GED 105 Readings in Philippine History PDF

lOMoARcPSD|45497279 Ged 105 Readings in Philippine History Readings in Philippine History (Batangas State University) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by Gwayne Lawrence Magbuhos (...

lOMoARcPSD|45497279 Ged 105 Readings in Philippine History Readings in Philippine History (Batangas State University) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University READINGS IN PHILIPPINE HISTORY Module in GEd 105 Prepared by: CONRADO DM REYES AMIEL ABACAN FERDINAND AGENA Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 Module|Technical Working Committee | 2020 Page|1 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University Introduction This module is intended for all freshmen student, enrolled during the first semester AY 2020-2021. This is divided into five topics, and further sub-divided into lessons. Each Lesson will have objectives, lesson proper, learning task and unit activity. Learning Tasks Objectives Lesson Proper Unit Activity Course Rationale This course analyzes Philippine history from multiple perspectives through the lens of selected primary sources. Students are expected to do content and context analysis such as author's background and main arguments, compare different point of view, identify biases and examine the evidences presented in the document. The discussion will tackle traditional topics in history and other interdisciplinary themes that will deepen and broaden the students understanding of Philippine political, economic, cultural, social, scientific religious history. The end goal is to develop the historical and critical consciousness of the students so that they will become versatile, articulate, broadminded, morally upright and responsible citizens. Intended Learning Outcomes 1. Analyze the context, content and perspective of different kinds of sources. Main Topic I: Introduction to History Objectives 1. Understand the meaning of history as an academic discipline and to be familiar with the underlying philosophy and methodology of the discipline. 2. Know the difference between primary and secondary sources 3. Examine and assess critically the value of historical evidences and sources 4. Appreciate research method in history Module|Technical Working Committee | 2020 Page|2 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University Lesson Proper Lesson 1 History: Introduction and Historical Sources A. Definition History refers to the study and interpretation by a historian on the data and other source of the past human activity, people, societies and civilizations leading to the present day. There are three important concepts in the definition. First history as we all know is based on past events. Second it is interpreted by someone usually by historian. They gather, discard and interpret the sources that they encounter. And finally and the most important history rely on data and documents which historian call as historical sources. B. History’s Subject Matter Like other social science the subject matter of history is the life of people and humanity. But history has always been known as the study of the past. While this definition of history is not wrong, it is incomplete. Etymologically, the word history came from the Greek word Historia which means inquiry. Clearly the word Historia does not mean past events. It denotes asking question or investigation of the past done by person trained to do so or by persons who are interested in human past. We can say that historical account must be based on all available relevant evidence. Therefore a version of the past that cannot be supported by the evidence is worthless. Ever heard the taong-ahas story? The half human, half snake creature that supposedly stalked the ladies room of one of the department store in Manila. The most famous victim of this creature was supposedly the actress Alice Dixson. It happened three decades ago when Alice Dixson was only 21 years old. Because it happened in the past, would that story qualify as history? Or would that story classify as gossip or urban legend? C. History and the Historian Historian is an expert or student of history, especially that of a particular period, geographical region or social phenomenon. There are many duties of a historian. These historians seek not only historical evidence and facts but also to interpret these facts. He also gives meaning to these facts and organizes them chronologically. A person who must be able to recognize the evidence, decide how useful it is and come to conclusion based on what he has found out. The historian therefore is responsible for reconstructing the past. According to Gottschalk, historian is many times removed from the events under investigation. He added that only a part of what was observed in the past was remembered by those who observed it, only a part of what was remembered was recorded; only a part of what was recorded has survived, only a part of what was survive has come to the historian attention Moreover only a part of what is credible has been grasped, and only a part of what has been grasped can expounded or narrated by the historian. Module|Technical Working Committee | 2020 Page|3 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University Some authors define history as a study of historical perspective. In reconstructing the past, a historian can be subjective; after all he is human, fallible and capable error. People’s memories are filled with bias, self righteousness, pride, vanity, spinning, obstruction and outright lies. Each has his own frame of reference or a set of interlocking values, loyalties assumptions interest and principle of action. The historian is influenced by his own environment, ideology, education and influence. His interpretation of the historical fact is affected by his context and circumstances. It’s like the Indian parable of an elephant and the blind men, historians have different historical perspective. Because certain events happened so long ago and because sometimes the evidence is incomplete, historians have different approaches and views about what happened in the past. This is the subjective nature of history, one historian claims an event happened a certain way, while another disagree completely. The best approach is to do all we can to reconstruct as fully as possible our picture of the past. To do this, most scholars use historiography or what they call history of history. Historiography is the study of how history was written, by whom and why it was recorded as such. It is concerned with how historians have presented history. Interpretation about the past can be objective or true as long as they are free of inherent contradictions, are not contrary to the laws of nature and are based on actual remains from the time period referred to. There should also a scientific discourse among historians on a particular controversial event. If an idea that say Jose Rizal retracted on being a mason stand up to the critique of historian who are the skeptical of his retraction then the idea must be true. One big advantage of historiography is that the liars of history are usually quite transparent. Another way for a historian to be objective is to follow the historical method. It is the core protocols historians’ use for handling sources. An agreed ground rules for researching and writing academic research or professional history. An objective historian must verify sources, to date them, locate the place of origin and identify their intended functions. It is important for a historian to base their accounts on source materials. Module|Technical Working Committee | 2020 Page|4 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University D. Sources of History Historical sources are tangible remains of the past. It is an object from the past or testimony concerning the past on which historians depend in order to create their own depiction of the past. There are three kinds of sources namely: primary, secondary, and tertiary sources. Primary sources A primary source is a testimony of an individual who was a participant in or a direct witness to the event that is being described. It is a document or physical object which was written or created during the time under a study. Those sources were present during an experience or time period and offer an inside view of a particular event. Primary sources are characterized by their content, regardless of whether they are available in original format, in microfilm, in digital format or in published format. There are five