Readings in Philippine History Learning Module PDF

Learning Module in Readings in Philippine History Compiled by: STIFFANY LHYKA D. FINEZ SONDY JOHN R. BERSO MINIHAHA H. HILA...

Learning Module in Readings in Philippine History Compiled by: STIFFANY LHYKA D. FINEZ SONDY JOHN R. BERSO MINIHAHA H. HILARIO The compiler does not own any of the contents of this learning module. Due credits and acknowledgment are given to the authors, internet sources, and researchers listed on the reference page. Such sources are reserved to further explain concepts and cannot be credited to the compiler and the school. All diagrams, charts, and images are used for educational purposes only. The sole objective of this instructional material is to facilitate independent learning and not for monetary gains because this is NOT FOR SALE. 2020 Edition Page | 1  APPROVAL SHEET This Instructional Material entitled A MODULE IN READINGS IN PHILIPPINE HISTORY, compiled by MS. STIFFANY LHYKA D. FINEZ, MR. SONDY JOHN R. BERSO, and MS. MINIHAHA H. HILARIO (A.Y. 2020-2021), is recommended for production and utilization by the students and faculty members of the Occidental Mindoro State College. PANEL OF EVALUATORS Local Evaluation Committee Readings in Philippine History STIFFANY LHYKA D. FINEZ KENNETH D. PANGILINAN Member Member REGINA V. BAUTISTA, PhD Chairperson Overall Instructional Materials Development Committee VENESSA S. CASANOVA, PhD MA. IMELDA C. RAYTON, MAEd Member Member Recommending Approval: JESSIE S. BAROLO, JR., MAEd Chairperson Approved: ELBERT C. EDANIOL, EdD Vice President for Academic Affairs Page | 2  ACKNOWLEDGEMENT We would like to express our special thanks to our College Dean, Dr. Maricris M. Usita, who have been very supportive and helpful on the process of doing this module amidst crisis. Our warmest thanks of gratitude also to our family and friends whose love and guidance are with us all the way which served as our unending inspiration. We would specially like to thank all the members of the IM Committee and the OMSC Administrators headed by Dr. Marlyn G. Nielo, for all the support and for being so determined on giving us motivations as we make this module. Above all, this would not be possible without the strength and wisdom granted by our loving Almighty God. - The Compilers Page | 3  DEDICATION This learning module is dedicated to all those who remains nationalistic and whose love for our history is undisputable. Page | 4 Page | 5 Page | 6 Page | 7 Page | 8 Page | 9 Page | 10 Page | 11 Page | 12 Page | 13 Page | 14  PREFACE General Education Courses provide you the skills and development that would prepare you for employment both locally and globally. In this regard, this module of Readings in Philippine History divided into five chapters will cover the essentials of selected primary sources in different periods, analysis, and interpretations. This will you to advance your knowledge through looking on multiple perspectives of various disciplines and of different genres. This will provide opportunities for you to analyze the author’s background and main arguments, compare different points of view, identify biases and examine the evidences presented in a document. The discussions will tackle traditional topics in history and other interdisciplinary themes that will deepen and broaden your understanding of Philippine political, economic, cultural, social, scientific, and religious history. The end goal is to develop your historical and critical consciousness so that you will become versatile, articulate, broad-minded, morally upright and responsible citizens in the near future. As we study this course, this might be the best time for you to realize that this is never a boring field of discipline. May you deepen your knowledge about our identity and recognize that the situations we have right now are the effects of our decision from the past. Instill in your minds that upon studying our past, we can unlock the hidden mysteries which we can make use to understand our present situation and will support us to progress in our forthcoming. -The Compilers Page | 15  TABLE OF CONTENTS Lesson 1: Introduction to History Definition and Etymology of History 1 Common Questions and Issues in History 2 Historical Sources 5 Internal and External Criticisms 5 Task 1 7 Assessment 9 Lesson 2: Content and Contextual Analysis of Selected Primary Sources Antonio Pigafetta’s First Voyage Around the World 10 The KKK and the “Kartilya ng Katipunan” 19 Reading the Proclamation of the Philippine Independence 23 Alfred McCoy’s Philippine Cartoons 25 Corazon Aquino’s Speech before the U.S. Congress 28 Task 2 31 Assessment 34 Lesson 3: Conflict and Controversies in Philippine History Multiperspectivity 35 The Site of the First Mass 37 The Cavite Mutiny and the GOMBURZA 40 The Retraction of Jose Rizal 43 The Cry of Rebellion 44 Task 3 46 Assessment 48 Task 4 49 Lesson 4: Social, Political, Economic, and Cultural Issues in Philippine History Evolution of the Philippine Constitution 51 Policies on Agrarian Reform 59 Evolution of Philippine Taxation 69 Assessment 73 Lesson 5: Doing History: A Guide to Students Doing Historical Research Online 74 Doing Historical Research in Libraries and Archives 76 Doing Life Histories and Biographical Research 78 Doing Local and Oral History 80 Interacting with History through Shrines and Museums 81 Task 5 82 Assessment 83 References 84 Page | 16 Page | 17  LESSON 1 INTRODUCTION TO HISTORY: DEFINITION, ISSUES, SOURCES, AND METHODOLOGY TOPICS 1. Definition and etymology of History 2. Common Questions and Issues in History 3. Historical Sources 4. Internal and External Criticisms LEARNING OUTCOMES At the end of the lesson, students should be able to: ▸ develop a deep understanding on definition and relevance of history; and ▸ evaluate primary sources for their credibility, authenticity, and provenance. TOPIC 1: DEFINITION AND ETYMOLOGY OF HISTORY History/Kasaysayan has always been known as the study of the past. History/Kasaysayan is a record of past events, usually with an interpretation of their cause Definition and and an assessment of their Etymology of History importance. History/Kasaysayan was derived from the Greek word historia which means “knowledge acquired through inquiry or investigation.” Page | 18 What counts as history? On the early part of 20th century, history became an important academic discipline and historian’s duty was to write about the lives of important individuals, as well as events like wars and revolutions. Thus, traditional historians back then lived with a mantra of “no document, no history,” which means that unless a written document can prove a certain historical event, then it cannot be considered as a historical fact. Now the question is, does the absence of written documents mean that there’s no history? Just like any other disciplines, history progressed and opened up to the possibilities which were not limited to written documents, since considering such limitations essentially invalidates the history of other civilizations that do not keep written records (i.e., social classes who were not recorded in paper like the peasant families or