippine National Anthem composed by Julian Felipe with lyrics by
Jose Palma from his poem Filipinas. At the same time, Ambrosio Bautista read the act of Declaration of
Philippine Independence in Spanish. He United States of America, however, never recognized this declaration.

The Act de la Proclamacion de la Independencia del Pueblo Filipino was among the documents lost
during the height of the pilferage of his historical documents in the 1900’s. The centennial anniversary of the
Philippine Independence heightened the demand for such documents in the black market. The document was
finaly returned to the National Library in 1994 after a professor from the University of the Philippines, Milagros
Guerrero, negotiated for its return.

Activities
Assessing the importance of Primary Sources in Understanding the Grand Narrative of Philippine History
Instruction: Give three reasons why the Act de la Proclamacion de la Independencia del Pueblo Filipino is
important to the grand narrative Philippine History

1. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Supplemental Content
Click the URL and Watch the Movie El Presidente

https://www.youtube.com/watch?v=e9jUe4qc8w0

Rubrics
Rubrics for Sketch

Proportion 5
( all elements in the composition are correctly
proportioned and work together within the frame to
communicate unity and a visual equilibrium)
Variation 5
( in the line weight ( heavy, light, thin, dark, etc.) and
appropriately used and well controlled in all areas of
the sketch ., all marks are intentional and demonstrate
an understanding of line theory
Shading 5
( Shading demonstrate the appropriate use of full range
of technique ( blending, contour lines) and is
thoughtfully applied to enhanced the shapes and
forms
Composition 5
( The appropriate use of tone, line , weight, and
positioning of the elements create n overall sense of
balance within a strong composition and sustains the
viewers interest. The artist has clearly considered how
all the elements and techniques works together to
create a cohesive whole.
Total
20

References
Book

Asuncion, Nestor M. 2019. Readings in the Philippine History . Quezon City: C and E

Website

https://kahimyang.com/kauswagan/articles/799/today-in-philippie-history-december-7-1830-ambrosio-rianzares-
bautista-lawyer-and-gen-emilio-aguinaldo-s-confidante-was-born-in-bi-an-laguna

https://www.youtube.com/watch?v=e9jUe4qc8w0
 D. A Glance at Selected Philippine Political Caricature in Alfreds McCoy’s Philippine
Cartoons: Political Caricature of the American Era ( 1900-1941)

Intended Learning Outcome

At the end of this lesson, the students are expected to
A. Analyze the context, content and perspectives of different kinds of primary sources,
B. Determine the contribution of different kinds of primary sources in understanding Philippine history
C. Develop critical and analytical skills with exposure to primary sources
by;
a. Draw out the main idea of the political cartoons created by Alfred McCoy in Political Caricature of
American Era
b. Illustrate how these political cartoons contributed to the deeper understanding to certain events in
Philippine History
c. Identify the perspective of the account/ primary source
d. Provide own insight about the political cartoon

I. To do List

Instructions: Below is one of the many political cartoons by Alfred Mccoy in his work Political Caricature of American
Era. Write your personal interpretation of the political cartoon. .

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

II. Lecture
Cartoons are a form of expression. Cartoon conveys a lot of information in very few words. Cartoons add
special value to newspapers. That is why, despite advances in photography and animation technologies, cartoons still
command their own place in newspapers. It is a visual medium that engages the audience, helps them understand and
interpret the political, social Cartoons that can help them understand the mood of the country benefit people. Political
cartooning is inspired by the situations around the cartoonist, what he sees and believes are portrayed through the
sketch he creates.
 In the his book Philippine Cartoons: Political Caricature of the American Era (1900-1941), Alfred McCoy ,
together with Alfredo Roces compiled political cartoons published in newspaper dailies and periodicals in the
aforementioned time period. For his part, we are going to look at selected cartoons and explain the contend of each
one.

Task

1. What message or idea do you think the

political cartoon is conveying?