main categories of primary sources. It includes written sources, numerical records, oral statements, relics, and images. The most common are written sources or documents. They are written or printed materials that have been produced in one form or another sometime in the past. They may be published materials such as travelogue, transcription of speech, autobiographies, journals or newspapers (La Solidaridad). They can be also in manuscript form or any handwritten or type record that has not been printed. Example of these is archival materials, memoirs, diary, personal letter or correspondence. The next category is the numerical records which include any type of numerical data in printed or handwritten form. The third category is oral statements which include any form of statement made orally by an eyewitness. It maybe through video recordings, audio recordings, or transcribed. Another category is the relics or any objects whose physical or visual characteristics can provide some information about the past. These include artifacts, ruins and fossils. The last category of primary sources is the images. It includes photograph, posters, paintings, drawing cartoons and maps. Primary sources: Written sources Travelogue Module|Technical Working Committee | 2020 Page|5 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University Newspaper Archival material Module|Technical Working Committee | 2020 Page|6 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University Memoir Primary source: Numerical Records Printed numerical graph Primary source: Oral statements “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 Oral statement of an eyewitness to the Culion Leper Colony A person interviewing an eyewitness Module|Technical Working Committee | 2020 Page|7 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University Primary source: Relics Artifacts (Balanginga Bells) Ruins Module|Technical Working Committee | 2020 Page|8 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University Fossil (Callao man) Primary sources: Images Photograph (Bud Dajo Massacre) Module|Technical Working Committee | 2020 Page|9 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University Painting Cartoon Map (Murillo Velarde map c.1734) Secondary Sources A secondary source interprets and analyzes primary sources. These sources are one or more steps removed from the event. It is prepared by an individual who was not direct witness to an event, but not who obtained his or her description of the event from someone else. Secondary sources may have pictures, votes or graphics of primary sources in them. Some types of secondary sources are history textbook, printed materials (serials or periodicals which interpret previews research), biographies, nonfiction text such as newspaper, magazine, journals, works of criticism and interpretation. Tertiary Source The last kind of sources is the tertiary source. It provides third hand information by reporting ideas and details from secondary source. An eyewitness is more reliable than testimony Module|Technical Working Committee | 2020 P a g e | 10 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University at second hand, which is more reliable than hearsay or tertiary sources. This does not mean that tertiary sources have no value, merely that they include potential for an additional layer of bias. Some examples of this kind of source are encyclopedia, almanac, Wikipedia, YouTube, dictionaries, message boards, social media sites and other search sites. Learning Tasks Watch the YouTube channel: I-Witness: ‘Savage: Juan Luna in Paris,’ a documentary by Howie Severino and answer the following questions https://www.youtube.com/watch?v=54R1nWALZFw&t=601s.1. What are the primary sources you encountered in the documentary? Secondary sources? Tertiary sources? 2. Why did Constancio Ongpin and Mara Pardo de Tavera had different interpretation about the same event? Based on the sources they presented who is more convincing among the two? Why? 3. Did Howie Severino presented the documentary objectively? Explain your answer. References A. Textbook Candelaria Jhon Lee P. and Veronica C. Alphorha. Readings in Philippine history - Rex Book Store 2018 Solmerano, Ernesto Thaddeus et. al. Readings in Philippine History. Fast Books Educational Supply Inc. 2018 Torres, Jose Victor, Batis; Sources in Philippine History. C&E Publishing, Inc. 2018 B. Other References Gottschalk, Louis. A Primer of Historical Method. Alfred A. Knopf 1950 Howell, Martha and Walter Prevenier. From Reliable Sources: An Introduction to Historical Method. Cornell University Press 2001 Navarro, Atoy M. Ang Bagong Kasaysayan sa Wikang Filipino. Palimbagan ng Lahi. 2000 Orillos-Juan, Florina. Historical Method. Commission on Higher Education. Aug. 12, 2016. De La Salle University -Manila Severino, Howie (Feb.27, 2016) Savage: Juan Luna in Paris. I-Witness, GMA 7 retrieved Aug.10, 2020 from https://www.youtube.com/watch?v=54R1nWALZFw&t=706s Scott, William Henry. Prehispanic Source Materials for the Study of Philippine History. New Day Publication 1984 Module|Technical Working Committee | 2020 P a g e | 11 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University Lesson 2 Historical Criticisms Objectives 1. Provide ideas that guide the discipline of history 2. Develop critical and analytical skills with exposure to primary sources 3. Evaluate primary sources for their credibility, authenticity and provenance 4. Opportunities to improve critical thinking Lesson Proper A. Definition It is also known as the historical- critical method, Historical criticism is a branch of criticism that investigates the origin of text or source in order to understand the word behind the text. The primary goal of historical criticism is to discover the text primitive or original historical context and its literal sense. The secondary goal seeks establish a reconstruction of historical situation of the author and recipients of the text. Moreover, in order for source to be used as evidence in history, basic matters about its form and context must be settled. These are two types of historical criticism namely: external criticism (investigates the documents form) and internal criticism (investigates the content of the documents). B. Additional Goal of Historical Criticism Historical criticism seeks greater understanding of the texts by analyzing the historical and social contexts in which they developed. The goal of historical criticism, traditionally, has been to try to understand the text’s meaning in its original context and to answer questions about the text, such as: Who wrote it? When was it written? What else what happening at the time of its writing? How did it come to be in the form we have it today? What did it mean to the people who first read or heard it? Historical criticism has also often sought answers to the ever-elusive question of what is called “authorial intent”: What did the author intend for this text to mean in his or her time and place? (http://queergrace.com/historical-criticism/) C. External Criticism This type of criticism looks for the obvious sign of forgery or misrepresentation. This type of criticism tests the authenticity of the sources. It is interested in the writing styles of the eyewitness and his ignorance of the facts. The historian also analyzes the original manuscript; its integrity, localization and the date it was written. To ascertain if a particular data is fabricated, forge, fake, corrupted or a hoax, that source must undergo the test of authenticity. Since external criticism is concern with the explicit sign of misrepresentation, it is the first test the historian employ to ascertain sources validity. D. Test of authenticity Module|Technical Working Committee | 2020 P a g e | 12 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University The first step to test a source is to determine the date of document to see whether it is anachronistic. Anachronism means out of time or order, something that could not have been there at that particular time. It could be a person, thing or idea placed in a wrong time. Being able to spot anachronism is important because it helps us test the reliability of a source. If a source is unreliable then we probably should not use it.Example can be found in Rizal’s allegedly first poem “ Sa Aking Mga Kabata” where we could find the word “kalayaan”. Rizal admitted that he first encountered the word though a Marcelo H. Del Pilar’s translation of Rizal’s essay “ El Amor Patrio”. Rizal wrote this essay in 1882 