indigenous groups who were not given much thought about registration for government records). Thus, this loophole was recognized by historians who started using other kinds of historical sources (i.e., oral traditions in forms of epics and songs, artifacts, architecture, and memory. History also became more inclusive and started collaborating with other disciplines as its auxiliary disciplines like the ff.: Linguistics - Biology and Archaeology - helpful in tracing biochemistry – historians can use historical can help with the artifacts to study evolutions, study of the past ancient connections and through analyzing civilizations which flow of cultural genetic and DNA lacked on written influence by patterns of human documents. studying the societies. language of different groups. TOPIC 2: COMMON QUESTIONS AND ISSUES IN HISTORY Since history turned into a complex and dynamic discipline, inquiries also became inevitable. Here are some common questions being raised regarding the study: Why study History is for What is history? history? whom? Page | 19  These questions can be answered by historiography. History and historiography should not be confused with each other. HISTORY HISTORIOGRAPHY Historiography’s object of study is history itself (i.e., History’s object of study is How was a certain historical the past, the events that text written? Who wrote it? happened in the past, and What was the context of its the causes of such events. VS. publication? What were the sources used?). Historiography is the theory and methods of historical scholarship. Additionally, historiography according to Merriam Webster is that, it is the writing of history based on the critical examination of sources, the selection of particulars from the authentic materials, and the synthesis of particulars into a narrative that will stand the test of critical methods. Thus, historiography will provide better understanding in history by understanding the facts and historian’s contexts. Additionally, the methods employed by the historian and the theory and perspective, which guided him, will also be analyzed. Historiography is important for someone who studies history because it teaches the student to be critical in the lessons of history presented to him. Another problem commonly confronted by history is the thought that it is always written by the victors which suggests that the past is written from the bias of the powerful and dominant players (i.e., the history of World War II in the Philippines always depicts the US as the hero and the Imperial Japanese Army were the oppressors). However, a more thorough investigation will lead a student studying history into a deeper degree of understanding by the help of course of the historians’ interpretations. History and the Historian There are many scholars who help us to study the past who examine records and write stories and describing it. They are called historians. Some of the common questions haunting our historians nowadays were as follows: If history is written with agenda or is heavily influenced by the historian, is it possible to come up with an absolute historical truth? Is history an objective discipline? If it is not, is it still worthwhile to study history? Page | 20  An exact and accurate account is highly impossible to achieve due to the fact that we cannot go back and access the past directly. We only have historical evidences and sources which we can make use to unlock our history, and that is exactly the job of a historian. But, since “facts cannot speak for themselves,” a historian should not only look and make use of these evidences, but must interpret them truthfully and accurately. However, a historian is also a usual person who is influenced by his own context, environment, ideology, education, and influences, among others. In short, his interpretations might be affected by his context and circumstances making it highly subjective. Thus, history is always subjective. If that so, can history still be considered as an academic and scientific inquiry? Yes. Historical Methodologies Despite the fact that history cannot be absolutely objective, historians still make use of scientific researches and methodologies which makes history an academic and scientific inquiry. Historical methodology – comprises certain techniques and rules that historians follow in order to properly Methodology – a branch of philosophy utilize sources and historical evidences dealing with the science of method or in writing history. procedure. Historical methodology – process by which historians gather evidence and formulate ideas about the past. It is the framework through which an account of the past is constructed. By using historical methodologies and reliable evidences, claims and arguments done by a certain historian can be validated. For example, if a historian wishes to study the ethnic history and culture of the Mangyans in Mindoro by using written sources, he needs to validate then those evidences through interviews and linkages with the Mangyan Community. It is the other way around when he wishes to study their culture and history by using oral accounts. Historian must also verify the claims of his informant by looking for written sources that will support their statements. The children of the Iraya Mangyan community. Image taken by Ayala Foundation. Page | 21  Therefore, while bias is inevitable, the historian can balance this out by relying to evidences that back up his claim. TOPIC 3: HISTORICAL SOURCES Historical sources are considered as historian’s most important research tools. Generally, historical sources are classified into primary and secondary sources, depending on the historical subject being studied. Primary sources – 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, he can make use of the minutes of the meetings of the convention, newspaper clippings, Philippine Commission reports of the U.S. Commissioners, records of the convention, draft of the Constitution, photographs, and even the eyewitness accounts of the convention. 23 March 1935: Seated, left to right: George H. Dern, Secretary of War; President Franklin D. Roosevelt, signing the Constitution of the Commonwealth of the Philippines; Manuel L. Quezon, President, Philippine Senate Another example of primary source, if one wishes to study about the psychological effects of World War II to the Filipinos during the Japanese Occupation, he can make use of books or articles published during or after the war. Secondary sources – produced by an author who used primary sources to produce a material. For example, on the Philippine Revolution of 1896, one can read Teodoro Agoncillo’s Revolt of the Masses: The Story of Bonifacio and the Katipunan originally published in 1956. In writing the book, Agoncillo used primary sources like documents of the Katipunan, interview with the veterans, and correspondence between and among Katipuneros. TOPIC 4: INTERNAL AND EXTERNAL CRITICISM Page | 22  Historians, aside from collecting and utilizing both primary and secondary sources must also apply both external and internal criticisms, particularly in primary sources which can age on centuries. External