2. What are your thoughts about the political

cartoon showed above? Explain what your
personally felt upon seeing the political
cartoon.
3. Explain the context of the political cartoon
shown above based from the text material
(Alfred McCoy’s Political Caricature of
American Era).

III. Activities
Create a political cartoon inspired from the work of Alfred McCoy’s Political Caricature of American Era. Make sure the
political cartoon address or conveys a certain issue currently present in the Philippines. Provide a short explanation
about the political cartoon created at the back of the front page.

IV Supplemental Content
Read more about Alfred McCoy by clicking the site below
https://history.wisc.edu/people/mccoy-alfred-w/

Criteria Excellent (4) Good (3) Satisfactory (2) Needs

Improvement (1)

Message/ Key issue and Key issue and Key issue is Key issue and
Main Idea cartoonist’s position are cartoonist’s identifiable; cartoonist’s
clearly identifiable. position are cartoonist’s position position are
identifiable. may be unclear. unclear.

Content Cartoon clearly conveys Cartoon Cartoon conveys a Cartoon conveys

an understanding of the conveys limited understanding little or no
issue; excellent use of understanding of the issue; attempts understanding of
appropriate symbolism; of the issue; to use symbolism; title the issue; does
title is clear, clever, and uses is unclear or irrelevant not use
relevant to topic. appropriate to topic. symbolism; title is
symbolism; missing.
title is clear
and relevant to
topic.

Visual Cartoon is neat and Cartoon is neat Cartoon is somewhat Cartoon is messy;
Presentation clean; color and creative and clean; neat; some color and color and graphics
and Creativity graphics are used color and creative graphics are are lacking;
exceptionally well; creative and used; captions are captions are
captions are readable. creative included. omitted or
graphics are unreadable.
used; captions
are readable.

References
Book

Candelaria, John Lee P.2018 Readings in the Philippine. History. Manila: REX Book Store

Website

https://history.wisc.edu/people/mccoy-alfred-w/
E . Corazon C. Aquino’s Speech Before the United States Congress on September 18, 1986

Intended Learning Outcomes

At the end of the lesson, the students are expected to:
A. Identify the highlights , salient points and the accomplishments of Filipinos as a nation based on speech
B. Evaluate the relevance of the speech to the present time
C. Appreciate the importance of the speech to the grand narrative Philippine History

I. To do List

1. Based on the historical accounts of the EDSA Revolution, write an essay about how Corazon Aquino became a
president
 II. Lecture
Background of the Author

Maria Corazon Aquino was born January 25, 1933, in Tarlac, Philippines. Her husband had been an opponent of
Ferdinand Marcos and was assassinated upon returning from exile. When Marcos unexpectedly called for elections in
1986, Corazon Aquino became the unified opposition's presidential candidate. She took office after Marcos fled the
country, and served as president, with mixed results, until 1992.

Historical Background of the Document

When former President Corazon Aquino spoke before a joint session of the United States Congress in September
of 1986, the dust was only beginning to settle. It was her first visit to America since the dictator Ferdinand Marcos had
been deposed in February of the same year, and the Philippines was reckoning with everything his administration had
inflicted. That included $26 billion in total foreign debt, and a communist insurgency that grew, throughout the Marcos
era, from 500 armed guerillas to 16,000. We were just at the start of a long road to recovery.

So Aquino lodged an appeal for help. Addressing the House, she delivered a historic speech that managed to
sway in our favor the vote for an emergency $200-million aid appropriation. In the moving speech penned by her
speechwriter (and our current ambassador to the United Nations) Teddy Locsin, Jr., Aquino defended her reconciliatory
stand on the communist insurgency—a sensitive issue in the U.S., given that this was 1986—and asked for financial aid
towards rebuilding the Philippine economy.

"We fought for honor, and, if only for honor, we shall pay," she said, agreeing to pay the debt that was stolen by
Marcos. "And yet, should we have to wring the payments from the sweat of our men’s faces and sink all the wealth piled
up by the bondsman’s two hundred fifty years of unrequited toil?"