while the poem supposedly was written by him in the year 1869. The second step is to determine the author’s handwriting, signature or seal. We can compare the handwriting of particular author to his other writings. Obvious sign of forgery in include patch writing, hesitation as revealed by ink blobs, pauses in the writing, tremor causing poor line quality and erasures. However, some people are highly skilled in imitating others handwriting. Even a skilled forger can be caught because the act of writing is a skill is learned through repetition until it becomes a habit. Thus, there is natural variation in everyone handwriting. In addition, no one can duplicate all of the intricate subconscious writing habits of another in an extended writing sample. Example of this is the handwriting in the alleged retraction letter of Jose Rizal. The third test in determining the authenticity of the source is by looking for the anachronistic style. In this test we will examine idiomatic expression or the orthography used in the documents. An idiom is an expression, word or phrase that has a figurative meaning conventionally understood by native speakers. When we say ‘break a leg’ we all know that it means good luck. Orthography is a set of conventions for writing a language. It includes norms of spelling, hyphenation, capitalization, word breaks, emphasis and punctuation. When the poem Sa Aking Mga Kabata was allegedly written in 1869, most Philippine language was widely written in a variety of ways based on Spanish Orthography: Early Tagalog System (taken from Doctrina Christiana,) ͠ Ama namin, nasa Langitca, ͠ Ypasamba Mo ang Ngalanmo. Mouisaamin ang pagcaharimo. Ypasonor mo ang loob mo ͠ Dito sa lupa para sa Langit. Modern Filipino orthography Ama namin, sumasalangit Ka, Sambahín ang Ngalan Mo. Mapasaamin ang kaharián Mo. Sundín ang loób Mo Dito sa lupà, para nang sa langit. https://en.wikipedia.org/wiki/Filipino_orthography Module|Technical Working Committee | 2020 P a g e | 13 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University The fourth test is the anachronistic reference to events. For example if the event cited in the document is prior to the actual event, then the document must be forge or fake. The fifth test of authenticity is the provenance or custody of the document. Provenance is the place of origin of earliest known history of documents. It traces the roots of any source. The other two test of authenticity is the semantics and hermeneutics. Semantics is the linguistic study of meaning. In this test semantics determine the meaning of the text and words of the source. We may ask: is the meaning of the statements different from its literal meaning? Hermeneutics on the other hand is theory and methodology of interpretation. Hermeneutics is more than interpretation or method used when immediate comprehension fails. In historical criticism we determine ambiguities which are a word or expression that can be understood in two or more possible ways. Historians may look also if the statement is meant to be ironic (i.e. mean other than what it says). E. Internal Criticism This type of criticism looks for deeper or more intense study of sources. Usually historians first apply external criticism before undergoing the test of credibility because of internal criticisms implicit character. It is important that the document must be verisimilar or as close as what really happened from a critical examination of best available resources. It refers to the accuracy of the content of a document. Internal criticism has to do with what the document says. It investigates the content or substance of a document and the author’s point of view. This type of criticism tests the credibility of the source. F. Test of Credibility The first step is the identification of the author. It determines if the witness is reliable or if he is consistent by comparing his other works. In this steps historian also examine the mental processes of the witness, if he is capable of telling the truth, or if he is mentally challenge. Finally we will look for his personal attitudes, if he is telling something beyond what he saw or bragging about it. Many historian use some kind of rubric to test the credibility of the author. The second step in testing the credibility of the eyewitness is to determine the approximate date. Example of this is again Rizal’s poem “Sa aking mga kabata”. He wrote that poem when he is only eight years old and that poem is with rhythm and meter. To think that when Rizal was 8 years old the primary education in the Philippines was nonexistent. The third step in testing the credibility of the source is its ability to tell the truth. Historians examine how near an eyewitness is to the event. The closer a source is to the event which it purports to describe, the more one can trust it to give an accurate historical description of what actually happened Historian also look for the competence of the eyewitness. Basically they look for the background of the author like education, health, age or social status. The last test for this step is the degree of the attention of the eyewitness. Whether the sources witness the event only partly or if he witnesses the event from the start to finish. Module|Technical Working Committee | 2020 P a g e | 14 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University The fourth step is the willingness to tell the truth. If the eyewitness is coerced, forced or somebody threaten him to tell something then his account is not valid. If the eyewitness wants to hide something for personal reason The last step is to look for corroboration. This particular step rest upon the independent testimony of two or more reliable sources. The words independent testimony must be emphasize. For instance, if the soldier who fought the battle, a general who oversaw the battle and a doctor who treated those wounded who fought the battle, all recorded the same fact or all agree about an event, historians consider that event proven. Learning Tasks Watch the YouTube: History with Lourd: Greatest Hoaxes in Philippine History (https://www.youtube.com/watch?v=H1lShfwt930&t=1064s) and answer the following question. 1. Why did Jose Marco became the most successful Conman in the study of Philippine History? 2.What are the hoaxes during Marcos administration? What kind of historical criticism did historian use to uncover those hoaxes? 3. What lesson did this documentary impart specially in relation with the spread of fake news? References A. Textbooks Candelaria Jhon Lee P. and Veronica C. Alphorha. Readings in Philippine history - Rex Book Store 2018 Solmerano, Ernesto Thaddeus et. al. Readings in Philippine History. Fast Books Educational Supply Inc. 2018 Torres, Jose Victor, Batis; Sources in Philippine History. C&E Publishing, Inc. 2018 B. Other References _______________Rizal’s Poems. National Historical Institute. 2002 _______________Selected Writing of Rizal. Technology Supply Inc. 1999 Bull, Sylvia and Joseph Schattauer Paillé (July 6, 2015) What is Historical Criticism? Queer Grace Retrieved. August 5, 2020 from http://queergrace.com/historical-criticism/ De Veyra, Lourd (2017) Greatest Hoaxes in Philippine History. History with Lourd. News 5 Everywhere. Retrieved Aug. 16, 2020 from https://www.youtube.com/watch?v=H1lShfwt930 Gottschalk, Louis. A Primer of Historical Method. Alfred A. Knopf 1950 Howell, Martha and Walter Prevenier. From Reliable Sources: An Introduction to Historical Method. Cornell University Press 2001 Navarro, Atoy M. Ang Bagong Kasaysayan sa Wikang Filipino. Palimbagan ng Lahi. 2000 Orillos-Juan, Florina. Historical Method. Commission on Higher Education. Aug. 12, 2016. De La Salle University -Manila Module|Technical Working Committee | 2020 P a g e | 15 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University Scott, William Henry. Prehispanic Source Materials for the Study of Philippine History. New Day Publication 1984 Intended Learning Outcomes 1. Analyze the context, content and perspective of different kinds of sources Main Topic II: Content and Contextual Analysis of Selected Primary Sources Objectives 1. To properly interpret primary sources through examining the content and context of the documents 2. To familiarize oneself with the primary documents in different historical periods of the Philippines 3. To determine the contribution of different kinds of primary sources in understanding Philippine history 4. To learn history through primary sources Lesson Proper A. Background of the Author/Creator First