Primary vs. Secondary Sources

• Aims to develop critical thinking through analysis, questioning, and interpretation.

Distinction Between Primary and Secondary Sources

• Historical sources include objects or testimonies utilized to comprehend and interpret events.

Primary Sources

• Primary sources are firsthand accounts from individuals who experienced events.
• Examples include letters, diaries, interviews, government records, photographs, artifacts, and newspapers from the period.
• Advantages include a direct connection to the event, encouraging critical thinking, engagement, rich details, and original research potential.
• Disadvantages include potential bias and subjectivity, a limited scope, and accessibility issues such as fragility or language barriers.

Secondary Sources

• Secondary sources offer interpretations or analyses based on primary sources or other secondary materials.
• Examples include textbooks, biographies, academic articles, documentaries, and historical commentaries.
• Advantages include broad perspective, accessibility, understandability, and cross-referencing.
• Disadvantages include potential bias and interpretation, a lack of context, accuracy issues, oversimplification, reliance on the author's expertise, and risk of misinterpretation.

Historical Criticism

• Examining the origin and context of historical texts or sources is a method developed during the 17th century and popularized in the 19th–20th centuries.
• Goals include understanding the original meaning and reconstructing the historical background.

Types of Historical Criticism

• External Criticism: Verifies authenticity (material, language) and consistency with the claimed period.
• Internal Criticism: Examines truthfulness and the author's identity, intent, knowledge, and circumstances.

Repositories of Primary Sources

• Libraries store manuscripts and historical documents.
• Museums preserve artifacts, tools, clothing, and artworks.
• Archives maintain government documents, letters, and rare records.
• Online/Digital Sources offer digitized collections and databases.
• Markers and Monuments serve as physical representations of historical events.

Types of Primary Sources

• Written sources include diaries, letters, journals, memos, manuscripts, pamphlets, and government records.
• Visual sources include photographs, illustrations, and posters.
• Audio/Video sources include interviews, speeches, oral histories, and videos.
• Government sources include laws, acts, bills, census records, and court documents.
• Media sources include newspaper articles and broadsides.

Content and Contextual Analysis

• Content Analysis: Examines the ideas directly stated in the text.
• Contextual Analysis: Analyzes external factors like historical, social, political, and cultural settings, author's purpose, audience, and influence.

Core Questions for Analysis

• Who wrote the text?
• What is the author’s main argument?
• What political, cultural, or social factors affected the author?
• Who the intended audience?
• What reaction does the author expect?
• Whether it’s a response to an event or condition?
• What action does it prompt?
• What does the document/artifact reveal about its time?

Criteria for Historical Importance

• Relevance: Was it important then, and is it still relevant?
• Resonance: Who was affected and how?
• Remarkable: Was it noticed or discussed?
• Remembered: Is it part of a group’s collective memory?
• Revealing: Does it show something deeper about the past?
• Resulting Change: Did it lead to change in society?
• Durability: How long did the effects last?
• Profundity: How deeply were people's lives affected?

Example: Kartilya ng Katipunan

• Written in 1896 by 18-year-old Emilio Jacinto, it served as a moral code for Katipunan members, containing 14 teachings on honor, equality, justice, and nationalism.
• The author viewed Advocates for liberty, equality, and nationalism; pushes back against the Spanish racial hierarchy and oppression; reflects Enlightenment values; while shows some limitations in its view on gender roles.
• This is a key document that is relevant in Filipino revolutionary movement; reveals how revolutionaries viewed justice, equality, and social order; as well as is durable and remembered: a foundational text for the Katipunan and Philippine independence; and has durability: its ideals influenced future movements.

Proclamation of the Philippine Independence

• Proclaimed on June 12, 1898, in Cavite, between 4 to 5 PM.
• Drafted and read by Ambrosio Rianzares Bautista, in Spanish.
• 98 signatories, including US Army officer L.M. Johnson.
• The Philippines independence: Flag unfurled was sewn by Marcela, Lorenza Agoncillo and Delfina Herboza; The Marcha Filipina Magdalo was played, composed by Julian Felipe, now known as Lupang Hinirang.
• The Promulgation was on August 1, 1898; not recognized by Spain or the United States; The Treaty of Paris (1898): Spain ceded the Philippines to the U.S.; The Philippine-American War followed due to U.S. annexation; Aguinaldo captured (1901); independence finally granted July 4, 1946; the Republic Act No. 4166 (1964): Changed Independence Day to June 12 under President Diosdado Macapagal.
• 2,000-word document outlining:
  • Causes of the revolution: Spanish abuses, Civil Guard violence, unjust deportations.
  • Historical narrative: From Spanish arrival to the 1898 revolution.
• A vision for the Republic:Independence under dictatorial government led by Aguinaldo.
• Condemnation of Civil Guard's arbitrary arrests and killings; unjust deportations influenced by friars and clergy; inquisition-like procedures against Filipinos.
• Tribute to GOMBURZA and Jose Rizal (as awakening figures), also mentions key revolutionary provinces and expansion to Visayas.
• Flag Symbolism:
  • White triangle: Katipunan.
  • Three stars: Luzon, Panay, Mindanao.
  • Sun and 8 rays: Provinces first in revolt.
  • Colors (red, blue, white): Taken from the U.S. flag as a gesture of gratitude
• Key aspects include presenting Aguinaldo’s leadership as divinely sanctioned, promoting national unity under a centralized government, and expressing gratitude toward the U.S.