The speech was impassioned, deeply personal, and effective; interrupted 11 times by applause and bookended
with standing ovations. House Speaker Tip O'Neill called it the "finest speech I've ever heard in my 34 years in Congress."
Senate Majority Leader Robert Dole told her, "Cory, you hit a home run." And House Minority Whip Trent Lott said,
"Let's just say the emotion of the moment saved the day." It would go down in the annals of our history as one of the
former President's finest speeches.

https://www.esquiremag.ph/politics/news/revisit-cory-aquino-s-historic-1986-speech-before-the-us-congress-
a00207-20180125

III. To Do List
1. Instruction: Read the Speech by clicking the URL below, afterwards Identify five points high lightened by
President Corazon Aquino in her Speech before the U.S. Congress on September 18, 1986. Explain their
significance.

https://awpc.cattcenter.iastate.edu/2017/03/21/speech-before-the-joint-session-of-the-united-states-congress-
sept-18-1986/

1.

2.

4.

5.
2. Instruction: Interview at least (2) two individuals who can be considered as primary sources on the positive
contribution of Pres. Corazon C. Aquino to the Philippines or the positive things that happened during her
presidency. Provide the given testimonials and the names of the account witnesses.

a.

b.

3. Instruction: Interview at least (2) two individuals who can be considered as primary sources on the negative
actions of Pres. Corazon C. Aquino to the Philippines or the negative things that took place during her
presidency. Provide the given testimonials and he names of the account witnesses.

a.

b.

4. Between the two sides, which do you think is more reliable? Why?

5. Write a Speech addressed to Corazon Aquino and Benigno Aquino, Jr. It can be a commendation or criticism of
their political contributions to the Philippines. You may also use the speech to raise questions you would like to
ask them.
 IV Supplemental Content

Read an Essay about democracy by Clicking the URL below.

https://www.theguardian.com/commentisfree/2017/oct/22/i-thought-democracy-had-failed-filipinos-but-it-is-
we-who-have-failed-it

References
Book

Asuncion, Nestor M. 2019. Readings in the Philippine History . Quezon City: C and E

Websites

https://www.esquiremag.ph/politics/news/revisit-cory-aquino-s-historic-1986-speech-before-the-us-congress-a00207-
20180125

https://www.theguardian.com/commentisfree/2017/oct/22/i-thought-democracy-had-failed-filipinos-but-it-is-we-who-
have-failed-it

Rubrics
 Module 3

One Past but Many Histories Controversies and Conflicting Views in Philippine History
A. Site of the First Mass
B Cavite Mutiny
C Retraction of Rizal
D. Cry of Balintawak or Pugadlawin

In this section, we will analyze four historical historiographical problems in Philippine History in an attempt to
apply what we have learned thus further far in the work of a historian and the process of historical inquiry. Two key
concepts to be defined in the historicl analysis of problems in history are interpretation and multiperspectivity.

Intended Learning Outcomes

At the end of the lesson, the students are expected to:
A. Develop the ability to formulate arguments in favor or against a particular issue using primary sources;
B. Communicate insights effectively for better understanding of issues and concerns ;
C. Appreciate Historical events using primary sources.

1. TO DO LIST

1. Who should be the National Hero- Dr. Jose Rizal or Andres Bonifacio? Why?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

2. Using a diagram, chart , or tables, describe Dr. Jose Rizal, Gat Andres Bonifacio, and Gen. Emilio
Aguinaldo in terms of the following:

a. character

b. personality

c. family background

d. contribution to Philippine nationalism

3. What does it take to be a perfect leader?

______________________________________________________________________________

______________________________________________________________________________
 ______________________________________________________________________________

