GHIST 2022 Module PDF

COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts Aug...

COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 1 of Module for Readings in Philippine 1  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 2 of REF STELA-GHIST-2022 COURSE GUIDE I. Course Title : Readings in Philippine History II. Course Overview A. Introduction This distance course is a comprehensive study and systematic examination of numerous relevant primary sources covering different periods in Philippine History. It critically analyzes Philippine history from multiple perspectives through the lens of selected primary sources and exposes the students to the different facets of Philippine History through the lens of eyewitnesses. The approach, though historical, will deal with interdisciplinary subjects to broaden and deepen the students’ understanding of Philippine political, economic, social, and cultural history and equip the learner with the competencies necessary to analyze and evaluate different types of information: print, visual and audio-visual, and quantitative. This distance course equips and enables the students to do context and content analyses in understanding and appreciating the richness of our past by knowing where the author is coming from, the validity of his claim, and his biases. It intends to encourage critical thinking among students as they are directed to fully comprehend the interplay and consequences of historical forces and insights vital to the shaping of Filipino identity and nationhood. The end goal is to develop the historical and critical consciousness of the students so they will become versatile, broad-minded, morally upright, and responsible citizens. B. Course Learning Outcomes In the context of the specific field of specialization, the students shall be able to: 1. evaluate primary sources for their credibility, authenticity, and provenance; 2. analyze the context, content, and perspective of different kinds of primary sources; 3. determine the contribution of different kinds of primary sources in understanding Philippine history; 4. develop critical and analytical skills with exposure to primary sources; 5. demonstrate the ability to use primary sources to argue in favor or against a particular issue; 2  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 3 of 6. effectively communicate, using various techniques and genres, their historical analysis of particular event or issue that could help others understand the chosen topic; 7. propose recommendations/solutions to present-day problems based on their understanding of root causes and their anticipation of future scenarios; and 8. manifest interest in local history and concern in promoting and preserving our country’s national patrimony and cultural heritage. C. Module and Unit Topics To ensure that student will demonstrate the above cited course learning outcomes at the end of the semester, this module is divided into the following: MODULE 1: Analysis of Primary Sources Unit 1: Historical Method: Typologies and Repositories of Primary and Secondary Sources; Internal and External Criticism Unit 2: Content and Contextual Analysis of Selected Primary Sources; Identification of the Historical Importance of the Text; and Examination of the Author’s Main Argument and Point of View Unit 2.1 Excerpt from Antonio Pigafetta’s Primo Viaggio Intorno al Mondo Unit 2.2 Juan de Plasencia’s Customs of the Tagalogs MODULE 2: Controversies and Conflicting Views in Philippine History Unit 1 Site of the First Easter SundayMass Antonio Pigafetta’s Voyage Around the World Francisco Albo’s Log Book entry Fr. Amalla’s claim for Butuan Unit 2 Cry of Balintawak or Pugadlawin Pio Valenzuela’s version of the “Cry” Santiago Alvarez’ version of the “Cry” Gregoria de Jesus’ version of the “Cry Guillermo Masangkay’s version of the “Cry” MODULE 3 Special topics on Socio-Economic and Political Concerns of the Philippines Unit 1 Agrarian Reform Policies Unit 2 Taxation Unit 3 Historical Development of the Philippine Constitution 3  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 4 of III. Course Study Guide Refer to the study schedule at the end of this section. Determine independently the time you will set aside for studying this course. Make sure that you do not delay the completion of a unit in its prescribed schedule as your professor will require a summative test/ activity at the end of a unit. Your learning packet contains the following: a. Course Module; b. Course Guide; c. Assignment Guide d. Supplemental Learning Materials e. Exams (For those who opted for correspondence based modality) Follow the learning schedule. A good rule of thumb is that you devote at the most three days per unit. Because this is a reading-based course, do not neglect to read the required articles as they are the foundation of this subject. The formative assessments (activities embedded in the modules) are meant to test your understanding of the lesson. These are not graded. However, accomplish them as part of your preparation for the summative tests which are graded. The summative tests are the unit quizzes and the exams. The unit quizzes are the worksheets you have to accomplish at the end of each unit marked “evaluate”. Some lessons have two sets of quizzes. For CBL learners choose one to answer. 6. Synchronous online discussions for this course will be scheduled by the course facilitator as well as video lectures will be uploaded. 7. In answering tests that are text heavy, please write legibly. Observe the rigors of academic writing such as but not limited to: grammar, word choice, and citations. Also, where required, observe the copyright laws and laws on data privacy. Once accomplished, take a picture of your answer sheets and submit them to the Google classroom. Your course facilitator may also upload digital versions of the answer sheets via Google classroom where you can answer. For those who opted for the correspondence based learning, send the answered worksheets and your answered exams within a week after midterm or finals whichever applies. Address your mail using the contact information and address of the course facilitator. 4  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 5 of 9. Contact information of your course facilitator is located at the end of this document. III. Study Schedule Presentation of the complete weekly schedule for the attainment of the topic learning outcomes vis-a-vis the activities. This contains also the schedule of the deadlines of the submission of the accomplished course requirements or assignments and the examination. Schedule Topic Learning Activities Outcomes First week Organization of the google classroom and Course Introduction of classes MODULE 1 Analysis of Primary Sources Unit 1 Historical Method: Typologies and Repositories of Primary and Secondary Sources; Internal and External Criticism Learning outcome: Define the meaning and relevance of history and differentiate between primary and secondary sources; written and unwritten sources; external and internal analysis. Week 1 Engage: Answer some reflection questions on the meaning and relevance of history Explore: Identification of primary and secondary sources Explain: Explain the meaning and relevance of history Elaborate: Explain the study of history through primary sources Evaluate: Providing examples of historical sources Unit 2 Content and Contextual Analysis of Selected Primary Sources; Identification of the Historical Importance of the Text; and Examination of the Author’s Main Argument and Point of View 5  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 