Historical Importance of Philippine Independence

• Marked the declaration of official Philippine independence.
• Provided a formal narrative of resistance against Spain.
• Symbolized the beginning of the First Philippine Republic.
• Set precedent for how revolution and independence were remembered and recorded.
• Became central in debates on national identity and historical memory.

Author's Perspective and Purpose

• Authored by Ambrosio Rianzares Bautista
• This is a elitist document, aligned with Aguinaldo's revolutionary government which justfies revolution against Spanish colonization.

Historical Criticism

• Internal Criticism (Content Accuracy & Meaning): Contains truthful accounts of Spanish abuses and revolutionary events.
• Aspects that are selective in narration: highlighting Aguinaldo’s leadership, with no mention of Katipunan’s foundation, Bonifacio, or other grassroots struggles. also agrarian issues and peasant demands are missing. Overemphasis on elites as saviors of the revolution with a flag symbolism revealing intentions to align with U.S., which contrasts with later betrayal.
• External Criticism (Source Reliability & Authorship): The Prinary source was written by an official of Aguinaldo's government and not neutral and is reflecting the political power of the Magdalo faction. key events that are Ignored: the Tejeros Convention and the execution of Bonifacio, that would challenge the legitimacy of Aguinaldo's rule with elements that Created in unstable political time with the need to gain U.S. favor.

Critical Perspective

• Bias documents the interests of the elite revolutionaries; marginalizes peasants and workers. The Omitted Realities: Agrarian concerns and broader class struggles are downplayed or ignored. Also crafted to unify Filipinos under Aguinaldo; erases figures like Bonifacio; downplays Katipunan origins.

Lesson for Historians

• Always examine official documents in relation to power dynamics and social class divisions of the time. The proclamation offers insights and has limitations; should be read with sources like Katipunan records, Bonifacio’s writings, and records from peasants.

Works of Juan Luna, Fernando Amorsolo, and Political Caricatures

Study painting and cartoons to be able to Explain the purpose of historical paintings & political caricatures; Compare works of Juan Luna and Fernando Amorsolo; Interpret and appreciate political caricatures.

Fernando Amorsolo

• Leading Filipino painter known for idealized rural life scenes and uses themes on customs, culture, and identity, in classical realism techniques. Some paintings include
• Antipolo Fiesta: Depicts traditional town celebration and symbolizes Filipino joy and culture.
• Planting Rice with Mayon Volcano (1945): Emphasizes agricultural recovery and Filipino resilience.
• Palay Maiden (1920): Symbolizes abundance and beauty and Filipino beauty.

Juan Luna

• Filipino painter, sculptor, and political activist who Focused on Romanticism and Realism with art that expressed political struggle & social issues. Some paintings include
• Spoliarium (1884)
  • Shows dead gladiators being stripped in Roman arena and symbolizes Filipino suffering.
• Death of Cleopatra Represents Luna’s mastery of dramatic and historical scenes.

Political Caricature

• A visual satire which Exaggerates features/symbols for political point with the purpose to Criticize leaders, Simplify issues, Engage public and provokes awareness.

Comparing works

• Amorsolo uses classical realism techniques, highlights a peaceful rural life and aims to celebrate culture & instil pride - themes.
• Meanwhile Luna, highlights romanticism & realism techniques, themes highlight struggles with aims to inspire resistance & provoke thought.

Quick Review

• Amorsolo focused on tradition. Luna focused on struggle where Spoliarium is a metaphor for Filipino suffering, Palay Maiden showcases the beauty of Filipino women as a whole. Political Caricatures offer a way for critique.

Site of the First Mass in The Philippines

• Objectives: Understand Magellan’s trip Examine controversy; Identify site
• The mass was on Date March 31, 1521 (Easter Sunday), celebrated by Father Pedro de Valderrama with Limasawa in Southern Leyte as the known site with the significance of the mark of Roman Catholocism.
• Antonio Pigafetta was an Italian scholar and explorer who Authored two important works and Kept an accurate, detailed journal of Magellan’s voyage known as a crucial primary source.
• Controversy: Between Limasawa and Masao (Butuan)

Arguments of Limasawa

• Historians - VeYra, Pastells, Robertson were supportive with Pigafetta routes showing matches with location and Legazpi 1565 expedition also identified.

Arguments of Masao

• Historical Zaide supported with Pigafetta writing showing 1734 Maps marked as a stop while also giving details by discovery

Summary of the First Mass

Limasawa has been marked since then and Butuan has had historical and archaeological significance to show the navigational details.

Malolos Constitution

• Goal of Constitution: To create framework; Institutionalize rights all across and Show capability of self-governance Key aspects
• Republican and democratic form government; and divided into 3: Executive, Legislative and judicial. Sovereignty also resides in the people.

Key features of the Philippine Constitution

• Malolos- a progressive step during its time: Advocated rights and also limited on recognition.

Constitution of Biak-na-Bato (1897)

• Emilio Aguinaldo founded in bulacan and accompanied by 1897 proclamation: Demand included expulsion of friars, equal rights, fair court and legal equality for all to be used as legal for Phillip Revolution. Also only Phillipian law was handwritten.

Significant parts:

• Supreme Court and establishment of justice with the only president appointed who followed with basic rights across such as religion and education to help lead to first signs of a revolution with government exile and constittution.