the researcher must provide brief biographical sketch of the author or creator of the primary source. Family background, educational attainment, religion and many others shall be given priority in presenting the biography of the author. Special attention must also be given to the first four steps of the test of credibility discussed in the previous module. B. Background of the Document/Primary Source Basic background of the source like the type of primary source, how many parts or chapter, how long is the document shall be given attention. Next is to locate where the primary source can be found. The repository of primary sources may be found in the library, archive, museum, historical society or special collection of private individuals. To check the authenticity of the source, check the provenance or origin of the said document. Determine also the intended audience or the people the author wants to convey their ideas with. If it is a letter the recipient in the address will be the audience while if it is a diary the author is the audience. While it is easy to determine the audience of the aforementioned sources, most of the time you have to guess. What to do? A researcher must find out who are the creator and the time of creation. Most of the sources have unique type of audience like academic journal is for students and other university audience or books is for general public. Next task is to look for the purpose or motive of the source. How do you discover the purpose or the reason it was originally made? First understand the historical context. Next is to Module|Technical Working Committee | 2020 P a g e | 16 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University do a background research. Then look at important historical event at the time the source was made. Finally ascertain intended audience. C. Content Analysis of the Important Historical Information Found in the Document First look for corroboration between the research you gather from the internet and the primary source that your instructor has given to you. They may not use exact the same word or they can express the same information in different ways and we can still use as corroboration. Look also if your source agrees with information from another source. Attention also must be the given to the intended audience and purpose. Next, in order to analyze the primary source, look for bias. There is a bias when a source’s information is unbalance or prejudiced. There are two kinds of bias: either it is strongly positive (strongly in favor of) or strongly negative (strongly against). If you’re looking for a bias in written source you’ll need to find word choices that are extreme in their description. If it is a visual source you’re looking for a depiction that is clearly exaggeration (see the example of cartoon in module 1). Most of the primary source we will encounter is written documents so we will focus our attention to that kind of primary source. How can we find bias in word choices? If it is too positive that provides little negative information then there is an extreme positive bias. ( https://www.youtube.com/watch?v=95FQZhtpwcs) Example of this is the Gunita ng Himagsikan of Emilio Aguinaldo. It too much negativity that provide little positive information on the person, then there is extreme negativity. Example of this is the Filipino Grievances Against General Leonard Wood. If the document is silent or when the source intentionally leaves important information of which you are aware from other sources. Example of this silent bias is the Declaration of the Philippine Independence The author of this document intentionally leaves important information about the Katipunan. The last if is there are obvious errors or when the source provides information that you know to be false from alternative sources. How do you point out the bias in your analysis? First provide a direct quote. Then explain the creator’s perspective and lastly explain the creator purpose. (https://www.youtube. com/watch?v= 95FQZhtpwcs) Next is to analyze the historical perspective or a point of view a creator describe the event. To accomplish this, do a background check of the author with regards to his nationality, social status, political persuasion, cultural background, religion or education. Last task is to analyze the historical context of the document. Context is the awareness that sources were created at times which were very different to our own. Historical empathy understands the past without judging it by modern standards. To determine historical context, we must look when the source is made (preferably the exact date). Next is where was it created. Third, what event occurred at the time and then read the source to identify specific language D. Contribution and Relevance of the Document in Understanding the Grand Narrative of Philippine History In this activity look for the cause and consequences of the primary sources. A cause is a person or thing that makes something happens while a consequences is a direct result of the cause. Example is the arrival of Ferdinand Magellan. That event is the cause while being converted to Catholicism is the effect or the consequence. In this part of the analysis look also for the turning point or dramatic moment of change that was cause by the event or primary source. Module|Technical Working Committee | 2020 P a g e | 17 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University E. Relevance of the documents to the present time. Look for the historical significance or what modern people consider to be important from the past. There are many events in our history we have to choose but few people, events or ideas to focus on. Since significant is a decision we make, it means different people can decide different thing are particularly the most important. They can disagree also the reason why particular event is important. How to determine significance of the event? We have to follow the acronym NAME or Novelty, Applicability, Memory and Effect. Novelty or when something is new or never been seen before. Example is when Cory Aquino became President; it is significant because she is the first female president of the Philippines. Applicability or when it is similar to the present. The Spanish Flu of 1918 suddenly became important topic because of Covid-19. Memory or how it has been remembered over time. The typhoon Yolanda is remembered because it is the strongest weather disturbance that hit the country. Lastly the Effect or how people have been affected. Taal Volcanic Eruption is significant particularly in Batangas area because many were affected. (https://www.youtube.com/watch?v=6EWlZzuQ-3Y) Example of Content and Contextual Analysis Type of Primary Source: Images Painting- Juan Luna’s The Parisian Life Background of the Author -Juan Luna (1857-1899) He was born on October 24, 1857 in Badoc Ilocos Norte. He is the third among seven children of a well to do couple Joaquin Luna ad Laureana Novicio. He took the Bachelor of Arts in Ateneo de Municipal and Marine Transportation (sailor) from Escuela Nautica de Manila. He took drawing lesson from Lorenzo Guererro and Agustin Saez. He went to Europe in 1877 and took painting lessons in Escuela de Bellas de San Fernando (Madrid) but dropped out to work with the painter Alejo Vera. With the opening of Exposicion National de Ballas Artes 1878, his artistic talent was established. From them on, Luna became engrossed in painting and produced a collection of painting that he exhibited from several expositions from 1881. He won a gold medal from Madrid Exposition for his Spoliarium while after his death in 1904 The Parisian Life won the silver medal at the St. Louis (USA) Exposition. In 1883 Luna started the painting Blood Compact to fulfill his pensionado obligation from the Ayuntamiento (Manila Council). He also developed a friendship with the king of Spain so that the Spanish Senate commissioned the painting La Batalla de Lepanto. During this period he became part of propaganda movement and befriended several members of the organization like Jose Rizal and Trinidad Pardo de Tevera. He married Maria de la Paz Pardo de Tavera. They had one son Andres and a daughter Maria de la Paz who died when she was three year old. After the death of his daughter the couple had marriage difficulties. It culminated in the killing of his wife, mother in law and wounding of Felix, one of his brothers in law. On September 16, 1896, he and his brother Antonio were arrested by Spanish authorities for being involved with the