II. LECTURES (Concepts)

Read and Analyze the historical historiographical problems in Philippine History

2. Click the URL below. Butuan or Limasawa: The Site of the First Mass in the Philippines: A Reexamination of the
Evidence
https://journals.ateneo.edu/ojs/index.php/budhi/article/view/582/579

3. Cavite Mutiny
On 17 February 1872, numerous Filipinos witnessed
When Rafael de Izquierdo the execution of the three priests. Padre Gomes was
replaced dela Torre as governor general, the executed first, followed by Padre Zamora, then Padre
Filipinos again experienced difficult times with Burgos. ( Dery 200)
the execution of several laws. This include the
termination of tax exemption of Filipino ( page 161 The Reformist Movement Restrained .. Castro,
workers in Cavite. This brought about unrest Rosita. 2006. Social Studies in Perspective: History of the
and an uprising on 20, January 1872, headed by Philippines. Quezon City: C and E) Maam kilaya se pone ali u
Sergent LA Madrid, a Filipino. ThEy Killed the ya saka este ?
officials of the Spanish Regimen and took hold
of the arsenal in Cavite.

Rumors flew fast and magnified

the Cavite uprising, prompting Izquierdo to
insinuate tht it was the start of a revolution
aimed at bringing down the Spanish
government and installing an independent
state. However, this was not true-what
transpired in Cavite was not an uprising, but a
protest of soldiers and laborers . Izquierdo
incriminated in the incident those were active
in Secularization Movement led by the three
priests Gomes, Burgos and Zamora ( Boncan
1995)
They were tried and sentenced
to death; despite the lack of strong evidence.
What happened was a mock trial, the
government bribing Francisco Zaldua, an ex-
soldier from Bicol, to testify against three
clergymen. Moreover, GOMBURZA’s lawyer
neither defends nor fought for them.
 4. Retraction of Rizal

Palma’s Comparative Analysis of the “Original”

vis-à-vis Fr. Balaguer’s Texts and Manila Newspaper
Texts of the Alleged Retraction Letter of Jose Rizal

MAY 18, 1935 - The lost “original” document of Rizal’s

retraction was discovered by the archdiocesan archivist Fr.
Manuel Garcia. The discovery, instead of ending doubts about
Rizal’s retraction, in fact allowed more reasons to doubt
because of the significant differences between the alleged
“original” and the text of Fr. Balaguer.

A. Fr. Balaguers Text, January 1897

Me declare catolica y en esta Religion en que naci y me eduque

quiro vivir y morir. Me retracto de todo Corazon de cuanto en
mis palabras, escritos, inpresos y conducta ha habido contrario
a mi calidad de hijo de la Iglesia. Creo y profeso cuanto ella
enseña y me somento a cuanto Ella manda. Abomino de la
Mansonaria, como enigma que es de la Iglesia, y como
Sociedad por la misma Iglesia.
Puede el Prelado Diocesano Autoridad superior eclesiastica
hacer publica esta manifestacion espontanea mia, para reparar
el escandalo que mis actos hayan podido causar, y para que
Dios y los hombres me perdonen.

Manila, 29 de Diciembre de 1896

(Rafael Palma, The Pride of the Malay Race: A Biography of Jose
Rizal.)

MAY 18, 1935 - The lost “original” document of Rizal’s

retraction was discovered by the archdiocesan archivist Fr.
Manuel Garcia. The discovery, instead of ending doubts about
Rizal’s retraction, in fact allowed more reasons to doubt
because of the significant differences between the alleged
“original” and the text of Fr. Balaguer.

English Translation

I declare myself a Catholic and in this religion in which I was

born educated I wish to live and die.

I retract with all my heart whatever in my words, writings,

publications and conduct has been contrary to my character as
son of the Catholic Church. I believe and I confess whatever she
teaches and I submit to whatever she demands. I abominate
Masonry, as the enemy which is of the church, and as a society
prohibited by the church. The Diocesan Prelate may, as the
Superior Ecclesiastical Authority, make public this spontaneous
manifestation of mine in order to repair the scandal which my
acts may have caused and so that God and people may pardon
me.

