Part II Module in GECREA PDF

Carlos Hilado Memorial State College
Alijis Campus | Binalbagan Campus | Fortune Towne Campus | Talisay Campus

To be a leading GREEN institution of higher learning in the global community by 2030
(Good governance, Research-oriented, Extension-driven, Education for Sustainable Development &
Nation-building)
MODULE 1
HISTORY: MEANING AND RELEVANCE
I. Learning Objectives:
A. Discuss the importance of history in the creation of national identities and

development and make it a part of Filipino consciousness;
B. Evaluate primary sources and secondary sources for their credibility,
authenticity and provenance;
C. Apply historical methodologies as tools in the study of history
II. Introduction
This chapter will discuss the meaning and relevance of history. It also presents
the distinction between primary and secondary sources, the external and internal
criticism and repositories of primary sources and different kinds of primary sources.
Furthermore, emphasis will be given to the effort of Filipino scholars to develop a
Filipino philosophy as basis of historical interpretation.
III. Lesson/Unit/Study Guide/ Notes
The table below is the matrix of the topics to be learned in this chapter.
Topics Important Points

Different meaning of history as defined
by different philosophers and different
1. Meaning and Importance of History historians. Concept of history by the
Filipino historians are also given
importance.
Historical methodology comprises certain
techniques and rules that historians
2. History and the Historian: follow in order to properly utilize sources
Historiography and Historical Methods and historical evidences in writing
history.
With the past as history’s subject matter,
the historians’ most important research
tools are historical sources. In general,
3. Historical Sources historical sources can be classified
between primary and secondary sources.
The classification of sources between
theses categories depends on the
historical subject being studied.
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IV. Learning Activities
Topic 1: Meaning and Importance of History
A. Picture Analysis. Test your memory by identifying what events in history

were illustrated in the the following pictures. Then describe at least 2 sentences about
the picture. Write your answers inside the box.
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B. Who said what? Meaning and Importance of History. The following are
definitions and concepts of history according to different philosophers and Filipino
historians.
The word ‘history’ derives

from my usage of historía to I argued the importance of
define my ‘inquiries’ or coming up with terms before
‘researches’. My inquiries engaging in a discourse. In
are here set down to preserve this way, there will be a
the memory of the past by common ground for the
putting on record. exchange of discussion.
HERODOTUS SOCRATES
SOCRATES SOCRATES
Table 1: Definition of History according to different Filipino historians.
Filipino Historians Meaning and importance of History

“History deals with the past, not with the future.
Teodoro Agoncillo We use history to avoid the mistakes of the past,
not to recreate the very same events. You cannot.”
History is the achievement of man not the
Renato Constantino individual but the collective. Therefore, we cannot
assume that history is a primary work of an
individual leader but a collective effort of the
people.
Defined history as the dynamic process of dealing
Samuel Tan wit the past in which the stages or aspects of
development are interrelated, brought about by the
understanding of the present and the future.
According to him history is a collective events.
“Mga pangyayari na may saysay para sa grupo ng
Zeus Salazar taong sinasaysayan nito”. Advocated the use of
Filipino in historical discourse.
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C. Based on the contents presented, answer the following activities:
1. Make a Venn diagram to distinguished the similarities and differences of the

meaning of history according to the philosophers and Filipino historian. Draw your
diagram on the space provided below.
2. Discuss the importance of studying history. Write your answers in 5 sentences.

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Topic 2: Historical Methodology
A. My past revisited.
1. Make a timeline of the significant events that happened in your life from the past
until the present. They should be arranged in chronological order. Don’t forget to
write the year.
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2. In relation to your timeline, answer the following questions in 2 sentences.
2.1 Why did you choose to write those certain events of your life in the timeline?
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2.2 How did you feel while revisiting your past and writing them?
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B. Introduction: History and the Historian

If History is written with agenda or is heavily influenced by the historian, is it possible to
come up 1. Read
with the content
an absolute below and
historical answer
truth? the activity
Is history in number
an objective 2.
discipline? If it is not, is it still
worthwhile to study history? These questions have haunted historians 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. Historians
only get to access representation of the past through historical sources and evidences.
Therefore, it is the historian’s job not to seek historical evidences and facts but also to
interpret these facts. “ Facts cannot speak for themselves.” it is the job of the historian to give
meaning to these facts and organize them into a timeline, establish causes and write history.
Meanwhile, the historian is not a blank paper who mechanically interprets and analyzes present
historical 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 he 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 the fact that historians cannot ascertain absolute
objectivity, the study of history remains scientific because of the rigor research and methodology
that historians employ. Historical methodology comprises certain techniques and rules that
historians follow in order to properly utilize sources and historical evidences in writing history.
Certain rules apply in cases of conflicting accounts in different sources, and how to properly treat
eyewitness accounts in different sources , and how to properly treat eyewitness accounts and oral
sources as valid historical evidences. In doing so, historical claims done by the historians and the
arguments that they forward in their historical writings, while may be influenced by the
historian’s inclinations, can still be validated by using reliable evidences and employing correct
and meticulous historical methodology. (Source: Candelaria, John Lee P. and Alporha, Veronica
C. 2018. Readings in Philippine History. Rex Book Store, Inc.)
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2. Based on the readings on the previous page, answer the following in 5

sentences:
2.1 What is the relationship between history and the historian?
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2.2 Why is it that most of the time historians have the tendency of being
“biased’ in writing history?
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2.3 Explain the quote of Teodoro Agoncillo: “The role of the Filipino
historian must be the role of all historians. There is, of course, [Filipino
history], but as rule, the role of the historian is to tell the truth-- in so far as
documents are concerned.”
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Topic 3: Historical Sources: Primary and Secondary Sources.
A. What happened today?
1. Write in the table on the next page the events that being experienced today. On
the right column, write the significant events that you have experienced today. On the
left column, think of an experience/s that your friend/family members/strangers which
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he/she shared it to you. Be sure to ask for their consent. Write 5 sentences in each
column.
Experience shared by my
My experience today friends/family/strangers to me
2. Based on your answers above, answer the following questions.
2.1. Which of the experiences above is considered as a primary source?

Why?
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2.2. Which of the experiences above is considered as a secondary source?

Why?
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B. Primary and Secondary Sources in History

Historical research/writing is dependent on the availability of primary sources,
documentary sources, secondary event or testimonies of the authorities.
* Historical Sources
Sources – an object from the past or testimony concerning the past on which
historians depend in order to create their own depiction of that past.
(Howell and Prevenier, From Reliable Sources an Introduction to Historical
Method)
- Tangible remains of the past
(Anthony Brundage, Going to Sources)
*Categories of Historical Sources

I. Written Sources:
A. Published materials (Books, magazines, journals, Travelogue
transcription of speech
B. Manuscript (any handwritten or typed record that has not been printed
Archival materials, Memoirs, diary)
II. Non- written Sources:
A. Oral history
B. Artifact
C. Ruins
D. Fossils
E. Art works
F. Videorecordings
G. Audiorecordings
* What are Primary Sources?
- Testimony of an eyewitness
- A primary source must have been produced by a contemporary of the event
it narrates
- A primary source is a document or physical object which was written or
created during the time under study.
- These sources were present during an experience of time period and offer
an inside view of a particular event.
(http://www/Princeton.edu/-refdesk/primary2.h)
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-Primary sources provide first-hand testimony or direct evidence concerning a topic

under investigation. They are created by witnesses or recorders who experienced the
events or conditions being documented.
(http://www.yale.edu/collections_collaborative/primarysources/primarysources.html)
- These sources are created at the time when the events or conditions are
occurring, it can also include autobiographies, memoirs, and oral histories
recorded later.
- Primary sources are characterized by their content, regardless of whether
they are available in original format, in microfilm/microfiche, in digital format, or
in published format.
* Four Main Categories of Primary Sources
1. Written sources
2. Images
3. Artifacts
4. Oral testimony
* Sample of Primary Source
Written Sources
Images
Artifacts
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Primary Sources: (Documented) Oral Testimony

“My first day was a scary one. There was a patient whose earlobes were so long…he
had no nose, only two holes on his face, and no fingers, only the palm of his
hands…the other patients were in different stages of deformity- ( Sr. Maria Luisa
Montenegro, SPC 1940)
* What are Secondary Sources?
- A secondary source interprets and analyzes primary sources. These sources are
one or more steps removed from the event.
- Secondary sources may have pictures, quotes or graphics of primary sources in
them. (http://www.princeton.edu/-refdesk/primary2.html)
Examples:
History textbook
Printed materials (serials, periodicals which interprets previous research)
* What is Historical Criticism?
- History as an academic discipline follows the very rigid tradition set by logical
positivism. This tradition gives weight on the use of documents and other tangible
artifacts as basis of historical fact.
As a science, It should remain faithful to the tradition of producing knowledge
based on scientific methodology which is highly objective. At this juncture, it is
imperative to all students of history to understand internal and external criticism.
What is internal criticism? Why is it important to understand internal criticism?
Internal criticism deals with the analysis of the content of the documents. This
means that the historian should evaluate the relevance of the content of the documents
to the time and place of the phenomenon.
On the other hand, external criticism deals with analysis on the form of
documents. This criticism allows the historian to evaluate the authencity of the
documents by giving importance to the author of the document and rhe time when the
document was written.
To sum up, internal and external criticisms are not only very important tools in
establishing the validity of historical writing but also in establishing the validity of the
discipline of history an academic discipline.
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C. In line with the topic for this chapter, answer the following activities
1. Reading No. 1 .Below was the famous poem of Dr. Jose Rizal “Sa aking mga
kabata” which became a the subject of scrutiny of some scholars. To some scholars of
Philippine History , it is impossible that Rizal wrote the poem when he was just eight
years old. The argument is Rizal did not know the word Kalayaan at the time the
poem was said to have been written. Read the poem below and answer the preceding
questions.
SA AKING MGA KABATA

Kapagka umiibig ang bayan sa Ang wikang Tagalog ay gaya ring tunay
Wikang sa kanya’y lanit ang nagbigay, Ng lati, ng ingles, at ng kastila man;
Ipaglalaban din yaong kalayaan, Mga wikang anghel, Diyos ang may
Katulad ng ibon sa nililiparan, bigay,
Dahilan sa wika aay hinuhukuman Kaya sa kanila’y siyang nagbabantay.
Ang mga lupain, baya’t kaharian;
Itong wika nati’y tulad din ng lahat
At ang bawat tao’y katulad din naman
Na may abakada’t sariling pagsusulat;
Ng ibang likha rin nyang kalayaan
Lamang ay nalunod sa sigwang
At ang mandidiri sa sarilling wika’y lumagpakk
Masama pang higit sa malansangisda’t At sa kanyang lunday naglubog at sukat
Hayop na halimaw, kaya’t ang dapat Sa gabi ng mga panahong lumipas
nga’y Sa sinapupunan ng maalong dagat.
Nga’Mahaling katulad ng inang nagpala.
1.1 Based on the poem of Jose Rizal, give your analysis of this poem and
whether you believe or not that Rizal wrote it. Justify you answer.
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2. What source? Read the following scenarios and classify the sources
discovered as primaryor secondary sources. Write your answers in the space provided.
2.21. Jose 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 the old church, clipped among
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the pages. At the back of the photo was a fine inscription that says: Kalamba, 19 de
Junio 1861.”
Is the photograph a primary or a secondary source? ________________
2.2. It was Lean’s first day in his first year college in a big university. His excitement
made him come to class unusually early and he found their classroom empty. He
explored the classroom and sat at the teacher’s table. He looked at the table drawer
and saw a book entitled U.G. An underground Tale: the Journey of Edgar Jopson and
the First Quarter Storm Generation. He started reading the book and realized that it
was a 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 photograph a primary or a secondary source? __________________
2.3. Lorena was a new teacher of Araling Panlipunan in a small elementary school in
Mauban, Quezon. Her colleagues gave her the new textbook that she ought to use in
class. Before the class started, Lorena studied the textbook carefully. She noted that
the authors used works by other known historians in writing the textbook. She saw
that the bibliography included Teodoro Agoncillo’s The Revolt of the Masses and The
Fateful Years : Japan’s Adventure in the Philippines, 1941-45. She also saw that the
authors used Ma. Luisa Camagay’s Working Women of Manila During the 19th
Century and many others.
Is the photograph a primary or a secondary source? ___________________
2.4 Manuel visited the United States for a few months to see his relatives who have
lived there for decades. His uncle brought him on tours around Illinois. Manuel
visited the Field Museum of Natural History where a golden image of a woman
caught his eye. Manuel looked closer and read that the image was called “The Golden
Tara.” It originated from Agusan del Sur and was bought by the museum in 1922. it
was believed to be made prior to the arrival of the Spaniards in the Philippines.
Is the photograph a primary or a secondary source? __________________
2.5. Gregoria loved to travel around the country. She liked bringing with her a travel
brochure that informs her of the different sites worth visiting the area. Her travel
brochure was usually produced by the tourism department of the province. It shows
pictures of destinations visited by tourists and a few basic information about the place
like the origin of the name, the historical significance of the place, and some other
information acquired by the office’s and writers.
Is the photograph a primary or a secondary source? ____________________
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V. Assessment
A. Modified True or False. Write the word True if the underlined word/s or
phrase makes the statement correct. If it is false, change the underlined word to make
the statement true. Write your answers on the space provided before the number.
__________________ 1. History is the study of the past.