KKK. He was pardoned by the Spanish court on May 27, 1897 and he travelled back to Spain in July. In 1899 he was appointed by the Malolos Republic as a Module|Technical Working Committee | 2020 P a g e | 18 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University member of Paris delegation which was working for the diplomatic recognition of the Republic. He travelled back to the Philippines upon hearing the death of his brother, Antonio. He travelled to Hongkong but died there aged 42 on December 7, 1899 from a heart attack. Historical Background of the Primary Source The Parisian Life is also known as Inside a Café. It is 1892 oil on canvas painting that measures 22”x31” which was made in Paris, France. Considered to be one of the last major works Luna has done during his post academic and life in Paris. The painting is housed in the National Museum. Provenance of Dr. Ariston Bautista Lin, one of the three audience to the woman pictured in the painting. It is now owned by the GSIS (brought from Christie’s Hong Kong in 2002 for Php 46,000,000) Apparently the painting is for European audience. The woman in the painting is a Caucasian and this work of art belong to the impressionistic movement originated with the group of Paris-based artist whose exhibition brought them to prominence during the 1870’s and 1880’s. But some interpretation points that the painting is really for Filipino’s. The first owner of this primary source was a Filipino and the woman symbolizes the Philippines. What is the motive of the painter? If we look at the historical context, the year 1892 was the year when Rizal went back to the Philippines to established La Liga Filipino because he was disappointed with the Propaganda movement. Juan Luna also experience personal difficulties at that time with his insulares wife Paz. Soon after the La Liga foundation, Rizal was arrested and deported to Dapitan. Thereafter Juan Luna must be affected by what happened to his best friend and his disappointment with his wife so that the subject matter of this masterpiece must had been the result. Content Analysis of the Important Historical Information Found in the Painting Module|Technical Working Committee | 2020 P a g e | 19 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University One interpretation claims the lady as the mirror image of the Philippine archipelago. Superimposition of the Philippine map’s mirror image on the lady highlights the following: the contour of Northern Luzon follows the same contour of the lady’s bodice; the distance between Infanta, Quezon and San Antonio, Zambales is exact to the small waistline of the lady ; all islands of Visayas and Mindanao are evenly spread out within the pink gown of the lady; the island of Palawan has exactly the same incline and shape as the arm of the lady; the mountain range that separates Surigao from Agusan and Davao is exact to the dark fold of the lady’s gown from north to south; the site of the birth of 1898 Philippine Independence, Kawit Cavite, is exact on the lady’s womb, site of a woman’s birthing; the site of the declaration of 1899 Constitution, Malolos, Bulacan, is exact on the navel of the lady. Constitution is the bloodline of the nation and the umbilical cord is the infant’s bloodline to his mother; and Cebu covers a knee of the lady. Cebu is the site of the first Christianization in the country. Simply the interpretation contends the lady as our motherland. The motherland is awkwardly poised, disturbed with a blank stare, unsure whether to stand up or remain seated. Wrth this contention, it integrates cohesively other elements in the painting. ORDER FORM The three heroes are discussing the disturbed state of the motherland in 1892. It is the exact year when La Liga Filipina was formed (July 3); when the Katipunan was formed (July 7) and when Jose Rizal was banished to exile in Dapitan (July 7). The year 1892 was the eve of the Philippine Revolution. The newspaper L’Echo De Paris is folded behind the lady. The newspaper signifies the Cry of Bastille or French Revolution, inspiration of the Philippine Revolution. The French aspirations of Liberty, Fraternity and Equality were identical to the longings of the Filipinos. Thus, the French revolution, the echo of Paris, figures clearly behind the disturbed state of Philippine motherland in 1892.https://philippine-trivia.com/trivia/trivias-about-the-parisian-life-by-juan-luna/ For more interesting interpretation watch Xiao Time: Mga interpretasyon ng Parisian Life ni Juan Luna Part 1 and 2. https://www.youtube.com/watch?v=RUDbg_QEy2M and https://www.youtube.com/watch?v=7_8M4qYmPgU Contribution and Relevance of the Document in Understanding the Grand Narrative of Philippine History (Juan Luna) was able to convey multitude of message in a very limited space in an otherwise simple subject. (https://www.researchgate.net/publication/317329012_Parisian_ Life_Luna's_Call_for_Temperance) Although his character was not heroic for he has many character flaws. But then he used his great talent to advance the Filipino cause. This painting and other visual arts can be use as a primary source to motivate our students to do move for our nation. The message of this painting can be a cause while a simple compliance of the new normal can be the consequence. Relevance of the Document to the Present Time The significant of this work of art is that it is one of the products of the genius of Juan Luna. He was one of the first international celebrities that highlight Filipino talent. He was the Manny Pacquiao and Hidelyn Diaz of the 19th century. The year of 1892 is one of the turning point in our history. The failure of the propaganda movement and the establishment of the katipunan are very important in our history. Many of the Module|Technical Working Committee | 2020 P a g e | 20 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University propagandists like Juan Luna and Rizal contributed their talents to advance the Filipino aspirations. In doing so many of them suffered personal tradegies (download Xiao Chua blog about Marcelo H. del Pilar and Graciano Lopez Jaena). As to the katipuneros, many of them died in their quest for freedom. Today 2020 is another turning point in our history, the Covid 19 pandemic cause death and economic downturn never seen in our history. If the katipunero and propagandist gave their lives for our freedom, we can contribute by cooperating with the guidelines of government agencies. The painting causes controversies when it was purchase by GSIS in 2002. Many members of GSIS accused Winston Garcia (then President of GSIS) of corruption. Now 2020, another government own and controlled corporation is in the midst of scandal. Philhealth President Ricardo Morales was forced to resign because of the so called Mafia inside the agency. The painting is not the most recognize of Juan Luna many painting. But by spreading its massage, the painting could encourage us to be patriotic and nationalistic. And maybe the message of this painting can also influence students to understand history better and love it as well. Learning Tasks 1. What are the three interpretations of Parisian Life that is presented in Xiao Time? 2. Is there any depiction that is clearly exaggeration? Can you say that as a form of bias? 3. Based on the guidelines in the content analysis of the important historical information found in the painting, write a historical context of this primary source. Unit Activity. Content and contextual analysis Research about the background of the author and documents using the internet in pre-reading activities. After you submitted your pre- reading activities, get your readings from your instructor to examine the primary source using the guidelines presented in the content analysis. Finally using your own words and using guidelines enumerated in the relevance in understanding history and relevance to present times, write the post-reading activities. Readings 1: (Travelogue) Antonio Pigafetta’s First Voyage Around the World Pre-reading Activity Background of the Author ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _____________________________________________________________________________ Module|Technical Working Committee | 2020 P a g e | 21 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University Historical Background of the Text ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ While-reading activity Content Analysis of the Important Historical Information Found in the Document Module|Technical Working Committee | 2020 P a