criticism – verifying the authenticity of an evidence by examining its physical characteristics (i.e., quality of the paper, type of the ink, language and words used). o For example, by examining the novels of Dr. Jose Rizal, they were both written in Spanish which was prevalent during his time (external criticism). Furthermore, one must realize that his novels and most of his poems were written also in Spanish for the reason that they were really dedicated to the Spaniards (internal criticism). Thus, through his works, Dr. Jose Rizal aimed that the Spaniards would realize the real situation of the Filipinos during their colonization. Internal criticism – examines the truthfulness and factuality of the evidence by looking at the content of the source and the circumstance of its production (i.e., author of the source, context, knowledge and intended purpose of it, and agenda behind). o For example, Japanese reports and declarations during the war should not be taken as a historical fact hastily since such reports can be manipulated to be used as war propaganda. Without thorough criticisms of historical evidences, frauds and lies will be highly probable. In the Philippines, here are some cases of historical deceptions: The hoax Code of Kalantiaw – a set of rules contained in an epic Maragtas and was allegedly written by Datu Kalantiaw. It was sold into National Library and was regarded as an important precolonial document until 1968, when American historian William Henry Scott debunked its authenticity due to anachronism and lack of evidence. Ferdinand Marcos during the World War II – the latter was claiming that he was a soldier who led a guerilla unit called Ang Maharlika and even had war medals to show. This was disproven by historians who counterchecked Marcos’s claims with the US war records. This is an image of the Laguna Copperplate Inscription, the earliest known written document from the Philippines. The text is written in the extinct Old Malay language using the Kawi script. The task of the historian is to look at the available and most relevant sources for history and to organize the past that is being created so that it can offer lessons for nations, societies, and civilization. History has come a long way but still has a lot of remaining tasks to do, and as long as questions are continuously asked, and as long as time unfolds, the study of history can never be complete. Page | 23  Task 1 Name: _____________________________________________ Date: ___________ Course, Year & Section: ___________________ Score: __________ I – Identification: Fill in the blanks with the correct and best answer. ________________ 1. This has always been known as the study of the past. ________________ 2.The complete meaning of the Greek word “historia”. ________________ 3. This is known as the history of history and tends to study history itself. ________________ 4. Sources produced by an author who used primary sources to produce a material are known as __________________. ________________ 5.Sources produced at the same time as the event, period, or subject being studied are known as ___________________. II – True or False: Write true if the statement is correct. Otherwise, write false in the space provided. _______________ 6. Historical sources that were not written should not be used in writing history. _______________ 7. The subject of historiography is history itself. _______________ 8. History has no use of the present, thus, the saying “past is past” is true. _______________ 9. History is limited to the story of a hero versus a villain. _______________ 10. Only primary sources may be used in writing history. I – Analysis: Read the following scenarios and classify whether the source discovered is a primary or secondary. A. Chloe was exploring their classroom when she saw a photograph displayed at one of the tables. It was a group of students with their teacher at the center and a note was written below the picture: “Class Remembrance, Narra IV, CNHS Batch ’88.” Is the photograph a primary, secondary, or a tertiary source? ___________________. B. It was Kate’s 18th birthday and one of her cousins gave her a book entitled “Dekada ‘70”. After her party, she started reading the book and found out that it was written by Lualhati Bautista and published on 1983. The book is definitely a political novel and is an indictment of Martial Law. Is the book a primary, secondary, or a tertiary source? ___________________. C. Karl is looking for a new book that he might use as a reference on his discussion about Marcos Administration and the Martial Law. He saw a book at the bookstore and skimmed it before buying. Karl noticed then that the authors used works by other known historians in Page | 24  writing the textbook. He saw that the bibliography included Primitivo Mijares’ The Conjugal Dictatorship of Ferdinand and Imelda Marcos. She also saw that the authors used the book by Jun Cruz Reyes entitled “Tutubi, Tutubi, ‘Wag kang Magpahuli sa Mamang Salbahe” and many others. Is the textbook a primary, secondary, or a tertiary source? ___________________. D. Sophia is exploring the National Museum of Anthropology in Manila when her eyes caught something familiar. She walked closer to it and upon seeing the name, she realized that it was the Manunggul Jar. As far as she can remember, it is being used as a burial jar by our ancestors and it signifies the belief of early Filipinos in life after death. Is the jar a primary, secondary, or a tertiary source? ___________________. E. Alfred attended a seminar about Cultural and Historical Awareness in San Jose, Occidental Mindoro. During one of the workshops, the facilitator handed him a travel brochure which informs him of the different spots worth visiting in the province. The travel brochure was usually produced by the tourism department of the area which shows pictures of destinations visited by tourists and a few basic information about the places like the origin of the name, the historical significance of that certain place, and some other information acquired by their researchers and writers. Is the travel brochure a primary, secondary, or a tertiary source? ___________________. IV – Compare and contrast internal and external criticism. Provide examples. Note: With all the activities on this module, you may use and attach additional sheets of paper for your outputs, if necessary. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Page | 25 ______________________________________________________________________________ ______________________________________________________________________________ Assessment Name: _____________________________________________ Date: ___________ Course, Year & Section: ___________________ Score: __________ INSTRUCTIONS: Produce examples of primary sources and/or secondary sources derived from your own experience. Page | 26  LESSON 2 CONTENT AND CONTEXTUAL ANALYSIS OF SELECTED PRIMARY SOURCES IN PHILIPPINE HISTORY TOPICS Antonio Pigafetta’s First Voyage Around the World Emilio Jacinto’s “Kartilya ng Katipunan,” 1898 Declaration of Philippine Independence Alfred McCoy’s Philippine Cartoons: Political Caricature of the American Era (1900-1941) Corazon Aquino’s speech before the U.S. Congress. LEARNING OUTCOMES At the end of the lesson, students should be able to: 1. analyze the context, content, and perspective of different kinds of primary sources; 2. determine the contribution of different kinds of primary sources in understanding Philippine history; and 3. develop critical and analytical skills with exposure to primary sources. TOPIC 1: ANTONIO PIGAFETTA’S FIRST VOYAGE AROUND THE WORLD The chronicle of Pigafetta was one of the most cited documents by historians who wished to study the precolonial Philippines. Indeed, his work is of great importance in the study and writing of Philippine history. As a student, you should recognize certain biases accompanying the author and his identity, loyalties, and the circumstances that he was in; and how it affected the text that he produced. In the case of Pigafetta, you should understand some attributes that influenced his narrative, his selection of details to be included in the text, his characterization of the people and of the species that he encountered, and his interpretation and retelling of the events. Page | 27 Page | 28 Page | 29 Page | 30 Page | 31 Page | 32 Page | 33 Page | 34 Analysis of Topic 1: Antonio Pigafetta’s First Voyage around the World About the Author Antonio Pigafetta was born in Vicenza around 1490 and died in the same city in 1534, who is also known by the name of Antonio Lombardo or Francisco Antonio Pigafetta. He is an Italian nobleman who convoyed the Portuguese Ferdinand Magellan on his navigation around the world. Importance of the Document It is essential in the study of precolonial Philippines since it The document also provided references on exposes on how It also reveals a Magellan’s arrival in Europeans regarded clearer description on the Philippines, his the environment, the character of the encounter with the people, as well as our precolonial Philippines. natives, until his death culture during their and his fleet’s stay in the islands. departure. Content and Contextual Analysis Page | 35  Indeed, Pigafetta’s document is really of great significance in the study of Philippine history since this is the earliest, detailed, and purest documentation of our precolonial society. However, upon reading the document, one should realize that there are some biases along with the author. Here are some factors and the effects on Pigafetta’s way of writing: Factors Effects Thus, his loyalty and purpose was to the Pigafetta was a chronicler, commissioned by the King of King of Spain and the domination of the Spain to travel with Magellan Catholic Church. and document their voyage which intends to expand the Spanish empire. Thus, he was able to give details on He was a scholar of cartography geography and climate of the places they and geography. had reached. He came from a 16th century Thus, he repeatedly mentioned the European perspective. abundance of spices like ginger, and gold since the 16th century European economy was mercantilist meaning wealth of kingdoms was based on their accumulation of precious metals like gold and silver. Also, obsession with spices reveals that they were scarce in Europe and were seen as valuable goods. He came from a rich family in Thus, Pigafetta directly or indirectly Italy. regarded the indigenous of our native Filipinos as inferior to Christianity and the Europeans. Also, he would always remark on the nakedness of the natives and how he was fascinated by their exotic culture. And lastly, he remarkably emphasized the natives’ amazement and illiteracy to European artilleries, merchandise and goods. TOPIC 2: THE KKK and the Kartilya ng Katipunan The KKK is arguably the most important organization formed in the Philippine history. It envisioned a (1) unified Filipino nation that would revolt against the Spaniards for (2) total independence of the country from Spain. One of the most important Katipunan documents was the Page | 36 Kartilya ng Katipunan. The original title of the document was “Manga Aral Nang Katipunan ng mga A.N.B” or Lessons of the Organization of the Sons of Country. The document was written by Emilio Jacinto in the 1896. Jacinto was only 18 years old when he joined the movement and was a law student at UST. Jacinto became the secretary of the organization and took charge of the short-lived printing press of the Katipunan. On April 15, 1897, Bonifacio appointed Jacinto as a commander of the Katipunan in Northern Luzon. Jacinto was 22 years old then. He died of Malaria at a young age of 24 in the town of Magdalena, Laguna. This can be treated as the Katipunan’s code of conduct. It contains fourteen rules that instruct the way a Katipunan should behave. Generally, the rules stated in the Kartilya can be classified into two: (1) rules that will make the member an upright individual and (2) rules that will guide the way he treats his fellow men. 14 RULES IN KARTILYA: I. The life that is not consecrated to a lofty and reasonable purpose is a tree without a shade, if not a poisonous weed. II. To do good for personal gain and not for its own sake is not virtue. III. III. 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. IV. IV. 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 in nature. V. V. The honorable man prefers honor to personal gain; the scoundrel, gain to honor. VI. VI. To the honorable man, his word is sacred. VII. VII. Do not waste thy time; wealth can be recovered but not time lost. VIII. VIII. Defend the oppressed and fight the oppressor before the law or in the field. IX. IX. The prudent man is sparing in words and faithful in keeping secrets. X. X. 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. XI. XI. 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. XII. XII. What thou does not desire done unto thy wife, children, brothers and sisters, that do not do unto the wife, children, brothers and sisters of thy neighbor. XIII. XIII. 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, to 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 an know no tongue but his own. XIV. XIV. When these rules of conduct shall be known to all, the longest 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 has informed himself of all this and believes he will be able to perform what will be his duties, he may fill out the application for admission. Page | 37 Analysis of Topic 2: The KKK and the ‘Kartilya ng Katipunan’ About the Author The Kartilya ng Katipunan was written by Emilio Hainto in 1896 who was only 18 years old when he joined the Katipunan and a law student at the Universidad de Santo Tomas. Even Bonifacio had written a Decalogue, he still appreciated Jacinto’s intellect and his Kartilya. Thus, Bonifacio ordered the latter to be distributed among the Katipuneros. Jacinto then became the secretary of the organization and took charge also of the printing press of the Katipunan. When he was 22, he was appointed as a commander of the KKK in Northern Luzon on April 15, 1897. But, Jacinto died at the age of 24 due to malaria at the town of Magdalena, Laguna. Importance of the Document The Kartilya ng Katipunan guided the The document provided a