__________________ 2. Historical sources are written sources only.
__________________ 3. The subject of historiography is history itself.
__________________ 4. History is for the past, present and future.
__________________ 5. Only primary sources may be used in writing history.
_________________ 6. History is limited to the story of a hero versus a villain.
__________________ 7. Examples of secondary sources are memoirs, diaries and
autobiography.
__________________ 8. External criticisms is done by examining the physical
characteristics of the source.
__________________ 9. Internal criticism is done by looking at a source’s quality of
paper and type of ink, among others.
__________________ 10. Historians are the only sources of history.
B. Give at least five examples of the following:

A.Primary Sources B. Secondary Sources
C. Answer in 5 to 10 sentences:
- Discuss History as an academic discourse:
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VI. Enrichment Activities
A. Readings No. 2 (Primary Source). Read the Poem by Andres Bonifacio
“Pag-ibig Sa tinubuang Lupa” then answer the preceding guide questions.
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1. Is the poem by Andres Bonifacio a Primary or Secondary Source? Discuss
your answer.
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2. What feeling did the poem “Pag-ibig sa tinubuang Lupa” by Andres Bonifacio
evoke in you?
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MODULE 2
DISCOURSING THE CONTENT AND CONTEXT OF SOME PRIMARY
SOURCES IN PHILIPPINE HISTORY
I. Lesson Objectives:
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.
Primary sources range from chronicles, official documents, speeches, and cartoons to
II. Introduction:
This chapter looks at a 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. These Primary sources range from chronicles,
official documents, speeches, and cartoons to visual arts. Needless to say, different
types of sources necessitate different kinds of analysis and contain different levels of
importance.
III. Lesson/Unit/Study Guide/Notes
The table below is the matrix of the topics and readings to be analyzed in this
chapter.
TOPICS/READINGS DESCRIPTION
1. Antonio Pigafetta: First Voyage This book was taken from the chronicles of
Around the World contemporary voyagers and navigators of the
sixteenth century. One of them was Italian
nobleman Antonio Pigafetta who
accompanied Ferdinand Magellan in his
fateful circumnavigation of the world. It was
one of the most primary sources in the study
of precolonial Philippines.
2. Juan de Plasencia: Customs of the Juan de Plasencia was a Spanish friar for the
Tagalogs Franciscan order who was in the Philippines
for most of his missionary life
Wrote several religious and linguistic books
including the Customs of the Tagalogs. Some
may know him for his work, Doctrina
Cristiana (Christian Doctrine) which was
the first book ever printed in the Philippines.
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The Katipunan is an organization that sprout
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from the people and pushed for the genuine
3. Emilio jacinto: Kartilya ng welfare of their rank. As a mass movement, it
Katipunan. represented the collective sentiments of the
people, their advocacy, grievance and
consciousness. To better understand the
people and society, it is best to decipher and
analyze the guiding philosophy of the
members. In this case, the Kartilya being the
primer of the Katipunan is a good source of
knowledge that can be utilized y scholars
and students of Philippine history, especially
on matters that concern the mass movement
and 1896 Revolution.
Between 1928 and 1946, Emilio Aguinaldo
4. Emilio Aguinaldo: Mga Gunita ng produced in long hand the first volume of his
Himagsikan memoirs “Mga Gunita ng Himagsikan”
(1964). In his preface Aguinaldo says the
memoirs were based on a diary he kept,
documents he preserved, and family lore
gathered from his elders.
There have been numerous studies done on
5. Reading the “Proclamation of the the events leading to the independence of the
Philippine Independence”. country but very few students had the chance
to read the actual document of the
declaration.
6. A Glance at Selected Philippine Alfred McCoy, an American professor and
Political Caricature in Alfred historian together with Alfredo Roces made a
McCoy’s Philippine Cartoons: compilation of political cartoons during the
Political Caricature of the American American Era. These cartoons totalling to
Era (1900-1941) 377, where in a book entitled, “Philippine
Cartoons: Political Caricature of the
American Era published in 1985. a few
selected ones depicting the Philippine society
during the American period are included in
this book as primary sources.
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Topic/Reading No. 1: Antonio Pigafetta: First Voyage Around the World
A. My own voyage.
1. Imagine you have the chance to explore places, what they will be? Draw your
route/ map on the box below. Then name the places you landed in.
2. Briefly describe your journey.

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B. Read and analyze the brief summary of First Voyage Around the World
by Antonio Pigafetta. Activities are provided.
Background of the Author
- Antonio Pigafetta was born some time in the closing
year of the 15th century
Parents: Giovanni Pigafetta and Angela Zoga, the eldest
child among his siblings of 2, was a native of Vicenza, a
town about a hundred kilometers west of Venice, Italy
- studied astronomy, geography, and cartography
- served on board the ships of the Knights of Rhodes at
the beginning of the 16th century
- accompanied Ferdinand Magellan, together with Juan
Sebatián Elcano in the famous expedition to Moluccas
which began in August 1519 and ended in September
1522.
First Voyage Around the World by Antonio Pigafetta
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C. Based on the reading about The First Voyage Around The Word by
Antonio Pigafetta, answer the following activities:
1. Make a time line of the accounts of Antonio Pigafetta, from the moment
they landed in Samal to the death of Magellan. (Write in a 1 long bond paper. Be
creative)
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2. What are the contributions of the document in understanding the grand

narrative in Philippine History?
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3. What is relevance of the document to the world and to the Philippines?

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Topic/Reading No. 2: Juan de Plasencia: Customs of the Tagalogs
A. Picture Analysis. Analyze the pictures and identify what they are all about.
Then describe them in one sentence.
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B. Read the Customs of the Tagalogs by Juan De Plasencia.

Juan De Plasencia was a Spanish Friar for the Franciscan order who was in the
Philippines for most of his missionary life. Wrote several religious and linguistic
books including the Customs of the Tagalogs. Some may know him for his work,
Doctrina Cristiana (Christian Doctrine) which was the first book ever printed in the
Philippines. Born in the early 16th century as Juan Portocarrero in Plasencia, in the
region of Extremadura, Spain. Fray Juan de Plasencia came together with the first
batch of Franciscan missionaries in the Philippines. Wrote a number of books
designed primarily to promote the understanding of both the Spanish language
among the natives, and the local languages among the missionaries, to facilitate
the task of spreading Christianity. He died in Liliw, Laguna in 1590.
His book Customs of the Tagalogs describes the life of the Tagalogs as what he
observed during the Spanish time. His purpose was to put an end to some injustices
being committed against the natives by certain government officials.
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Customs of the Tagalogs by Juan De Plasencia

G This people always had chiefs, called by them datos, who governed them
O and were captains in their wars, and whom they obeyed and reverenced. The
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subject who committed any offense against them, or spoke but a word to
E
R their wives and children, was severely punished. These chiefs ruled over but
N few people; sometimesas many as a hundred houses, sometimes even less
M than thirty. This tribal gathering is called in Tagalog a barangay.
E
N
T
In addition to the chiefs, who corresponded to our knights, there were three
S castes: nobles, commoners, and slaves. The nobles were the free-born whom
O they call maharlica. They did not pay tax or tribute to the dato, but must
C accompany him in war, at their own expense.
I
The commoners are called aliping namamahay. They are married, and serve
A
their master, whether he be a dato or not, with half of their cultivated lands,
L
as was agreed upon in the beginning. They accompanied him whenever he
went beyond the island, and rowed for him. They live in their own houses,
C
and are lords of their property and gold. Their children inherit it, and enjoy
L
their property and lands. The children, then, enjoy the rank of their fathers,
A
and they cannot be made slaves (sa guiguilir) nor can either parents or
S
children be sold.
S
The slaves are called aliping sa guiguilir. They serve their master in his
house and on his cultivated lands, and may be sold. The master grants them,
should he see fit, and providing that he has profited through their industry, a
portion of their harvests, so that they may work faithfully. For these reasons,
servants who are born in the house of their master are rarely, if ever, sold.
That is the lot of captives in war, and of those brought up in the harvest
fields.
If two persons married, of whom one was a maharlica and the other a slave,
M whether namamahay or sa guiguilir, the children were divided: the first,
A whether male or female, belonged to the father, as did the third and fifth; the
R second, the fourth, and the sixth fell to the mother, and so on. In this
R manner, if the father were free, all those who belonged to him were free; if
I he were a slave, all those who belonged to him were slaves; and the same
A applied to the mother. If there should not be more than one child he was half
G free and half slave. The only question here concerned the division, whether
E the child were male or female. Those who became slaves fell under the
category of servitude which was their parent's, either namamahay or sa
And guiguilir. The maharlicas could not, after marriage, move from one village
to another, or from one barangay to another, without paying a certain fine in
gold, as arranged among them. As for inheritances, the legitimate children
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I of a father and mother inherited equally, except in the case where the father
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N and mother showed a slight partiality by such gifts as two or three gold
H taels, or perhaps a jewel.
E
When the parents gave a dowry to any son, and, when, in order to marry
R
him to a chief's daughter, the dowry was greater than the sum given the
I
other sons, the excess was not counted in the whole property to be divided.
T
In the case of a divorce before the birth of children, if the wife left the
A
husband for the purpose of marrying another, all her dowry and an equal
N
additional amount fell to the husband; but if she left him, and did not marry
C
another, the dowry was returned. When the husband left his wife, he lost the
E
half of the dowry, and the other half was returned to him. If he possessed
children at the time of his divorce, the whole dowry and the fine went to the
children, and was held for them by their grandparents or other responsible
relatives.
They have the name SIMBAHAN, which means a temple or place of

W adoration. They have this worship called PANDOT. celebrated in the
O large house of the chief
R created a temporary shed called sibi for the purpose of sheltering the
S assembled people
H the whole barangay who are united and joined during the worship, they
I are called NAGAANITOS
P Among their many idols there was one called. Badhala, whom they
especially worshiped. The title seems to signify “all powerful,” or “maker of
all things.” They also worshiped the sun, which, on account of its beauty, is
almost universally respected and honored by heathens. They worshiped, too,
the moon, especially when it was new, at which time they held great
rejoicings, adoring it and bidding it welcome.
Distincti CATALONAN - either man or woman
ons - an honorable one among the natives and could be held by people of rank
among MANGAGAUAY - also known as witches, deceive or pretends to heal the
the sick, if wishes to kill someone at once, they could; and they could prolong
priests life for a year by binding to the waist a live serpent
of the MANYISALAT - same with mangagauay had the power of applying
devil remedies to lovers that they would abandon their own wives, and prevent
them in having sexual intercourse with the latter if the woman, constrained
by these, were abandoned it would bring sickness, would discharge blood
and matter
4. MANCOCOLAM - duty was to emit fire from himself at night, once or
oftener each month. the fire emitted could not be extinguished
5. HOCLOBAN - another kind of witch but of greater efficacy than the
mangagauay. they could kill someone whom they chose either by saluting
or raising the hand they could heal those whom they made ill by using
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other charms Nation-building)
6. SILAGAN - clothed in white who lives in the island of Catanduanes
tears out liver and eats it, thus causing death
Manner -deceased buried beside the house. if he were a chief, placed beneath the
of little house or porch that was built for this purpose before interring him,
Burying mourns the chief for four days then afterward laid him in a boat that will
the serve as a coffin or bier, a guard was kept over him by a slave
Dead if the deceased was a warrior, a living slave is tied beneath him until the
slave dies too. For many days the relatives of the deceased would bewailed
him, singing dirges, and praising him of his good qualities until they got
weary, this is accompanied by eating and drinking also.
C. Based on the readings about “The Customs of the Tagalogs” by Juan De Plasencia,
make your own analysis on the readings. (write this on a 1 whole sheet of yellow paper.)
Topic/ Reading No. 3: Emilio Jacinto: Kartilya ng Katipunan
A. Spot the word. Encircle the 13 words related to the next topic.
J X B O N I F A C I O S
A K I A A B C D O C L U
C A A E Y F G H D O A P
I R J T K A L M E N P R
N T I N I O N P V D A E
T I R Z S P T U W U T M
O L X Y A Z U A B C R O
X Y C D E L F N G T I T
Z A N A K N G B A Y A N
K A L A Y A A N Z N O N
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B. Reading No. 2: Ang Kartilya ng Katipunan