g e | 22 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University Saturday, the 16th of March, 1521, we arrived at daybreak in sight of a high island, three hundred leagues distant from the before-mentioned Thieves’ island. This isle is named Zamal. The next day the captain-general wished to land at another uninhabited island near the first, to be in greater security and to take water, also to repose there a few days. He set up their two tents on shore for the sick, and had a sow killed for them. Monday, the 18th of March, after dinner, he saw a boat come toward us with nine men in it: upon which a captain-general ordered that no one should move or speak without his permission. When these people had come into this island towards us, immediately principal one amongst them went towards the captain-general with demonstration of being very joyous at our arrival. Five of the most showy of them remained with us, the other who remained with boat went to call some men who were fishing, and afterwards all of them came together. The captain seeing that these people were reasonable, ordered food and drink to be given them, and he gave them some red caps, looking glasses, combs, bells, ivory, and other things. When these people saw the politeness of the captain, they presented some fish, and a vessel of palm wine, which they call in their language Uraca; figs more than a foot long, and other smaller and of a better savour, and two cochos. At the time, they had nothing to give him, and they made signs to us with their hands that four days they would bring us Umai, which is rice, cocos, and many other victuals. To explain the kind of fruits above-named it must be known that the one which they call cochi, is the fruit which the palm trees bear. And as we have bread, wine, oil, and vinegar, proceeding from different kinds, so these people have those things proceeding from these palm trees only. It must be said that wine proceeds from the said palm trees in the following manner. They make a hole at the summit of the tree as far as its heart, which is named palmito, from which a liquor comes out in drops down the tree, like white must, which is sweet, but with somewhat of bitter. They have canes as thick as the leg, in which they draw off this liquor, and they fasten them to the tree from the evening till next morning, and from the morning to the evening, because this liquor comes little by little. This palm produces a fruit named cocho, which is as large as the head, or thereabouts: its first husk is green, and two fingers in thickness, in it they find certain threads, with which they make the cords for fastening their boats. Under this husk there is another very hard, and ticker than that of a walnut. They burn this second rind, and make with it a powder which is useful to them. Under this rind there is a white marrow of a finger’s thickness, which they eat fresh with meat and fish, as we do bread, and it has the taste an almond, and if anyone dried it he might bread of it. From the middle of this marrow there comes out a clear sweet water, and very cordial, which, when it has rested a little, and settled, congeals, and becomes like an apple. When they wish to make oil they take this fruit, the coco, and let it get rotten, and they corrupt this marrow in the water, then they boil it, and it becomes oil in the manner of butter. When they want to make vinegar, they let the water in the cocoa-nut get bad, and they put in the sun, when it turns to vinegar like white wine. From this fruit milk also can be made, as we experienced, for we scraped this marrow and Module|Technical Working Committee | 2020 P a g e | 23 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University then put it with its water, and passed it trough a cloth, and thus is was milk like that of goals. This kind of palm tree is like the date-palm, but not so rugged. Two of these trees can maintain a family of ten persons: but they do not draw wine as above-mentioned always from one tree, but draw from one for eight days, and from the other as long. For it they did not, otherwise the trees would dry up. In this manner they last a hundred years. These people became very familiar and friendly with us, and explained many things to us in their language, and told us the names of some islands which we saw with our eyes before us. *The island where they dwelt is called Zuluam, and it is not large.* As they were sufficiently agreeable and conversible we had great pleasure with them. The captain seeing that they were of this good condition, to do them greater honour conducted them to the ship, and showed them all his goods, that is to say, cloves, cinnamon, pepper, ginger, nutmeg, mace, gold and all that was in the ship. He also had some shots fired with his artillery, at which they were so much afraid that they wished to jump from the ship into the sea. They made signs that the things which the captain had shown them grew there where we were going. When they wished to leave us, they took leave of the captain and of us with very good manners and gracefulness, promising us to come back to see us. The island we were at was named Humunu; nevertheless, because we found there two springs of very fresh water we named it the Watering Place of good signs, and because we found here the first signs of gold. There is much white coral to be found here, and large trees which bear fruit smaller than an almond, and which are like pines. There were also many palm trees both good and bad. In this place there were many circumjacent islands, on which account we named them the archipelago of St. Lazarus, because we stayed there on the day and feast of St. Lazarus. This region and archipelago is in ten degrees north latitude, and a hundred and sixty-one degrees longitude from the line of demarcation. Friday, the 22nd of March , the above-mentioned people, who had promised us to return, came about midday, with two boats laden with the said fruit cochi, sweet oranges, a vessel of palm wine, and a cock, to give us to understand that they had poultry in their country, so that we bought all the they brought. The lord of this people was old, and had his face painted, and had gold rings suspended to his ears, which they name Schione, and the others had many bracelets and rings of gold on their arms, with a wrapper of linen round their head. We remained at this place eight days: the captain went there every day to see his sick men, whom he had placed on this island to refresh them: and he gave them himself every day the water of this said fruit the cocho, which comforted them much. Near this isle is another where there are a kind of people who wear holes in their ears so large than they can pass their arms through them; these people are Caphre, that is to say, Gentiles, and they go naked, except that round their middles they wear cloth made of the bark of trees. But there are some of the more remarkable of them who wear cotton stuff, and at the Module|Technical Working Committee | 2020 P a g e | 24 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University end of it there is some work of silk with a needle. These people are tawny, fat, and painted, and they anoint themselves with the oil of coco nuts and sesame, to preserve them from the sun and the wind. Their hair is very black and long, reaching to the waist, and they carry small daggers and knives, ornamented with gold, and many other things, such as darts, harpoons, and nets to fish, like …….., and their boats are like ours. The Monday of Passion week, the 25th of March, and feats of our Lady, in the afternoon, and being ready to depart from this place, I went to the side of our ship to fish and putting my feet on a spar to go down to the store room, my feet slipped, because it had rained, and I fell into the sea without any one seeing me, and being near drowning by luck I found at my left hand the sheet of the large sail which was in the sea, I caught hold of it and began to cry out till they came to help and pick me up with the boat. I was assisted not by my merits, but by the mercy and grace of the fountain of pity. That same day we took the course between west and southwest, and passed amidst four small islands, that is to say, Cenalo, Huinanghar, Ibusson, and Abarien. Thursday , the 28th of March, having seen the night before fire upon an island, at the morning we came to anchor at this island; where we saw a small boat which they call Boloto, with eight men inside, which approached the ship of the captain-general. Then a slaves of the captain’s, who