Readings in the Philippine History

MODULE 1
LESSON 1: Meaning and Relevance of the Subject:
Readings in the Philippine History

LEARNING OBJECTIVES:
Identify the importance of their subject Readings in the Philippine History
Understand the impact and benefits of the said subject in relation to their
daily lives.
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DISCUSSION

History subject has been identified as the study of life in the past. Considering
its aspect, it is an inquiry of what, when, where, how it happened in the past in
relation to the present development and for the future hopes. However, this subject
Readings in the Philippine History aims to help the learners and readers to
understand the present existing social, political, religious and economic conditions of
every individual. Without reading and knowing of the past we cannot have the
background of its different aspects, we may not able to understand the present
situations as well. This subject will able to read and grasp past lessons that will apply
the learners and readers of the historical context in their daily life experiences,
especially those who are researching ideas and facts of the past. In addition to that
this subject will not just focus on the history stories and events itself, it also includes
on how to understand, analyzed and apply the concept and ideas of readings of the
different documents and data of the historical events.
The Course Title: Readings in the Philippine History
Code: GE 3
Course Description:
This course discusses Philippine History from multiple perspective 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 tacle traditional topics in
history and other interdisciplinary themes that will deepen and broaden their
understanding of Phillipines political, economic, cultural, socal, 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 consciousnes
of the students so that they will become versatile, articulate, broadminded, morally
upright and responsible citizens. This course includes mandatory topics on the
Philippine Constitution, agrarian reform, and taxation.
(https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-
History.pdf)

Course Topic Outline:

 Introduction of the VMGO, Policies and Guidelines
 Meaning and relevance of history subject;
 Primary and Secondary sources;
 Content and Contextual Analysis

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 Readings in the Philippine History

 External and internal criticism

 Identifying of the historical text
 Authors Points of in Identifying Historical Context

 “One past but many histories”

Controversies and conflicting views in Philippine History

Site of the first mass

Cavite mutiny
Retraction of Rizal
Cry of Balintawak or Pugadlawin
 Social, political, economic and cultural issues in Philippine history
Mandated Topics:
1. Agrarian Reform Policies
2. The Philippine Constitution
3. Taxation

Other sample topics:

1. Filipino Cultural Heritage
2. Filipino American Relations
3. Government peace treaties with Muslim Filipinos

 Critical evaluation and the promotion of local and oral history, museums, historical
shrines, cultural performances, indigenous practices, religious rites and rituals, etc.
 Institutional History of Schools, Corporations, Industries, Religious groups, and the
like.
 Biography of a prominent filipino

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ENRICHMENT
ACTIVITIES
Activity: Identify facts and possible ideas about the subject
Readings in the Philippine History, using a concept map.

HISTORY

Activity 1:
Direction: Read and understand the given ideas about the subject including its
topics, answer the following questions. Make it Short, Simple with Substance.

1. What are your expectations about the subject?

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 Readings in the Philippine History

MODULE 1

LESSON 2: Primary and Secondary sources

LEARNING OBJECTIVES:
Differentiate the two sources in gathering data and information about the past
events.
Apply the use of the two sources in gathering data and evidences of the past
events.
Understand the value and used of primary and secondary sources in studying
history.
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DISCUSSION

When you read and do some research about some article of the past, you have
to gather information and evidences from a variety of sources. Here and there, sources
has been found everywhere and information can be gathered through different sets of
data, considering the used of open learning and books as our sources in gathering
facts and ideas about the past.
Pre - Activity

However, before you go through identifying the given resources

in gathering data and information list / enumerate some of your
resources in gathering data and in searching information.
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In this development phase you will understand the two types of sources in
reading and researching information data about the past articles.

Primary sources provide raw information and first-hand evidence. Examples

include interview transcripts, statistical data, and works of art. A primary source gives
you direct access to the subject of your research. (by;Raimo
Streefkerk. Scrbbr,September 23, 2019).

If you are to research about the past, you were not able to achieved reliable
sources and information yourself alone, primary sources must produce at any means,
a primary sources could be; letters, photos or newspapers. Verifying some information
about the past through primary sources, it can also be in a form of qualitative or
quantitative data to be collected such as; interview, experiment or even sources that
has been produced by people who is involved about the research information.

Example of primary Sources:

Primary Sources:
History
 Letters and diaries
Research, Article,
 Photographs and video
Narrative Information, footage
Facts etc.  Official documents and
records
 Physical objects

Secondary sources provide second-hand information and commentary from

other researchers. Examples include journal articles, reviews, and academic books. A

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 Readings in the Philippine History

secondary source describes, interprets, or synthesizes primary sources. (by;Raimo

Streefkerk. Scrbbr, September 23, 2019)

If you need some information and data that support the Primary sources,
Secondary sources occur. It plays as a second hand facts data of primary sources. It
describes, evaluates interprets, and even analyzed the primary sources gathered, but
when you used the secondary sources for primary sources, it does not mean that it
can directly interpret the data, rather, it gives another meaning or arguments about
the primary sources, or it can be used as another idea to formulate more facts and
evidences to formulate on your own research information.