ANG KARTILYA NG KATIPUNAN
As an organization, the Katipunan ng mga Anak ng Bayan (KKK) developed a set of rule
known as Kartilya, to introduce new recruits to the Katipunan to the set of principles an
values they have to observe as members. The Kartilya which was written by Emilio Jacinto
served as a guiding philosophy for the members of the patriotic society. Although the
Supremo, Andres Bonifacio, had prepared his own version of rules to be followed by the
members, his respect and trust in Jacinto made him decide to use the Kartilya.
Jim Richardson (2013) published the Kartilya of Emilio Jacinto, the youngest member of
the Katipunan as its code of conduct. Jacinto joined the Katipunan in 1894 when he was only
nineteen years old. He was then a law student at University of Sto. Tomas. He decided to
forget his dream of becoming a lawyer when he committed himself to the service of
Katipunan. Aside from the Kartilya, he also wrote literary pieces. His most famous literary
piece was the La Patria. He served as an editor of the Katipunan, revolutionary paper,
Kalayaan. He contacted malaria and died on April 6, 1899 at the age of 24, in Majayjay,
Laguna leaving behind his wife Catalina de Jesus and his son, Emilio Jr.
1. Ang buhay na hindi ginugugol sa 7. Huwag mong sayangin ang panahon; ang
isang malaki at banal na kadahilanan ay ya-mang nawala'y mangyayaring mag-balik;
kahoy na walang lilim, kundi (man) ngunit panahong nagdaan na'y di na muli pang
damong makamandag. magda-daan.
2. Ang gawang magaling na nagbubuhat 8. Ipagtanggol moang inaapi; kabakahin
sa paghahambog o pagpipita sa sarili (laba-nan) ang umaapi.
(paghahangad na makasarili), at hindi 9. Ang taong matalino'y ang may pag-iingat sa
talagang nasang gumawa ng kagalingan, bawat sasabihin; matutong ipaglihim ang dapat
ay di kabaitan. ipaglihim.
3. Ang tunay na kabanalan ay ang 10. "Sa daang matinik ng buhay, lalaki ang
pagkaka-wang-gawa, ang pag-ibig sa siyang patnugot ng asawa at mga anak; kung
kapwa at ang isukat ang bawat kilos, ang uma-akay ay tungo sa sama, ang
gawa't pangungusap sa talagang pagtutunguhan ng inaakay ay kasamaan din."
katuwiran. 11. Ang babae ay huwag mong tingnang isang
4. Maitim man o maputi ang kulay ng bagay na libangan lamang, kundi isang katuwang
balat, lahat ng tao'y magkakapantay; at karamay (ng lalaki) sa mga kahirapan nitong
mang-yayaring ang isa'y hihigitan sa buhay; gamitin mo nang buong pagpipitagan ang
dunong, sa yaman, sa ganda; ngunit di kanyang (pisikal na) kahinaan,at alalahanin ang
mahihigitan sa pagkatao. inang pinagbuhatan at nag-iwi sa iyong
5. Ang may mataas na kalooban, inuuna kasang-gulan.
ang (dangal o) puri kaysa pagpipita sa 12. Ang di mo ibig gawin (ng iba) sa asawa
sarili; ang may hamak na kalooban, mo, anak at kapatid, ay huwag mong gagawin
inuuna ang pagpipita sa sarili sa puri. sa asawa, anak at kapatid ng iba.
6. Sa taong may hiya, salita'y 13. Ang kamahalan ng tao'y wala sa pagkahari,
panunumpa. wala sa tangos ng ilong at puti ng mukha,
30
wala Nation-building)
sa pagkaparing kahalili ng Diyos, wala sa
mataas na kalagayan sa balat ng lupa: wagas at
tunay na mahal na tao, kahit laking-gubat at
walang nababatid kundi ang sariling wika,
yaong may magandang asal, may isang
pangu-ngusap, may dangal at puri, yaong di
nagpa-paapi't di nakikiapi; yaong marunong
mag-dam-dam at marunong lumingap sa
bayang tinubuan."
14. Paglaganap ng mga aral na ito, at
maning-ning na sisikat ang araw ng mahal na
kalayaan dito sa kaaba- abang Sangkapuluan
at sabugan ng matamis niyang liwanag ang
nangagkaisang mag-kakalahi't magkakapatid, ng
ligayang walang kata-pusan, ang mga ginugol na
buhay, pagod, at mga tiniis na kahirapa'y labis
nang matutumbasan.
C. Answer the following questions based on the reading Number 3.
1. Choose at least 5 content of the Kartilya and explain each. Write your answers
in 1 whole yellow pad.
2. What are the contributions of Kartilya ng Katipunan to the Philippine history

and even the present situation of our country? Give at least five.
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Topic/ reading No. 4: Emilio Aguinaldo: Gunita ng Himagsikan
A. Short Review: write something about the following:
1. Andres Bonifacio: _______________________________________________

2. Jose Rizal: _____________________________________________________
3. Emilio Aguinaldo: _______________________________________________
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B. Reading No. 4: Emilio Aguinaldo: Gunita ng Himagsikan
EMILIO AGUINALDO
-Born in Kawit, Cavite, on March 22, 1869.
-Died at the age of 94, cause was coronary
thrombosis.
-Hounded by controversy to his deathbed, the
last issue that swirled around him was whether
he died a Catholic or not.
-Studied at Colegio de San Juan de Letran but
wasn’t able to finish his studies due to
outbreak of cholera in 1882.
-Became the “Cabeza de Barangay” of
Binakayan, when he was 17 years old to avoid
conscription.
-In 1895, the Maura Law that called for the
reorganization of local governments was
enacted.
-At the age of 25, Aguinaldo became Cavite el
Viejo’s first “gobernadorcillo capitan
municipal” while on a business trip Mindoro.
IMPORTANT EVENTS
Philippine Revolution and battles
(Himagsikang Pilipino)
August 23, 1896 – August 13, 1898It was a
revolution and subsequent conflict fought
between the people and insurgence of the
Philippines and the Spanish colonial
authorities of the Spain East Indies under the
Spanish Empire.
The battle of Imus
The Siege of Imus was the first major of battle
of the Philippine revolution against the
Spanish colonial government province of
Cavite.
It was fought between September 1-3,1896
right after Bonifacio’s ill-fated attack on the
gunpowder magazine at the Battle of San Juan
del Monte in Manila.
32
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Twin battles of Binakayan-Dalahican

November 9-11, 1896
A simultaneous battle during the Philippine
Revolution that led to a decisive Filipino
victory.
The result of the battle was the first significant
Filipino victory in the country’s history.
The Battle of Zapote Bridge

It was fought on February 17, 1897 as part of
the Philippine revolution.
Filipino revolutionary forces led by General
Emilio Aguinaldo defeated Spanish forces
under the command of Governor-General
Camilo de Polavieja.
The Tejeros Convention
The Tejeros convention was the meeting held
on March 22-25, 1897 between the
Magdiwang and Magdalo factions of the
Katipunan at San Francisco de Malabon(now
General Trias), Cavite.
These are the first Presidential and vice
presidential elections in Philippine history,
although only Katipuneros were able to take
part, and not the general populace.
The Execution of Bonifacio
The Bonifacio brothers were executed by
Aguinaldo’s men on May 10, 1897 in the
mountains of Maragondon, Apolinario Mabini
wrote that Bonifacio’s death demoralized
many rebels from Manila, Laguna and
Batangas who had come to help those in
Cavite, and caused them to quit.
The Retreat to the Montalban
This occurred during the Philippine
Revolution after the 1897 Battle of Naic
southwest of Cavite when Philippine General
Emilio Aguinaldo and his forces retreated to
Puray, Montalbon where they made a last
stand on May 3, 1897.
33
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Biak-na-Bato
The first republic ever declared in the
Philippines by revolutionary leader Emilio
Aguinaldo and his fellow revolutionaries.
Despite its successes, including the
establishment of the Philippines’ first ever
constitution, the republic lasted just over a
month.
Return to the Philippines and the

Philippine Declaration of Independence
Philippine declaration of independence ( June
12, 1898)
C. Based on the Reading about the Gunitanga Kasaysayan, answer the

following activities:
1. Why did Aguinaldo write the Gunita ng Kasaysayan? Do you agree with his
objectives in writing this memoir? Defend your answer.
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2. There was an issue in the Philippine history that Aguinaldo became a traitor
when he ordered the trial and execution of the Bonifacio Brothers. Research an article
about this, analyze and write your stand on a 1 whole sheet of pad paper.
34
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Topic/ Reading No. 5: Proclamation of the Philippine Independence
A. Listen to the song “Ang Bayan kong Pilipinas” (You can watch on
youtube, or search on the internet.) Study the lyrics of the song and answer the
following questions:
1. What was the song all about? How did you feel while listening to the song?
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2. How is this song related to the present situation of our country?

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B. Read the Declaration of Philippine Independence and answer the