was from Sumatra, otherwise named Traprobana, spoke from afar to these people, who understood his talk, and came near to the side of the ship, but they withdrew immediately, and would not enter the ship from fear of us. So the captain seeing that they would not trust to us showed them a red cap, and other things, which he had tied and placed on a little plank, and the people in the boat took them immediately and joyously, and then returned to advise their king. Two hours afterwards, or thereabouts, we saw come two long boats, which they call Ballanghai, full of men. In the largest of them was their king sitting under an awning of mats; when they were near the ship of the captain-general, the said slave spoke to the king, who understood him well, because in these countries the kings know more languages than the common people. Then the king ordered some of his people to go to the captain’s ship, whilst he would not move from his boat, which was near enough to us. This was done, and when his people returned to the boat, he went away at once. The captain gave good entertainment to the men who came to his ship, and gave them all sorts of things, on which account the king wished to give the captain a rather large bar of solid gold, and a chest full of ginger. However, the captain thanked him very much but would not accept the present. After that, when it was late, we went with the ships near to the houses and adobe of the king. The next day which was Good Friday, the captain sent on shore the before-mentioned slave, who was our interpreter, to the king beg him to give him for money some provisions for his ships, sending him word that he had not come to his country as an enemy, but as a friend. The king on hearing this came with seven or eight men in a boat, and entered the ship, and embraced the captain, and gave him three china dishes covered with leaves full of rice, and two dorades, which are rather large fish, and of the sort above-mentioned, and he gave him several other things. The captain gave this king a robe of red and yellow cloth, made in the Turkish fashion, and a very fine red cap, and to his people he gave to some of them knives, and to others mirrors. Module|Technical Working Committee | 2020 P a g e | 25 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University After that refreshments were served up to them. The captain told the king through the said interpreter, that he wished to be with him, cassi cassi, that is to say, brothers. To which the king answered that he desire to be the same towards him. After that the captain showed him cloths of different colours, linen, coral, and much other merchandise, and all the artillery, of which he had some pieces fried before him, at which the king was much astonished; after that the captain had one of his soldiers armed with white armour, and place him in the midst of three comrades, who stuck him with swords and daggers. The king thought this very strange, and the captain told him, through the interpreter, that a man thus in white armour was worth a hundred of his men; he answered that it was true; he was further informed that there where in each ship two hundred like that man. After that the captain showed him a great number of swords, cuirasses, and helmets, and made of two of the men play with their swords before the king; he then showed him the sea chart and the ship compass, and informed him how he had found the strait to come there, and of the time which he had spent in coming also of the time he had been without seeing any land, at which the king was astonished. At the end the captain asked if he would be pleased that two of his people should go with him to the places where they lived, to see some of the things of his country. This the king granted, and I went with another. When I had landed, the king raised his hands to the sky, and turned to us two, and we did the same as he did; after that he took me by the hand, and one of his principal people took my companion, and led us under a place covered with canes, where there was a ballanghai, that is to say, a boat, eighty feet long or thereabouts, resembling a fusta. We set with the king upon its poop, always conversing with him by signs, and his people stood up around us, with their swords, spears, and bucklers. Then the king ordered to be brought a dish of pig’s flesh and wine. Their fashion of drinking is in this wise, they first raise their hands to heaven, then take the drinking vessel in their right hand, and extend the left hand closed towards the people. This king did, and presented to me his fist, so that I thought that he wanted to strike me; I did the same thing towards him; so with this ceremony, and other signs of friendships, we banqueted, and afterwards supped with him. I ate flesh on Good Friday, not being able to do otherwise, and before the hour of supper, I gave several things to the king, which I had brought. There I wrote down several things as they name them in their language, and when the king and the other saw me write, and I told them their manner of speech, they were all astonished. When the hour for supper and come, they brought two large china dishes, of which one was full of rice, and the other of pig’s flesh, with its broth and sauce. We supped with the same signs and ceremonies, and then went to the king’s place, which was made a built like a hay grange, covered with fig and palm leaves. It was built on great timbers high above the ground, and it was necessary to go up steps and ladders to it. Then the king made us sit on a cane mat, with our legs doubled as was the custom; after half an hour there was brought a dish of fish roast in pieces, and ginger fresh gathered that moment, and some wine. The eldest son of the king, who was the prince, came where we were, and the king told him to sit down near us, which he did; then two dishes were brought, one of fish, with its sauce, and the other of rice, and this was done for us to eat with the prince. My companion enjoyed the food and drink so much that he got drunk. They use for candles or torches the gum of a tree which is named Anime, wrapped up in leaves of palms of fig trees. The king made a Module|Technical Working Committee | 2020 P a g e | 26 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University sign that he wished to go to rest, and left with us the prince, with whom we slept on a cane mat, with some cushions and pillows of leaves. Next morning the king came and took me by the hand, and so we went to the place where we had supped, to breakfast, but the boat came to fetch us. The king, before we went away, was very gay, and kissed hour hands, and we kissed his. There came with us a brother of his, the king of another island, accompanied by three men. The captain-general detained him to dine with us, and we gave him several things. In the island belonging to the king who came to the ship there are mines of gold, which they find in pieces as big as a walnut or an egg, by seeking in the ground. All the vessels which he makes use of are made of it, and also some parts of his house, which was well fitted up according to the custom of the country, and he was the handsomest man that we saw among these nations. He had very black hair coming down to his shoulders, with silk cloth on his head, and two large gold rings hanging from his ears, he had a cloth of cotton worked with silk, which covered him from the waist to the knees, at his side he wore a dagger, with a long handle which was all of gold its sheath was of carved wood. Besides he carried upon him scents of storax and benzoin. He was tawny and painted all over. The island of this king is named Zaluan and Calagan, and when this two kings wish to visit one another they come to hunt in this island where we were. Of these kings the painted kings is called Raia Calambu, and the other Raia Siani. On Sunday, the last day of March, and feast of Easter, the captain sent the chaplain ashore early to say mass, and the interpreter went with him to tell the king that they were not coming on shore to dine with him, but only to hear the mass. The king hearing that sent two dead pigs. When it was time for saying mass, the captain went ashore with fifty men, not with their arms, but only with their swords, and dressed as well as each one was able to dress, and before the boats reached the shore our ships fired six cannon shots as a sign of peace. At our landing the two kings were there, and received our captain in a friendly manner, and placed him between them, and then we went to the place