wider organization as a collective aspiring for perspective on the real aspirations of a single goal and can be treated as the the Katipuneros and on how the Katpunan’s code of conduct. Katipunan strived to exist during those years. Page | 38  Content and Contextual Analysis The KKK is arguably the most important organization formed during the Spanish colonial regime. It united the Filipino It envisioned a total nation that would separation of the WHY? revolt against the Philippines from Spaniards. Spain. The Kartilya ng Katipunanis considered as one of the most important documenst of hhe organization and irs original title was “Manga [sic] Katipunan ng mga A.N.B.” ior “Lessons of the Organization of the Sons of the Country.” It has fourteen rules that instruct the way a Katipunan should behave. First group: The Second group: rules that will The rules that will Generally, such rules can be guide the way he make the classified into two member an treats his fellow upright individual men. The Kartilya ng Katipunan was a document written for an organization whose purpose is to overthrow colonial regime. Thus, it is noticeable that the rules included in the Kartilya are the Katipuneros’ reaction to their situation during those times. Here are some examples: RULES INDICATION 4th and 13th Rules Inherent equality between and among men regardless of their race and life status. 12th, 13th, and 14th Rules Equality, Freedom, and Liberty Page | 39  Chivalrous Actions 9th, 10th, 11th Rules Victorian values – honor and respect for women 5th, 6th, and 7th Rules Rules for self-development As of today, some rules in the Karilya might be criticized for its provisions. But still, we need to consider the condition of the Philippines at those times. After all, the document revealed a more understanding of the Katipunan and the organization’s ideals. TOPIC 3: Reading the Proclamation of the Philippine Independence The country commemorates the anniversary of the Philippine Independence proclaimed on June 12, 1898, in the province of Cavite. The declaration was a short 2,000-word document, which summarized the reason behind the revolution against Spain. The proclamation commenced with a characterization of the conditions in the Philippines during the Spanish colonial period. The document mentioned abuses and inequalities in the colony. It specifically cited the abuse by the Civil Guards and the unlawful shooting of prisoners whom they alleged as attempting to escape. It also condemns the unequal protection of the law between the Filipino people and the “eminent personages”. It also mentioned the avarice and greed of the clergy like the friars and the Archbishop himself. It also condemns what they as the unjust deportation and rendering of other decision without proper hearing, expected of any civilized nation. Another detail in the proclamation that is worth looking is the explanation on the Philippine flag that was first waved during that day. While it can always be argued that symbolic meaning can always change and be reinterpreted, the original symbolic meaning of something presents us several historical truths. The document reflects the general revolutionary sentiment of that period. However, no mention was made about the more serious problem that affected the masses more profoundly. It also give us the impression on how the victorious revolutionary government of Aguinaldo historicized the struggle for independence. However the Katipunan was only mentioned once toward the end of the document. The point is, even official records and documents like the proclamation of independence, while truthful most of the time, still exude the politics and biases of whoever is in power. It is the task of the historian, thus, to analyze the content of these documents in relation to the dominant politics and the contexts of people and institutions surrounding it. The way of historical narration found in the document also reflects the politics of the victors. The point is, even official records and documents like the proclamation of independence, while truthful most of the time, still exude the politics and biases of whoever is in power. Page | 40 Analysis of Topic 3: Reading the ‘Proclamation of the Philippine Independence’ About the Author He was a lawyer and also known as Don Bosyong. In 1898, Bautista became the first adviser to President Emilio Aguinaldo and subsequently wrote the Declaration of Philippine Independence. Contrary to common belief, it was Bautista, and not Aguinaldo, who waved the Philippine flag before the jubilant crowd on June 12, 1898. Importance of the Document The document tells us the kind of It shows sentiments of the government government that Aguinaldo created and and the Filipinos during that period. the coming of the US in the following years. The declaration of the Philippine Independence on June 12 1898 in the province of Cavite was a 2,000-word document that sums up the reason behind the revolution of 1896 and the rise of the new republic under Emilio Aguinaldo. Since it signaled the end of 333 years of Spanish colonization, this event is considered as one of the most important event in our history. Thus, it is being commemorated every year and known as the Philippine Independence Day The document highlighted about the following: Characterization of the conditions in the Philippines during the colonization of the Spaniards The reasons behind the revolution against Spain which includes the abuse of the Civil Guards, unlawful shooting of prisoners, unequal protection of the law, unjust deportation without proper hearing, and the greed of the clergy like the friars and the Archbishop. It also provided a brief overview of the Spanish occupation since Magellans arrived in the Visayas until the outbreak of the Philippine Revolution of 1896. Page | 41  The document also narrated about the spread of revolutionary movement to several towns and provinces. The execution of Rizal, the Cavite Mutiny of 1872 and the execution of the GOMBURZA were also mentioned in the document. It also stated about the established republic that would be led by Aguinaldo and highlighted the explanation on the Philippine flag that was first waved on that day. Given that the above-mentioned things were highlighted during the proclamation, there were however things that were not included and they were as follows: The more serious problem known as the land and agrarian crisis which might affected the Filipinos more profoundly. Possible causes: Those struggle might be unfamiliar to the middle class revolutionary leaders or were intentionally left out because they were also landholders. There was also no mention about Bonifacio and his co-founders. Even the Katipunan was also mentioned once in the document. Possible cause: The enmity between Aguinaldo’s Magdalo and Bonifacio’s Magdiwangin the Katipunan. TOPIC 4: Alfred McCoy’s Philippine Cartoons Political cartoons and caricature are a rather recent art form, which veered away from the classical art by exaggerating human features and poking fun at its subjects. Cartoon became an effective tool of publicizing opinions through heavy use of symbolism, which is different from a verbose written editorial and opinion pieces. Alfred McCoy, together with Alfred Roces, compiled political cartoons published in newspaper dailies and periodicals in his book Philippine Cartoons: Political Caricature of the American Era (1900 – 1941). 