activities afterwards.
Declaration of PHILIPPINE INDEPENDENCE

In the town of Cavite-Viejo, Province of Cavite, this 12th day of June 1898:
BEFORE ME, Ambrosio Rianzares Bautista, War Counsellor and Special Delegate
designated to proclaim and solemnize this Declaration of Independence by the
Dictatorial Government of the Philippines, pursuant to, and by virtue of, a Decree
issued by the Engregious Dictator Don Emilio Aguinaldo y Famy,
The undersigned assemblage of military chiefs and others of the army who could not
attend, as well as the representatives of the various towns,
Taking into account the fact that the people of this country are already tired of bearing
the ominous joke of Spanish domination,
Because of arbitrary arrests and abuses of the Civil Guards who cause deaths in
connivance with and even under the express orders of their superior officers who at
times would order the shooting of those placed under arrest under the pretext that they
attempted to escape in violation of known Rules and Regulations, which abuses were
35
left unpunished, and because of unjust deportations of illustrious Filipinos, especially
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those decreed by General Blanco at the instigation of the Archbishop and friars
interested in keeping them in ignorance for egoistic and selfish ends, which
deportations were carried out through processes more execrable than those of the
Inquisition which every civilized nation repudiates as a trial without hearing.
Had resolved to start a revolution in August 1896 in order to regain the independence
and sovereignty of which the people had been deprived by Spain through Governor
Miguel Lopez de Legazpi who, continuing the course followed by his predecessor
Ferdinand Magellan who landed on the shores of Cebu and occupied said Island by
means of a Pact of Friendship with Chief Tupas, although he was killed in the battle
that took place in said shores to which battle he was provoked by Chief Kalipulako **
of Mactan who suspected his evil designs, landed on the Island of Bohol by entering
also into a Blood Compact with its Chief Sikatuna, with the purpose of later taking by
force the Island of Cebu, and because his successor Tupas did not allow him to
occupy it, he went to Manila, the capital, winning likewise the friendship of its Chiefs
Soliman and Lakandula, later taking possession of the city and the whole Archipelago
in the name of Spain by virtue of an order of King Philip II, and with these historical
precedents and because in international law the prescription established by law to
legalize the vicious acquisition of private property is not recognized, the legitimacy of
such revolution can not be put in doubt which was calmed but not complete stifled by
the pacification proposed by Don Pedro A. Paterno with Don Emilio Aguinaldo as
President of the Republic established in Biak-na-Bato and accepted by
Governor-General Don Fernando Primo De Rivera under terms, both written and oral,
among them being a general amnesty for all deported and convicted persons; that by
reason of the non-fulfillment of some of the terms, after the destruction of the plaza of
Cavite, Don Emilio Aguinaldo returned in order to initiate a new revolution and no
sooner had he given the order to rise on the 31st of last month when several towns
anticipating the revolution, rose in revolt on the 28th , such that a Spanish contingent
of 178 men, between Imus Cavite-Viejo, under the command of major of the Marine
Infantry capitulated , the revolutionary movement spreading like wild fire to other
towns of Cavite and the other provinces of Bataan, Pampanga, Batangas, Bulacan,
Laguna, and Morong, some of them with seaports and such was the success of the
victory of our arms, truly marvelous and without equal in the history of colonial
revolutions that in the first mentioned province only the Detachments in Naic and
Indang remained to surrender; in the second all Detachments had been wiped out; in
the third the resistance of the Spanish forces was localized in the town of San
Fernando where the greater part of them are concentrated, the remainder in Macabebe,
Sexmoan, and Guagua; in the fourth, in the town of Lipa; in the fifth, in the capital
and in Calumpit; and in last two remaining provinces, only in there respective
capitals, and the city of Manila will soon be besieged by our forces as well as the
provinces of Nueva Ecija, Tarlac, Pangasinan, La Union, Zambales, and some others
in the Visayas where the revolution at the time of the pacification and others even
before, so that the independence of our country and the revindication of our
sovereignty is assured.
And having as witness to the rectitude of our intentions the Supreme Judge of the
Universe, and under the protection of our Powerful and Humanitarian Nation, The
United States of America, we do hereby proclaim and declare solemnly in the name
36
by authority of the people of these Philippine Nation-building)
Islands,
That they are and have the right to be free and independent; that they have ceased to
have allegiance to the Crown of Spain; that all political ties between them are should
be completely severed and annulled; and that, like other free and independent States,
they enjoy the full power to make War and Peace, conclude commercial treaties, enter
into alliances, regulate commerce, and do all other acts and things which and
Independent State Has right to do,
And imbued with firm confidence in Divine Providence, we hereby mutually bind
ourselves to support this Declaration with our lives, our fortunes, and with our sacred
possession, our Honor.
We recognize, approve, and ratify, with all the orders emanating from the same, the
Dictatorship established by Don Emilio Aguinaldo whom we reverse as the Supreme
Head of this Nation, which today begins to have a life of its own, in the conviction
that he has been the instrument chosen by God, inspite of his humble origin, to
effectuate the redemption of this unfortunate country as foretold by Dr. Don Jose
Rizal in his magnificent verses which he composed in his prison cell prior to his
execution, liberating it from the Yoke of Spanish domination,
And in punishment for the impunity with which the Government sanctioned the
commission of abuses by its officials, and for the unjust execution of Rizal and others
who were sacrified in order to please the insatiable friars in their hydropical thirst for
vengeance against and extermination of all those who oppose their Machiavellian
ends, trampling upon the Penal Code of these Islands, and of those suspected persons
arrested by the Chiefs of Detachments at the instigation of the friars, without any form
nor semblance of trial and without any spiritual aid of our sacred Religion; and
likewise, and for the same ends, eminent Filipino priest, Doctor Don Jose Burgos,
Don Mariano Gomez, and Don Jacinto Zamora were hanged whose innocent blood
was shed due to the intrigues of these so-called Religious corporations which made
the authorities to believe that the military uprising at the fort of San Felipe in Cavite
on the night of January 21, 1872 was instigated by those Filipino martyrs, thereby
impeding the execution of the decree- sentence issued by the Council of State in the
appeal in the administrative case interposed by the secular clergy against the Royal
Orders that directed that the parishes under them within the jurisdiction of this
Bishopric be turned over to the Recollects in exchange for those controlled by them in
Mindanao which were to be transferred to the Jesuits, thus revoking them completely
and ordering the return of those parishes, all of which proceedings are on file with the
Ministry of Foreign Affairs to which they are sent last month of the year of the
issuance of the proper Royal Degree which, in turn, caused the grow of the tree of the
liberty in our dear land that grow more and more through the iniquitous measures of
oppressions, until the last drop of our chalice of suffering having been drained, the
first spark of revolution broke out in Caloocan, spread out to Santa Mesa and
continued its course to the adjoining regions of the province were the unequalled
heroism of its inhabitants fought a one sided battle against superior forces of General
Blanco and General Polavieja for a period of 3 months, without proper arms nor
ammunitions, except bolos, pointed bamboos, and arrows.
Moreover, we confer upon our famous Dictator Don Emilio Aguinaldo all the powers
37
necessary to enable him to discharge the duties of Government, including the
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prerogatives of granting pardon and amnesty,
And lastly, it was results unanimously that this Nation, already free and independent
as of this day, must used the same flag which up to now is being used, whose
designed and colored are found described in the attached drawing, the white triangle
signifying the distinctive emblem of the famous Society of the "Katipunan" which by
means of its blood compact inspired the masses to rise in revolution; the tree stars,
signifying the three principal Islands of these Archipelago - Luzon, Mindanao, and
Panay where the revolutionary movement started; the sun representing the gigantic
step made by the son of the country along the path of Progress and Civilization; the
eight rays, signifying the eight provinces - Manila, Cavite, Bulacan, Pampanga,
Nueva Ecija, Bataan, Laguna, and Batangas - which declares themselves in a state of
war as soon as the first revolt was initiated; and the colors of Blue, Red, and White,
commemorating the flag of the United States of America, as a manifestation of our
profound gratitude towards this Great Nation for its disinterested protection which it
lent us and continues lending us.
C. Based on your analysis from the readings, choose one paragraph and
write your own understanding and conclusion. Answer in 5-10 sentences.
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38
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Topic/ReadingNo. 6: Alfred McCoy: Political Caricatures of the American Era

(Editorial Cartoons)
A. Analyze the picture below and answer the preceding questions:
1. What was the picture all about?

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________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. The picture above is an example of editorial cartoon. Where can you usually
find this? What messages does an editorial cartoon want to convey?
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39
Nation-building)
B. Read and Analyze the Topic/Reading No. 6: A Glance at Selected

Philippine Political Caricature in Alfred McCoy’s Philippine Cartoons: Political
Caricature of the American Era (1900-1941)
ALFRED MCCOY’S PHILIPPINE CARTOONS: POLITICAL

CARICATURE OF THE AMERICAN ERA (1900-1941)
Alfred McCoy, and American professor and historian together with Alfredo Roces
made a compilation of political cartoons during the American Era. It deals with some
of the editorial cartoons compiled by McCoy and Roces, for students to have a
glimpse of Philippine society during the American Era from the lens of these selected
editorial cartoons. A brief analysis is provided in each cartoon. The students are
expected to make their own criticism/analysis relating the cartoons to contemporary
Philippine society.
Public post is not a hereditary crown
The cartoon shows a politician from
Tondo, named Dr. Santos, passing his
crown to his brother – in – law, Dr.
Barcelona.
A filipino Guy was trying to stop
Santos, telling the latter to stop giving
Barcelona the crown because it is not
his to begin with.
War Against Speculator
This was drawn by Fernando Amorsolo.
A Filipino child who stole a skinny
chicken because he had nothing to
eat. The police officer was relentlessly
pursuing the said child. A man wearing
a salakot named Juan de la Cruz was
grabbing the officer, telling him to
leave the small time pockets and
thieves and to turn at the great thieves
instead. He was pointing to huge
warehouse containing bulks of rice ,
milk and grocery products.
40
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COLORUM
The Philippines Free Press published

this commentary when fatal accidents
involving colorum vehicles and taxis
occurred often already
CINEMA
A blown up officer was at the screen

saying that couple are not allowed to
neck and make love in the theater.
Two youngster looked horrified while n
older couple seemed amused
UNCLE SAM RIDING A CHARIOT
Uncle Sam Riding a chariot pulled by

Filipinos wearing school uniforms.
The Filipino boys were carrying
American objects like baseball bats,
whiskey, and boxing gloves.
EL TURNO LOS PARTIDOS
Was published by Lipang Kalabaw on

August 24, 1907.
In the picture we can see the Uncle Sam
rationing porridge to the politicians
and member of the Progresista Party
while members of Nacionalista Party
look on and wait for their turn.
41
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C. Make your own analysis on Reading No. 6 by answering the activities

below.
1. Based on the editorial cartoons by Alfred McCoy, what kind of society did the
Filipinos had during the American Era? Answer in 5-10 sentences.
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2. Choose two editorial cartoons from the compilation of McCoy that are related
to the present situation. Discuss your answers in 5-10 sentences each editorial cartoon.
Editorial Cartoon 1:
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Editorial Cartoon 2:
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42
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V. Assessment
Identify what is being asked. Choose the answers from the box below. Write
your answers on the space provided.
Nature worship Cory Aquino Limasawa

Mangagayoma Alfred McCoy Ambrosio Rianzares-Bautista
Dato's house or function room Cartoons June
Manyisalat Francisco Albo April
Badhala Antonio Pigafetta Butuan
____________________ 1. Author of the Philippines Declaration of

Independence.
____________________ 2. Delivered a speech to a joint session of the US
Congress on 1986.
____________________ 3. Authored the book Philippine Cartoons: Political
Caricature of the American Era (1900-1941).
____________________ 4. It became an effective tool of publicizing opinions
through heavy use of symbolism.
____________________ 5. It has long been believed as the site of the First

Catholic Mass before the end of the 19th century.
____________________ 6. He was the pilot of one of the Magellan’s ships, the

Trinidad.
____________________ 7. The author of the “First Voyage Around the World”.
____________________ 8. The month of the declaration of Independence.
____________________ 9. The month of the First Catholic Mass in the

Philippines.
____________________ 10. It was believed that this place was the site of the
First Catholic Mass towards the end of the 19th century and the beginning of the 20th
century.
____________________ 11. Witches that cause relationship problems.
____________________ 12. Made charms for lovers
____________________ 13. It is where religious celebrations are often held.
____________________ 14. Tagalogs' "all powerful", "maker of things".
43
____________________ 15. Type of religious ritual observed by the Tagalogs
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V. Enrichment Activities
Research for the following Primary sources. Choose only two and make your own
analysis. Be creative in presenting your analysis.
1. The Philippines: A Century Hence by Jose Rizal

2. Spoliarium by Juan Luna
3. Dasalan at Toksohan Marcelo H. del Pilar
4. Tribute To Juan Luna and Felix Resurreccion Hidalgo by Graciano Lopez
Jaena
44
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MODULE 3
CONTROVERSIES AND CONFLICTING VIEWS IN PHILIPPINE HISTORY
I. Learning Objectives:
A. Demonstrate the ability to formulate arguments in favor or against a particular

issue using primary sources;
B. Analyze the conflicting views presented on some historical events that shaped
the history of the Philippines;
C. State the different versions of four of the controversial issues in Philippines
history.
II. Introduction:
In this chapter, four of the controversies that have been continuously subjects of
discussion, conflicts, and at times misunderstanding among friends who differ in their
views about them. Furthermore, this chapter analyze four historiographical problems
in Philippine History in an attempt to apply what you have learned thus far in the
work of a historian and the process of historical inquiry. Earlier, history as a discipline
had been introduced, the historical method , and the content and context analysis of
primary sources.
III. Lesson/Unit/ Study Guide/ Notes
Below is the matrix of the topics/ cases for this chapter:
TOPICS/CASE STUDIES OVERVIEW

Two key concepts that need to be
Interpretation and Multiperspectivity defined before proceeding to the
historical analysis of problems in history
are interpretation and multiperspectivity.
The popularity of knowing where the
“firsts’ happened in history has been an
Case Study 1: The Site of the First Mass easy way to trivialize history, but this
in the Philippines: Masau or Limasawa case study will not focus on the
significance (or lack thereof) of the site of
the First Catholic Mass in the Philippines,
rather, use it as a historiographical
exercise in the utilization of evidence and
interpretation in reading historical events.
45
Nation-building)
The year 1872 is a historic year of two

events: The Cavity Mutiny and the
martyrdom of the three priests: Mariano
Gomez, Jose Burgos and Jacinto Zamora.
These events were very important
Case Study 2: What Happened in the milestones in Philippine history and have
Cavity Mutiny? caused ripples throughout time, directly
influencing the decisive events of the
Philippine revolution toward the end of
the century. While the significance is
unquestioned, what made this year
controversial are the different sided to the
story, a battle of perspectives supported
by primary sources.
One of the most controversial issues in
Philippine History is the Retraction of
Jose Rizal. It is understandable that any
piece of writing from Rizal that recants
Case Study 3: The Retraction of Jose everything he wrote against the friars
Rizal and the Catholic Church could deal heavy
damage to his image. This document,
allegedly signed by Rizal a few hours
before his execution, was referred as
“The Retraction”, declared Rizal’s belief
in the Catholic faith, and retracts
everything he wrote against the Church.
Case Study 4: The Cry of Pugad Lawin: Momentous events swept the Spanish
When and Where? colonies in the nineteenth century,
including the Philippines. Journalists of
that time referred to the pharse “El Grito
de Rebelion” or “Cry of Rebellion” to
mark the start of these revolutionary
events, identifying the places where it
happened. Where and when? These are
the two questions asked of this significant
event in the history of the Philippines, the
City of Pugadlawin or Balintawak. Also,
questions like how and when this
controversy started are to be answered.
46
Nation-building)
Topic 1: Interpretation and Multiperspectivity
A. In my own opinion. Make your own interpretations captured in the picture below:
Greece’s new Finance Minister Yanis Varoufakis (R) greets the outgoing finance
minister Gikas Hadouvelis after a hand-over ceremony in Athens on January 28, 2015
What do you think of the picture? Do you think it was the actual photo or not? Defend
your answer:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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_____________________________________________________________________
_____________________________________________________________________
47
Nation-building)
B. Read the following content and answer the activities afterwards.
Making Sense of the Past: Historical Interpretation and Multiperspectivity
History is the study of the past, but a more contemporary definition is

centered on how it impacts the present through its consequences. Geoffrey
Barraclough defines history as “the attempt to discover, on the basis of
fragmentary evidence, the significant things about the past”. He also notes “the
history we read, though based on facts, is strictly speaking, not factual at all, but
a series of accepted judgments.” Such Judgments of historians on how the past
should be seen make the foundation of historical interpretation.
For example, the Code of Kalantiaw is a mythical legal code in the epic
history Maragtas. Before it was revealed a hoax, it was the source of pride for
the people of Aklan. It was only in 1968 that it was proved a hoax, when
William Henry Scott, then a doctoral candidate at the University of Sto. Tomas,
defended his research on pre-Hispanic sources in Philippine history. He
attributed the code to historical fiction wrtitten in 1913 by Jose E. Marco titled
Las Antiguas Leyendas de la Isla de Negros. Marco attributed the the code itself
to a priest named Jose Maria Pavon. Prominent Filipino historians did not
dissent to Scott’s findings, but there are still some who would like to believe
that the code is a legitimate document.
Historians utilize facts collected from the primary sources of history and
then draw their own reading so that their intended audience may understand the
historical event, a process that in essence, “make sense of the past”. the premise
is that not all primary sources are accessible to a general audience, and without
the proper training and background, a non-historian interpreting a primary
source may do harm than good- a primary source may even cause
misunderstandings; sometimes, even resulting in more problems.
Another example was the poem written by Jose Rizal “Sa Aking Mga
Kabata” when he was eight years old and is probably one of Rizal’s most
prominent works. There is no evidence to support the claim that this poem, with
now immortalized lines “Ang hindi magmahal sa kanyang salita/mahigit sa
hayop at malansang isda” was written by Rizal, and worse, the evidence against
Rizal’s authorship of the poem seems all unassailable.
There exists no manuscript of the poem hnadwritten by Rizal. The poem
was first published in 1906, in a book by Hermenegildo Cruz. Cruz said he
received the peom from Gabriel Beato Francisco, who claimed to have received
it in 1884from Rizal’s close friend Saturnino Raselis. Rizal never mentioned
writing this poem anywhere in his writings, and more importantly, he never
mentioned of having a close friend by the person of Raselis.
Further criticism of the poem reveals more about the wrongful attribution
of the poem to Rizal. The poem was written in Tagalog ad referred to the word
“kalayaan”. But it was documented in Rizal’s letter that he first encountered the
word through a Marcelo H. Del Pilar’s translation of Rizal’s essay “El Amor
Patrio’, where it was spelled “kalayahan”.
The poem’s spelling is also suspect-the use of letters “k’ and “w” to replace
“c” and “u’, respectively was suggested by Rizal as an adult. If the poem was
indeed written during his time, it should use thepanish orthography that was
prevalent in his time.
48
Nation-building)
C. Based on the readings above, answer the following activities.
1. Why is it that historians’ judgments greatly affect their interpretations of

history.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Nowadays, especially in this age of social media fake news are spreading.
How would you distinguished the real news from the fake ones?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. In chapter 1, you have the given the task to analyze the poem of Jose Rizal “Sa
Aking mga Kabata”. compare your analysis to the findings of some historians. Do you
think it was a hoax? Defend your answer.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
49
Nation-building)
Case Study 1: The Site of the First Mass in the Philippines: Masau or Limasawa
A. The Past Revisited: Refresh you memories regarding the voyage of Magellan
and Pigafetta by answering the cross word puzzle below:
Across: Down:
1. Flagship of Magellan 1. Country in Europe

2. Island 2. Place in Cebu
3. Sugbo 3. Chronicler
4. Chieftain
50
Nation-building)
B. Read and analyze the case number 1 regarding the First Catholic Mass in
the Philippines controversy.
THE SITE OF THE FRIST MASS IN THE PHILIPPINES: MASAU OR

LIMASAWA/
For decades, children have been taught that Limasawa was the site of the first mass
in the Philippines. However, Butuan has long believed as the site of the first mass. The
Butuan claim has been based on a rather elementary reading of primary sources from the
event. Toward the 19th century and the start of the 20th century, together with the
increasing scholarship on the history of the Philippines, a more nuanced reading of the
available evidence was made, which brought to light more considerations in going
against the more accepted interpretation of the first mass in the Philippines, made both
by Spanish and Filipino scholars.
It must be noted that there are only two primary sources that historians refer to in
identifying the first mass. One is the log kept by Francisco Albo, a pilot of one of
Magellan’s ships, Trinidad. He was of the 18 survivors who returned with Sebastian
Elcano on the ship Victoria after they circumnavigated the world. The other, and the
more complete, was the account by Antonio Pigafetta.
Primary Source: Albo’s Log

(Source: “Diario o derotero del viage de Magallanes desde el cabo se S. Agustin en el
Brazil hasta el regreso a Espana de la nao Victoria, escrito por frandsco Albo,”
Documnet no. Xxii in Collecion de viages y descubrimientos que hicieron por mar los
Espanoles desde fines del siglo XV, Ed. Martin Fernandez de Navarette (reprinted
Buenos Aires 1945, 5 vols.) IV, 191-225. as cited in Miguel A. Bernard “Butuan or
Limasawa? The Site of the First Mass in the Philippines: A Reexamination of Evidence”
1981, Kinaadman: A journal of Southern Philippines, Vol III, 1-35.)
On the 16th of March (1521) as they sailed in a

westerly course from Ladrones, they saw land
towards the northwest; but owing to many
shallow places they did approach it. They found
later that its name was Yunagan.
They went instead that same day southwards to

another small island named Suluan, and they
anchored. There they saw some canoes but these
fled at the Spaniard’s approach. This island was
at 9 and two thirds degrees North Latitude
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Nation-building)
Departing from those two islands , they sailed

westward to an uninhabited island of “Gada”
where they took in a supply of wood and water.
The sea around that island was free from
shallows.
From that island they sailed westward towards

a large island named Seilani that was inhabited
and was known to have gold. (Seilani-or, as
Pigafetta calls it, “Ceylon”- was the island of
Leyte.
Sailing southwards along the coast of that

large island of Seilani, they turned southwest to
a small island called “Mazava”. That island is
also at a latitude of 9 and two-thirds degrees
North.
The people of that island of Mazava were very

good. There the Spaniards planted a cross upon
a mountain-top, and from there they were
shown three islands to the west and southwest,
where they were told there was much gold.
“They showed us how the gold was gathered,
which came in small pieces and lentils.”
From Mazava they sailed northwards again

towards Seilani. They followed the coast of
Seilani in a northwesterly direction, ascending
up to 10 degrees of latitude where they saw
three small islands.
From there they sailed west wards some ten

leagues, and there they saw three islets, where
they dropped anchor for the night. In the
morning they sailed southwest some 12 leagues,
down to a latitude of 10 and one-third degree.
There they entered a channel between two
islands, one of which was called “Matan” and
the other “Subu”.
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Nation-building)
They sailed down that channel and then turned

westward and anchored at the town (la villa) of
Subu wherevthey stayed many days and
obtained provisions and entered into a
peace-pact with the local king.
The town of Subu was on an eaast-west

direction with the islands of Suluan and
Mazava. But between Mazava and Subu, there
were so many shallows that the boats could not
go westward directly but has to go (as they
did) in a round-about way.
Primary Source: Pigafetta’s Testimony on the Route of Magellan’s Expedition

(Source: Emma Blair and James Alexander Robertson, The Philippine Islands, Vols
33 and 34, as cited in Miguel A. Bernard, “Butuan or Limasawa? The Site of the First
Mass in the Philippines: A Reexamination of Evidence” 1981, Kinaadman: A Journal
of Southern Philippines, Vol. III, 1-35.
Saturday, 16 March 1521- Magellan’s expedition

sighted a “high land” named “Zamal” whiich was
some 300 leagues westward of Ladrones (Now the
Marianas) Islands.
Sunday, March 17- “The following day” after

sighting Zamal Island, they landed on “another
island which was uninhabited” and which lay “to
the right” of the above-mentioned island of
“Zamal”. (To the “right” here would mean on their
starboard going south or southwest.) there they set
up two tents for the sick members of the crew and
had a sow killed for them. The name of this island
was Humunu” (Homonhon) This island located at
10 degrees North latitude.
On that same day (Sunday, March 17), Magellan

named the entire archipelago the “Islands of Saint
Lazarus,” the reason being that it was Sunday in
the Lenten season when the Gospel assigned for
the Mass and the liturgical office was the eleventh
chapter of St. John, which tells of the raising of
Lazarus from the dead.
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Nation-building)
Monday, March 18- In the afternoon of their

second day on that island, they saw a boat coming
towards them with nine men in it. An exchange of
gifts was effected. Magellan asked for food
supplies, and the men went away, promising to
bring rice and other supplies in four days.
There were two springs of water on that island of

Homonhon . Also they saw there some indications
that there was gold in these islands. Consequently
Magellan renamed the island and called it the
“Watering Place of Good Omen” (Acquada la di
bouni segnialli).
Friday, March 22- At noon the natives returned.

This time they were in two boats, and they brought
food supplies.
Magellan’s expedition stayed eight days at

Homonhon: from Sunday, March 17, to the
Monday of the following week, March 25.
Monday, March 25- In the afternoon, the

expedition weighed anchor and left the island of
Homonhon. In the ecclesiastical calendar, this day
(March 25) was the feast-day of the Incarnation, also
called the feast of Annunciation and therefore “Our
Lady’s Day”. on this day, as they were about to
weigh anchor, an accident happened to Pigafetta: he
fell into the water but was rescued. He attributed his
narrow escape from death as grace obtained through
the intercession of the Blessed Virgin Mary on her
feast day.
The route taken by the expedition after leaving
Homonhon was “towards the west southwest ,
between four islands: Namely, Cenalo, Hiunanghan,
Ibusson and Albarien.” Very probably “Cenalo” is a
misspelling in the Italian manuscript for what
Pigafetta in his map calls “Ceilon” and Albo calls
“Seilani”: namely the island of Leyte. “Hiunanghan”
( a misspelling of Hinunangan) seemed to Pigafetta
to be a separate island, but is actually on the
mainland of Leyte (i.e., “Ceylon”) . On the other
hand, Hibuson (Pigafetta’s Ibusson is an island east
of Leyte’s southern tip.
54
Nation-building)
Thursday, March 28- In the morning of Holy

Thursday, March 28, they anchored off an island
where the previous night they had seen a light or a
bonfire. That island “lies in a latitude of nine and
two-thirds towards the Arctic Pole (i.e, North) and in
a longitude of one hundred and sixty-two degrees
from the line of demarcation. It is twenty-five leagues
from the Acquada, and is called Mazaua.”
They remained seven days in Mazaua Island.
Thursday, April 4- They left Mazaua, bound for

Cebu. They were guided thither by the king of
Mazaua who sailed in his own boat . Their route took
them past five “islands” namely: “Ceylon, Bohol,
Canighan, Baibai, and Gatighan.”
At Gatighan, they sailed westward to the three

islands of the Camotes Group, namely, Poro,
Pasihan and Ponson. Here the Spanish ships stopped
to allow the king of Mazaua to catch up with them,
since the Spanish ships were much faster than the
native balanghai-a thing that excited the admiration
of the king of Mazaua.
From the Camotes Islands they sailed southwards

towards “Zubu”.
Sunday, April 7- At noon they entered the harbor of

“Zubu” (Cebu). It had taken them three days to
negotiate the journey from Mazaua northwards to the
Camotes Islands and then southwards to Cebu.
It must be pointed out that both Albo and Pigafetta’s testimonies coincide
and corroborate each other. Pigafetta gave more details on what they did during
their week long stay at Mazaua.
55
Nation-building)
C. Based on the Case study number 1 regarding the controversy on the First
Mass in the Philippines, answer the following activities:
1. Visualize the accounts of Albo and Pigafetta by illustrating them inside the
box. Paste/draw the Visayan island for more accurate illustration.
Albo’s Accounts
Pigafetta’s Accounts
56
Nation-building)
2. Discuss the similarities of the accounts of Albo and Pigafetta and explain why
these are the sources that strengthen the possibility that the first Mass was held in
Limasawa and not in Butuan.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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_____________________________________________________________________
3. Are you convinced that the first Mass in the Philippines was held in Limasawa?
Justify your answer.
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Case Number 2: What Happened in Cavite Mutiny?

A. Review. Write any word related to Philippine history that had been discussed
previously using the letters below:
G ____________________________
O ____________________________
M ____________________________
B ____________________________
U ____________________________
R ____________________________
Z ____________________________
A ____________________________
57
Nation-building)
B. Read and analyze the different versions related to the Cavity Mutiny.
Answer the preceding activities.
What Happened in Cavite Mutiny?
58
Nation-building)
The Jose Montero y Vidal and Governor-Geberal afael Izquierdo Versions
The versions of Jose Montero y Vidal and Governor-General Izquierdow ere

almost thesame except that Izquierdo version was more biting. In his documentation
of this event Montero referred to it as a “revolution” an attempt by the Indios to topple
down the Spanish government in the Philippines. Izquierdo on the other hand, used
this event as a vehicle to implicate the Filipino priests who were then active in their
secularization of Philippine parishes’campaign.
In the report submitted by these two Spaniards, they stated that the primary
reasons for the “revolution” were the removal of the privileges which the worker in
the arsenal were enjoying. These privileges included the exemption from the payment
of rendering the polo. They also pointed to the following reasons as aggravating
factors in the”revolution”: the revolution in Spain which overthrew what they referred
to as “secular throne”, the black propaganda resorted to by the unstrained press; book
and pamphlets containing liberal and democratic articles which reached the
Philippines; and most importantly, the native priests who because of their dislike of
the friars plotted with and helped the rebels and enemies of Spain.
Both Montero and Izquierdo believed that the Cavite Mutiny of 1872 was
planned earlier, that it was a conspiracy among the educated, the mestizos, the native
lawyer, citizen of Manila and Cavite and the Filipino priests. They insinuated in their
reports that the conspirators of Manila and Cavite planned to liquidate the top Spanish
officials and to be followed by the murder of the Friars.
They stated that the signal of the “revolution” would be the explosion which
would come from the Intramuros and that since that date, January 20, 1872 coincided
with the feast of the Our Lady of Loreto, which the district of Sampaloc was
observing, the rebels mistook the explosion coming form the fireworks for the signal
they were waiting for the start the “revolution”. Thus, the 200 contingents under the
command of Sergeant Lamadrid started the “revolution” by attacking the Spanish
officials they saw and captured the arsenal.
59
Nation-building)
The Trinidad Pardo de Tavera Version
From the point of view of Trinidad Pardo de Tavera , the Cavite event was just a
mutiny of the natives, soldiers and workers in the Cavite arsenal who were
disheartened because of the removal of the privileges which they used to enjoy earlier.
He put the blame on Izquierdo for his policies such as the removal of the privileges of
the arsenal soldiers and workers and the prohibition to put up a school of arts and
trades for the Filipinos.
The report of Tavera stated that on 20 January 1872, about 200 men comprised of
soldiers, labourers of the arsenal, and residents of Cavite headed by Sergeant
Lamadrid rose in aarms and assassinated the commanding officer and Spanish officers
in sight. The insurgents were expecting support from the bulk of the army but
unfortunately, hat didn’t happen. The news about the mutiny reached authorities in
Manila and Gen Izquierdo immediately ordered the reinforcement of Spanish troops
in Cavite. After two days, the mutiny was officially declared subdued.
Tavera was convinced that Izquierdo used the Cavite Mutiny as an attempt of
the Filipinos to topple down the Spanish government and presented it as a blown-up
conspiracy involving not only local soldiers but also the natives of Manila and Cavite,
more specifically the Filipino priests.
60
Nation-building)
C. Based on the Case study number 2 regarding the controversy during the
Cavite Mutiny of 1872.
1. Illustrate thru a flow chart which shows the alleged involvement of

GOMBURZA to the Cavite Mutiny. Use 1 long bond paper. Highlight with colors the
significant points.
2. In your own analysis after reading the different accounts of the events of 1872,
what is your stand regarding the controversy?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Case Number 3: The Retraction of Jose Rizal
A. Rizal according to Me. Write a word or phrase that best describe Jose Rizal
according to what you know about him.
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Nation-building)
B. Read the Case Number 3 on the Controversial Retraction of Rizal
THE RETRACTION OF JOSE RIZAL

One of the most controversial issues in Philippine history is the retraction of Jose Rizal.
Until today, this retraction issue is a subject of discussion among historians, researchers
and students of history. What is really truth behind this controversy? We can have a
better understanding of the issue if we will look back at some of the developments in the
life of Jose Rizal.
Jose Rizal is identified as a hero of the revolution for his writings that center on ending
colonialism and liberating Filipino minds to contribute to creating the Filipino nation.
The great volume of Rizal’s lifework was committed to this end, particularly the more
influential ones, Noli Me Tangere and El Filibusterismo. His essays vilify not the
Catholic Religion but the friars, the main agents of injustice in the Philippine Society.
It is understandable, therefore, that any piece of writing from Rizal that recants
everything he wrote against the friars and the Catholic Church in the Philippines could
deal heavy damage to his image as a prominent Filipino Revolutionary. Such document
purportedly exists, allegedly signed by Rizal a few hours before his execution. This
document, referred to as “The Retraction”, declares Rizal’s belief in the Catholic faith,
and retracts everything he wrote against the Church.
When and how did this controversy on the retraction of Rizal start? The retraction
issue started with the publication of Retana claiming that he had the retraction document
of Rizal. When this was published, Fr. Pio Pi came out with his own retraction document
which he claimed as the original. He said that the document was given to Archbishop
Nozaleda for safekeeping. He had it published in an article entitled La Muerte Christiana
del Rizal, which he claimed he published to prove that Retana’s document was not
original
The issue became more confusing when Fr. Manuel Gracia revealed that he
accidentally found the original retraction document among the files of the Archbishop.
But his revelation came out after four decades of silence. Another priest, Fr. Francisco
Ortiz published an English document which he claimed as the original retraction of
Rizal. This brought more confusion to the retraction issue.
A perusal of the three retraction documents is necessary to give the student of history a
chance to make their own analysis of this controversial issue.
THE THREE RETRACTION DOCUMENTS
The Fr. Pio Pi Retraction Document
Spanish English
Me declaro catolico y en esta religion, I declare myself a Catholic and in this
en qui naci y me eduque, quiero vivir y religion in which I was born and bred, I wish
morir. to live and die. I retract wit all my heart
Me retracto de todo Corazon de cuanto whatever in my words, writings,
en mis palabras, escritos, impresos y publications, and conduct, has been contrary
62
conducta ha habido contrario a mi calidad to Nation-building)
my character as a son of the Church. I
de hijo de la Yglesia Catolica. Creo y profess and believe everything she teaches
profeso cuanto ella ensena y me someto a and I submit to whatever she commands. I
cuanto ella manda. Abomino de la abominate Masonry as a society prohibited
Masoneria, como sociedad reprobada por by thesame Church. The Diocesan prelate, as
la Iglesia, como enemiga que es de la the superior ecclesiastical authority, may
Iglesia y como sociedad prohibida porla make public this spontaneous avowal of
misma Iglesia. Puede elPrelado mine in order to repair the scandal that my
Diocesano, como autoridad superior acts might have caused, and in order that
eclesiastica, hacer publica esta God and men may forgive me.
manifestacion, espontanea mia para
reparar el escandalo que mis actos hayan
podido causar; y para que Dios y los
hombres mi perdonen.
The Fr. Gracia Retraction Document
Spanish English
Me declaro catolico y en esta religion, I declare myself a Catholic and in this
en qui naci y me eduque, quiero vivir y religion in which I was born and bred, I wish
morir.Me retracto de todo Corazon de to live and die. I retract wit all my heart
cuanto en mis palabras, escritos, impresos whatever in my words, writings,
y conducta ha habido contrario a mi publications, and conduct, has been contrary
calidad de hijo de la Yglesia Catolica. to my character as a son of the Catholic
Creo y profeso cuanto ella ensena y me Church. I profess and believe everything she
someto a cuanto ella manda. Abomino de teaches and I submit to whatever she
la Masoneria, como sociedad reprobada commands. I abominate Masonry as a
por la Iglesia, como enemiga que es de la society prohibited by thesame Church. The
Iglesia y como sociedad prohibida porla Diocesan prelate, as the superior
misma Iglesia. Puede elPrelado ecclesiastical authority, may make public
Diocesano, como autoridad superior this spontaneous avowal of mine in order to
eclesiastica, hacer publica esta repair the scandal that my acts might have
manifestacion, espontanea mia para caused, and in order that God and men may
reparar el escandalo que mis actos hayan forgive me.
podido causar; y para que Dios y los
hombres mi perdonen.
The Fr. Ortiz retraction in English
I declare myself Catholic, and in that religion in which I was born and educated, I desire
to live and die. I retract with my whole heart whatever in my words, writings,
publications, and conduct has been contrary to my character as a son of the catholic
Church. I believe and profess whatever she teaches and submit myself to whatever she
demands. I abjure Masonry as the enemy of the Church. My legitimate ecclesiastical
superior, the diocesan prelate, may make public this spontaneous manifestation of mine
in order to repair the scandal which my action may have caused and in order that god and
men may forgive me.
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Nation-building)
C. Answer the following activities regarding the Case study Number 3 on

the Retraction of Rizal
1. Analyze the three documents on the retraction of Dr. Jose Rizal. Do you
believe he retracted? Defend your answer.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Case Study Number 4: Where did the Cry of Rebellion Happen?
A. Encircle the words that are related to the next topic:
B O N I F A C I O K R P
A M A B C R E D E A E U
L F A G Y H D I J T V G
I K L N M N U O P I O A
N Q R S I T L U V P L D
T W X Y Z L A A B U U L
A C D E F G A H I N T A
W J K L M N O F P A I W
A G O N C I L L O N O I
K A T I P U N E R O N N
64
Nation-building)
B. Read the Case Study Number 4 regarding the controversy of the Cry of
Revolution, when and where did it happen?
THE CRY OF PUGAD LAWIN WHEN AND WHERE?
When and where? These are the two questions asked of this significant event in the
history of the Philippines, the Cry of Pugad Lawin/Balintawak. How and when did
this controversy start? Balintawak had always been the site for the cry recognized by
historians and students. Teodoro Agoncillo stirred the controversy when he said that
the event actually happened on August 23, 1896, not August 26 and the site was
Pugad Lawin and not Balintawak. This claim of Agoncillo started the confusion
among the teachers and students of history.
There are five dates and places which are cited as the actual place where this event
happened. These are August 20, 23, 24, 25 and 26 and the places are Balintawak,
Pugad Lawin, Kangkong, Bahay Toro and Pasong Tamo.
Nicolas Zafra in 1960 made a review of the literature related to the cry from 1896
to 1956 which revealed the following:
Year Published Author Place Date of Cry
1896 Olegario Diaz Balintawak 25 August 1896
1911 Manuel Artigas y
Cuerva Balintawak 20 August 1896
1925 Teodoro Kalaw Kangkong in
Balintawak Last week of
August
1926 Leandro Fernandez Balintawak 20 August 1896
1927 Santiago Alvarez Bahay Toro 24 August 1896
1932 Guillero Masangkay Balintawak 26 August 1896
1948 Pio Valenzuela Pugad Lawin 23 August 1896
1954 Conrado Benitez Kangkong 20 August 1896
1954 Gregorio F. Zaide Balintawak 26 August 1896
1956 Teodoro Agoncillo Pugad Lawin 23 August 1896
As can be gleaned from the above data, there were several dates and places
mentioned in the works of the above-mentioned authors related to the “cry”.
Emmanuel M. Encarnacion (1993) wrote: “While the sole aim was to pinpoint the
start of the 1896 Philippine Revolution, Bonifacio’s cry often led to different
interpretations. As the the time went on, the event became more absurd. Government
issued policies that changed the date of the “Cry” commemoration from ‘24 august
1896” to 26 1897. “26 August 1896” in 1911, and to 23 August 1896 in 1963. Like
wise, the place identified kept on changing as more frivolous surveys muddled the
significance of that event.”
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Still on this controversy, Adrian Cristobal wrote: The official dating and placing of
the revolutionary “cry”- 23 August 1896 in Pugad Lawin has been challenged by new
breed of historians, Dr. MIlagros C. Guerrero, Ramon N. Villegas and Emmanuel
Encarnacion. The “more accurate time and place” was 24 August 1896 at the barn of
Melchora Aquino, a.k.a Tandang Sora, in what is now barangay Banlat in Quezon
City. Of course like Agoncillo, the new breed of historians were not there when it
happened, but they based their contention on many other sources and on the fact that
Pugad Lawin could not be located in the cartography of the period.
C. Based on the readings about the controversy on the Cry of Revolution,

answer the following questions/Activities based on your own analysis
1. There are too many versions on the date and site of Bonifacio’s “Cry”. which
of these are you strongly convinced as the actual date? Why? Defend your answer
presenting primary reliable sources. Write your answers on 1 whole sheet of yellow
paper.
2. Which is more important, the accuracy of the dates and sites or the
significance of the event? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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V. Assessment
.Matching Type. Match the items fro Column A with the items in Column B.
Write the letter of the correct answers in the space provided before the number.
A B
______ 1. Identified that the cry of rebellion happened in Balintawak A. Teodoro
on 26 of August, 1896 Agoncillo
______ 2. According to him, the cry of Balintawak happened on B. Gregorio Zaide
August 25, 1896.
______ 3. For him, the cry happened in Kangkong, Balintawak. C. Lt. Olegario Diaz
______ 4. According to him, The Cry happened in Bahay Toro. D. Teodoro Kalaw
______ 5. Identified that the cry happened in Pugadlawin E. Santiago Alvarez
______ 6. Led the Cavite mutineers F. Fr. Mariano
Gomez
______ 7. Author of the Customs of the Tagalogs G. Jose Rizal
______ 8. One of the martyred priests. H. Fr. Vicente
Balaguer
______ 9. Testified that Jose Rizal retracted. I. Izquierdo
______ 10. The governor-general when the Cavity Mutiny took place J. Melchora Aquino
______ 11. Led the Cry of Rebellion K. dato
______ 12. Fed hundreds of Katipuneros while preparing for the L. La Madrid
revolution
______ 13. Regarded as “chief”. M. Juan de Placensia
______ 14. Circumnavigated the world N. Sebastiano El
Cano
______ 15. Wrote the El Filibusterismo O. Andres Bonifacio
Choose one of the following controversies and research on this. Afterwards, write
your own analysis on a 1 whole sheet of pad paper.
A. First President of the Philippines: Bonifacio or Aguinaldo?

B. The EDSA People Power: Revolution or not?
C. The Burial of President Ferdinand Marcos at the Libingan ng mga Bayani:
Should he or should he not?
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MODULE 4
SOCIAL, POLITICAL, ECONOMIC, AND CULTURAL ISSUES IN
PHILIPPINE HISTORY
I. Lesson Objectives
A. Discuss the country’s social, political, economic and cultural issues through
the lens of history;
B. Analyze how the events and decisions of the past have affected the present;
C. Present suggestions/solutions to the current problems that beset the
socio-economic-political and cultural life of the nation.
II. Introduction
This chapter is dedicated to enduring issues in Philippine society, which history
could lend a hand in understanding, and hopefully, proposing solutions. These topics
include the mandated discussion on the Philippine Constitution, policies on agrarian
reform, and taxation.
III. Lesson/Unit/Study Guide Notes

The table below presents the matrix of the topic to be discussed in this chapter:
TOPICS OVERVIEW
Comprehensive Agrarian Reform Law
or RA 6657 aimed at the redistribution of
public and private agricultural lands to
1. Agrarian Reform in the Philippines farmers and farm workers who are
landless, irrespective of tenurial
arrangement. Its vision is to have an
equitable land ownership with
empowered agrarian reform beneficiaries
who can effectively manage their
economic and social development to have
a better quality of life.
2. Philippine Constitutions: Malolos to The Constitution is the basic law of the
1986 Constitution land. It is sacred and must have to be
defended by the people. The nation,
compared to a three-storey building, has
the Constitution as its foundation, and as
such it has to be strong and should stand
the test of time.
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Topic 1: Agrarian Reform in the Philippines
A. Analyze the lyrics of the song “Buhay at Bukid” by Buklod, you can
watch and listen from youtube.
Ang Buhay niya ay bukid,

kaulayaw bawat saglit
Munti niyang panagarap,
dito na lang nalibing.
Kailan pa ba makikita ang lupang minana
Ay maari na ring tawaging kanya
Bawat butil na pinagyaman ay pait ng kawalan
Sa gitna ng kahirapan may uring nakinabang.
Kailan pa ba makikita ang lupang minana
Ay maari na ring tawaging kanya
Lalaya rin ang lupa at mga magsasaka
Tutulungan sila ng mga manggagawa
Babawiin ang lupang ninakaw ng iilan
At ang bunga ng lupa'y bayan ang aani.
1. What was the song all about?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. What was the relevance of the song in the present situation of the
Philippines?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________________
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Nation-building)
B. Read about the Agrarian Reform in the Philippines and answer the
activities afterwards.
AGRARIAN REFORM IN THE PHILIPPINES

For a long period of time, the agrarian system of Philippines was being controlled by
the large landlords. The small farmers in Philippines were struggling for their rights to
land and other natural resources. Comprehensive Agrarian Reform Law was signed by
President Corazon C. Aquino on 10th June, 1988. The Comprehensive Agrarian
Reform Law is responsible for the implementation of the Comprehensive Agrarian
Reform Program(CARP) in Philippines. The law focused on industrialization in
Philippines together with social justice.
The primary objective of instituting the Comprehensive Agrarian Reform law was to
successfully devise land reform in Philippines. It was President Arroyo, who signed
the Executive Order No. 456on 23rd August to rename the Department of Land
Reform as Department of Agrarian Reform. This had been done to expand the
functional area of the law. Apart from land reform, the Department of Agrarian
Reform began to supervise other allied activities to improve the economic and social
status of the beneficiaries of land reform in Philippines.
Comprehensive Agrarian Reform Program of 1988, also known as CARP, is a
Philippine state policy that ensures and promotes welfare of landless farmers and
farm workers, as well as elevation of social justice and equity among rural areas.
HISTORY OF AGRARIAN REFORM
Agrarian reform is a 100-year history of The Spaniards replaced this traditional
unfinished reforms after the United States system of land ownership, similar to
took over the country from the Spaniards. existing systems among several
Before the Hispanic period, there were no indigenous communities today and
owner-cultivators, only communal land distributed the land (haciendas) to the
owned by the barangay which consisted Spanish military and the clergy or
of a datu, freemen, serfs and slaves. established encomiendas (administrative
districts).
The 1935 Constitution addressed the Under the Magsaysay and the Macapagal
issue of foreign access to land, i.e. administrations, land reform was again
corporations must have at least 60% tackled, such as the Mindanao
Filipino ownership, and use-rights were resettlement program and the Land
limited in time. Other reforms included Reform Act of 1955. but no significant
limitations on interest rates on loans and results were really achieved in terms of
an increase in the sharecropping share scope and magnitude
from 50% to 70%. But very little of these of land transfer.
laws were really followed in practice and
the Huk rebellion was born.
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With martial law, the whole Philippines The CARP years since 1988 – for the first
was declared a land reformarea under PD time the program covered all agriculture
27. Significant progress was made, but lands regardless of crop and tenurial
the continued practice of the share arrangements. Land distribution increased
tenancy system, coverage limitation to substantially – about 7 million hectares
rice and corn lands, the many exemptions with about 4.2 million farmer
allowed and the shortcomings in beneficiaries. But the total figures hide
support systems (although it was Marcos disturbing underperformances.
who set up the new Agrarian
Reform Department) did much to limit
the effectivity of the reforms in
addressing the over-concentration of
wealth problem and rural poverty.
- Only about 1.5 million hectares of - Moreover the lack of support services,
private agricultural lands have been funding and infrastructure, is still
covered for an accomplishment rate of prevalent. Of the original estimate
only about 50% after twenty years. of P220 billion to complete the program,
only P203 billion have been budgeted by
Congress, of which only about
P170 billion have been released.
THE FUTURE OF CARP
While there is significant empirical Of course, agrarian reform is not a
evidence that agrarian reform has yielded panacea that will solve all our problems.
significant benefits and has the potential Neither is education, nor health care, nor
for even greater benefits, the fact is that it industrialization nor clean elections, nor
has encountered implementation honest leadership. The fact is that the
problems.Regardless of the problems path to growth with equity is a complex
encountered by CARP, the point is that process because we need all the programs
CARP is not the cause of the continuing working together to succeed.
poverty nor the obstacle to solving it. On In the final analysis, the future of CARP
the contrary, completing CARP is a political decision of those in power
in accordance with the mandate of the with respect to two questions:
Constitution is a necessary condition to - How much reforms is the government
correct social injustice, and achieve willing to implement?
sound agricultural development and - How much resources is government
economic growth. willing to devote to such reforms?
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Nation-building)
C. Based on the topic about the Agrarian Reform Program in the

Philippines, answer the following activities.
1. Why the Comprehensive Agrarian Reform programs seem not to be
responsive to the agrarian problem that the country has been faced with for
centuries?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. Enumerate the salient points/features of the CARP.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
72
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Topic 2: The Philippine Constitutions

A. Read the content about the Constitution and the evolution of the
Philippine Constitutions.
THE PHILIPPINE CONSTITUTIONS

Constitution defined:
Every state has had a constitution of some kind whether it be an elaborate document
or just a collection of rules. It is inconceivable how a state could exist or survive
without a constitution of some form.The foundation of the system of
government of the Philippines is the constitution.
In its broad sense, the term constitution refers to the “body of rulesand principles in
accordance with which the powers of sovereignty is regularly exercised.”
“Constitution is a written instrument (document) by which the fundamental powers of
government are established, limited, and defined, and by which these powers are
distributed among several departments for their safe and useful exercise for the
benefit of the body politic.” -Justice Miller, US Supreme Court
Nature and Purposes
It is the Charter creating the government.
1. Serves as the supreme or It is binding to all individual citizens and
fundamental law. all organs of the government. It is the law
to which all other laws must conform. It
is the test of the legality of all
governmental actions.
Prescribes the permanent framework of
the system of government, and assigns to
2. Establishes the basic framework and the different department or branches,
underlying principles of government. their respective powers and duties. (Art.I)
To establish certain basic principles on
which the government is founded.
(Preamble, Art.I) Designed to preserve
and protect the rights of the citizen
against the Powers of the State. (Art III)
The Evolution of Philippine Constitutions
Malolos Constitution (1899) First
The Malolos Constitution republic The Malolos Constitution was
the first republican constitution in Asia. It
declared that sovereignty resides
exclusively in the people, stated basic
civil rights, separated the church and
state, and called for the creation of an
Assembly of Representatives to act as the
73
legislative body. It also called for a
Nation-building)
Presidential form of government with the
president elected for a term of four years
by a majority of the Assembly. It was
titled "Constitución política", and was
written in Spanish following the
declaration of independence from Spain,
proclaimed on January 20, 1899, and was
enacted and ratified by the Malolos
Congress, a Congress held in Malolos,
Bulacan.
The 1935 Constitution was written in

The 1935 Constitution 1934, approved and adopted by the
Commonwealth of the Philippines
(1935–1946) and later used by the Third
Republic (1946–1972). It was written
with an eye to meeting the approval of
the United States Government as well, so
as to ensure that the U.S. would live up to
its promise to grant the Philippines
independence and not have a premise to
hold onto its possession on the grounds
that it was too politically immature and
hence unready for full, real
independence. The original 1935
Constitution provided for unicameral
National Assembly and the President was
elected to a six-year term without
re-election. It was amended in 1940 to
have a bicameral Congress composed of a
Senate and House of Representatives, as
well the creation of an independent
electoral commission. The Constitution
now granted the President a four-year
term with a maximum of two consecutive
terms in office.
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Nation-building)
Martial Law Constitution (1973) 1973

The 1973 Constitution Constitution of the Philippines The 1973
Constitution, promulgated after Marcos
declaration of martial law, was supposed
to introduce a parliamentary-style
government. Legislative power was
vested in a National Assembly whose
members were elected for six-year terms.
The President was ideally supposed to be
elected as the symbolic and purely
ceremonial head of state from the
Members of the National Assembly for a
six-year term and could be re-elected to
an unlimited number of terms.
Freedom Constitution (1987) 1987

The 1987 Constitution Constitution of the Philippines Following
the EDSA People Power Revolution that
removed President Ferdinand E. Marcos
from office, the new President, Corazon
C. Aquino issued Proclamation No. 3 as a
provisional constitution. It adopted
certain provisions from the 1973
constitution and granted the President
broad powers to reorganize the
government and remove officials from
office, and mandated that the president
would appoint a commission to draft a
new constitution.
75
Nation-building)
A. Make Analysis of the following:

1. Make a Venn Diagram illustrating the differences and similarities of the
different Philippine Constitutions
2. What good will the change of government in the country bring to the life
of the people and the nation? Is federalism the key to change and improvement
of the socio-economic and political situation of the country? Why yes and why
not?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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V. Assessment
I. Identify what is being asked. Write your answer on the space provided
before the number
__________________________ 1. What was the first law on crop sharing which

legalized the 50-50 share between landlord and tenant with corresponding support to
tenants protecting them against abuses of landlords?
__________________________ 2. What was enacted to establish security of tenure
between landlord and tenant. It prohibited the common practice?
_________________________ 3. What was the executive that says that Land
Settlement Development Corporation (LASEDECO) was established to accelerate and
expand the peasant resettlement program of the government?
___________________________ 4. What was the program which sought
improvement in land tenure and guaranteed the expropriation of all tenanted landed
estates? Ans: R.A. No. 1400 (1955) : Land Reform Act or known as “Land to the
Landless”?
___________________________ 5. Who is the president that was no legislation
passed in his term but he continued to implement the land reform programs of
President Magsaysay?
____________________________ 6. Who considered the “Father of Agrarian
Reform”?
____________________________ 7. What was considered the most comprehensive
piece of legislation ever enacted in the Philippines?
II. Identify the following if the statements below describe the following.
Write the letter of the correct answer.
A. Malolos Constitution; B. Commonwealth Constitution;
C. 1973 Constitution; D. 1987 Constitution
_____ 1. The Constitution was crafted to meet the approval of the US government.
_____ 2. It was Pres. Marcos’ term when this Constitution was written.
_____ 3. Referred to as the Freedom Constitution.
_____ 4. The convention for this constitution was held in Barasoain Church.
_____ 5. The provisionary constitution of the Philippine Republic.
_____ 6. Before the convention finished its work, Martial law was declared.
_____ 7. The Constitution was supposed to introduce the parliamentary- style
government.
_____ 8. The Constitution was borrowed from Cuba.
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1.Trace the development of Taxation in the Philippines. Write this in a timeline form.
3. Research about the TRAIN Law. Analyze this by answering this question:
How will this be of advantage to the country and the people?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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REFERENCES
Agoncillo, Teodoro. History of the Filipino People. 8th edition. Quezon City. C & E
Publishing Inc.
Aguinaldo, Emilio. Mga Gunita ng Himagsikan. Manila. C.A. Suntay.

Candelaria, John Lee P. and Alporha, Veronica C. (2018). Readings in Philippine
History. First edition. Quezon City. Rex Book Store.
McCoy, Alfred and Roces, Alfredo. (1985). Philippine Cartoons: political Caricature
of the American Era, 1900-1941. Quezon City. Vera Reyes, Inc.
National Historical Institute. (1997). Documents of the 1898 Declaration of Philippine

Independence, The Malolos Constitution and the first Philippine Republic. Manila.
National Historical Institute.
Rosales, Amalia C., et.al. (2020). Understanding Philippine History: Readings and
discourse. Quezon City. Lorimar Publishing Inc.
Internet Sites:
Comprehensive Agrarian Reform Law of 1988 (R.A. 6657).
http://www.lawphil.net/statutes/repacts/ra1988/ra_6657_1988.html . Retrieved: July
28, 2020.
Primary sources in Philippine History.

http://philhist.pbworks.com/w/page/16367040/FrontPage .Retrieved: July 28, 2020.
79
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APPENDICES
I. RUBRICS FOR ASSESSMENT
A. Essay/Reaction Paper/Analysis
Excellent 5 points Good 4 points Fair 3 points Poor 2 points
Content Demonstrates Demonstrates Demonstrates Does not
mastery of core comprehension of limited demonstrate
content in core content in comprehension comprehension
reading/video reading/video of content in of content in
environment and environment and reading/video reading/video
offers thoughtful offers complete environment and /or offers
responses to reaction responses to and/or offers irrelevant
questions reaction questions superficial responses to
responses to reaction
reaction questions.
questions.
Format Expresses Relationship among Relationships Few
and relationships among ideas are assisted by among ideas are relationships
Organiz ideas; careful and transitions and sometimes clear, between ideas
ation subtle organization logical progression but conveyed are presented.
enhances of ideas. inconsistently.
effectiveness of
communication
Gramm Mastery of grammar, A small number of Errors in Errors in
ar, spelling, mechanics errors in grammar, grammar, grammar,
Punctua enhances the spelling and spelling, spelling,
tion and effectiveness of mechanics do not mechanics mechanics cause
Spelling communication distract from the distract or reader to
overall effectiveness interfere with frequently stop
of the paper. understanding. reading.
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Nation-building)
B. Poem Analysis Rubric
CATEGORY 5 4 3 2
Student Clearly Student seems Student Student has
Comprehension understands the to understand understands trouble
poem and most of the some parts of understanding
accurately answers poem and the poem and most parts of
questions related accurately accurately the story or
to the story answers most answers some answers are
questions question related incomplete.
related to the to the poem.
poem
Insightfully Accurately Describes some Has trouble
Analysis describes several describes a dominant identifying the
dominant elements couple of elements and dominant
and poetic devices dominant poetic devices elements and
used by the poet elements and used by the poetic devices
and thoughtfully poetic devices poet, but has used in the
relates how they used by the poet difficulty poem.
are used by the and accurately describing how
poet to reinforce relates how these relate to
the theme, these are used the meaning or
meaning, mood, or by the poet to feeling of the
feeling of the reinforce the poem.
poem. theme,
meaning, mood,
or feeling of the
poem.
Interpretation Forms a creative Forms a Student Student finds it
hypothesis about somewhat identifies the difficult to
the symbolic or reasonable literal meaning interpret the
metaphorical hypothesis of the work meaning or
meaning of the about the and/or can mood of the
poem and is able symbolic or relate how the work.
to support this metaphorical work makes
with evidence meaning him/her feel
from the text. personally
Writing Skills Answers are Answers are Answers are not Answers do
and Mechanics well-stated, and well-stated, but clearly stated. not make
supported with rarely supported Several logical sense.
evidence from the with evidence mechanical Mechanical
reading. No errors from the poem. errors errors strongly
in grammar, Minor errors in inappropriate to affect
sentence structure, grammar, grade level, but readability.
or spelling. sentence not strongly
structure or affecting
spelling. readability.
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II. POST TEST
I. Identify what is being asked. Write your answer in the space provided before
the number.
______________________1. The author of the First Voyage Around the World.

______________________2. He was a navigator who was first to circumnavigate the
world.
______________________3. The author of the Customs of Tagalogs.
______________________4. The month of the First Catholic Mass in the Philippines.
______________________5. It is where religious celebrations are often held
described in the book Customs of the Tagalogs.
______________________ 6. The method of writing the events of the past.
______________________ 7. Regarded as the chief of the Tagalogs.
______________________ 8. The chief of Cebu who was Christianized.
______________________ 9. Tagalogs' "all powerful", "maker of things".
______________________ 10. name the original name of the site of the first Mass
according to Pigafetta.
______________________ 11. The name of the island where Magellan first arrived.
______________________ 12. The gift of Magellan to the chieftain’s wife of Cebu
______________________ 13. The nationality of Enrique, the slave and interpreter of
Magellan
______________________ 14. The birthplace of Pigaffeta
______________________ 15. Given by the men to the woman’s parents
II. Identify the statements below if they describe the following, and write the
letters of the correct answers:
A.First Voyage Around The World B. Kartilya ng Katipunan

C. Gunita ng Himagsikan D. Customs of the Tagalogs
________1. The mangagayoma made charms for lovers.

_______ 2. According to Zula, the chief of Matan, Cilapulapu refused to obey the
king of Spain
_______ 3. Life which is not consecrated to a lofty and sacred cause is like a tree
without a shadow, if not a poisonous weed.
_______ 4. There are many islands in that district, and therefore they called them the
archipelago of San Lazaro.
______ 5. The Battle of Imus.
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______ 6. The Tejeros convention was the meeting held on March 22-25, 1897
between the Magdiwang and Magdalo factions of the Katipunan.
______ 7. All men are equal, be the color of their skin black or white. One may be
superior to another in knowledge, wealth, and beauty but cannot be superior in being.
______ 8. Nature worship is a type of religious ritual observed by the Tagalogs.
______ 9. The Bonifacio brothers were executed.
______ 10. Zula requested the captain to send him only one boatload of men to fight
against the other chief.
III. Matching Type. Match the items fro Column A with the items in Column B.
Write the letter of the correct answers in the space provided before the number.
A B
______ 1. Identified that the cry of rebellion happened P. Teodoro Agoncillo
in Balintawak on 26 of August, 1896
______ 2. According to him, the cry of Balintawak Q. Gregorio Zaide
happened on August 25, 1896.
______ 3. For him, the cry happened in Kangkong, R. Lt. Olegario Diaz
Balintawak.
______ 4. According to him, The Cry happened in S. Teodoro Kalaw
Bahay Toro.
______ 5. Identified that the cry happened in T. Santiago Alvarez
Pugadlawin
______ 6. Led the Cavite mutineers U. Fr. Mariano Gomez
______ 7. Author of the Customs of the Tagalogs V. Jose Rizal
______ 8. One of the martyred priests. W. Fr. Vicente Balaguer
______ 9. Testified that Jose Rizal retracted. X. Izquierdo
______ 10. The governor-general when the Cavity Y. Melchora Aquino
Mutiny took place
______ 11. Led the Cry of Rebellion Z. dato
______ 12. Fed hundreds of Katipuneros while AA. La Madrid
preparing for the revolution
______ 13. Regarded as “chief”. AB. Juan de Placensia
______ 14. Circumnavigated the world AC. Sebastiano El Cano
______ 15. Wrote the El Filibusterismo AD. Andres Bonifacio
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IV. Answer in 2 sentences only. (3 points each)
1.Differentiate Primary Sources to Secondary Sources

_____________________________________________________________________
_____________________________________________________________________
2.Why did Emilio Aguinaldo wrote the Gunita ng Himagsikan?

_____________________________________________________________________
_____________________________________________________________________
3.Who is Lapulapu according to Pigafetta’s account?

_____________________________________________________________________
_____________________________________________________________________
4.How relevant is the Kartilya ng Katipunan to the present situation?

_____________________________________________________________________
_____________________________________________________________________
5. What is the main objective of Comprehensive Agrarian reform program?
_____________________________________________________________________
_____________________________________________________________________
84
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85
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Carlos Hilado Memorial State College

Alijis Campus | Binalbagan Campus | Fortune Towne Campus | Talisay Campus

A. Discuss the importance of history in the creation of national identities and

Topics Important Points

IV. Learning Activities

Topic 1: Meaning and Importance of History

A. Picture Analysis. Test your memory by identifying what events in history

The word ‘history’ derives

Filipino Historians Meaning and importance of History

C. Based on the contents presented, answer the following activities:

1. Make a Venn diagram to distinguished the similarities and differences of the

2. Discuss the importance of studying history. Write your answers in 5 sentences.

Topic 2: Historical Methodology

2. In relation to your timeline, answer the following questions in 2 sentences.

B. Introduction: History and the Historian

2. Based on the readings on the previous page, answer the following in 5

2.1 What is the relationship between history and the historian?

Topic 3: Historical Sources: Primary and Secondary Sources.

A. What happened today?

2. Based on your answers above, answer the following questions.

2.1. Which of the experiences above is considered as a primary source?

2.2. Which of the experiences above is considered as a secondary source?

B. Primary and Secondary Sources in History

*Categories of Historical Sources

-Primary sources provide first-hand testimony or direct evidence concerning a topic

Primary Sources: (Documented) Oral Testimony

SA AKING MGA KABATA

__________________ 1. History is the study of the past.

B. Give at least five examples of the following:

IV. Learning Activities

Topic/Reading No. 1: Antonio Pigafetta: First Voyage Around the World

2. Briefly describe your journey.

First Voyage Around the World by Antonio Pigafetta

2. What are the contributions of the document in understanding the grand

3. What is relevance of the document to the world and to the Philippines?

Topic/Reading No. 2: Juan de Plasencia: Customs of the Tagalogs

B. Read the Customs of the Tagalogs by Juan De Plasencia.

Customs of the Tagalogs by Juan De Plasencia

They have the name SIMBAHAN, which means a temple or place of

Topic/ Reading No. 3: Emilio Jacinto: Kartilya ng Katipunan

B. Reading No. 2: Ang Kartilya ng Katipunan

C. Answer the following questions based on the reading Number 3.

2. What are the contributions of Kartilya ng Katipunan to the Philippine history

Topic/ reading No. 4: Emilio Aguinaldo: Gunita ng Himagsikan

A. Short Review: write something about the following:

1. Andres Bonifacio: _______________________________________________

B. Reading No. 4: Emilio Aguinaldo: Gunita ng Himagsikan

Twin battles of Binakayan-Dalahican

The Battle of Zapote Bridge

Return to the Philippines and the

C. Based on the Reading about the Gunitanga Kasaysayan, answer the

Topic/ Reading No. 5: Proclamation of the Philippine Independence

2. How is this song related to the present situation of our country?

B. Read the Declaration of Philippine Independence and answer the

Declaration of PHILIPPINE INDEPENDENCE

Topic/ReadingNo. 6: Alfred McCoy: Political Caricatures of the American Era

A. Analyze the picture below and answer the preceding questions:

1. What was the picture all about?

B. Read and Analyze the Topic/Reading No. 6: A Glance at Selected

ALFRED MCCOY’S PHILIPPINE CARTOONS: POLITICAL

The Philippines Free Press published

A blown up officer was at the screen

UNCLE SAM RIDING A CHARIOT