6 of Learning Outcome: Perform content and contextual analysis on selected primary source and identify the historical importance of the text Week 2 Excerpt from Antonio Engage: Recall of dominant beliefs about the Pigafetta’s Primo arrival of the Spaniards Viaggio Intorno al Explore: Read the account on the Battle of Mondo Mactan Explain: Briefly explain the background of the documentoʻ Elaborate: Narrate the life of the author to provide more context Evaluate: Perform content and context analysis Juan de Plasencia’s Engage: Recall of customary norms Customs of the Week 2 Explore: Read Plasencia’s account of the Tagalogs Customs of the Tagalogs Explain: Briefly explain the background of the author Elaborate: Illustrate the social structu re of 16th century Tagalogs Evaluate: Perform content and context analysis MODULE 2 Controversies and Conflicting Views in Philippine History Learning Outcome: Demonstrate the ability to formulate arguments in favor or against a particular issue using primary sources and compare and contrast the different accounts on a debatable historical issue Unit 1 Site of the First Easter Engage: Read RA 2733 Sunday Mass: Butuan or Week 3 Explore: Read Pigafetta’s account of the First Limasawa Catholic Mass in Philippine Soil Explain: Explain the history behind the confusion on the location of the first mass 6  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 7 of Elaborate: Read about the Butuan Claim to complete both sides of the debate Evaluate: Identifying the symbolic and practical value for holding the title “The Site of the First Catholic Mass” Unit 2 Cry of Balintawak or Engage: Recalling the Philippine Revolution Week 3 Pugadlawin Explore: Read the different accounts on the Pio Valenzuela’s version start of the 1896 revolution of the “Cry Explain: Provide more context to the Santiago Alvarez’ documents by relating the author to the event version of the “Cry” Elaborate: Comparative table of the accounts Gregoria de Jesus’ Evaluate: Discuss the importance of historical version of the “Cry accuracy Guillermo Masangkay’s version of the “Cry” WEEK 4 MIDTERM EXAM Module 3 Special topics on Socio-Economic and Political Concerns of the Philippines Learning Outcome: Discuss the historical development of major laws in the country and their impact to the socio-economic and political situation of the Philippines Unit 1 Agrarian Reform Engage: Situation analysis of an Agrarian Week 5 Policies concern Explore: Read timeline of the Agrarian Reform History Explain: Explain RA 6657 Elaborate: Examine the salient features of RA 6657 Evaluate: Micro and Macro Benefits of Reform Unit 2 Taxation Engage: Word association Week 6 Explore: Tax sample Explain: Defining taxation Elaborate: Present the Tax Reform Program and the TRAIN law 7  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 8 of Evaluate: Structural Functional Analysis of the TRAIN Unit 3 Historical Development Engage: Read the Preamble of the 1987 of the Philippine Constitution Week 7 Constitutions Explore: Examine the content of the 1987 Constitution Explain: Present the historical development of the Philippine constitutions Elaborate: Present the Rights included in Art III Evaluate: Creative Illustration of the history of the Philippine Constitutions END OF WEEK 7 SUBMISSION OF FINAL REQUIREMENT ON LOCAL HISTORY WEEK 8 FINAL EXAMINATION WEEK 9 ACADEMIC BREAK IV. Evaluation Formative Assessment The Module includes activities which you may answer independently to test your knowledge and understanding of the lessons. These activities are not graded albeit they are necessary to prepare you for your summative tests. Summative Assessment After each learning unit, you have to accomplish the unit test as mentioned in the Study Schedule above. Unlike the formative assessments, these unit tests are graded. Answer accordingly and submit a clear picture of your work to the Google classroom created for your specific class code or answer the digital versions in the Google Classroom as prepared by your course facilitator. For those who opted for the correspondence based modality, mail answer sheets to the school with name addressed to your course facilitator within a week after midterms and within a week after the finals. You may contact your course facilitator for guidance. Their contact details are at the end of this document. Grading System Midterm Grade Class Standing (Unit Tests) = 60% Examination = 40% 8  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 9 of Tentative Final Grade (TFG) Class Standing (Unit Tests + Final requirement) = 60% Examination = 40% FINAL GRADE Midterm (50%) + TFG (50%) V. Technological Tools This course was designed for distance learning hence the use of the internet and for the sake of learners who have limited internet connection lessons will be placed in the USB or that it will be uploaded via the SLU portal by the TMDD. The USB contains all the necessary learning resources needed but for those who do have strong internet connectivity, you may explore other learning references for enrichment. For the submission of requirements use your SLU email or use your smartphones or tablets for convenience. VI. Contact Information of the Facilitator Carmelita Caramto Bryan V. Catama 0998 774 2358 0928 334 9423 [email protected] [email protected] Shivanee Dolo Buddy Melchor Castillo 0999 698 9163 0917 508 2374 [email protected] [email protected] Janice Dominguez Rosalina Segundo 0908 885 6251 0939 642 3951 [email protected] [email protected] Geoffrey Kidlo Christine Jay Abordo 0919 481 1084 0947 273 2917 [email protected] [email protected] Ian Torres Mark Gil Ramolete 0917 554 2872 0917 866 4174 [email protected] [email protected] 9  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 10 of Angela Chamos- Tenorio Julivette Milo 0915 894 8696 0929 557 8729 [email protected] [email protected] Fredeliz Villanueva 09083778920 [email protected] Department Head: Dr. Mary Jane O. Najarila 0917 854 2362/ 0925 802 7844 [email protected] DEPARTMENT CONTACT NOS.: 9551445363/9318360833 STELA DEAN'S OFFICE CONTACT NOS.: 0938-757-7842 OR 0953-134-9220 Prepared by: Department of Political and Social Sciences Department ASSIGNMENT GUIDE TASK 1 Unit 1 Historical Method: typologies of sources I. Output Set A. Unit Quiz 10  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 11 of Set B. Reflective Essay II. Rationale To test the comprehension on the different classifications of historical sources and the ability to provide examples. To determine the contributions of different kinds of primary sources in one’s field of specialization. III. Materials Explanation on historical sources located in the module IV. Specific Guidelines Set A. Use the answer sheets provided Answers accordingly Set B. Reflect on the importance and use of primary sources in your field of specialization. V. Evaluation Tool Set A Part 1 – One point per correct response Part 1 – 2 points per correct response Set B Maximum of 5 points per question TASK 2 Unit 2.1 Analysis of Primary Sources I. Output Text and Context analysis II. Rationale To evaluate primary sources for their credibility, authenticity, and provenance. To analyze the context, content, and perspective of different kinds of primary sources. III. Materials Antonio Pigafetta’s eyewitness account of the Battle at Mactan in 1521 Biography of Antonio Pigafetta IV. Specific Guidelines Read through the texts and provided in the module. Answer thoroughly the worksheet for context and content analysis V. Evaluation Tool Context – 1 point per correct response Content- Maximum of 2 points per response 11  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 12 of TASK 3 Unit 2.2 Analysis of Primary Sources I. Output Text and Context analysis II. Rationale To evaluate primary sources for their credibility, authenticity, and provenance. To analyze the context, content, and perspective of different kinds of primary sources. III. Materials Juan de Plasencia’s account of the Customs of Tagalogs IV. Specific Guidelines Read through the texts and provided in the module. Answer thoroughly the worksheet for context and content analysis V. Evaluation Tool Context – 1 point per correct response Content- Maximum of 2 points per response TASK 4 Module 2 Unit 1 Debate: Site of the First Easter Sunday Mass I. Output Set A. Tabular Presentation of arguments Set B. Essay II. Rationale To determine the contribution of different kinds of primary sources in understanding Philippine history. To develop critical and analytical skills with exposure to primary sources to argue in favor or against a particular issue III. Materials Antonio Pigafetta’s account of the Site of the First Mass Newspaper article on the Butuan claim IV. Specific Guidelines Set A. Read the required texts Fill up the table Set B. Answer the essay questions by justify your stance on the debate regarding the site of the first Catholic Mass in the Philippines and the importance of learning it. V. Evaluation Tool Set A Table 1 – max of 10 points Table 2 – max of 10 points Set B 12  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 13 of Q1 – maximum of 5 points Q2 – maximum of 5 points TASK 5 Module 2 Unit 2 Debate: Cry of Pugad Lawin or Balintawak I. Output Set A. Essay Set B. Comparative table of the accounts II. Rationale To determine the contribution of different kinds of primary sources in understanding Philippine history. To develop critical and analytical skills with exposure to primary sources to argue in favor or against a particular issue III. Materials Versions of : Pio Valenzuela Santiago Alvarez Gregoria de Jesus Guillermo Masangkay IV. Specific Guidelines Set A. Read the texts and perform the activities Answer thoroughly the comparative table and the questions for reflection Set B. Reflect on the reasons why the Katipuneros tore their cedulas and importance of historical accuracy in studying History V. Evaluation Tool Essay: maximum of 5 points per answer Comparative table: max of 2 points per correct answer TASK 6 Module 3 Unit 1 Agrarian Reform Policies I. Output Set A. Macro and Micro Benefit Analysis of the CARP Set B. Agrarian Law Assessment II. Rationale To develop critical and analytical skills of the effects of a law To propose recommendations / solutions to the deficiencies of CARP III. Materials RA 6657 IV. Specific Guidelines Set A. Read through the texts 13  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 14 of Reflect on the benefits of CARP. You may interview your parents or do independent reading to enrich your insight Set B. Identify the policy gap of CARP (deficiency and weakness of the program) and provide a “bridge” (policy recommendation/s that could potentially improve the program outcomes). You may use the gap analysis diagram as a guide. V. Evaluation Tool Set A Essay:Maximum of 10 points per answer Set B Maximum of 20 points TASK 7 Module 3 Unit 2 Train Law I. Output Set A. Structural Functional Analysis of the TRAIN Law Set B. Essay II. Rationale To develop critical and analytical skills of the effects of a law III. Materials Primer on the TRAIN law Supplemental Readings IV. Specific Guidelines Set A. Read all the required texts. Examine the sample answers in the analytical grid Provide your own response Set B. Identify and discuss in what ways does the TRAIN law perpetuate inequality and poverty and in what ways will social groups or institutions benefit from it. V. Evaluation Tool Set A Maximum of 5 points per cell Set B Maximum of 5 points per answer TASK 8 Module 3 Unit 3 History of the Philippine Constitution I. Output 14  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 15 of Set A. Illustration of the Historical Development of the Philippine Constitutions Set B. Slogan II. Rationale To effectively communicate, using various techniques and genres, their historical analysis of particular event or issue that could help others understand the chosen topic III. Materials Table showing the historical development of the constitutions Essential Provisions of Article III (Bill of Rights) of the 1987 Constitution provided in the module IV. Specific Guidelines Set A. Read through the texts and think of signs and symbols that are appropriate for each Constitution and the events surrounding it Illustrate the historical development of the constitutions using signs symbols, captions Set B. Choose one of the Rights in the Bill of Rights and create a slogan for it. V. Evaluation Tool Set A Creativity 10 points Content 10 points Clarity 10 points Set B Creativity 5 points Content 5 points Clarity 5 points TASK 9 Term Requirement Local History I. Output Narrative/Brochure/ Pamphlet on Local History II. Rationale To demonstrate interest in local history and show concern in promoting and preserving the country’s historical and cultural heritage. III. Materials Interviews with eye witnesses or people with direct experiences of the event; Newspaper articles; Documents IV. Specific Guidelines Write a 1-page narrative/ brochure/ pamphlet/ about a local historical event. You may interview members of your household who have a first-hand experience about the local event. Use the rubric below as your guide in making your final output) 15  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 16 of Criteria Expectations Not Met Expectations Expectations Expectations Moderately Met Met Highly Met Content (30) Local history lacks Local history Local history Local history pertinent/relevant shows a surface- shows strongly shows information, knowledge level information, information, information, and ideas knowledge and knowledge and knowledge and ideas ideas which are ideas which are key components. key components. 1-7 8-15 16-22 23-30 16  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 17 of READINGS IN PHILIPPINE 17 HISTORY  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 18 of COURSE INTRODUCTION “It is in knowing how to put que This module follows closely the learning objectives set in the recommended syllabus from the document and knowing what qu Commission on Higher Education. The new GE course for learning history emphasizes the importance of studying history from primary sources. Thus, the students will be exposed to sources from eyewitnesses or those who have a direct participation to the historical event under put that the historian’s point of v study. A scholarly reading of primary sources however must be guided by critique, i.e., external and internal criticism. a difference.” External criticism or contextual analysis generally focuses on information about the author and the social milieu at the time that the material was made. The rationale for doing so is to gain a -John Schumacher (1996), The Making wider understanding of the author’s perspective and intentions for writing about the event. Internal criticism on the other hand, or text analysis, looks into the main argument of the author and also identifies the biases that may have been explicitly or implicitly expressed. Fil The course is divided into themes that are arranged systematically to develop the appreciation and critical understanding of historical events. The first set of topics is a discussion on the different source materials for history with emphasis to the use of primary sources. Consequently, the students will be trained how to analyze primary sources; externally and internally. After an intensive practice of context and text analysis of primary sources, the students will examine some controversies or debates in Philippine history. Sources that have conflicting accounts of the same event will be examined and compared. This course also includes a discussion of issues on mandated topics which are: the Agrarian Reform Policies; the different constitutions of the Philippines (1899, 1935, 1973, and 1987); and 18  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 19 of Taxation. There are also special topics to cover other social, political, and cultural issues in Philippine history. Finally, as a culmination of the course, the students will be tasked to submit and or present an output which will show a critical evaluation and promotion of local history. This module outlines the different topics and learning objectives for every topic. Full texts of the required readings have been incorporated in this module for the perusal of the students. An activity follows every lesson. The worksheets are for students to have a written output evidencing their comprehension of the reading. Table of Contents MODULE 1 Analysis of Primary Sources UNIT 1 Historical Method Engage 21 Explore 22 Explain 22 Elaborate 23 Evaluate 24 References 24 UNIT 2.1 Excerpt from Primo Viaggio Intorno Al Mondo by Antonio Pigafetta Engage 27 Explore 27 Explain 30 Elaborate 30 Evaluate 30 References 33 UNIT 2.2 Customs of the Tagalogs by Juan de Plasencia Engage 35 Explore 35 Explain 41 Elaborate 42 Evaluate 42 References 44 MODULE 2 Controversies and Conflicting Views in Philippine History UNIT 1 Site of the First Easter Sunday Mass: Butuan or Limasawa Engage 45 Explore 46 Explain 54 Elaborate 59 19  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 20 of Evaluate 60 References 61 UNIT 2 Cry of Pugadlawin or Balintawak Engage 64 Explore 64 Explain 67 Elaborate 68 Evaluate 70 References 71 MODULE 3 Special Topics on Socio-Economic and Political Concerns of the Philippines UNIT 1 Agrarian Reform Policies Engage 72 Explore 73 Explain 75 Elaborate 76 Evaluate 77 References 79 UNIT 2 Taxation Engage 80 Explore 81 Explain 81 Elaborate 82 Evaluate 83 References 86 UNIT 3 The Philippine Constitutions Engage 87 Explore 87 Explain 88 Elaborate 92 Evaluate 93 References 94 FINAL REQUIREMENT: LOCAL HISTORY 95 20  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 21 of MODULE 1: Analysis of Primary Sources Unit 1: Historical Method: Typologies and Repositories of Primary and Secondary Sources; Internal and External Criticism At the end of this unit, the students must be able to : Define the meaning and relevance of history and differentiate between primary and secondary sources; written and unwritten sources; external and internal analysis. Engage Complete the following sentences: 1. History is ___________________________________________________________________________ 2. Studying History is important because _______________________________________________ 3. Historical sources come from _______________________________________________________ 21  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 22 of Explore The following are examples of historical sources. Try to identify whether they are primary or secondary sources. Put a check mark on the corresponding column. Source Primary Secondary 1. Relics 2. Autobiography 3. Biography 4. Book review 5. Diary 6. Encyclopedia 7. History Book 8. Journal Article 9. Oral history 10. Recording Explain History simply put is the study of past events. However, it can be stated that the relevance of studying history goes beyond simple and is not confined within the said discipline, albeit, its importance is viewed in the light of providing significant information as to how present-day challenges in various areas of human experience may be addressed. For instance, study of history in the context of medicine aids in providing information about trends in diseases, illnesses, and their treatments; what went wrong and what worked. History has also aided engineering and architecture with information on the progress of building structures given a specific natural and social context. The list for outlining the practical uses of history in other domains goes on and so we delve on a different kind of purpose, that of studying history for nation building. Historians Renato Constantino and Fr. John N. Schumacher, SJ each have articulated a need for rewriting history, particularly a people’s history. Renato Constantino wrote his book with the objective of writing a history that comes from the point of view of the Filipinos, especially the grassroots. The essay of John Schumacher on the other hand, examines that contention of Renato Constantino. Schumacher agreed on the point of writing a people’s history but for him, he believes that other lenses or frameworks be used in studying history. 22  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 23 of Indeed, the major lapse of our nation’s history is the heavy influence of American colonial historiography and the Hispanocentric stance of historical resources. These produced a Philippine History that focused on the Spanish Rule, the Revolutionary period, and the American colonial era. In this area even, there were misrepresentations as according to Schumacher as the responses coming from different provinces were not represented. There is also a heavy historical discourse on the deeds of our recognized heroes but Constantino takes a precarious stance toward this arguing that the so-called historical deeds lacked critical evaluation. And so, the task at hand is to revisit our history with the objective of clarifying misconceptions, correcting misrepresentations, focusing on the collective struggles of the people and showing the Filipino as also the primary agents of history. To enrich the learning of history at present, a different approach is presented, one that engages the learner with history itself to be able to examine the sources of history with critical eyes and be able to connect an event and to its context. Elaborate This course as aforementioned provides a learning experience of history where you the learners are faced with the historical documents with which you can make objective analyses and interpretations that are context appropriate. But to reiterate, the kind of historical sources that will be studied are primary ones. Simply put, historical sources may be classified as either primary or secondary. Primary sources are first hand or direct evidences to an event. These sources were made specifically during the time period being examined. They can be eyewitness accounts, records, photographs, original documents to name a few. Secondary sources on the other hand are already interpretations of the primary source. Examples include journal articles, textbooks, and the like. Historical sources may also be written and unwritten. Written sources include literary works, diplomatic or legal documents, and social documents. Unwritten sources pertain to artifacts and oral testimonies. Now that you have an idea about these, let us test your understanding. 23  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 24 of Evaluate (CHOOSE ONE SET TO ANSWER) Set A. Unit Quiz (2 parts) Part 1. Earlier on, you classified these whether they are primary or secondary sources. Now, classify the same whether they are written or unwritten. Put a check mark on the corresponding column Source Written Unwritten 1. Relics 2. Autobiography 3. Biography 4. Book review 5. Diary 6. Encyclopedia 7. History Book 8. Journal Article 9. Oral history 10. Recording Part 2. Name one example to each type of source without mentioning those stated above or in the explanatory text. 1. Primary Source 2. Secondary Source 3. Literary source 4. Diplomatic/legal source 5. Social document 6. Artifacts 7. oral/testimonial 24  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 25 of Set B. Unit Quiz Bear in mind your future profession (i.e. engineer, nurse, teacher, accountant, health practitioner, architect, psychologist, manager, etc…), reflect on how you can use primary sources then answer the following questions. 1. How can you apply content and context analysis of primary sources in your own field? _______________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ___________________________ 2. How important are primary sources in your field? _______________________________________________________________________ ____________________________________________________________________ _________________ 3. What could be examples of primary sources in your own field and how important are these? Give at least two examples. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ________________________________________ References: Constantino, R. (1974), A Past Revisited (Pre-Spanish-1941), pp. 3-11 Schumacher, J. N. (1996). The Making of a Nation, Essays on Nineteenth-Century Filipino Nationalism. Quezon City: Ateneo de Manila Press pp.7-15 Howell, M. and Prevenier, W. (2001). From Reliable Sources: An Introduction to Historical Methods, pp. 17-27 25  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 26 of Unit 2: Content and Contextual Analysis of Selected Primary Sources; Identification of the Historical Importance of the Text; and Examination of the Author’s Main Argument and Point of View Learning Outcomes By the end of this unit, the students must be able to: 1. perform content and contextual analysis on selected primary sources 2. identify the historical importance of the text This section focuses on developing the skill of analysing primary sources in history. As mentioned in the introduction portion, learners of history will experience examining a historical document with the application of content and context analysis. Content analysis entails studying the text, practically outlining all information that the document says. For example place names and person’s names, dates, events, and the manifest message. Context analysis on the other hand involves studying the background of the author, the situation or environment during that time, and the purpose for the creation of the document. Reflective insights on any possible biases that may appear on the document must also be pointed out to give the document a more critical evaluation. Finally, it is also worthwhile to elucidate the historical significance of the document. The following units contain some primary historical sources. After reading each historical document, a template is provided for performing content and contextual analysis. Please carefully answer these worksheets. Unit 2.1 Excerpt from Antonio Pigafetta, Primo Viaggio Intorno Al Mondo, in ”, in E.H. Blair and J.A. Robertson. The Philippine Islands , vol XXXIII, pp. 175-187 26  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 27 of The Battle of Mactan, Anonymous painting By Nmcast at English Wikipedia, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=10357771 Engage Check if you agree or disagree Agree Disagree 1. Lapu-Lapu is the first hero of the Philippines 2. Ferdinand Magellan discovered the Philippines 3. The natives of pre-colonial Philippines welcomed the Spaniards 4. Ferdinand Magellan was the first to circumnavigate the world 5. The Spaniards came to the Philippines on purpose Explore Excerpt from Antonio Pigafetta’s, Primo Viaggio Intorno Al Mondo in, in E.H. Blair and J.A. Robertson. The Philippine Islands , vol XXXIII, pp. 175-187 On Friday, April twenty-six, Zula, a chief of the island of Matan, sent one of his sons to present two goats to the captain-general, and to say that he would send him all that he had promised, but that he had not been able to send it to him because of the other chief Cilapulapu, who refused to obey the king of Spagnia. He requested the captain to send him only one boatload of men on the next night, so that they might help him and fight against the other chief. The captain-general decided to go thither with three boatloads. We begged him repeatedly not to go, but he, like a good shepherd, refused to abandon his flock. At midnight, sixty men of us set out armed with corselets and helmets, together with the Christian king, the prince, some of the chief men, and twenty or thirty balanguais. We reached Matan three hours before dawn. The captain did not wish to fight then, but sent a message to the natives by the Moro to the effect that if they would obey the king of Spagnia, recognize the Christian king as their sovereign, and pay us our tribute, he would be their friend; but that if they wished otherwise, they should wait to see how our lances wounded. They replied that if we had lances they had lances of bamboo and stakes hardened with fire. [They asked us] not to proceed to attack them at once, but to wait until morning, so that they might have more men. They said that in order to induce us to go in search of them; for they had dug certain pitholes between the houses in order that we might fall into them. When morning came forty-nine of us leaped into the water up to our thighs, and walked through water for more than two crossbow flights before we could reach the shore. The boats could not approach nearer because of certain rocks in the water. The other eleven men remained behind to guard the boats. 27  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 28 of When we reached land, those men had formed in three divisions to the number of more than one thousand five hundred persons. When they saw us, they charged down upon us with exceeding loud cries, two divisions on our flanks and the other on our front. When the captain saw that, he formed us into two divisions, and thus did we begin to fight. The musketeers and crossbowmen shot from a distance for about a half hour, but uselessly; for the shots only passed through the shields which were made of thin wood and the arms [of the bearers]. The captain cried to them, " Cease firing! cease firing l" but his order was not at all heeded. When the natives saw that we were shooting our muskets to no purpose, crying out they determined to stand firm, but they redoubled their shouts. When our muskets were discharged, the natives would never stand still, but leaped hither and thither, covering themselves with their shields. They shot so many arrows at us and hurled so many bamboo spears (some of them tipped with iron) at the captain-general, besides pointed stakes hardened with fire, stones, and mud, that we could scarcely defend ourselves. Seeing that, the captain-general sent some men to burn their houses in order to terrify them. When they saw their houses burning, they were roused to greater fury. Two of our men were killed near the houses, while we burned twenty or thirty houses. So many of them charged down upon us that they shot the captain through the right leg with a poisoned arrow. On that account, he ordered us to retire slowly, but the men took to flight, except six or eight of us who remained with the captain. The natives shot only at our legs, for the latter were bare; and so many were the spears and stones that they hurled at us, that we could offer no resistance. The mortars in the boats could not aid us as they were too far away. So we continued to retire for more than a good crossbow flight from the shore always fighting up to our knees in the water. The natives continued to pursue us, and picking up the same spear four or six times, hurled it at us again and again. Recognizing the captain, so many turned upon him that they knocked his helmet off his head twice, but he always stood firmly like a good knight, together with some others. Thus did we fight for more than one hour, refusing to retire farther. An Indian hurled a bamboo spear into the captain's face, but the latter immediately killed him with his lance, which he left in the Indian's body. Then, trying to lay hand on sword, he could draw it out but halfway, because he had been wounded in the arm with a bamboo spear. When the natives saw that, they all hurled themselves upon him. One of them wounded him on the left leg with a large cutlass, which resembles a scimitar, only being larger. That caused the captain to fall face downward, when immediately they rushed upon him with iron and bamboo spears and with their cutlasses, until they killed our mirror, our light, our comfort, and our true guide. When they wounded him, he turned back many times to see whether we were all in the boats. Thereupon, beholding him dead, we, wounded, retreated, as best we could, to the boats, which were already pulling off. The Christian king would have aided us, but the captain charged him before we landed, not to leave his balanghai, but to stay to see how we fought. When the king learned that the captain was dead, he wept. Had it not been for that unfortunate captain, not a single one of us would have been saved in the boats, for while he was fighting the others retired to the boats. I hope through [the efforts of] your most illustrious Lordship that the fame of so noble a captain will not become effaced in our times. Among the other virtues which he possessed, he was more constant than ever any one else in the greatest of adversity. He endured hunger better than all the others, and more accurately than any man in the world did he understand sea charts and navigation. And that this was the truth was seen openly, for no other had had so much natural talent nor the boldness to learn how to circumnavigate the 28  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 29 of world, as he had almost done. That battle was fought on Saturday, April twenty-seven, I52I. The captain desired to fight on Saturday, because it was the day especially holy to him. Eight of our men were killed with him in that battle, and four Indians, who had become Christians and who had come afterward to aid us were killed by the mortars of the boats. Of the enemy, only fifteen were killed, while many of us were wounded. In the afternoon the Christian king sent a message with our consent to the people of Matan, to the effect that if they would give us the captain and the other men who had been killed, we would give them as much merchandise as they wished. They answered that they would not give up such a man, as we imagined [they would do], and that they would not give him for all the riches in the world, but that they intended to keep him as a memorial. On Saturday, the day on which the captain was killed, the four men who had remained in the city to trade, had our merchandise carried to the ships. Then we chose two commanders, namely, Duarte Barboza, a Portuguese and a relative of the captain, and Johan Seranno, a Spaniard. As our interpreter, Henrich by name, was wounded slightly, he would not go ashore any more to attend to our necessary affairs, but always kept his bed. On that account, Duarte Barboza, the commander of the flagship, cried out to him and told him, that although his master, the captain, was dead, he was not therefore free; on the contrary he [i.e., Barboza] would see to it that when we should reach Espagnia, he should still be the slave of Donia Beatrice, the wife of the captain-general. And threatening the slave that if he did go ashore, he would be flogged, the latter arose, and, feigning to take no heed to those words, went ashore to tell the Christian king that we were about to leave very soon, but that if he would follow his advice, he could gain the ships and all our merchandise. Accordingly they arranged a plot, and the slave returned to the ship, where he showed that he was more cunning than before. On Wednesday morning, the first of May, the Christian king sent word to the commanders that the jewels which he had promised to send to the king of Spagnia were ready, and that he begged them and their other companions to come to dine with him that morning, when he would give them the jewels. Twenty-four men went ashore, among whom was our astrologer, San Martin de Sivilla. I could not go because I was all swollen up by a wound from a poisoned arrow which I had received in my face. Jovan Carvaio and the constable returned, and told us that they saw the man who had been cured by a miracle take the priest to his house. Consequently, they had left that place, because they suspected some evil. Scarcely had they spoken those words when we heard loud cries and lamentations. We immediately weighed anchor and discharging many mortars into the houses, drew in nearer to the shore. While thus discharging [our pieces] we saw Johan Seranno in his shirt bound and wounded, crying to us not to fire any more, for the natives would killhim. We asked him whether all the others and the interpreter were dead. He said that they were all dead except the interpreter. He begged us earnestly to redeem him with some of the merchandise; but Johan Carvaio, his boon companion, [and others] would not allow the boat to go ashore so that they might remain masters of the ships. But although Johan Serrano weeping asked us not to set sail so quickly, for they would kill him, and said that he prayed God to ask his soul of Johan Carvaio, his comrade, in the day of judgment, we immediately departed. I do not know whether he is dead or alive. Explain 29  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 30 of The assigned reading material is an excerpt from the work of Antonio Pigafetta, Primo Viaggio Intorno Al Mondo, which was published sometime in the 1550s, roughly two decades after his death. The entire work documents the Magellan expedition of 1519-1522 which originally was intended to locate the Westward route to the Spice Islands. The excerpt narrates, among others, the battle of Mactan upto the escape of the Spanish survivors. Elaborate Antonio Pigafetta, born in Italy in 1491, served in Magellan’s expedition in 1519 as the chronicler. He recorded the events that transpired during the expedition even after the death of the Captain in 1521. He was fortunate to be one of the 18 men to return to Spain aboard the ship Victoria captained by Juan Sebastián Elcano in 1522. After the voyage, he related his experiences through the report Primo Viaggio Intorno Al Mondo which were distributed to the European nobility. The report was published posthumously (Pigafetta died in 1531) in the 1550s by Italian historian Giovanni Battista Ramusio. Originally written in Italian, the document in subsequent publications has been translated. The excerpt above was the translation of James Alexander Robertson. Evaluate For this assessment, apply content and context analysis on the eyewitness account of the Battle of Mactan by Pigafetta. You are encouraged to use other references to be able to answer the following worksheet. Write your answer on the space provided. 30  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 31 of Context Analysis Title of the document where the selected text came from : ____________________________________________________________________________ _ Original language of the document:___________________________________________ Language used in Translation: _______________________________________________ Translator : ____________________________________________________ Author’s name: _______________________________________________________________ Birth (Date and Place):_______________________Death________________________________ Relevant information about the author that would link the author to the primary source: Date of writing and/or Publication of the original document: Author’s Purpose for writing the document 31  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 32 of What was happening in history around the time that the document was written? Who was the intended audience of the document? Content Analysis What is the main topic of, the selected text analyzed? Who were the groups or people mentioned? What were the places mentioned? What were the key topics discussed? Enumerate in numbered or bullet form. 32  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 33 of If there are any, what are the personal biases, suspected errors or misleading statements of the author that showed up in the document? Name at least 2. What do you think is the historical significance of this document? Reference: Excerpt from Antonio Pigafetta’s, Primo Viaggio Intorno Al Mondoin, in E.H. Blair and J.A. Robertson. The Philippine Islands , vol XXXIII, pp. 175-187 33  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 34 of Unit 2.2 Juan de Plasencia, Customs of the Tagalogs Source: Blair, Emma Helen, ed. d.1911. The Philippine Islands, 1493-1803; explorations by early navigators, descriptions of the islands and their peoples, their history and records of the Catholic missions, as related in contemporaneous books and manuscripts, showing the political, economic, commercial and religious conditions of those islands from their earliest relations with European nations to the beginning of the nineteenth century; [Vol. 1, no. 7] Blair, Emma Helen, ed. d.1911. pp. 173-196 16th century Tagalog royalty Source: Boxer Codex - http://webapp1.dlib.indiana.edu/metsnav/common/navigate.do?pn=116&size=screen&oid=VAB8326, Public Domain, https://commons.wikimedia.org/w/index.php?curid=18056369 34  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 35 of Engage Customs are ever evolving. We do not expect that a certain way of life will be constant, resistant to change. You may have heard stories from your elders how their life ways were so different from what you are presently experiencing. Try to recall some of those old rules, as old as you can get and write them below. Name one old rule for each realm of human experience. On Marriage: On Debt: On Inheritance: Explore The reading that follows is the first of the two part report by Juan de Plasencia and this particular section was recognized as the first Civil Code of the Philippines. Originally written in Spanish, this document was translated into English by Frederic w. Morrison. Customs of the Tagalogs (TWO RELATIONS BY JUAN DE PLASENCIA, O.S.F.) After receiving your Lordship's letter, I wished to reply immediately; but I postponed my answer in order that I might first thoroughly inform myself in regard to your request, and to avoid discussing the conflicting reports of the Indians, who are wont to tell what suits their purpose. Therefore, to this end, I collected Indians from different districts—old men, and those of most capacity, all known to me; and from them I have obtained the simple truth, after weeding out much foolishness, in regard to their government, administration of justice, inheritances, slaves, and dowries. It is as follows: CUSTOMS OF THE TAGALOGS 35  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 36 of This people always had chiefs, called by them datos, who governed them and were captains in their wars, and whom they obeyed and reverenced. The subject who committed any offense against them, or spoke but a word to their wives and children, was severely punished. These chiefs ruled over but few people; sometimes as many as a hundred houses, sometimes even less than thirty. This tribal gathering is called in Tagalo a barangay. It was inferred that the reason for giving themselves this name arose from the fact (as they are classed, by their language, among the Malay nations) that when they came to this land, the head of the barangay, which is a boat, thus called—as is discussed at length in the first chapter of the first ten chapters—became a dato. And so, even at the present day, it is ascertained that this barangay in its origin was a family of parents and children, relations and slaves. There were many of these barangays in each town, or, at least, on account of wars, they did not settle far from one another. They were not, however, subject to one another, except in friendship and relationship. The chiefs, in their various wars, helped one another with their respective barangays. In addition to the chiefs, who corresponded to our knights, there were three castes: nobles, commoners, and slaves. The nobles were the free-born whom they call maharlica. They did not pay tax or tribute to the dato, but must accompany him in war, at their own expense. The chief offered them beforehand a feast, and afterward they divided the spoils. Moreover, when the dato went upon the water those whom he summoned rowed for him. If he built a house, they helped him, and had to be fed for it. The same was true when the whole barangay went to clear up his lands for tillage. The lands which they inhabited were divided among the whole barangay, especially the irrigated portion, and thus each one knew his own. No one belonging to another barangay would cultivate them unless after purchase or inheritance. The lands on the tingues, or mountain-ridges, are not divided, but owned in common by the barangay. Consequently, at the time of the rice harvest, any individual of any particular barangay, although he may have come from some other village, if he commences to clear any land may sow it, and no one can compel him to abandon it. There are some villages (as, for example, Pila de la Laguna) in which these nobles, or maharlicas, paid annually to the dato a hundred gantas of rice. The reason of this was that, at the time of their settlement there, another chief occupied the lands, which the new chief, upon his arrival, bought with his own gold; and therefore the members of his barangay paid him for the arable land, and he divided it, among those whom he saw fit to reward. But now, since the advent of the Spaniards, it is not so divided. The chiefs in some villages had also fisheries, with established limits, and sections of the rivers for markets. At these no one could fish, or trade in the markets, without paying for the privilege, unless he belonged to the chief's barangay or village. The commoners are called aliping namamahay. They are married, and serve their master, whether he be a dato or not, with half of their cultivated lands, as was agreed upon in the beginning. They accompanied him whenever he went beyond the island, and rowed for him. They live in their own houses, and are lords of their property and gold. Their children inherit it, and enjoy their property and lands. The children, then, enjoy the rank of their fathers, and they cannot be made slaves (sa guiguilir) nor can either parents or children be sold. If they should fall by inheritance into the hands of a son of their master who was going to dwell in another village, they 36  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 37 of could not be taken from their own village and carried with him; but they would remain in their native village, doing service there and cultivating the sowed lands. The slaves are called aliping sa guiguilir. They serve their master in his house and on his cultivated lands, and may be sold. The master grants them, should he see fit, and providing that he has profited through their industry, a portion of their harvests, so that they may work faithfully. For these reasons, servants who are born in the house of their master are rarely, if ever, sold. That is the lot of captives in war, and of those brought up in the harvest fields. Those to whom a debt was owed transferred the debt to another, thereby themselves making a profit, and reducing the wretched debtors to a slavery which was not their natural lot. If any person among those who were made slaves (sa guiguilir)—through war, by the trade of goldsmith, or otherwise—happened to possess any gold beyond the sum that he had to give his master, he ransomed himself, becoming thus a namamahay, or what we call a commoner. The price of this ransom was never less than five taels, and from that upwards; and if he gave ten or more taels, as they might agree, he became wholly free. An amusing ceremony accompanied this custom. After having divided all the trinkets which the slave possessed, if he maintained a house of his own, they divided even the pots and jars, and if an odd one of these remained, they broke it; and if a piece of cloth were left, they parted it in the middle. The difference between the aliping namamahay and the aliping sa guiguilir, should be noted; for, by a confusion of the two terms, many have been classed as slaves who really are not. The Indians seeing that the alcaldes-mayor do not understand this, have adopted the custom of taking away the children of the aliping namamahay, making use of them as they would of the aliping sa guiguilir, as servants in their households, which is illegal, and if the aliping namamahay should appeal to justice, it is proved that he is an aliping as well as his father and mother before him and no reservation is made as to whether he is aliping namamahay or atiping sa guiguilir. He is at once considered an alipin, without further declaration. In this way he becomes a sa guiguilir, and is even sold. Consequently, the alcaldes-mayor should be instructed to ascertain, when anyone asks for his alipin, to which class he belongs, and to have the answer put in the document that they give him. In these three classes, those who are maharlicas on both the father's and mother's side continue to be so forever; and if it happens that they should become slaves, it is through marriage, as I shall soon explain. If these maharlicas had children among their slaves, the children and their mothers became free; if one of them had children by the slave-woman of another, she was compelled, when pregnant, to give her master half of a gold tael, because of her risk of death, and for her inability to labor during the pregnancy. In such a case half of the child was free—namely, the half belonging to the father, who supplied the child with food. If he did not do this, he showed that he did not recognize him as his child, in which case the latter was wholly a slave. If a free woman had children by a slave, they were all free, provided he were not her husband. If two persons married, of whom one was a maharlica and the other a slave, whether namamahay or sa guiguilir, the children were divided: the first, whether male or female, 37  COURSE LEARNING PACKETS TEMPLATE Document FM-STL-014 Saint Louis University Code Revision No. 01 School of Teacher Education and Liberal Arts August 16, Effectivity 2021 Page 38 of belonged to the father, as did the third and fifth; the second, the fourth, and the sixth fell to the mother, and so on. In this manner, if the father were free, all those who belonged to him were free; if he were a slave, all those who belonged to him were slaves; and the same applied to the mother. If there should not be more than one child he was half free and half slave. The only question here concerned the division, whether the child were male or female. Those who became slaves fell under the category of servitude which was their parent's, either namamahay or sa guiguilir. If there were an odd number of children, the odd one was half free and half slave. I have not been able to ascertain with any certainty when or at what age the division of children was made, for each one suited himself in this respect. Of these two kinds of slaves the sa guiguilir could be sold, but not the namamahay and their children, nor could they be transferred. However, they could be transferred from the barangay by inheritance, provided they remained in the same village. The maharlicas could not, after marriage, move from one village to another, or from one barangay to another, without paying a certain fine in gold, as arranged among them. This fine was larger or smaller according to the inclination of the different villages, running from one to three taels and a banquet to the entire barangay. Failure to pay the fine might result in a war between the barangay which the person left and the one which he entered. This applied equally to men and women, except that when one married a woman of another village, the children were afterwards divided equally between the two barangays. This arrangement kept them obedient to the dato, or chief, which is no longer the case—because, if the dato is energetic and commands what the religious fathers enjoin him, they soon leave him and go to other villages and other datos, who endure and protect them and do not order them about. This is the kind of dato that they now prefer, not him who has the spirit to command. There is a great need of reform in this, for the chiefs are spiritless and faint-hearted. Investigations made and sentences passed by the dato must take place in the presence of those of his barangay. If any of the litigants felt himself aggrieved, an arbiter was unanimously named from another village or barangay, whether he were a dato or not; since they had for this purpose some persons, known as fair and just men, who were said to give true judgment according to their customs. If the controversy lay between two chiefs, when they wished to avoid war, they also convoked judges to act as arbiters; they did the same if the disputants belonged to two different barangays. In this ceremony they always had to drink, the plaintiff inviting the others. They had laws by which they condemned to death a man of low birth who insulted the daughter or wife of a chief; likewise witches, and others of the same class. They condemned no one to slavery, unless he merited the death-penalty. As for the witches, they killed them, and their children and accomplices became slaves of the chief, after he had made some recompense to the injured person. All other offenses were punished by fines in gold, which, if not paid with promptness, exposed the culprit to serve, until the payment should be made, the person aggrieved, to whom the money was to be paid. This was done in the following way: Half the cultivated lands and all their produce belonged to the master. The master provided the culprit with food and clothing, thus enslaving the culprit and his children until such time as he might amass enough money to pay the fine. If the father should by chance pay his debt, the master then claimed that he had fed and clothed his children, and should be