What is History? PDF

What is History? The best way to know what history is is to consult what historians, experts in the study of history say about history. Then, let\'s contrast it with what non-historians say about it. Let\'s begin: **What is and what is not history?** +-----------------------------------+---------...

What is History? The best way to know what history is is to consult what historians, experts in the study of history say about history. Then, let\'s contrast it with what non-historians say about it. Let\'s begin: **What is and what is not history?** +-----------------------------------+-----------------------------------+ | History to Historians and | | | Non-Historians | | +===================================+===================================+ | **Non-Historians** | **Historians** | +-----------------------------------+-----------------------------------+ | - Non-historians often say that | - History is the study of | | "history repeats itself" or | change over time, and it | | that "things were always this | covers all aspects of human | | way."  | society.  | +-----------------------------------+-----------------------------------+ | - Non-historians often | - History is exclusively as a | | romanticize the past and | story of\ | | speak of the "good old days" | progress with everything | | when they believe that things | constantly improving. | | were generally better than at | | | present. | | +-----------------------------------+-----------------------------------+ | - Non-historians derive | - Historians know that all | | information mainly from | sources, even those original | | television, movies, and the | to a particular historical | | internet as well as some | time period, have some\ | | books or magazines. They | biases, omissions, | | generally accept any sources | contradictions, or various | | uncritically as long as the | other limitations. | | source is interesting. | | +-----------------------------------+-----------------------------------+ | - Non-historians read books or | - Historians read books or | | watch documentaries of their | watch documentaries go to | | choice. | archives in search | | | of original records. | +-----------------------------------+-----------------------------------+ | - Non-historians assume that | - Historians know that the | | historians have always | philosophy and methodology of | | approached history the same | history have changed over | | way. | time and will keep changing. | +-----------------------------------+-----------------------------------+ | - Non-historians often make | - Historians tend to focus more | | broad generalizations about | on the specific, detailed | | people, ideas, events, or | developments that underpin | | time periods in\ | the generalizations, and | | history. | sometimes question or reject | | | the generalizations | | | themselves. | +-----------------------------------+-----------------------------------+ | - Non-historians may assume | - Historians have various ways | | that time periods are fixed | of organizing history | | and absolute.  | thematically and | | | chronologically. | +-----------------------------------+-----------------------------------+ Meaning and relevance of history History was derived from the Greek word historia which means \"knowledge acquired through inquiry or investigation.\" Historia became known as the account of the past of a person or of group of people through written documents and historical evidences. History is the study of the past. Events occurring before the invention of writing systems are considered prehistory. History is an umbrella term that relates to past events as well as the memory, discovery, collection, organization, presentation, and interpretation of information about these events. Herodotus: The Father of History Scholars who focus on history are called historians. The historian\'s role is to place the past in context, using sources from moments and events, and filling in the gaps to the best of their ability. Written documents are not the only sources historians use to develop their understanding of the past. They also use material objects, oral accounts, ecological markers, art, and artifacts as historical sources. History also includes the academic discipline. which uses narrative to describe, examine, question, and analyze a sequence of past events, investigate the patterns of cause and effect that are related to them. Historians seek to understand and represent the past through narratives. They often debate which narrative best explains an event, as well as the significance of different causes and effects. Historians also debate the nature of history and its usefulness by discussing the study of the discipline as an end in itself and as a way of providing \"perspective\" on the problems of the present. Stories common to a particular culture, but not supported by external sources (such as the tales surrounding King Arthur), are usually classified as cultural heritage or legends. History differs from myth in that it is supported by evidence. However, ancient influences have helped spawn variant interpretations of the nature of history which have evolved over the centuries and continue to change today. The modern study of history is wide-ranging, and includes the study of specific regions and the study of certain topical or thematic elements of historical investigation. History is often taught as part of primary and secondary education, and the academic study of history is a major discipline in university studies. Thucydides: The Father of Scientific History Links to an external site.Links to an external site.Herodutus, a 5th-century BC Greek historian (pictured above) is often considered (within the Western tradition) to be the \"Father of History,\" or, by some, the \"Father of lies.