prepared for saying mass, which was not far from the shore. Before the mass began the captain threw a quantity of musk rose water on those two kings, and when the offertory of the mass came, the two kings went to kiss the cross like us, but they offered nothing, and at the elevation of the body of our Lord they were kneeling like us, and adored our Lord with joined hands. The ships fired all their artillery at the elevation of the body of our Lord. After that the captain had some sword-play by his people, which gave great pleasure to the kings. Then he had across brought, with the nails and crown, to which the kings made reverence, and the captain had them told that these things which he showed them were the sign of the emperor his lord and master, from whom he had charge and commandment to place it in it all places where he might go or pass by. He told them that he wished to place it in their country for their profit, because if there came afterwards any ships from Spain to those islands, on seeing this cross, they would know that he had been there, and therefore they would not cause them any displeasure to their persons nor their goods; and if they took any of their people, on showing them this sign, they would at once let them go. Besides this, the captain told them that it was necessary that this cross should be placed on the summit of the highest mountain in their country, so that seeing it every day they might adore it, and that if they did thus, neither thunder, lightning, nor the tempest could do them hurt. The kings thanked the captain, and said they would do it willingly. Then he asked whether they were Moors or Gentiles, and in what Module|Technical Working Committee | 2020 P a g e | 27 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University they believed. They answered that they did not perform any other adoration, but only joined their hands, looking up to heaven, and that they called their God, Aba. Hearing this, the captain was very joyful, on seeing that, the first king raised his hands to the sky and said that he wished it were possible for him to be able to show the affection which he felt towards him. The interpreter asked him for what reason there was so little to eat in that place, to which the king replied that he did not reside in the place except when he came to hunt and to see his brother, but that he lived in another island where he had all his family. Then the captain asked him if he had any enemies who made war upon him, and that if he had any he would go and defeat them with his men and ships, to put them under his obedience. The king thanked him, and answered that there were two islands the inhabitant of which were is enemies; however, that for the present is was not the time to attack them. The captain therefore said to him that if God permitted him to return another time to this country, he would bring so many men that he would put them by force under his obedience. Then he bade the interpreter tell them that he was going away to dine, and after that he would return to place the cross on the summit of the mountain. The two kings said they were content, and on that they embraced the captain, and he separated from them. (“First Voyage Round the World/Pigafetta’s Account of Magellan’s Voyage – Wikisource, the free online library,” n.d.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Module|Technical Working Committee | 2020 P a g e | 28 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University Post reading activity Contribution and Relevance of the Document in Understanding the Grand Narrative of Philippine History ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________ Relevance of the Document to the Present Time ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _____________________________________________________________________________ Readings 2: (Proclamation) Act of Proclamation of Independence of the Filipino People Pre-reading Activity Background of the Author ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _____________________________________________________________________________ Historical Background of the Text ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Module|Technical Working Committee | 2020 P a g e | 29 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ While-reading activity Content Analysis of the Important Historical Information Found in the Document In the town of Cavite-Viejo, Province of Cavite, this 12th days of June 1898: BEFORE ME, Ambrosio Rianzares Baustista, 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 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 ever 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 left unpunished, and because of unjust deportations of illustrious Filipinos, especially 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 trials 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 placed in said shores to which battle he was provoked by Chief Kalipulako of Mactan who suspected his evil designs, landed of 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 establish by law to legalize the vicious acquisition of private property is not recognized, the legitimacy of such revolution cannot be put in doubt which was calmed but not complete stifled by the pacification proposed by Don Module|Technical Working Committee | 2020 P a g e | 30 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University 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 a 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 of 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 revolution 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; and 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 Calumpit; and in last two remaining provinces, only in their respective capitals, and the city of Manila will soon be besieged by our forces as well as the province of Nueva Ecija, Tarlac, Pangasinan, La Union, Zambales, and some others in the Visayas where he 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 intensions 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 by the authority of the people of these Philippine 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 recognized, approve, and ratify, with all the orders emanating from the same, the Dictatorship established by Don Emilio Aguinaldo whom we revere 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, Module|Technical Working Committee | 2020 P a g e | 31 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University 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 sacrificed in order to please the insatiable friars in their hydropical thirst for vengeance against and extermination of all those who oppose their Machiavillian ends, trampling upon the Penal Code of these Islands; and of those suspected person arrested by the Chiefs of Detachments at the instigation of the friars, without any forms 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 to the intrigues of these so-called Religious corporation 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 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 proceeding 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 necessary to enable him to discharge the duties of Government, including the prerogatives of granting pardon and amnesty, And lastly, in was result unanimously that this Nation, already free and independent as of this day, must use the same flag which up to now is being used, whose designed and colored are found described in the attachment 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 Island 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 State of America, as a manifestation of our profound gratitude towards this Great Nation for its disinterested protection which it lent us and continuous leading us. 93 signatories Module|Technical Working Committee | 2020 P a g e | 32 Downloaded by Gwayne Lawrence Magbuhos ([email protected])  lOMoARcPSD|45497279 GEd 105 Readings in Philippine History Batangas State University Who solemnly swear to recognize and defend it unto the last drop of their blood. In witness thereof, I certify that this Act of Declaration of Independence was signed by me and by all those here assembled including the only stranger who attended those proceedings, a citizen of the U.S.A., Mr. L.M. Johnson, a Colonel of Artillery. Ambrosio Rianzares Bautista War Counsellor and Special Delegate-Designate (https://en.wikisource.org/wiki/Philippine_Declaration_of_Independence) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _________