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Readings in Philippine History: University of Eastern Philippines Laoang Campus
Readings in Philippine History: University of Eastern Philippines Laoang Campus
READINGS IN
PHILIPPINE HISTORY
MODULE 1
This subject is under the General Education component of the new Teacher
Education curricular program. As a future Criminologists, It is a must that you know the
different literacies that should possessed by our learners. But of course, the future
Criminologists, you my dear students should also build and enhance in yourselves the same
literacies we expect from our students. This subject is designed for you to acquire this goal.
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 goal is enable the students to understand and appreciate our rich past by deriving
insights from those who were actually present at the time of the event.
Study Tips
How will you maximize your learning in this subject? Here are some tips
1. You are the master of your fate. Meaning, your success will totally depend on how
you will strive to pass the subject.
2. Do not procrastinate. Manage your time well in reading the module and answering
the concept checks. Remember, this is not the only module you will be reading as
there are more modules in your other subjects.
3. Be mindful of your study schedule. After getting the study schedule for all your
subjects, make a general study schedule for all your subjects.
4. Take note of deadlines of submission. But it would be better if you could submit
ahead of time.
5. While reading the modules, you may encounter some words which are quite
unfamiliar to you, hence, a dictionary can be of help in this situation.
6. While the modules contain concepts taken from various sources, you are still
encouraged to look for other references along the topics in the module to validate the
ideas coming from the authors referred to in this module.
7. Keep your modules in good condition, the way we also keep our books and other
reading materials in a safe place.
8. In answering the activities, particularly the Concept Check after every lesson, please
bear in mind that you don’t have to copy what is in the module. Your answer should
manifest more of your understanding as well as, the higher order thinking skills of
analysis and synthesis.
9. Be sure to take note of the University Link where you would submit your
requirements. After submitting, make a private message telling me of the details:
what you submitted and the date and time of submission.
10. While waiting for your Journal to be checked and returned, please work on the next
module and make a draft for the meantime.
11. If there are clarifications regarding the modules and the content, for as long as they
related to the subject, do not hesitate to contact me through our messenger group
chat or my mobile number 0948-081-7729. However, be sure to introduce yourself on
your first message.
12. You are the learner. While you can ask for help from other people, like your siblings
or parents, the bulk of the work rests on you, my dear student. Let us ensure that the
values of honestly, patience, and perseverance would be exhibited in you, dear
future Criminologists.
Module Organization
The whole module material for this course is composed of four (4) modules. Each
module is made up of the following parts:
2. Overview. The overview describes the course in general and how the module could
be helpful in you as learner.
3. Learning Outcomes. The learning outcomes are the target competencies which
you are expected to gain after learning the module.
5. Concept Check. After every mini-lesson is a Concept Check which text box is
colored Pink. This is an open-ended question which measures your understanding
of the concepts in the lesson chunk.
6. Feedback. The feedback is your teacher’s way of checking your journey in learning
the module and your readiness in moving to the next module.
8. Suggested Readings/Videos. These are some links which were not included in the
main references for the module but are materials to read to watch on the internet to
give you more understanding about the topics.
Study Schedule
Assessment Tasks
How will you be graded in this subject? To pass the subject, you should submit all
required activities and pass the exams.
1. All the concepts checks/assessment should be answer indicated in the attached file
uploaded in your Google Classroom. It should be clearly readable and observe
proper margins. Copy paste of answer will be deducted.
2. Midterm Examination. You must pass the Midterm examination which will be
accomplished through Google Classroom/Google forms. Details of the examination
will be posted in our Messenger Group Chat.
3. Final Output. The Final Output is in the form of a vlog. The vlog will feature the
culture, local historical sites, and history of your localization. This is an individual
output, since face-to-face sessions/interactions are still discouraged this time.
In computing for your final grade for G.E. 4, the following percentages will be allotted
for the above-mentioned assessment task:
1
OVERVIEW
Today’s generation brings a lot of changes into our culture and ways of life but it will become
more meaningful if we discover the deeper meaning our national identity through studying Philippines
history and its context. Philippine history has been a very important to our national identity and
patriotism for every Pilipino people. Reading in the Philippine History provides with you accurate
events and valid sources to be able us to enlighten the true happing in past and become a root of
nationalism.
In this module, you will be acquired with various concepts and methodological application to
discover the past related to Reading in the Philippines history. You will also identify and differentiate
the proper use of primary and secondary sources in the different periods, analysis, and
interpretations. You will also discussed the relation to the historical subject matter being studied and
historical methodology employed by the historian.
LEARNING OUTCOMES
_________________________________________________________________________________
History has always been known as the study of the past. And you students of general
education often dread the subject for its notoriety in memories, dates, place, names, and events.
Which are all basic requirement to remember the story in the past but the deeper meaning and
understanding the event of history will much more essential in studying history.
Learning Task 1
HISTORY LINK
Identify the words you think could be possible link to the word “HISTORY”. Encircle the words
would you think possible link in studying history. You have 10 minutes to finish this task.
History was derived from the Greek word historia which means “knowledge acquired through
inquiry or investigation”. History as a discipline existed for around 2,400 years and is as old as
mathematics and philosophy. Historia became known as the account of the past of a person or a
group of people through written documents and historical evidences. It became the historians’ duty to
write about the lives of important individuals like monarchs, heroes, saints and nobilities.
But as any other academic disciplines, history progressed and opened up to the possibilities
of valid historical sources, which were not limited to written documents, like government records
chroniclers, accounts or personal letters. Since other civilization no written account because they only
past their history through storytelling and historians may look other evidence in the absence of written
account. Historians recognized the loophole as a kinds of historical sources, which may not be in
written forms but were just as valid. A few of these examples are oral traditions in forms of epics and
songs, artifacts, architectures, and memory. Also other discipline helps to historians to uncover the
past just like linguist which helpful in tracing historical evolution, biologist can help with the study in
analyzing the DNA patterns of human societies.
Assessment Task 1.
Explain why history did not give justice to the complexity of the subject
and its importance to human civilization?
Indeed, history as a discipline has already turned into a complex and dynamic inquiry. This
dynamism inevitably produce various perspectives on the discipline regarding different questions like:
What is history?
Why study history?
History for whom?
These questioned can be answered by historiography. In simple terms, historiography is the
history of history. History and historiography should not be confused with other. The former’s object of
study is the past, the events that happened in the past, and the cause of such events.
History has played various roles in the past. States use history to unite a nation. It can be
used as a tool to legitimize regimes and forge a sense of collective identity through collective memory.
Lessons from the past can be used to make sense of the present. Learning of the past mistakes can
help people to not repeat them. Being reminded of a great past can inspire people to keep their good
practice to move forward.
POSITIVISM is the school of thought that emerged between the eighteenth and nineteenth century.
This thought requires empirical and observable evidence before one can claim that a particular
knowledge is true. Positivism also entails an objectives means of arriving at a conclusion. In the
discipline of history, the mantra “no document, no history” stems from this very same truth, where
historians were required to show written primary documents in order to write a particular historical
narratives. Positivist historians are also expected to be objective and impartial not just in their
arguments but also on their conduct of historical research.
One historical issues is that when the illustrados , like Jose Rizal, Isabelo de los Reyes, and Pedro
Paterno wrote history, they intended it for the Spaniards so that they would realized that Filipinos
people of their own intellect and culture. Another when the Americans historians depicted the Filipino
people as uncivilized in their publication, they intended that narrative for their follows American to
justify their colonization of the islands. They wanted the colonization to appear not as a means of
undermining the Philippines sovereignty, but as a civilizing mission to fulfill what they called as the
“white man’s burden”.
POSTCOLONIALISM is a school of thought that emerged in the early twentieth century when
formerly colonized nations grappled with the idea of creating their identities and understanding their
societies against the shadows of their colonial past. Postcolonial history looks at two things in writing
history first, is to tell the history of their nation that will highlight their identity free from that of colonial
discourse and knowledge, and second is to criticize the methods, effects, and idea of colonialism.
Another historical issue is when the victors written the history. For instance, the history of the Second
World War in the Philippines always depicts the United States as the hero and the imperial Japanese
Army as the oppressors Filipino who collaborated with the Japanese were lumped in the category of
traitors or collaborators.
Assessment Task 2
Explain why historiography is important for students studying history?
Give one event in the Philippine history that falls into positivism and
postcolonialism approach.
1.3. History and the Historian
If history is written with agenda or is heavily influence by the historian, is it possible to
come up with an absolute historical truth? Is history an objective discipline? If it is not, is it still
worthwhile to study history? These questions have haunted historian for many generations.
Indeed, an exact and accurate account of the past is impossible for the very simple reason
that we cannot go back to the past. We cannot access the past directly as our subject matter.
Historian only get to access representation of the past through historical sources evidences.
Therefore the role of Historian is to seek historical evidences and facts but also to
internet these facts. “Facts cannot speak for themselves”. It is the job of the historian to give
meanings to those fact. He is a person of his own who is influenced by his own context,
environment, ideology, education, and influences, among others. In that sense, his
interpretation of the historical fact is affected by his context and circumstances. His
subjectivity will inevitably influence the process of his historical research: the methodology
that will use, the facts that he shall select and deem relevant, his interpretation, and even the
form of his writings. Thus, in one way or another, history is always subjective. If that is so, can
history still be considered as an academic and scientific inquiry?
Historical research requires rigor. Despite that fact that historians cannot ascertain
absolute objective, the study of history remains scientific because of the rigor of research and
methodology that historians employ Historical methodology comprises certain techniques and
rules that historian follow in order to properly utilizer sources and historical evidences in
writing history. Certain rules apply in cases of conflicting accounts in different sources, and on
how properly treat eyewitness account and oral sources as a valid historical evidence.
For example, if a historian chooses to use oral account as his date is studying the
ethnic history of the Ifugaos in the Cordilleras during the American Occupation, he needs to
validate the claims of his informant through comparing and corroborating it with written
sources. Therefore, while bias is inevitable the historians can balance this out by relying to
evidences that back up his claim. In this sense, the historian need not let his bias blind his
judgmental and such bias is only acceptable if he maintains his rigor as a research.
Assessment Task 3
Assesse and examine critically the primary source and apply research to
prove you evidence is valid. Provide critical analysis on the primary source
and answer the following question:
1. Did young Rizal really write poem “Sa Aking mga Kabata”?
2. What makes the poem suspicious for the young Rizal?
3. What is your evidences that young Rizal really the author of the poem?
Primary Source- sources produced at the same time as the event, period, or subject being
studied. Examples. Commonwealth Constitution Convention of 1935, minutes of convention
like new paper, clippings, records of the convention or Eyewitness. Archival documents,
artifacts, memorabilia, letters, census, and government records, among others are the most
common examples of primary sources.
Secondary Source- those source produced by an author who used primary sources to
produce the material. Example. Revolt of the Masses: The Story of Bonifacio and the
Katipunan of 1896 by Teodoro Aguncillo. Because Historians and students of history need to
thoroughly scrutinized these evidences to avoid deception and to come up with historical
truth.
However, a student should not be confused about what counts as a primary or secondary
source. As mention above, the classification of sources between primary and secondary depends not
on the period when the source was produced or the type of the source but on the subject of the
historical research. For example, a textbook is usually classified as a secondary source, a tertiary
source. Both primary and secondary sources are useful in writing and learning history. However,
Historians and student of history need to thoroughly scrutinize these historical sources to avoid
deception and to come up with the historical truth. The historian should be able to conduct an external
and internal criticism of the source, especially primary sources which can age in centuries.
External Criticism- is the practice of verifying the authenticity of evidence by examining its physical
characteristics. Examples of the things that will be examined whose conducting external criticism of a
document include the quality of the paper, the type of ink, and the language and words used in the
material.
The ‘External Criticism’ is of a less intellectual type of criticism of the documents. It includes
examinations of documents like manuscripts, books, pamphlets, maps, inscriptions, and monuments.
The problem of authenticity of document arises more in the case of manuscripts than the printed
documents because the printed document has already been authenticated by the editor.
Internal Criticism- is the examination of the truthfulness of the evidence. It looks at the content of the
source and examines the circumstance of the production. A historian must analyze the content of the
documents with a view to determining the real meaning. He must try to avoid the laps such as avoid
the reading into meaning which author did not mean to convey, etc., and make a sincere effort to find
out the facts even if they are contrary to his set notions and theories.
He must be able to understand the literal and real meaning of the document which is termed
as ‘Positive Criticism’. It reveals us with the author’s conceptions and general notion which he
represents. On another hand, historian sometimes comes across documents which contradict each
other. Hence the need for eliminating statements and facts which are obviously wrong and false
arises.
Validating historical sources is important because the use of unverified, falsified, and untruthful
historical sources can lead to equally false conclusion. Without thorough criticism of historical
evidences, historical deceptions and lies will be highly probable
Assessment Task 4
What Source? Read the following scenarios and classify the sources
discovered as primary, secondary, or tertiary sources. Write your answer in
the space provided.
1. Jose was exploring the library in his new school in Manila. He wanted
to study the history of Calamba, Laguna during the nineteeth 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”
As a future educator manager there is a lot of process under go to provide a clear and valid
events for us to help not lead in a wrong understanding of the history. You should not be focus on the
basic information but rather focus on the understanding the content of the past that will give you
enlightenment to guide the future and not to repeat the bad happing in the past.
Are you excited to learn and discover the behind history of the Philippine? Module 2 will
provide these topics for you.
Summary
The task of the historian is to look at the available like historical sources and selected the
most relevant and meaningful for history and for the subject matter that he is studying. History, like
other academic discipline, has come a long way but still has a lot of remaining task to do. It does not
claim to render absolute and exact judgment because as long as questions are continuously asked,
and as long as time unfolds, the study of history can never be completed. The task of historians is to
organize tha past that is being created so that it can be offer lessons for nations, societies, and
civilization. I is the job also of historians to seek for the meaning of recovering the past to let the
people see the continuing relevance of provenance, memory, remembering, and historical
understanding for both the present and the future.
2
Customs of the Tagalogs
OVERVIEW
It was written on the year 1589 during the Spanish Colonial Period. After receiving
the Lordship’s letter, Plasencia wished to reply immediately; but he postponed his answer in
order that he might first thoroughly inform himself in regard to People’s request, and to avoid
discussing the conflicting reports of the Indians. Therefore, he collected Indians from
different districts old men, and those of most capacity; and from them he have obtained the
simple truth, after weeding out much foolishness, in regard to their government,
administration of justice, inheritance, slaves, and dowries.
LEARNING OUTCOMES
Specifically, after learning the module, you are expected to:
Customs of the Tagalogs, just like any other colonial texts written during the Spanish
colonial period, was intentionally made to provide an exocticize description of the Tagalog
natives, clearly fed by politics and propaganda and operated with the Western-outsider’s
gaze, that would be appealing to them.
Learning Task 1
Identify the following words words and write your answer in your activity sheet.. You have
10 minutes to finish this task.
Did you find all correctly the words which possible link in studying history? If not, then
you may spend some more time looking for them. For now here the definition of history and
the words that possible link in studying history.
It was a family of parents and children, relations and slaves in its origin.
Anyone who offended the dato and his family was severely punished.
CASTE SYSTEM
Maharlica
Timaua
Alipin (Namamahai /
Saguuiguilid)
MAHARLICA
Free born
TIMAUA
ALIPING NAMAMAHAI
ALIPING SAGUIGUILID
(*But during pregnancy she was compelled to give her master HALF of GOLD tael for her inability to
labor during pregnancy)
Maharlica + Slave (Another) = Children were divided & inherited the father’s status;
1. As what you observe in our country, do you think Social classes is still visible?
Explain your answer.
If the parents of the bride died and dowry has not consumed= divided equally
among the children
In case of divorce before the birth of children, the wife left and marry another= 2x
dowry given to the husband
If the wife left the husband and did not marry another = the dowry was returned
If the husband left his wife= lost the half of the dowry, and the other half was
returned to him
If he had children before the divorce = whole dowry and a fine went to the
children.
If the wife died in a year’s time before having children= parents returned the dowry
to the husband
If the husband died= ½ the dowry was returned to the relatives of the husband (IT
was done through PIETY, and all DO NOT DO it.)
INHERITANCE
If a man had a child with slaves and legitimate children = slaves no inheritance, but
the legitimate children were bound to free the mother of the slaves
If he had also sons by a free unmarried woman= did not inherit equally with the
legitimate children.
Child born by a free married woman outside marriage = the husband punished the
adulterer and considered it’s a Dowry, and the child entered with the others into
partition in the inheritance.
IF the adulterers were not punished by the husband of the woman who had the child
= the child was not considered as his child and did not inherit anything.
1. Is this dowry of our ancestors is still evident even though we are in digital era? Prove
your answers.
SIMBAHAN
A temple or place of adoration, technically the house of the chief due to the
celebration of festival called “Pandot” (worship)
Constructed for the purpose of sheltering the assembled people
On each side of the house was a Sibi, to protect the people from wet when it rained.
”Nagaanitos”, mass worship of the whole barangay
BATHALA
All powerful, or maker of all things
The Tagalogs, worshipped the moon especially when it was new with great
rejoicings.
They also worshipped the star particularly called Pleiades, consequently the change
of seasons which they call: Malopon and Balatic which is our Greater Bear
Omen
If they left their house and met on the way a serpent, rat, or a bird called
Tigmamanuguin
singing in the tree, or if they chanced upon anyone who sneezed = they returned to their
house.
Earliest Calendar
Determined through cultivation of the soil, counted by moons and various effect
produced
It was to proclaim a feast, and offer to the devil what they had to eat with the
officiating priest, male or female, called CATALONAN.
The objects of sacrifice were goats, fowls, and swine, which were flayed,
decapitated and laid before the idol.
Reasons: for personal matters, recovery of a sick person, prosperous voyage of those
embarking on the sea, a good harvest in the sowed lands, a propitious result in wars,
successful delivery in childbirth, happy marriage.
Pagdadalaga
Young girls who first had their monthly period, their eyes were blindfolded four
days and four nights, and the friends and relatives gathered for a simple
celebration.
At the end of this period, the catalonan took the young girl to the water, bathed her
and washed her head, and removed the bandage from her eyes.
Purpose: Girls might bear children and have fortune in finding husbands to their fate
Lacapati and Idianale- where the patrons of the cultivated lands and of
husbandry.
CATALONAN
MANGGAGAWAY
MANYISALAT
MANCOCOLAM
The duty was to emit fire from himself at night,
once or oftener each month, and the fire emitted
could not be extinguished.
HOCLOBAN
They could kill someone whom they chose
either by saluting or raising the hand, they could
heal those whom they made ill by using other
charms.
SILAGAN
MAGTATANGGAL
OSUANG
Dug deep, perpendicular hole, and placed the deceased within it, leaving in an
upright position with head unburied in which they put half of the coconut to the head
that will serve as a shield
For retribution, they will pursuit the Indian who Killed the Negrito
Question & Answer: 1.4
1. Our elderly often believes in “pamahiin”. Do you think on the advent of technology
would it be possible for millennial like you to still believe in this? Why?
2. Give at least 10 omens that we still practiced here in Northern Samar. Explain and
give each an example.
LEARNING TASK 1
Instructions
This quiz pertains to Chapte1 of the textbook Los costumbres de los Indios Tagalos de
Filipinas by Fr. Juan de Plasencia.
Points: 20
Questions: 20
Allowed Attempts: 1
OVERVIEW
Europe had no idea what had befallen Magellan and his men after they set sail in
1519. It was up to Pigafetta to tell the story, which his journal was more than capable of
doing. He drew up a copy of his notes (polished up, complete with illustrations of various
islands they had encountered) and had them published in a French version in 1523.
LEARNING OUTCOMES
Pigafetta, with an easy manner and an eye for the unusual, produced a very readable
account of the first successful circumnavigation and gave readers a glimpse into the
manners and customs of the native people encountered, as well as information on local flora
and fauna. He also compiled glossaries of native words, giving their European equivalent.
The Relation of the Voyage is addressed to Grand Master Philippe Villiers de L’ Isle-Adam
and this was presented to King Charles V.
However, it was not through Pigafetta's writings that Europeans first learned of the
circumnavigation of the globe. Rather, it was through an account written by a Flanders-
based writer Maximilianus Transylvanus, which was published in 1523. Transylvanus had
been instructed to interview some of the survivors of the voyage when Magellan's surviving
ship Victoria returned to Spain in September 1522 under the command of Juan Sebastian
Elcano.
Learning Task 1
Identify the following words words and write your answer in your activity sheet.. You have
10 minutes to finish this task.
II. MULTIPLE CHOICE. Read each question carefully and choose the correct answer. Write the letter of
the
correct answer before the number. STRICTLY NO ERASURES.
1. He served as secretary to the Papal Ambassador to the Court of King Charles I, in Valladolid, Spain
a. Ferdinand Magellan c. Maximilianus Transylvanus
b. Antonio Pigafetta d. Franciso Serrao
2. The island that was named by Ferdinand Magellan during his expedition in 1521.
a. Ma-yi c. Archipelago of St. Lazarus
b. Maniola d. Felipinas
3. King Emmanuel of Portugal refused to finance his journey which prompted him to renounce his
Portuguese citizenship and offer his services to King Charles I of Spain.
a. Ferdinand Magellan c. Luiz Mendoza
b. Juan Sebastian Elcano d. Joao Serrao
4. According to the writing of Antonio Pigafetta explorers arrived at Zamal (Samar Island) on what date?
a. March 18, 1521 c. March 15, 1521
b. March 17, 1521 d. March 16, 1521
5. Native Filipino term of Palm wine.
a. Uraca c. Cochos
b. Areca d. Ureca
6. Name given by Ruy Lopez de Villalobos to the Philippines in honor of then Prince of Crown of castille
a. Pilipinas c. Felifinas
b. Felipinas d. Pelipenas
7. First mass based on Crown of Castille time?
a. March 30, 1521 c. March 31, 1521
b. April 01, 1521 d. April 02, 1521
8. The Rajah that required all ships were to pay tribute.
a. Colambu c. Sikatuna
b. Homabon d. Lapu-Lapu
9. The King who made the first Sandugo with Magellan.
a. Sikatuna c. Siagu
b. Homabon d. Lapu-Lapu
10. The 21-karat gold figure dating to around 850 to 950 C.E. weighs 4 lbs and depicts a woman sitting in
the lotus position in Buddhism.
a. Kinari c. Golden Tara
b. Golden Buddha d. Campuchea
Lesson 1 - Author
With the letters of recommendation from the King, young Antonio went to Seville and
signed on as the only non-seaman, civilian tourist/observer.
Due to Magellan’s demise, Pigafetta, wounded, arrived back in Spain with a load of
cloves valuable enough to more than pay for the entire expedition.
He entered the monastic Order of the Knights Hospitaller of St. John of Jerusalem →
Knights of Rhodes → Knights of Malta
He took his vows in 1530 with the Grand Master, Philippe de Villers l’Ile-Adam as his
new client
In March 1505 at the age of 25, Magellan enlisted in the fleet of 22 ships sent to host
D. Francisco de Almeida as the first viceroy of Portuguese India.
1512, he was stationed in Morocco and made plans to find a western shortcut to the
Spice Islands
When they finally arrived in the Philippine Islands, they started converting natives to
Christianity
Mactan local chief Lapu-Lapu and his men were upset when Magellan insisted that
they convert - On April 27, 1521, Magellan was killed when he got struck by a
poisoned arrow
Before the 15th Century spices were an essential ancient piece for commerce. It was
used for giving flavor to food as well as making perfume, embalming the dead, preserving
meat and creating salves for traditional medicine. The spices were important to the
Europeans because refrigeration was unheard of in those days and the only means of
preservation was the use of spices which it gives flavor to the food.
Treaty of Tordesillas
A division of the lands beyond Europe between Portugal and the Crown of Castille.
Signed on June 7, 1494.
Takes the boundary line given in Inter caetera , but moves it 270 leagues west.
Inter caetera: A papal bull issued by Pope Alexander IV on May 4, 1493.
This bull divides the world between the Crown of Castile and Portugal, drawing an
imaginary line 100 leagues west of the Cape Verde islands.
Portugal can take unclaimed territories east of the line and Spain can take territories
west of the line.
Ladrones Island
“They are poor, but ingenious, and great thieves, and for the sake of that we
called these three islands the Ladrones Islands.”
Lived according to their own will for they have no
seignior.
Had no religion
Thought that there were no other people in the world
but themselves, based on the signs which they have
made.
March 16, 1521 (dawn of Saturday)
the explorers arrived at Zamal (Samar Island)
1. From the picture of the map naming Ladrones Island. It tells us that Magellan and his
fleet came to the Ladrones island dated March 15, 1521, but according to our history
Magellan and his fleet set their feet on our Philippine soil dated March 16, 1521.
What is the real date of Magellan coming in our country?
“after dinner, we saw a boat come towards us with nine men in it: upon which
the captain-general ordered that no one should move or speak without his
permission. When these people had
come into this island towarus,
immediately the principal one
amongst them went towards the
captain-general with demonstrations
of being very joyous at our arrival.
The captain seeing that these
people were
reasonable, ordered food and
drink to be given them, and he gave them some red caps, looking
glasses, combs, bells, ivory, and other things.
When these people saw the politeness of the captain, they presented
some fish, and a vessel of palm wine, which they call in their language
Uraca; figs more than a foot long, and others smaller and of a better
savour, and two cochos.”
“ These people became very familiar and friendly with us, and explained
many things to us in their language, and told us the names of some islands
which we saw with our eyes before us.
* The island where they dwelt is called Zuluam, and it is not large.*”
“ The island we were at was named Humunu (Homonhon Island);
nevertheless because we found there two springs of very fresh water we
named it the Watering Place of good signs (Acquada da li buoni
Segnialli), and because we found here the first signs of gold. ”
“Magellan named the islands, San Lazaro for it was Sunday of St. Lazurus”
Seignior
Painted (Tattooed)
Handkerchiefs about their heads
Earring on both ears
Gold armlet on both wrists
Caphri. They call the natives caphri, or
heathen.
Naked with Cloth woven from bark of
tree to cover their private parts
Anoint themselves with coconut and with
beneseed oil as protection against sun and
wind
“They are great drinkers.”
1. Controversy about the first mass in Limasawa some historian said that it’s not in
Limasawa but instead it was held in Butuan.
What is your stand about the first mass?
April 7, 1521
April 8, 1521
Brought over 40 men from the ship with the Royal banner
Rajah Humabon wished to be a Christian, but some of his chiefs would
not obey
Christian Names assigned by Magellan
Rajah Humabon - Don Carlo
The Prince - Don Fernando
King of Mazaua - Johanni
A chief - Fernando
The Muslim - Christoforo
Queen Juana – Johanna
Her daughter (wife of the Prince) - Catherina
Queen of Mazaua - Lisabeta
And so the other 800 people -- men, women and children
present during that mass after dinner
Magellan Gives Proof of His Faith
Gave Queen Juana the image of the child Jesus, saying she
should have it in place of her idols
Told the people who worship paganism to burn their idols and
believe in Christ
Case in point:
Testimony of the sick man ➔ the man can’t move or speak for 4 days ➔ after he was
baptized and his 10 daughters, he said that he was feeling well with the Grace of
the Lord.
Filipino Sexuality
The bolt and the spurs always hold firm. They say that the women wish it so, and if
they did otherwise they would not have communication with them.
When a man wishes to have intercourse with a woman, she takes his penis not in
the normal way, but gently introduces first the top spur and then the bottom one into
her vagina. Once inside, the penis becomes erect and cannot be withdrawn until it
is limp.”
Pigafetta’s asserted that the women hated this mode of fornication, which lacerated
their organs. “They are very much preferred our men to their own,” he noted
with the hint of a boast.
Filipino Sexuality
“The lord of these people was old, and had his face painted, and had gold rings
suspended to his ears, which they named Schione, and the others had many
bracelets and rings of gold on their arms, with a wrapper of linen around their
head.”
Prior to the arrival of Christianity, majority of our ancestors were Animists and
Polytheists, believing in numerous gods and goddesses and the spirits the live alongside us.
Prior to that we have evidence based on artifacts and the oldest written document, the
Laguna Copperplate, proving that at least in some parts of the Philippines at some point in
our historical timeline our ancestors practiced a form of Hindu-Buddhist beliefs that is today
seen in other parts of Southeast Asia. Some of these artifacts derive from gold artifacts
depicting religious carvings of a well-known Hindu-
Buddhist goddess and some mythical creatures.
• Attending mass and the thought of Christianity was easily embraced by the
islanders not because of their full understanding of the faith but for pragmatic
purposes like the leader’s aim of gaining the trust of a possible powerful ally, or for
the subordinates just following their leaders’ wishes.
• During pre-Hispanic
period, women shared
equal footing with men in
society. They were allowed
to divorce, own and inherit
property, and even lead
their respective barangays or territories. During pre-colonial times, Philippines
was largely matriarchal, with the opinions of women holding great weight in
matters of politics and religion (they also
headed the rituals as the babaylans).
This gave the idea that ancient Filipino were not simply naïve on the real purpose
of the coming of the Spaniards to the archipelago but they were very much
aware of aside from trading, the Spain came in order to dominate them
especially when the latter would often not give tribute to them.
3. From the learning you’ve gained what is the real date of Magellan’s coming to our
country?
SUMMARY
Since the beginning of the 16th century, the navigation route designed
by Magellan and his sailors during the First Circumnavigation around
the World has geographical and symbolically linked different cultures
and civilizations, providing exchanges and achievements in commerce,
scientific knowledge and cultural,
4
Philippine Revolution
OVERVIEW
The Revolution of 1896. Spain maintained control of the Philippine Islands for more
than three centuries and a half, during which period the tyranny, misconduct and abuses of
the Friars and the Civil and Military Administration exhausted the patience of the natives and
caused them to make a desperate effort to shake off the unbearable galling yoke on the 26th
and 31st August, 1896, then commencing the revolution in the provinces of Manila and
Cavite. On these memorable days the people of Balintawak, Santa Mesa, Kalookan, Kawit,
Noveleta and San Francisco de Malabon rose against the Spaniards and proclaimed the
Independence of the Philippines, and in the course of the next five days these uprisings
were followed by the inhabitants of the other towns in Cavite province joining in the revolt
against the Spanish Government although there was no previous arrangement looking to a
general revolt. The latter were undoubtedly moved to action by the noble example of the
former.
LEARNING OUTCOMES
Demonstrate the ability to formulate arguments in favour or against a particular issue using
primary sources
With regard to the rising in the province of Cavite it should be stated that although a
call to arms bearing the signatures of Don Augustin Rieta, Don Candido Firona and myself,
who were Lieutenants of the Revolutionary Forces, was circulated there was no certainty
about the orders being obeyed, or even received by the people, for it happened that one
copy of the orders fell into the hands of a Spaniard named Don Fernando Parga, Military
Governor of the province, who at that time was exercising the functions of Civil Governor,
who promptly reported its contents to the Captain-General of the Philippines, Don Ramon
Blanco y Erenas. The latter at once issued orders for the Spanish troops to attack the
revolutionary forces. It would appear beyond doubt that One whom eye of man hath not
seen in his wisdom and mercy ordained that the emancipation of the oppressed people of
the Philippines should be undertaken at this time, for otherwise it is inexplicable how men
armed only with sticks and gulok," wholly unorganized and undisciplined, could defeat the.
Spanish Regulars in severe cengagements at Bakoor, Imus and Noveleta and, in addition to
making many of them prisoners, captured a large quantity of arms and ammunition. It was
owing' to this astonishing success of the revolutionary troops that General Blanco quickly
concluded to endeavour to maintain Spanish control by the adoption of a conciliatory policy
under the pretext that thereby he could quel the rebellion, his first act being a declaration to
the effect that it was not the purpose of his Government to oppress the people and he had
no desire ' to slaughter the Filipinos." The Government of Madtid disapproved of General
Blanco's lnew policy and speedily appointed Lieutenant-General Don Camilo Polavieja to
supersede him, and despatched forthwith a large number of Regulars to the Philippines.
General Polavieja advanced against the revolutionary forces with 16,000 men armed with
Mausers, and one field battery. He had scarcely reconquered half of Cavite province when
he resigned, owing to bad health. That was in April, 1897. Polavieja was succeeded by the
veteran General Don Fernando Primo de Rivera, who had seen much active service. As
soon as Rivera had taken over command of the Forces he personally led his army in the
assault upon and pursuit of the revolutionary forces, and so firmly, as well as humanely, was
the campaign conducted that he soon reconquered the whole of Cavite province and drove
the insurgents into the mountains. Then I established my- headquarters in the wild and
unexplored mountain fastness of Biak-nabat6, where I formed the Republican Government
of the Philippines at the end of May, 1897
Learning Task 1
Enumerate the 20 persons involve in Philippine Revolution and identify each of them, write
your answers here. You have 10 minutes to finish this task.
Katipunan
Tejeros Convention
https://www.youtube.com/watch?v=lKYqT87bHa0
On March 22, 1897, another meeting was held in Tejeros. It called for the election of
officers for the revolutionary government, which was in need of united military forces, as
there was a pending Spanish offensive against the Magdalo faction. The Magdiwang faction
allied with Bonifacio and prepared and hosted the election, as most of the Magdalo faction
was occupied by battle preparations. Bonifacio chaired the election and stated that the
election results were to be respected. When the voting ended, Bonifacio had lost and the
leadership turned over to Aguinaldo, who was away fighting in Pasong Santol. Bonifacio also
lost other positions to members of his Magdiwang faction. Instead, he was elected as
Director of the Interior, but his qualifications were questioned by a Magdalo, Daniel Tirona.
Bonifacio felt insulted and would have shot Tirona if Artemio Ricarte had not intervened.
Invoking his position of Supremo of the Katipunan, Bonifacio declared the election void and
stomped out in anger. Aguinaldo took his oath of office as president the next day in Santa
Cruz de Malabon (present-day Tanza) in Cavite, as did the rest of the officers, except for
Bonifacio.
Question and Answer #2
2. How did the two rival faction of Katipunan Magdalo and Magdiwang come about?
3. Is it true that during the Tejeros Convention Aguinaldo is not the location?
4. And because of this event the truce between Aguinaldo at Bonifacio fired up?
https://www.youtube.com/watch?v=2DYc6p-ObC4
Bonifacio moved his headquarters to Naic after the fall of Imus. In Naic, Bonifacio
and his officers created the Naic Military Agreement, establishing a rival government to the
newly constituted government of Aguinaldo. It rejected the election at Tejeros and asserted
that Bonifacio was the leader of the revolution. It also ordered that Filipino men be forced to
enlist in Bonifacio's army. The agreement eventually called for a coup d'état against the
established government. When Limbon in Indang, a town in Cavite, refused to supply
provisions, Bonifacio ordered it to be burned. When Aguinaldo learned about the Naic
Military Agreement and the reports of abuse, he ordered the arrest of Bonifacio and his
soldiers (without Bonifacio's knowledge) on April 27, 1897. Colonel Agapito Bonzon met with
Bonifacio in Limbon and attacked him the next day. Bonifacio and his brother Procopio were
wounded, while their brother Ciriaco was killed on April 28. They were taken to Naic to stand
trial.
The Consejo de Guerra (War Council) sentenced Andrés and Procopio to death on
May 10, 1897, for committing sedition and treason. Aguinaldo supported deportation of
Andrés and Procopio rather than execution, but withdrew his decision as a result of pressure
from Pio Del Pilar and other officers of the revolution.
On May 10, Major Lazaro Makapagal, upon orders from General Mariano Noriel,
executed the Bonifacio brothers at the foothills of Mount Buntis, near Maragondon. Andrés
and Procopio were buried in a shallow grave, marked only with twigs
Augmented by new recruits from Spain, government troops recaptured several towns
in Cavite, taking Imus on 25 March 1897. The head of the Spanish expeditionary force,
General de Lacambre, then offered amnesty to all who would surrender and accept Spanish
authority. In May 1897, the Spanish captured Maragondon, forcing the Government of the
Philippine Republic to move to Mt. Buntis. By June, the Spanish had taken Mendez Nunez,
Amadeo, Alfonso, Bailen and Magallanes with little resistance. The Spanish planned war,
including the concentration of rebel relatives and friends in camps.
As argued by Apolinario Mabini and others, the succession of defeats for the rebels
could be attributed to discontent that resulted from Bonifacio's death. Mabini wrote:
https://www.youtube.com/watch?v=m7h2CyUGHbE
Aguinaldo and his men retreated northward, from one town to the next, until they
finally settled in Biak-na-Bato, in the town of San Miguel de Mayumo in Bulacan. Here they
established what became known as the Republic of Biak-na-Bato, with a constitution drafted
by Isabelo Artacho and Felix Ferrer; it was based on the first Cuban Constitution.
Leaving Biak-na-Bato on December 24, 1897, Aguinaldo and eighteen other top
officials of the revolution, including Mariano Llanera, Tomás Mascardo, Benito
Natividad, Gregorio del Pilar, and Vicente Lukban were banished to Hong Kong with
$400,000 (Mexican peso) by December 29. The rest of the men got $200,000 (Mexican
peso) and the third installment was never received. General amnesty was never declared
because sporadic skirmishes continued.
The Pact of Biak-na-Bato did not signal an end to the revolution. Aguinaldo and his
men were convinced that the Spaniards would never give the rest of the money promised to
them as a condition of surrender. Furthermore, they believed that Spain reneged on her
promise of amnesty. The Filipino patriots renewed their commitment for complete
independence. They purchased more arms and ammunition to ready themselves for another
siege.
2. Why did Emilio Aguinaldo choose Biak na Bato as the place for his rereat?
In the Battle of Alapan on May 28, 1898, Aguinaldo raided the last remaining
stronghold of the Spanish Empire in Cavite with fresh reinforcements of about 12,000 men.
This battle eventually liberated Cavite from Spanish colonial control and led to the first time
the modern flag of the Philippines being unfurled in victory.
2. Why did Emilio Aguinaldo decide to side with the Americans in their war against
Spain?
3. What is Treaty of Paris? Expalin your answer.
4. There are rumours that Aguinaldo accept monetary from Spanish government as a
payment for the surrender of the Filipino revolutionaries. What will be your
side/opinion?
Declaration of Independence
By June 1898, the island of Luzon, except for Manila and the port of Cavite, was
under Filipino control, after General Monet's retreat to Manila with his remaining force of 600
men and 80 wounded. The revolutionaries were laying siege to Manila and cutting off its
food and water supply. With most of the archipelago under his control, Aguinaldo decided it
was time to establish a Philippine government. When Aguinaldo arrived from Hong Kong, he
had brought with him a copy of a plan drawn by Mariano Ponce, calling for the establishment
of a revolutionary government. Upon the advice of Ambrosio Rianzares Bautista, however,
an autocratic regime was established on May 24, with Aguinaldo as dictator. It was under
this dictatorship that independence was finally proclaimed on June 12, 1898, in Aguinaldo's
house in Kawit, Cavite. The first Filipino flag was again unfurled and the national
anthem was played for the first time. Apolinario Mabini, Aguinaldo's closest adviser, opposed
Aguinaldo's decision to establish an autocracy. He instead urged Aguinaldo to create a
revolutionary government. Aguinaldo refused to do so; however, Mabini was eventually able
to convince him. Aguinaldo established a revolutionary government on July 23, 1898.
1. What were the main reasons behind the declaration of Independence in Philippines?
2. According to some historians it’s not Emilio Aguinaldo who wave the Philippine flag?
3. Who authored the Declaration of Philippine Independence?.
Learning task 2
Answer the following, you may another sheet of paper for your answers.
The main influx of revolutionary ideas came at the start of the 19th century,
when the Philippines was opened for world trade. In 1809, the first English firms
were established in Manila, followed by a royal decree in 1834 which officially
opened the city to world trade. The Philippines had been governed
from Mexico since 1565, with colonial administrative costs sustained by subsidies
from the galleon trade. Increased competition with foreign traders brought the
galleon trade to an end in 1815. After its recognition of Mexican independence in
1821, Spain was forced to govern the Philippines directly from Madrid and to find
new sources of revenue to pay for the colonial administration. At this point, post-
French Revolution ideas entered the country through literature, which resulted in
the rise of an enlightened principalía class in the society.
The 1868 Spanish Revolution brought the autocratic rule of Queen Isabella
II to an end. The autocratic government was replaced by a liberal government led
by General Francisco Serrano. In 1869, Serrano appointed Carlos María de la
Torre as the 91st governor-general. The leadership of de la Torre introduced the
idea of liberalism to the Philippines.
The election of Amadeo of Savoy to the throne of Spain led to the
replacement of de la Torre in 1871. In 1872, the government of the succeeding
governor-general, Rafael de Izquierdo, experienced the uprising of Filipino soldiers
at the Fort San Felipe arsenal in Cavite el Viejo. Seven days after the mutiny,
many people were arrested and tried. Three of these were secular priests: José
Burgos, Mariano Gómez and friar Jacinto Zamora, who were hanged by Spanish
authorities in Bagumbayan. Their execution had a profound effect on many
Filipinos; José Rizal, the national hero, would dedicate his novel El filibusterismo to
their memory
Many Filipinos who were arrested for possible rebellion were deported to
Spanish penal colonies. Some of them, however, managed to escape to Hong
Kong, Yokohama, Singapore, Paris, London, Berlin, and some parts of Spain.
These people met fellow Filipino students and other exiles who had escaped from
penal colonies. Bound together by common fate, they established an organization
known as the Propaganda Movement. These émigrés used their writings primarily
to condemn Spanish abuses and seek reforms to the colonial government.
José Rizal's novels, Noli Me Tángere (Touch Me Not, 1887) and El
Filibusterismo (The Filibuster, 1891), exposed Spanish abuses in socio-political
and religious aspects. The publication of his first novel brought the infamous
agrarian conflict in his hometown of Calamba, Laguna in 1888,
when Dominican haciendas fell into trouble of submitting government taxes. In
1892, after his return from the Americas, Rizal established La Liga Filipina (The
Filipino League), a Filipino association organized to seek reforms in the colonial
government. When the Spaniards learned that Rizal was in the Philippines, they
arrested and deported him a few days after the Liga was established.
Upon hearing that Rizal had been deported to Dapitan, Liga member Andrés
Bonifacio and his fellows established a secret organization named Katipunan in a
house located in Tondo, Manila, while more conservative members led by
Domingo Franco and Numeriano Adriano would later establish the Cuerpo de
Compromisarios. The Katipunan obtained overwhelming number of members and
attracted the lowly classes. In June 1896, Bonifacio sent an emissary to Dapitan to
obtain Rizal's support, but Rizal refused to participate in an armed revolution. On
August 19, 1896, Katipunan was discovered by a Spanish friar, which resulted in
the start of the Philippine Revolution.
The revolution initially flared up in the eight provinces of Central Luzon. The
armed resistance eventually spread throughout the Southern Tagalog region,
particularly in Cavite province, where towns were gradually liberated during the
early months of the uprising. In 1896 and 1897, successive conventions
at Imus and Tejeros decided the new republic's fate. In November 1897,
the Republic of Biak-na-Bato was established and a constitution was promulgated
by the insurgent government.
On May 1, 1898, the Battle of Manila Bay took place as part of the Spanish–
American War. On May 24, Aguinaldo, who had returned from voluntary exile on
May 19, announced in Cavite, "... I return to assume command of all the forces for
the attainment of our lofty aspirations, establishing a dictatorial government which
will set forth decrees under my sole responsibility," On 12 June, Aguinaldo
proclaimed Philippine independence. On 18 June, Aguinaldo issued a decree
proclaiming a Dictatorial Government led by himself. On June 23, Aguinaldo
issued another decree, which replaced the Dictatorial Government with a
Revolutionary Government. In 1898, between June and September 10,
the Malolos Congress elections were held by the Revolutionary Government,
resulting in Emilio Aguinaldo being elected as President of the Philippines. On
February 2, 1899, hostilities broke out between U.S. and Filipino
forces. The Malolos Constitution was adopted in a session convened on 15
September 1898. It was promulgated on 21 January 1899. creating the First
Philippine Republic with Aguinaldo as President. On June 12, 1899, Aguinaldo
promulgated a declaration of war against the U.S., beginning the Philippine–
American War. U.S. forces captured Aguinaldo on March 23, 1901, and he swore
allegiance to the U.S. on April 1. On July 4, 1902, U.S. President Theodore
Roosevelt proclaimed a complete pardon and amnesty for all Filipinos who had
participated in the conflict, effectively ending the war.
SUGGESTED READINGS
John Lee P. Candelaria Readings in Philippine History
Teodoro Agoncillo, History of the Filipino People
Antonio Pigafetta, First Voyage Around the World
1987 Philippine Constitution
Plasencia, Juan de. Customs of the Tagalogs. October
21, 1589
History, Art & Archives, U.S. House of Representatives.
(n.d.). Joint Meeting & Joint Sessions Addresses Before
Congress by Foreign Leaders & Dignitaries. Retrieved
from http://history.house.gov/Institution/Foreign-
Leaders/Joint-Sessions/
REFERENCES