\" Along with his contemporary historian Thucydides (pictured on the right), he helped form the foundations for the modern study of human history. Their works continue to be read today, and the gap between the culture-focused Herodotus and the military-focused Thucydides remains a point of contention or approach in modern historical writing. History is and should be a science \... History is not the accumulation of events of every kind which happened in the past. It is the science of human societies. No historian can be 100% objective, but historians try to recognize their own limitations and biases. Historians try not to place the values, beliefs, behaviors, and attitudes of the present onto the topics they study. Historians try to understand their topics in the context of how and why people of that era thought and behaved, and not how people think and act today. Many different interpretations of all historical topics exist. Historians must work to recognize the difference between facts and interpretations in their field. Historiography refers to the study of history, philosophy, and methodology of history. Historians must be familiar with the historiography of their particular area of study. Now, at least we are able to clear some misconceptions about history. Please bear in mind that history is also a scientific field of study that involves a lot of critical thinking, analysis, statistics, and more. Don\'t fall into the traps of pseudo-historians who profess to be historians proliferating in the social media, okay? Importance of History The slogan of the National Historical Commission of the Philippines Institute (formerly National Historical Institute) in their official website that reads: \"A Filipino society with citizens informed of their history, who love their country and are proud of their cultural heritage\" speaks volumes emphasizing how important it is for you to know history. So, do not be wondering why you are here in the collegiate level enrolling in this Readings in Philippine History, okay? For our academic discussion, the following are the reasons why we study history, courtesy of Peter N. Stearns (1998) of American Historical Association: History Helps Us Understand People and Societies. In the first place, history offers a storehouse of information about how people and societies behave. Understanding the operations of people and societies is difficult, though a number of disciplines make the attempt. An exclusive reliance on current data would needlessly handicap our efforts. How can we evaluate war if the nation is at peace---unless we use historical materials? How can we understand genius, the influence of technological innovation, or the role that beliefs play in shaping family life, if we don\'t use what we know about experiences in the past? Some social scientists attempt to formulate laws or theories about human behavior using history as one of their bases. History Helps Us Understand Change and How the Society We Live in Came to Be. The second reason history is inescapable as a subject of serious study follows closely on the first. The past causes the present, and so the future. Any time we try to know why something happened---whether a shift in political party dominance in the Philippines, a major change in the teenage suicide rate, or a conflict in the Cordilleras or the siege of Zamboanga and Marawi---we have to look for factors that took shape earlier. History is Important in Our Own Lives. History well told is beautiful. Many of the historians who most appeal to the general reading public know the importance of dramatic and skillful writing---as well as of accuracy. Biography and military history appeal in part because of the tales they contain. History as art and entertainment serves a real purpose, on aesthetic grounds but also on the level of human understanding. History Contributes to Moral Understanding. History also provides a terrain for moral contemplation. Studying the stories of individuals and situations in the past allows a student of history to test his or her own moral sense, to hone it against some of the real complexities individuals have faced in difficult settings. People who have weathered adversity not just in some work of fiction, but in real, historical circumstances can provide inspiration. History Provides Identity. History also helps provide identity, and this is unquestionably one of the reasons all modern nations encourage its teaching in some form. Historical data include evidence about how families, groups, institutions and whole countries were formed and about how they have evolved while retaining cohesion. Studying History Is Essential for Good Citizenship. A study of history is essential for good citizenship. This is the most common justification for the place of history in school curricula. Sometimes advocates of citizenship history hope merely to promote national identity and loyalty through a history spiced by vivid stories and lessons in individual success and morality. History Develops in the Students the Ability to Assess Evidence.The study of history builds experience in dealing with and assessing various kinds of evidence---the sorts of evidence historians use in shaping the most accurate pictures of the past that they can. Learning how to interpret the statements of past political leaders---one kind of evidence---helps form the capacity to distinguish between the objective and the self-serving among statements made by present-day political leaders. History Develops in the Students the Ability to Assess Conflicting Interpretations. Learning history means gaining some skill in sorting through diverse, often conflicting interpretations. Understanding how societies work---the central goal of historical study---is inherently imprecise, and the same certainly holds true for understanding what is going on in the present day. History Is Useful in Your Career and in the World of Work. History is useful for work. Its study helps create good business people, professionals, and political leaders. The number of explicit professional jobs for historians is considerable, but most people who study history do not become professional historians. Rather, it the professionals from various fields become later on historians by building on the concrete foundation of historiography during the academic preparation as what you are doing right now. When the news on the discovery of the discovery of fossilized remains of a rhinoceros (*Rhinoceros philippinensis) *in Kalinga province erupted, the local and world news heralded a change on how world history is to be viewed. Such discovery has a tremendous impact not only in the academic world but also in the greater society due to its historical, anthropological, societal, as well as economic, to name a few. Undoubtedly, historians have to rewrite their pages of history in order to accommodate this primary source of history. This is our topic, the historical sources. *The remains of a butchered rhino. * **What is Historical Source?