1. The first example was published in The Independent on May 20, 1916. 2. The cartoon shows a politician from Tondo, named Dr. Santos, passing his crown to his brother-in-law, Dr. Barcelona. A Filipino guy was trying to stop giving Barcelona the crown because it is not his to begin with. Page | 42 1. The second cartoon was also published by The Independent on June 16, 1917. 2. This was drawn by Fernando Amorsolo and was aimed as a commentary to the workings of Manila Police at that period. 3. We see a Filipino child who stole a skinny chicken because he had nothing to eat. The police officer was relentlessly pursuing the said child. A man wearing a salakot, was grabbing the officer, telling him to leave the small-time pickpockets and thieves and to turn at the great thieves instead. 1. The third cartoon was a commentary on the unprecedented cases of colorum automobiles in the city streets. The Philippine Free Press published this commentary when fatal accidents involving colorum vehicles and taxis occurred too often already. Page | 43 1. The fourth cartoon depicts a cinema. A blown-up police officer was at the screen saying that couples are not allowed to neck and make love in the theater. Two youngsters looked horrified while an older couple seemed amused. 1. The next cartoon was published by The Independent on November 27. 1915. here, we see the caricature of Uncle Sam riding a chariot pulled by Filipinos wearing school uniforms. Page | 44  1. The last cartoon was published by Lipang Kalabaw on August 24, 1907. 2. We can see Uncle Sam rationing porridge to the politicians and members of the Progresista Party (sometimes known as the Federalista Party) while members of the Nacionalista Party look on and wait for their turn. The selected cartoons illustrate not only the opinion of certain media outfits about the Philippine society during the American period but also paint a broad image of society and politics under the United States. Patronage also became influential and powerful, not only between clients and patrons but also between the newly formed political parties composed of the elite and the United States. The transition from a Catholic-centered, Spanish-Filipino society to an imperial American- assimilated one, and its complications, were also depicted in the cartoons. Young people, as early as that period, disturbed the conservative Filipino mindset by engaging in daring sexual activities in public spaces like cinemas. The cartoons also illustrated the conditions of poor Filipinos in the Philippines now governed by the United States. The other cartoon depicts how Americans controlled Filipinos through seemingly harmless American objects. TOPIC Analysis 5: Corazon of Topic 5: CorazonAquino’s Speech Aquino’s Speech before before theCongress the U.S. U.S. Congress Corazon “Cory” Cojuangco Aquino function as the symbol of the restoration of democracy and the overthrow of the Marcos Dictatorship in 1986. Her image as the mourning, widowed housewife who had always been in the shadow of her husband and relatives and had no experience in politics was juxtaposed against Marcos’s statesmanship, eloquence, charisma, and cunning political skills. Page | 45  On 18 September 1986, seven months since Cory became President, she went to the United States and spoke before the joint session of the U.S. Congress. Cory was welcomed with long applause as she took the podium and addressed the United States about her presidency and challenges faced by the new republic. She began her speech with the story of her leaving the United States three years prior as a newly widowed wife of Ninoy Aquino. She then told Ninoy’s charater, conviction, and resolve in opposing the authoritarianism of Marcos. Cory continued that when Ninoy survived that first detention, he was then charged of subversion, murder, and other crimes. He was tried by a military court, whose legitimacy Ninoy adamantly questioned. To solidify his protest, Ninoy decided to do a hunger strike and fasted for 40 days. Cory talked about her miraculous victory through the people’s struggle and continued talking about her earliest initiatives as the president of a restored democracy. Cory’s peace agenda involves political initiatives and re-integration program to persuade insurgents to leave the countryside and return to the mainstream society to participate in the restoration of the democracy. Cory then turned to the controversial topic of the Philippines foreign debt amounting to $26 billion at the time of her speech. Cory Proceeded in enumerating the challenges of the Filipino people as they tried building the new democracy. Cory ended her speech by thanking America for serving as home to her family for what she referred to as the “three happiest years of our lives together.” The speech talks of her family background, especially her relationship with her late husband, Ninoy Aquino. The ideology or the principles of the new democratic government can also be seen in the same speech. To fully access each document of the given topics under this lesson, kindly check the references and/or the links below: Antonio Pigafetta’s First Voyage around the World: Page | 46  Candelaria, J., & Alporha, V. (2018). Readings in Philippine History. Manila, Philippines: REX Book Store. (Pages 14-20) https://books.google.com.ph/books?vid=ISBN9780802093707&redir_esc=y Emilio Jacinto’s “Kartilya ng Katipunan,” Candelaria, J., & Alporha, V. (2018). Readings in Philippine History. Manila, Philippines: REX Book Store. (Pages 22-24) http://www.philippinemasonry.org/kartilya-ng-katipunan.html 1898 Declaration of Philippine Independence Candelaria, J., & Alporha, V. (2018). Readings in Philippine History. Manila, Philippines: REX Book Store. (Pages 26-29) https://filipino.biz.ph/history/declaration.html Alfred McCoy’s Philippine Cartoons: Political Caricature of the American Era (1900-1941) Candelaria, J., & Alporha, V. (2018). Readings in Philippine History. Manila, Philippines: REX Book Store. (Pages 31-34) https://www.researchgate.net/publication/315678206_Selected_sections_and_cartoon s_from_'Philippine_Cartoons_Political_Caricature_of_the_American_Era_1900- 1941'_edited_by_Alfred_W_McCoy_and_Alfredo_R_Roces_1985 Corazon Aquino’s Speech before the U.S. Congress Candelaria, J., & Alporha, V. (2018). Readings in Philippine History. Manila, Philippines: REX Book Store. (Pages 36-41) https://www.officialgazette.gov.ph/1986/09/18/speech-of-president-corazon-aquino- during-the-joint-session-of-the-u-s-congress-september-18-1986/ Page | 47  Task 2 Name: _____________________________________________ Date: ___________ Course, Year & Section: ___________________ Score: __________ INSTRUCTIONS: Fill in the blanks with the correct and best answer. Choose your answers on the box below. Emilio Jacinto Ambrosio Rianzares-Bautista Fernando Amorsolo Andres Bonifacio Buencamino Ladrones Islands Lapu-Lapu 24 9th