Manila 29 of December of 1896

Jose Rizal

https://prezi.com/q6nstohid9-2/the-retraction-controversy/
 Click the URL below for Jose Rizal’s Retraction Controversy

https://books.google.com.ph/books?
id=ixcoCv2o2NoC&printsec=frontcover&dq=excert+retraction+of+rizal&hl=en&sa=X&ved=2ahUKEwi7wN-
5uPzqAhUKL6YKHc65DskQ6AEwBnoECAYQAg#v=onepage&q&f=false

https://www.gmanetwork.com/news/lifestyle/artandculture/594027/retraction-ni-jose-rizal-mga-bagong-
dokumento-at-pananaw/story/

5. Cry in Balintawak / PugadLawin

The Cry of Pugad Lawin, also known as Sigaw ng Pugad Lawin, alternately and originally referred to as the Cry of
Balintawak, was the beginning of the Philippine Revolution against Spanish rule.

At the close of August 1896, members of the Katipunan secret society (Katipuneros) led by Andrés Bonifacio rose
up in revolt somewhere in an area referred to as Kalookan, wider than the jurisdiction of the present-day
Caloocan City and overlapping into the present-day Quezon City.

Originally the term "Cry" referred to the

first skirmish between the Katipuneros
and the Civil Guards (Guardia Civil). Other
definitions of the term have been made
over the years, but today it is popularly
understood to refer to the tearing of
community tax certificates (cédulas
personales) by the rebels to mark their
separation from Spain. This was literally
accompanied by patriotic shouts. Because
of differing accounts and the ambiguity of
place names in these accounts, the exact
date and place of the Cry is disputed.
From 1908 until 1963, the official stance
was that the Cry occurred on August 26 in
Balintawak. In 1963 the Philippine
government declared a shift to August 23
in Pugad Lawin, Quezon City.
 III. ACTIVITIES:
1. Instructions: After reading and analyzing the four historical historiographical problems in Philippine History. Give
two (2) examples of a credible primary source and 2 examples of a non-credible primary source. Explain and
illustrate why your examples are considered credible and authentic.

Credible Not Credible

Example 1: Example 1:

Reference: Reference:

Explanation: Explanation:

Example 2: Example 2:

Reference: Reference:

Interpretation: Interpretation:

2. Debate on Historical Controversies. Form group (VIRTUAL GROUPING). In 300-500 words, write your individual
position paper on the topic assigned to your group for the debate, highlighting the significant findings through
analyzing primary and secondary sources. You may opt to agree or disagree with the assigned stand of your
group.(Via zoom or Google class)

IV.SUPPLEMENTAL CONTENT
Click the URL below for further information.
https://www.youtube.com/watch?v=Uh7oowrwvJQ

https://www.youtube.com/watch?v=jDhwDalaYV4
Rubrics

V. References
Books

Candelaria, John Lee P.2018 Readings in the Philippine . History. Manila: REX Book Store

Castro, Rosita. 2006. Social Studies in Perspective: History of the Philippines. Quezon City: C and E

Websites

https://journals.ateneo.edu/ojs/index.php/budhi/article/view/582/579

https://books.google.com.ph/books?
id=ixcoCv2o2NoC&printsec=frontcover&dq=excert+retraction+of+rizal&hl=en&sa=X&ved=2ahUKEwi7wN-
5uPzqAhUKL6YKHc65DskQ6AEwBnoECAYQAg#v=onepage&q&f=false

https://www.youtube.com/watch?v=Uh7oowrwvJQ

https://www.youtube.com/watch?v=jDhwDalaYV4

NOTE: Retrieval of activity/tasks sheets and assignments will be collected as to be notified by your respective
Professor/Instructor. MIDTERM EXAMS WILL BE NOTIFIED LATER as scheduled.