** Any leftover of the past can be considered a **source.** It might well be a document, and we often think of history as a textual discipline, based on the interpretation of written texts, but it might also be a building, a piece of art or an ephemeral object -- a train ticket, say, or perhaps a pair of shoes. These are all \'sources\' because they all provide us in different ways with information which can add to the sum of our knowledge of the past. Sources only become historical evidence, however, when they are interpreted by the historian to make sense of the past. In the case of the Kalinga rhinos, it would just be a piece of debris during the excavation process that would be dumped elsewhere had it not preserved, analyzed, and reported by the experts.  It all depends on what the historian wants to know. This is why it makes little sense to ask if something is \'good historical evidence\', without knowing what evidence it\'s supposed to provide. For us, students of history, we need to classify these historical sources so we know their historical value.   **Primary and secondary sources** With the past as history\'s subject matter, the historian\'s most important research tools are historical sources. In general, historical sources can be classified between primary and secondary sources. The classification of sources depends on the historical subject being studied. 1. **Primary sources** are those produced at the same time as the event, period, or subject being studied. For example, if a historian wishes to study the Commonwealth Constitution Convention of 1935, his primary sources can include the minutes of the convention, newspaper clippings, Philippine commission reports of the U.S. representatives, among others. Other examples of primary sources include: - Autobiographies and memoirs - Diaries, personal letters, and correspondence - Interviews, surveys, and fieldwork - Internet communications on email, blogs, listservs, and newsgroups - Photographs, drawings, and posters - Works of art and literature - Books, magazine and newspaper articles and ads published at the time - Public opinion polls - Speeches and oral histories - Original documents (birth certificates, property deeds, trial transcripts) - Research data, such as census statistics - Official and unofficial records of organizations and government agencies - Artifacts of all kinds, such as tools, coins, clothing, furniture, etc. - Audio recordings, DVDs, and video recordings - Government documents (reports, bills, proclamations, hearings, etc.) -  Patents - Technical reports - Scientific journal articles reporting experimental research results 2. On the other hand **secondary sources** are those  which are produced by an author who used primary sources to produce the material. For example, on the subject of the Philippine Revolution of 1896 students can read  Teodoro Agoncillo\'s Revolt of the Masses: The Story of Bonifacio and the Katipunan published originally in 1956. Other examples of secondary source include: - Bibliographies - Biographical works - Reference books, including dictionaries, encyclopedias, and atlases - Articles from magazines, journals, and newspapers after the event - Literature reviews and review articles (e.g., movie reviews, book reviews) - History books and other popular or scholarly books - Works of criticism and interpretation - Commentaries and treatises - Textbooks - Indexes and abstracts Historical studies on the meaning of past events in an attempt to interpret the facts and explain the cause of events, and their effect in the present events. In doing so, historians rely heavily on primary historical data (direct accounts of events, archival data - official documents, personal records, and records of eyewitnesses) and less frequently on secondary historical data (information from persons who didn't witness the event; e.g. textbooks, newspapers, encyclopedias). Although the Greek historian **Herodotus** was acknowledged as the \"Father of History\", it was **Thucydides (***photo on the right, courtesy of Wikimedia Commons)***,** an ancient Greek historian, is the pioneer of historical criticism of historical data. Hence, he was acclaimed as the \"Father of Scientific History\" due to his splendid work on \"The History of Peloponnesian Wars.\" When we read a piece of historical work, we have to be critical and discerning. We may utilize criticism of historical data as explained below. **Criticism of Historical Sources** The historian should be able to conduct an external and internal criticism of the source, specially the primary sources which can age in centuries. Evaluation of **historical data** and information is often referred to as **historical criticism** and the reliable **data** yielded by the process are known as **historical** evidence. **Historical** evidence is derived from **historical data** by the process of **criticism**, which is of two types: external and internal criticism.  1. **External criticism** is the practice of verifying the authenticity of evidence by examining its physical characteristics of the time when it was produced; and the materials used for the evidence. - Here, evidence is examined based on physical characteristics like materials used for the evidence, the structure, layout and the design are scrutinized also. - Involves finding out if the sources material is genuine and if passes textual integrity. External criticism in historical research evaluates the validity of the document this is, where and by whom it was produced. 2. **Internal criticism**, on the other hand, is the examination of the truthfulness of the evidence. - It looks at the truthfulness and factuality of the evidence by looking at the author of the source and its context. - Internal criticism evaluates the meaning accuracy and truth worthiness of the content of document.  - Internal criticism concerned with the accuracy and meaning of the data contained in the document. **How to Criticize a Historical Source** In the advent of social media as a very ubiquitous platform of airing self-expressions and views, it is your job, as student-historians, to evaluate and criticize the historicity of these posts / websites / blogs and even YouTube videos proliferating around. This task requires you criticize and evaluate historical website and any other website which publishes events in history with their accompanying interpretations, explanations, assumptions, and even predictions. +-----------------------------------+-----------------------------------+ | **Criteria in Analyzing a | | | Historical Source** | | +===================================+===================================+ | **Criteria** | **Things to evaluate/analyze** | +-----------------------------------+-----------------------------------+ | Accuracy | - The historical event posted | | | and accompanying | | | interpretation is accurate | | | and verifiable | | | | | | - Make sure author provides | | | e-mail or a contact | | | address/phone number. | | | | | | - Know the distinction between | | | author and Webmaster. | +-----------------------------------+-----------------------------------+ | Authority | - What credentials are listed | | | for the authors? Are they | | | educated to be or trained in | | | historiography? | | | | | | - Where is the document | | | published and verified?  | +-----------------------------------+-----------------------------------+ | Objectivity | - Determine if page is a mask | | | for advertising; if so | | | information might be biased. | | | | | | - View any Web page as you | | | would an infomercial on | | | television. Ask yourself why | | | was this written and for | | | whom? | | | | | | - Check if there are monetary | | | matters or motivation behind | | | the motive of posting | +-----------------------------------+-----------------------------------+ | Currency | - Is the post current or | | | latest? | | | | | | - When was it produced? When | | | was it updated\' | +-----------------------------------+-----------------------------------+ | Coverage | - Is it free or is there a fee, | | | to obtain the information? | | | | | | - Is there an option for text | | | only, or frames, or a | | | suggested browser for better | | | viewing? | +-----------------------------------+-----------------------------------+ **Historical Context** Historical context is an important part of life and literature, and without it, memories, stories, and characters have less meaning. Historical context deals with the details that surround an occurrence. In more technical terms, **historical context** refers to the social, religious, economic, and political conditions that existed during a certain time and place. Basically, it\'s all the details of the time and place in which a situation occurs, and those details are what enable us to interpret and analyze works or events of the past, or even the future, rather than merely judge them by contemporary standards (Fleming, 2019). **Historical context** is the social, political, cultural, economic, and environmental situations that influence the events or trends we see happen during that time. Therefore, if we are unfamiliar with the traditions, culture, thinking, or events happening at any time in history, we could misinterpret or lose the meaning of a piece of writing we are reading. Therefore, in order to fully understand a source, you must place it within the context of the time period in which it was produced. This process is called contextualizing. **Contextualizing** a historical source involves paying attention to the people who produced it, the time in which they worked, what was going on during that time, and how what was going on may have influenced the production of the source. It also involves understanding how the source\'s language, concepts, and terms were used within that historical context, since meanings change over time. In short, contextualizing a source increases a writer\'s credibility since it demonstrates the writer's willingness to understand the source and its time period on its own terms. **Why is Context Important?** The word "context" has a pretty large and abstract definition. From the Merriam-Webster dictionary, context is "the parts of a discourse that surround a word or passage and can throw  light on its meaning\" (2020). It is abstract because this definition implies that "context" can be anything providing meaning. It can take any shape or form as long as it clarifies what one  is trying to say. Context adds specificity to your reading of historical events and directs the your attention to a particular train of thought. In summary, **context** is information that helps the message of a history text make sense. Whether it's a novel, a memoir, or a collection of short stories, a piece of writing can be interpreted variably depending on the contextual factors provided by the author. Some context is obviously stated and some requires a close reading of the history work---so it's important for every student of history to know what context is and how to use it in their readings of Philippine history. Now that you know what is historical context and its importance in your readings of Philippine history, it is now time for you to do analysis of a sample historical event in Philippine history. For this activity, we will use a sample of historical account of Antonio Pigafetta\'s *\"The First Voyage around the World (1519-1522): An Account of Magellan\'s Expedition\"* which is pictured below:  This document reveals several insights not just in the character of the Philippines during pre-colonial period, but also on how the fresh eyes of the European regard a deeply unfamiliar terrain, environment, people and culture. Published after Pigafetta returned to Italy, his work became a classic that prominent literary men in the West like William Shakespeare, Michel de Montaigne and Giambattista Vico referred to the book in their interpretation of the New World. Pigafetta\'s **travelogue,** when published in Europe in 1535, became a worldwide sensation. Situated during the time when Europe, known as the Old World, is actively seeking for lands to discover and conquer motivated by Gold, Glory, and God (Three Gs), this historical account became a bestseller, teasing the imagination of the European readers about raw tropical beauty of Oriental lands, beautiful women, bountiful lands awash of gold, spices, and natural resources. Thus, this book became of one of the most important primary sources in the study of precolonial Philippines. Importantly, his account was also a major referent to the events leading to Magellan's arrival in the Philippines, his encounter with local leaders, his death in the hands of Lapulapu's forces in the Battle of Mactan and in the depature of what was left of Magellan's fleet from the islands. Thus, completing what was known as the first circumnavigation of the world.  This is the historical context that we are going to analyze  in this module. **Doing Historical Analysis** In order to fully understand a source, you must place it within the context of the time period in which it was produced. Contextualizing a historical source involves: paying attention to the **people who produced it**, the **time in which they worked**, **what was going on during that time**, and **how  and what was going on may have influenced the production of the source**. It also involves understanding how the source\'s language, concepts, and terms were used within that historical context, since meanings change over time. In short, contextualizing a source increases a writer\'s credibility since it demonstrates the writer's willingness to understand the source and its time period on its own terms. **Questions to Consider in doing Historical Context Analysis** 1. **Who produced the historical source?** In this part, you need to provide a brief description of the author/writer/publisher of the historical event. Include photos/images and other ways to introduce the source.  2. **What is the genre of the source? **In the case of Pigafetta\'s work, it is considered as a **travelogue,** an account of the voyage as the official chronicler of Magellan\'s expedition. Other historical sources may include **diary entry, an eyewitness account, a published book, a receipt, a log in the train ride**, among others. You need to identify the genre of the source you are reading. 3. **How might this genre shape its content and viewpoint? ** In the case of Pigafetta\'s travelogue, it highlighted his own personal viewpoint, judgment and biases towards the things that he saw, people that he met, as well as customs, traditions, and other cultural highlights he witnessed in his travels. In your analysis later on, you need to consider the genre because there is difference in the way or the approach in which the historian may write the historical event.. 4. **When was it produced? How does the timing of its production relate to other events? **Pigafetta\'s travelogue was published in 1535 and it received critical acclaim worldwide during that time. Spain was the most powerful empire on Earth during that time and its publication further glorified its name and the death of Magellan on the hands of the natives headed by Lapu-lapu was portrayed as a sacrifice in the attainment of Spain\'s greater glory. Its timing was significant to the growing interest and fascination of Westerners towards the Eastern people, its culture, its natural resources, riches, and treasures. You need to situate the time and surrounding circumstances during which the event was written.  5. **How might political, social, religious, or economic events occurring at the same time have influenced the production of the source?** Pigafetta\'s book, The First Voyage Around the World, was published under the auspices of the Roman Catholic Church. It is noted that during that time, the church was very active in its quest to christianize undiscovered lands in uncharted territories. Simultaneously, the state (government) of Spanish empire used th opportunity to further expand its borders, and in the process, accumulating land, riches, and fame all in the name of God, gold and glory. **The Founding of KKK ** 1. Bonifacio  founded the "*Katastaasang Kagalanggalangang Katipuanan ng mga Anak ng Bayan*" (KKK) on July 7, 1892 in a house on Azcarraga street (now Claro M. Recto), in Tondo Manila. 2. The Katipunan had colorful beginnings. As a symbol of the member's loyalty, they performed the solemn rite of *sanduguan* (blood compact), wherein each one signed his name with his own blood.. 3. The members agreed to recruit more people using the "triangle system" of enlistment. Each original member would recruit tow new members who were not related to each other. Each new member would do the same thing, and so on down the line. Members were also asked to contribute one Real (about 25 centavos) each month in order to raise funds for the association. 4. The two principal aims of the KKK as gathered from the writings of Bonifacio:  1. Unity of the filipino people, 2. separation from spain by means of Revolution 5. Rizal doubtless approved the first aim but refused to accept the second and this was the reason that he refused to go along with the "Katipuneros" (soldiers' of the Katipunan) and voluntarily surrendered that leads him to prison and death. -- To achieve unity of the Filipinos, propaganda work must be done and this was through massive education and civic trainings of the Katipuneros. To that end, Bonifacio prepared his now well-known decalogue, and Jacinto his famous "Kartilya ng Katipunan" (Primer of the Katipunan) 6. These are the rules in Kartilya. The Kartilya can be treated as the Katipunan's Code of conduct which contains 14 rules that instruct the way a Katipunero should behave.   **"Kartilya ng Katipunan"** Below is a translated version of the rules: 1. The life that is not consecrated to a lofty and reasonable purpose is a tree without a shade, if not a poisonous weed. 2. To do good for personal gain and not for its own sake is not virtue. 3. It is rational to be charitable and love one\'s fellow creature, and to adjust one\'s conduct, acts and words to what is in itself reasonable. 4. Whether our skin be black or white, we are all born equal: superiority in knowledge, wealth and beauty are to be understood, but not superiority by nature. 5. The honorable man prefers honor to personal gain; the scoundrel, gain to honor. 6. To the honorable man, his word is sacred. 7. Do not waste thy time: wealth can be recovered but not time lost. 8. Defend the oppressed and fight the oppressor before the law or in the field. 9. The prudent man is sparing in words and faithful in keeping secrets. 10. On the thorny path of life, man is the guide of woman and the children, and if the guide leads to the precipice, those whom he guides will also go there. 11. Thou must not look upon woman as a mere plaything, but as a faithful companion who will share with thee the penalties of life; her (physical) weakness will increase thy interest in her and she will remind thee of the mother who bore thee and reared thee. 12. What thou dost not desire done unto thy wife, children, brothers and sisters, that do not unto the wife, children, brothers and sisters of thy neighbor. 13. Man is not worth more because he is a king, because his nose is aquiline, and his color white, not because he is a \*priest, a servant of god, nor because of the high prerogative that he enjoys upon earth, but he is worth most who is a man of proven and real value, who does good, keeps his words, is worthy and honest; he who does not oppress nor consent to being oppressed, he who loves and cherishes his fatherland, though he be born in the wilderness and know no tongue but his own. 14. When these rules of conduct shall be known to all, the longed-for sun of liberty shall rise brilliant over this most unhappy portion of the globe and its rays shall diffuse everlasting joy among the confederated brethren of the same rays, the lives of those who have gone before, the fatigues and the well-paid sufferings will remain. If he who desires to enter (the katipunan) has informed himself of all this and believes he will be able to perform what will be his duties, he may fill out An Excerpt from the Second Paragraph of the Kartilya which states that "The object pursued by this association is great and precious: to unite in ideas and purposes all filipinos by means of a strong oath and from union derive force with which to tear the veil that obscures intelligence and thus find the true path of reason and light" -- The strong oath was documented and signed with the signed with the blood of the "Katipuneros" (blood (blood compact). They swore at the Katipunan creed; Katipunan creed; to defend the oppressed, fight the fight the oppressor even to the extent of supreme self- supreme self- sacrifice.  An Excerpt from the Second Paragraph of the Kartilya which states that -- One of the most important Katipunan documents was the Kartilya ng Katipunan. -- The original title of the document was "Manga (sic) Aral Nang (sic) Katipunan ng mga A.N.B." Or "Lesson of the Organization of the Sons of Country". Therefore,the KKK members agreed on the following objectives: ▪ The political goal was to completely separate the Philippines from Spain after declaring the country's independence.\ ▪ The moral goal was to teach the Filipinos good manners, cleanliness, hygiene, fine morals, and how to guard themselves against religious fanaticism..\ ▪ The civic goal was to encourage Filipinos to help themselves and to defend the poor oppressed.  This discussion is about glimpse and pieces of the historical events happened during Philippine Declaration of Independence Day. To know about more, read the information below including the pinned file below. Stay active! Below are the glimpse and pieces of the historical event: 1. On June 12, 1898 , The Philippine Declaration of independence was proclaimed in Cavite el Viejo (presentday Kawit, Cavite) by Filipino revolutionary forces under General Emilio Aguinaldo proclaimed the sovereignty and independence of the Philippine Islands from the colonial rule of Spain. 2. It was 1896 when the Philippine Revolution began. Eventually, the Spanish signed an agreement with the revolutionaries -- Emilio Aguinaldo went into exile in Hongkong. At the outbreak of the Spanish-American war. 3. Commodore George Dewey  sailed from Hong Kong to Manila Bay leading a squadron of U.S. Navy ships on May 1, 1898 as the United States defeated the Spanish in the Battle of Manila Bay and the U.S. Navy transported Aguinaldo back to the Philippines. 4. On June 12,1898, Independence was proclaimed between four and five in the afternoon in Cavite at the ancestral home of General Emilio Aguinaldo.  The event saw the unfurling of the National Flag of the Philippines, made in Hong Kong by Marcela Agoncillo, Lorenza Agoncillo, and Delfina Herboza. 5. The performance of the Marcha Filipina Magdalo, as the national anthem, now known as Lupang Hinirang, which was composed by Julián Felipe and played by the San Francisco de Malabon marching band and the Act of the Declaration of Independence was prepared, written, and read by Ambrosio Rianzares Bautista in Spanish. 6. The Declaration was signed by ninety-eight people, among them an American army officer who witnessed the proclamation who attended the proceedings, Mr. L. M. Johnson, a Coronel of Artillery. The proclamation of Philippine independence was, however, promulgated on 1 August, when many towns had already been organized under the rules laid down by the Dictatorial Government of General Aguinaldo 7. The declaration was not recognized by the U.S. nor Spain and Spain later sold the Philippines to the United States in the 1898 Treaty of Paris ended the Spanish-American War. Then came the Philippine-American War as the Philippine Revolutionary Government did not recognize the treaty or American sovereignty, and subsequently fought and lost a conflict with United States. 8. When Emilio Aguinaldo was captured by U.S. forces, and issued a statement acknowledging and accepting the sovereignty of the United States over the Philippines, following World War II, the US granted independence to the Philippines on July 4, 1946 via the Treaty of Manila known as Treaty of Paris, (1898) 9. In 1964, President Diosdado Macapagal signed into law Republic Act No. 4166 designating June 12 as the country\'s Independence Day. 10. President Macapagal explained why such a move is appropriate in a speech he delivered on June 12, 1962. Since the nation's right to liberty is not derived from the grant or recognition of another but is an attribute it naturally holds, Mr. Macapagal found it "proper that what we should celebrate not the day when other nations gave recognition to our independence, but the day when we declared our desire to exercise our inherent and inalienable right to freedom and independence." He further explained that compared to the independence granted by the Americans in 1946, the declaration of independence in 1898 is signified by the determination and unity of local government leaders to revolt. He credited General Aguinaldo for galvanizing the entire nation to action, that when he "formally assumed political command and declared his country free from \[colonizers\], a nation came into being." "There had been other Asian revolutions before. But the revolution which culminated on June 12, 1898 was the first successful national revolution in Asia since the coming of the West, and the Republic to which it gave birth was the first democratic Republic outside of the Western hemisphere," he added. 11. President Macapagal's speech also hinted at reasons why Philippine independence is worth celebrating. Independence Day obviously stands as a reminder of that long-fought battle for freedom and the people behind it.Many who are very observant of our history might see the nuances within the narratives, which are worth exploring. It still stands true, nonetheless, that the June 12 declaration was a fruit of a united resolve. "I moved the observance of the anniversary of our independence to this day," President Macapagal spoke, "because a nation is born into freedom on the day when such a people, molded into a nation by a process of cultural evolution and a sense of oneness born of common struggle and suffering, announces to the world that it asserts its natural right to liberty and is ready to defend it with blood, life and honor." The nation's rough yet triumphant journey to freedom is one of those things Filipinos should never forget. This commemoration is an admonition for Filipinos to cultivate a thirst for knowing the rich history of the country, including its struggle for independence. Mr. Macapagal, in fact, recognized in his speech the heroes whose "acts of patriotism and nationalism" contributed towards gaining the independence that the nation now enjoys. He cited heroes such as Lapu-Lapu; Rajah Soliman; Rajah Lakandula; Francisco Dagohoy; Diego and Gabriela Silang; Apolonario de la Cruz; Fathers Gomez, Burgos, and Zamora (more known as GomBurZa); and Dr. Jose Rizal, among others. Independence Day also serves as an apt moment for Filipinos to reflect on who they are in light of all these, and of what they could give in return as benefactors of this emancipation which took pains to be attained. "\[I\]t is fitting that as we commemorate the anniversary of the declaration of our independence and as we recall the glorious events surrounding it," the late statesman said, "we should examine ourselves and ask if we have been worthy of the heritage of freedom which our heroes bequeathed to us and for which thousands of our patriots so willingly shed their blood. Let independence day therefore be an occasion not only for commemoration, but for spiritual self-examination." For President Macapagal, the heroes have a right to ask of Filipinos how strong their Republic is today. This evokes a sense of responsibility left for us to be productive and truthful citizens. These heroes, he added, might well ask the businessman if he did his best to improve his methods of production and to increase his marketing efficiency. They also might well ask students if they have been diligently studying "not only for high marks, but for the sake of learning," in order to fully contribute to the nation's overall progress. They might well ask politicians if they are placing the Nation's greater good above their "narrow self-interest". "Our heroes might well ask us all: What have you done for your country This lesson is about Alfred McCoy and the Philippine Political Cartoons in the American Era. So stay focused! **Background Information** Alfred W. McCoy was a professor of history at the University of Wisconsin-Madison. He was born on the 8th of June 1945 and was educated at Columbia University, Yale University. He and other historian took interest in the study of poiltics in the Philippines and represented their interpretation of the situation by using cartoons. Philippine political cartoons gained full expression during the American era. Filipino artists recorded national attitudes toward the coming of the Americans as well as the changing mores and times. While the 377 cartoons compiled in this book speak for themselves, historian Alfred McCoy's extensive research in Philippine and American archives provides a comprehensive background not only to the cartoons but to the turbulent period as well. Artist-writer Alfredo Roces, who designed the book, contributes an essay on Philippine graphic satire of the period. Some of the notable caricature were: - Vince Sotto, the publisher of the INDEPENDENT, a never missed a chance to attack the catholic church - In 1906, the Philippine Supreme Court had ruled that the Roman Catholic Church was the legal owner of all disputed properties, thus stripping the nationalistic Aglipayan Church of the Parish Churches it had occupied right after the revolution. - During the mid 19th century from Alejandro Roces, whose descendants became publishes of the Manila Times. While Santa Cruz Church still stands, the controversial parish house became a branch of Phil. Trust, a church owned bank. - Fernando Amorsolo , gives the illustration his usual racist edge. While the corrupt Filipino police man is shown with normal features, the chinese are caricatured as emaciated, leering creatures more rodent than human. - In 1917 a mysterious informant named Pedro Chua wrote the Philippines free press alleging that senior police where accepting bribes from chinese gambling houses in Binondo and Quiapo district.\" - Vicente Sotto\'s independent insisted , in this editorial cartoon, that Chua\'s charges were accurate. - Although the Independent\'s cartoon depicts Harrison as a hero, his suggested reform was hardly heroic. Despite the stern rhetoric, which obviously appealed to the paper\'s penchant for hyperbole. Harrison\'s suggested reform was little more than a temporary palliative. - 1908 the nationalist weekly \"El Penacimiento\" published an editorial filled Aves de Rapina (birds of prey) which attacked the Philippine commission\'s secretary of the interior, Dean C. Norcester for abusing his office to the exploit the country. - Eventually the protest reached Malacanang Palace and Governor Francis B. Harrison made a tentative move towards reform. In a letter to the Director General of the civil service, the governor denounced the rapacious demans of the landlords. He suggested passage of a bill which sets rents at 12% of assessed value of the property. - you will learn about a historic speech that managed to sway in our favor the vote for an emergency \$200-million aid appropriation of former President Cory Aquino. So stay active! - **The Scenario** - When former President Corazon Aquino spoke before a joint session of the United States Congress in September of 1986, her speech was interrupted by eleven applause and ended with a standing ovation.  It was her first visit to America since the dictator Ferdinand Marcos had been deposed in February of the same year, and the Philippines was reckoning with everything his administration had inflicted. That included \$26 billion in total foreign debt, and a communist insurgency that grew, throughout the Marcos era, from 500 armed guerillas to 16,000.  - So Aquino lodged an appeal for help. Addressing the House, she delivered. - In this lesson you will learn about the information of Code of Kalantiaw and try interpreting the story if it is a *hoax *like other historians have in mind or not. So, stay awake and focus! - **Background Information** - In the famous epic story of *Maragtas,* there was was this mythical legal code called \"The Code of Kalantiaw\".  Datu Kalantiaw is considered by the Visayans as the third head of Panay. It was named  after Datu Kalantiaw, who allegedly wrote it in 1433.  It was written about by Jose E. Marco in 1913 in his historical fiction \"Las Antiguas Leyendes de la Isla de Negros\" (The Ancient Legends of the Island of Negros). He ascribed its source to a priest named Jose Maria Pavon. -  - Source of Image: /prabook.com/web/datu.kalantiaw/2532925 - The historian Josue Soncuya wrote about the Code of Kalantiaw in 1917 in his book \"Historia Prehispana de Filipinas\" (Prehispanic History of the Philippines) where he transferred the location of the origin of the Code from Negros to Panay because he contended that said Code may have been related to the Binirayan festival. - The story on this Code has been recognized through the ages by known authors. In 1968, however, historian William Henry Scott asserted in his Doctor of Philosophy thesis, Critical Study of the Prehispanic Source Materials for the Study of Philippine History that there is no evidence that any Filipino ruler by the name of Kalantiaw ever existed or that the Kalantiaw penal code is any older than 1914. - Although the said Code ceases to be part of the texts of Philippine history, however, many still believe its validity. - ARTICLE I - You shall not kill, neither shall you steal, neither shall you do harm to the aged, lest you incur the danger of death. All those who infringe this order shall be condemned to death by being drowned in the river, or in boiling water. - ARTICLE II - You shall obey. Let all your debts with the headman be met punctually. He who does not obey shall receive for the first time one hundred lashes. If the debt is large, he shall be condemned to thrust his hand in boiling water thrice. For the second time, he shall be beaten to death. - ARTICLE III - Obey you: let no one have women that are very young nor more than he can support; nor be given to excessive lust. He who does not comply with, obey, and observe this order shall be condemned to swim for three hours for the first time and for the second time, to be beaten to death with sharp thorns. - ARTICLE IV - Observe and obey; let no one disturb the quiet of the graves. When passing by the caves and trees where they are, give respect to them. He who does not observe this shall be killed by ants, or beaten to death with thorns. - ARTICLE V - You shall obey; he who exchanges for food, let it be always done in accordance with his word. He who does not comply, shall be beaten for one hour, he who repeats the offense shall be exposed for one day among ants. - ARTICLE VI - You shall be obliged to revere sights that are held in respect, such as those of trees of recognized worth and other sights. He who fails to comply shall pay with one month\'s work in gold or in honey. - ARTICLE VII - These shall be put to death; he who kills trees of venerable appearance; who shoot arrows at night at old men and women; he who enters the houses of the headmen without permission; he who kills a shark or a streaked cayman. - ARTICLE VIII - Slavery for a doam (a certain period of time) shall be suffered by those who steal away the women of the headmen; by him who keep ill-tempered dogs that bite the headmen; by him who burns the fields of another. - ARTICLE IX - All these shall be beaten for two days: who sing while traveling by night; kill the Manaul; tear the documents belonging to the headmen; are malicious liars; or who mock the dead. - ARTICLE X - It is decreed an obligation; that every mother teach secretly to her daughters matters pertaining to lust and prepare them for womanhood; let not men be cruel nor punish their women when they catch them in the act of adultery. Whoever shall disobey shall be killed by being cut to pieces and thrown to the caymans. - ARTICLE XI - These shall be burned: who by their strength or cunning have mocked at and escaped punishment or who have killed young boys; or try to steal away the women of the elders. - ARTICLE XII - These shall be drowned: all who interfere with their superiors, or their owners or masters; all those who abuse themselves through their lust; those who destroy their anitos (idols) by breaking them or throwing them down. - ARTICLE XIII - All these shall be exposed to ants for half a day: who kill black cats during a new moon; or steal anything from the chiefs or agorangs, however small the object may be. - ARTICLE XIV - These shall be made slave for life: who have beautiful daughters and deny them to the sons of chiefs, and with bad faith hide them away. - ARTICLE XV - Concerning beliefs and superstitions; these shall be beaten: who eat the diseased flesh of beasts which they hold in respect, or the herb which they consider good, who wound or kill the young of the Manaul, or the white monkey. - ARTICLE XVI - The fingers shall be cut-off: of all those who break idols of wood and clay in their alangans and temples; of those who destroy the daggers of the of the tagalons, or break the drinking jars of the latter. - ARTICLE XVII - These shall be killed: who profane sites where idols are kept, and sites where are buried the sacred things of their diwatas and headmen. He who performs his necessities in those places shall be burned. - ARTICLE XVIII - Those who do not cause these rules to be obeyed: if they are headmen, they shall be put to death by being stoned and crushed; and if they are agorangs they shall be placed in rivers to be eaten by sharks and caymans.