Example of Secondary sources;

 Reviews
 Essays
 Textbooks
 Documentaries
 Encyclopedias
 Synopses
 Books or articles

However, Primary sources are more credible as an evidence, considering that it

is the raw information and first - hand evidence to be gathered, yet, for a better and
good result of research and information used both primary and secondary sources.
Secondary plays as a support of the primary sources.

In order to identify if the sources is primary or secondary, you need to come up

with questionnaires;

Primary Secondary
Does the source Does it comment upon
provide original information from other
information? sources?
Am I interested in Am I only using it for
analyzing the source background
itself? information
Does this source come Does this source come
from someone directly from another
involve in the events? researchers?

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SELF CHECK

Directions: From the given ideas and information about the two types of
sources in gathering data, differentiate the following sources through the given
format below.
PRIMARY SOURCES SECONDARY SOURCES

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Readings in the Philippine History

_____________________________________________________________________________________

ENRICHMENT
ACTIVITIES

Activity 1:
Based from the given information about the lesson, chose one topic below, and try to
search and dig on some evidences or resources about it, using primary and
secondary sources, following the format below.

Topics: a. Magellan’s Discovery of the Philippines

b. Early Filipino Civilization
Topic Primary Sources Secondary Sources

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

1. How do primary and secondary sources important and helpful in studying

history?
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SUGGESTD READINGS AND REFERENCES:

https://www.library.unsw.edu.au/study/information-resources/primary-
and-secondary-sources
https://www.thoughtco.com/primary-and-secondary-sources-their-
meaning-in-history-1221744
https://ncu.libguides.com/researchprocess/primaryandsecondary

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Readings in the Philippine History

MODULE 1

LESSON 3: Content and Contextual Analysis

LEARNING OBJECTIVES:
Identify content and contextual analysis in in gathering data.
Understand the use of content and contextual analysis in gathering data.
Apply content and contextual analysis through primary sources to
understand historical data.
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DISCUSSION

In order for a researcher or a reader to understand about historical events, It is

important to reconsider the use of primary tools to interpret details of a sources. Using
primary and secondary sources, to examine and evaluate a data of different historical
periods need to be by content and contextual analysis.

Pre - Activity
Try to evaluate your practices when reading or researching some article
and data about historical events. Did you find it hard to read the
historical data? Yes or No? Explain further your experiences.
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Nevertheless, this given two ideas and concept will enhance your sources in
digging out and understanding some facts about the past events. Nevertheless,
content and contextual analysis is part of studying data of the historical events in
gathering your sources, whether it is primary or secondary, and the content and
contextual must be practiced.

Content analysis, is a research method used to identify patterns in recorded

communication. To conduct a content analysis, you systematically collect data from a
set of text, which can be written, oral, or visual. (Cited by: Amy Luo. June 2020,
Scribbr).
It can be through web content, social media posts, films and photographs,
interviews, speech or books. Content analysis focused on counting and measuring,
also focused on interpreting and understanding data. It can be categorize, used word
by words through codes, themes and even concepts within the texts, then, analyze the
outcome. Content analysis can quantify the occurrence of a certain words, phrases,
subjects and concepts of a historical data.
In Addition to that, to understand the content of a data gathered, next is the
Contextual analysis, contextual analysis refers to an occurrence that shape the
settings of an event, idea or statement to understand the content. Contextual also part
of the text of a content that precede or follow a passage and clarify its meaning. It can
be the words used in the content or it can be the meaning or each word in the content
to be clarified and understood with. In Contextual, you also need to reconsider some
questions, such as; was the text or words used to response to a particular event or
social phenomenon? What kind of views did the author advocate using this kind of
word or text? Or what kind of audience does this author try to reach?
Content and Contextual analysis could be a great used in analyzing historical
data. Their relationship between the two sources which are the primary and secondary
could be a great help in analyzing facts and ideas. Considering the fact that some
sources are falsifiable and irrelevant to the main topic of the events that you want to
understand with. Reading by content and context is necessary and reliable in the

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Readings in the Philippine History

sources that has been gathered, without it probably, your sources would be dull and
experience lag in information.
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SELF CHECK

Directions: From the given ideas and information in gathering data,

differentiate the given analysis. Put a check () below if the given facts are
referring to Content or Contextual analysis.
Content Contextual
1. Used to identify patterns in
recorded communiation

2. Occurrence that shape the settings

of an event.

3. It is necessary to receconsider some

questions.

4. Collecting data from a set of text.

5. It precede or follow a passage that

clarify its meaning.

6. Collecting data from oral and visual.

7. It focuses on counting and

measuring data.

8. Gathering single text or words in

the given data.

9. Getting the main words or text to

understand the given data

10. Analysis that uses a research

method.

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Activity 1:
ENRICHMENT
Through the given primary sources below, summarize
ACTIVITIES
the topic using content and contextual analysis.

Propaganda Movement
Propaganda Movement, reform and national consciousness movement that
arose among young Filipino expatriates in the late 19th century. Although its
adherents expressed loyalty to the Spanish colonial government, Spanish
authorities harshly repressed the movement and executed its most prominent
member, José Rizal.

Public education did not arrive in the Philippines until the 1860s, and even then
the Roman Catholic Church controlled the curriculum. Because the Spanish
friars made comparatively little effort to inculcate a knowledge of Castilian, less
than one-fifth of those who went to school could read and write Spanish, and far

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Readings in the Philippine History

fewer could speak it. The Filipino populace was thus kept apart from the colonial
power that had been ruling it for more than three centuries. After the
construction of the Suez Canal in 1869, sons of the wealthy were sent to Spain
and other countries for study. At home and abroad, a growing sense of Filipino
identity had begun to manifest, and in 1872 this burgeoning nationalism
spawned an armed insurrection. About 200 Filipino soldiers at the Cavite arsenal
revolted, killed their officers, and shouted for independence. Plans for a similar
demonstration in Manila failed. The rebellion was quickly suppressed and led to
wholesale arrests, life imprisonment, and the execution of, among others, three
Filipino priests, whose connection with the uprising was not satisfactorily
explained.

In 1888 Filipino expatriate journalist Graciano López Jaena founded the

newspaper La Solidaridad in Barcelona. Throughout its course, La
Solidaridad urged reforms in both religion and government in the Philippines,
and it served as the voice of what became known as the Propaganda Movement.
One of the foremost contributors to La Solidaridad was the precocious José
Rizal y Mercado. Rizal wrote two political novels—Noli me tangere (1887; Touch
Me Not) and El filibusterismo (1891; The Reign of Greed)—which had a wide
impact in the Philippines. López Jaena, Rizal, and journalist Marcelo del Pilar
emerged as the three leading figures of the Propaganda Movement, and
magazines, poetry, and pamphleteering flourished.

While López Jaena and Pilar remained abroad, in 1892 Rizal returned home
and founded the Liga Filipina, a modest reform-minded society that was loyal to
Spain and breathed no word of independence. As with the Cavite mutiny, the
Spanish authorities overreacted to a perceived threat to their rule. They
promptly arrested and exiled Rizal to a remote island in the south. Meanwhile,
within the Philippines there had developed a firm commitment to independence
among the somewhat less privileged class. Shocked by the arrest of Rizal, these
activists formed the Katipunan under the leadership of Andres Bonifacio, a self-
educated warehouseman. The Katipunan was dedicated to the expulsion of the
Spanish from the islands, and preparations were made for armed revolt. There
had been many Filipino rebels throughout the history of Spanish rule, but now
for the first time they were inspired by nationalist ambitions and possessed the
education needed to make success a real possibility.

On August 26, 1896, Bonifacio issued the Grito de Balintawak (“the Cry of
Balintawak”), calling for an armed uprising against the Spanish. The centre of
the revolt was in Cavite province, where Filipino independence leader Emilio
Aguinaldo first came into prominence. Spain sent reinforcements until there
was an army of 28,000, along with a few loyal regiments of Filipino soldiers. A
stiff campaign of 52 days brought about the defeat of the insurgents, but the
Spanish once again endeavoured to work against their own interests. Although
Rizal had no connection to the uprising or Katipunan, the Spanish military
arrested him and, after a farcical trial, found him guilty of sedition. He was
executed by a firing squad in Manila on December 30, 1896.

The execution of Rizal breathed new life into the insurrection, and
the Philippine Revolution spread to the provinces of Pangasinan, Zambales, and
Ilocos. With the destruction of the U.S. battleship Maine on February 15, 1898,
in the harbour of Havana, Cuba, and the subsequent wave of public
indignation, hostilities erupted between Spain and the United States. The exiled
Aguinaldo returned to the Philippines on May 19 and announced renewal of the
struggle with Spain. The Philippines declared independence from Spain on June
12 and proclaimed a provisional republic with Aguinaldo as president. With the
conclusion of the Spanish-American War, the Philippines, along with Puerto
Rico and Guam, were ceded by Spain to the U.S. by the Treaty of Paris, on
December 10, 1898. The Filipino struggle for independence would continue

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 Readings in the Philippine History

through the Philippine-American War and would not be achieved until

after World War II. (https://www.britannica.com/topic/Propaganda-Movement)

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Activity 2:
Direction: Read and understand the given ideas about the subject including its
topics, answer the following questions. Make it Short, Simple with Substance.
1. In what way do we used content and contextual analysis in summarizing and
reading data?
2. While using content and contextual analysis in summarizing data, did you find
it easy or hard? How come? Explain your answer.
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______________________________________________________________________________
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__________________________________________________________________________________________

SUGGESTD READINGS AND REFERENCES:

https://ph.search.yahoo.com/yhs/search;_ylt=Awrx5ZZ.URxfHOgAqgffS
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HBxc3RyAwRwcXN0cmwDMARxc3RybAM0NQRxdWVyeQNkaWZmZXJlb
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YWx5c2lzBHRfc3RtcAMxNTk1NjkxNDYw?p=difference+of+content+and+c
ontextual+analysis&fr2=sb-top&hspart=Lkry&hsimp=yhs-
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