rule Duarte Barbosa First Voyage Around the World Ferdinand Magellan First Travel Around the World Alfred McCoy June 12, 1898 Zula Treatment for fellowmen Victorian rule Zamal Island 4th & 6th rule Antonio Pigafetta 27 Caricature September 18, 1986 Corazon Aquino 10th rule 4th and 13th rule Ferdinand Marcos April 15, 1897 14th rule Marcelo H. del Pilar September 18, 1986 40 Diego Silang 45 5th rule Emilio Aguinaldo William H. Taft Mazaua To be an upright individual July 4, 1986 Macario Sakay To become a good Filipino citizen 26 Kataas-taasan, Kagalang-galangang Katipunan ng mga Anak ng Bayan Uncle Sam _______________ 1. He was an Italian nobleman who accompanied Ferdinand Magellan on his circumnavigation around the world. _______________ 2.The complete name of Pigafetta’s book which was published after he returned to Italy. _______________ 3. Other name given by Pigafetta to the “Islands of the Thieves” _______________ 4. He was a principal man from the island of Matan who went and asked Magellan for a boat full of men to fight Silapulapu. _______________ 5. He was elected as the new captain of Magellan’s fleet after the latter’s death. _______________ 6.The complete meaning of KKK. _______________ 7. He was an Ilocano who considered himself as El Rey de Ilocos or King of Ilocos during the Spanish colonization. _______________ 8. He was the author of Kartilya ng Katipunan. Page | 48 _______________ 9 – 10. The two rules in the KartilyangKatipunan which invocates inherent quality between and among men regardless of race, occupation, or status. _______________ 10. _______________ 11. The rule in the document which specifically stated that men should be the guide of women and children and that he should set a good example. _______________ 12. Emilio Jacinto appointed by Bonifacio as a commander of the Katipunan in Northern Luzon on _______________. _______________ 13 – 14. Two classifications of the rules in Kartilya ng Katipunan. _______________ 14. _______________ 15. In what age did Emilio Jacinto died because of malaria? _______________ 16. When did the proclamation of Philippine Independence took place in the province of Cavite? _______________ 17. He was the author of the Proclamation of the Philippine Independence. _______________ 18. This is known as a recent art form of exaggerating human features and poking fun at its subjects. _______________ 19. Together with Alfredo Roces, he compiled political cartoons published I newspaper dailies and periodicals in the American Period. _______________ 20.He drawn a caricature which aimed as a commentary to the workings of Manila Police during the American Era. _______________ 21. He was brought to the Manila pier riding a chariot pulled by students of Liceo de Manila which was depicted on one of the cartoons discussed. _______________ 22. She functioned as the symbol of the restoration of democracy and the overthrow of Marcos Dictatorship on 1986. _______________ 23. When did Cory Aquino delivered her speech before the United States Congress? _______________ 24. How many billion dollars were mentioned by Cory Aquino during her speech which was known as the Philippine Foreign debt? _______________ 25. How many days did former senator Ninoy Aquino did the hunger strike and fasted to solidify his protest against the dictatorial government? INSTRUCTIONS: True or False. Write true if the statement is correct. Otherwise, write false in the space provided. _________1. Andres Bonifacio penned the Kartilya ng Katipunan. _________2. The forces of Magellan were not successful in defeating and conquering Lapulapu. _________ 3. The enmity between Aguinaldo and Bonifacio did not affect how Aguinaldo credited Bonifacio to the beginnings of the Philippine Revolution during the Proclamation of Philippine Independence. _________4. Magellan and his fleet received a warm welcome from all of the chieftains and local leaders in the Philippine Islands. ________ 5. The Kartilya never stated any rule regarding respect and honor for women. ________ 6. The Kartilya contained 14 rules which served as the code of conduct of the Katipuneros. Page | 49 ________ 7. Don Ambrosio Rianzares-Bautista was the author of the Proclamation of Philippine Independence. ________ 8. The Proclamation of Philippine Independence is a 4,000-word document which summarizes the reasons behind revolution against Spain. ________ 9. No mention during the Proclamation were made about the more serious problem that affected the Filipinos before which is known as the Land and Agrarian Crisis. ________ 10. The speech of Cory Aquino was ended by an appreciation message to the United States of America for serving as home to her family. Page | 50  Assessment Name: _____________________________________________ Date: ___________ Course, Year & Section: ___________________ Score: __________ INSTRUCTIONS: Based on your own understanding, create a Content and Contextual Analysis on a particular primary source discussed on this lesson. Your analysis must include: a) discussion on the importance of the text, b) the document’s impact to you as a student, and c) contribution of the document to understanding Philippine history. Page | 51  LESSON 3 CONFLICT AND CONTROVERSIES IN PHILIPPINE HISTORY TOPICS ▸ Multiperspectivity ▸ The Site of the First Mass ▸ The Cavite Mutiny and the GOMBURZA ▸ The Retraction of Jose Rizal ▸ The Cry of Rebellion LEARNING OUTCOMES At the end of the lesson, students should be able to: reflect on the common conflict and controversies in our history by doing a multiperspective analysis; and demonstrate the ability to use primary sources to argue in favor or against a particular issue. TOPIC 1: MULTIPERSPECTIVITY History is basically known as the study of the past, but as of today we might think of a deeper definition which centered on how history impacts the present through its consequences. As Geoffrey Barraclough once said, “History as the attempt to discover, on the basis of fragmentary evidence, the significant things about the past. “He also added that “the history we read, though based on facts, is strictly speaking, not factual at all, but a series of accepted judgments.” Thus, the judgments of historians make the foundation of historical interpretation and this is why they need to apply multiperspectivity. MULTIPERSECTIVITY DEFINED Multiperspectivity requires incorporating source materials that reflect different views of a historical event. In recent decades, scholars and educators, have begun to question the validity of a singular historical narratives. Instead of just focusing on dominant groups and communities, they recommend employing multiple perspectives. Here are some reasons: Increasing diversity and pluralism – many groups, women, and poor, ethnic minorities, etc – have been ignored in traditional historical narratives. Disciplinary – Good historians should not settle for one perspective on a historical issue – they piece together many accurate interpretation. As Ann Low Beer explains, “In history, Page | 52  multiple perspectives are usual and have to be tested against evidence, and accounted for in judgments and conclusions. Here’s an instance of using multiple perspectives: When studying the voyages of discovery, students would not only learn about explorers like Columbus, but about the peoples who had been “discovered.” A classroom teacher should try incorporating primary sources that represent a range of views on historical issue. Then, ask students to spend some time thinking about why different groups may see the same event in different ways. Oftentimes, a different story emerges when those multiple perspectives are put together. The result is enriched historical understanding. Without using multiperspectivity, historians may misinterpret evidence, they might omit significant facts about their subject, which may be inappropriate to the period the subject was from, and might also provide a single cause for an event without considering other possible casual explanations of the said event. Such things already happened several times in our history. Here are some examples: The Code of Kalantiaw is a mythical code in the history Maragtas. It was a source of pride for the people of Aklan to the point that a historical marker was installed in the town in 1956. Unfortunately, it was revealed as a hoax 1968 by William Henry Scott. He attributed the code to a historical fiction written in 1913 by Jose E. Marco titled Las Antiguas Leyendas de la Isla de Negros. Marco attributed the code itself to a priest named Jose Maria Pavon. Another example is a poem allegedly written by Dr. Jose Rizal entitled “Sa Aking mga Kabata” when he was eight years old and is most likely one of Rizal’s most prominent works. However, there is no enough evidence that could prove the claim that this poem with the famous lines “Ang hindi magmahal sa kanyang salita/mahigit sa hayop at malansang isda” was really written by our national hero. Furthermore, there is no existing manuscript of the poem handwritten by Rizal. The poem was published in a book by Hermenegildo Cruz in 1906. Cruz said that he received the poem from Gabriel Beato Francisco, who then claimed to have received it in 1884 from Rizal’s close friend, Saturnino Raselis. Sadly, upon checking Rizal’s writing, there was no mention about this poem and more importantly no mention of having a close friend by the name of Raselis. Examining the poem thoroughly will noticeably shows that the poem was originally written in Tagalog and referred to the word “kalayaan”. But it was documented that Rizal first encountered the word through a Marcelo H. del Pilar’s translation of Rizal’s essay “El Amor Patrio,” where it was spelled as “kalayahan.” It is not a secret in history that even though Rizal’s native language is Tagalog, he was educated in Spanish by his mother and later on express disappointment in his difficulty in expressing himself in his native tongue. The poem’s spelling is also a suspect in terms of letters “k” and “w” to replace “c” and “u”, respectively was suggested by Rizal as an adult. If the poem was indeed written during Rizal’s time, it should use the original Spanish orthography that was prevalent in his time. Page | 53  As historians or just simply students, we should look at historical events, personalities, developments, cultures, and societies from different perspectives. We should decide on what sources to use and what interpretation to make by looking on different sides of a story. Taking these considerations, we could provide a more complex and yet more complete and richer understanding of the past. CASE STUDY 1: Where Did the First Catholic Mass Take Place in the Philippines? Butuan has long been believed as the site of the first Mass. In fact, this has been the case for three centuries, culminating in the erection of a monument in 1872 near Agusan River, which commemorates the expedition’s arrival and celebration of Mass on 8 April 1521. The Butuan claim has been based on a rather elementary reading of primary sources from the event. There are only two primary sources on this study: ▸ Francisco Albo’s Log ▸ Antonio Pigafetta’s Primo viaggo intorno al mondo (First Voyage Around the World) Primary Source: Albo’s Log Who is Francisco Albo? Who is Antonio Pigafetta?. 1. A pilot of one of Magellan’s 1. He is an Italian nobleman who ship, Trinidad. convoyed the Portuguese Ferdinand Magellan on his 2. He was one of the 18 survivors navigation around the world. who returned with Sebastian Elcano on the ship Victoria after 2. An eyewitness of the events, their voyage. particularly, of the first Mass. 3. An eyewitness of the events, particularly, of the first Mass. ▸ On the 16th of March (1521) as they sailed in a westerly course from Ladrones, they saw land towards the northwest; but owing to many shallow places they did not approach it. They found later that its name was Yunagan. ▸ They went instead that same day southwards to another small island name Suluan, and there they anchored. There they saw some canoes but these fled at the Spaniard’s approach. This island was at 9 and two-thirds degrees North latitude. ▸ Departing from those two islands, they sailed westward to an uninhabited islands of “Gada” where they took in a supply of food and water. The sea around that island was free from shallows. (Albo does not give the latitude of this island, but from Pigafetta’s testimony, this seems to be the “Acquada” or Homonhon, at 10 degrees North latitude. Page | 54  ▸ From that island they sailed westwards toward a large island names Seilani that was inhabited and was known to have gold. (Seilani – or, as Pigafetta calls it, “Ceylon” – was Leyte. ▸ Sailing southwards along the coast of that large island of Seilani, they turned southwest to a small island called “Mazava”. That island is also at a latitude of 9 and two-thirds degrees North. ▸ The people of that island of Mazava were very good. There the Spaniards planted a cross upon a mountain-top, and from there they were shown three islands to the west and southwest, where they were told there was much gold. “They showed us how the gold was gathered, which came in small pieces like peas and lentils.” ▸ From Mazava they sailed northwards again towards Seilani. They followed the coast in a northwesterly direction, ascending up to 10 degrees of latitude where they saw three small islands. ▸ From there they sailed westwards some ten leagues, and there they saw three islets, where they dropped anchor for the night. In the morning they sailed southwest some 12 leagues, down to a latitude of 10 and one-third degree. There they entered a channel between two islands, one of which was called “Matan” and the other “Subu.” ▸ They sailed down that channel and then turned westward and anchored at the town (la villa) of Subu where they stayed many days and obtained provisions and entered into a peace-pact with the local king. ▸ The town of Subu was on an east-west direction with the islands of Suluan and Mazava. But between Mazava and Subu, there were so many shallows that the boats could not go westward directly but has to go (as they did) in a round-about way. ▸ It must be noted that in Albo’s account, the location of Mazava fits the location of the island of Limasawa, at the southern tip of Leyte. Also, Albo does not mention Primary Source: Pigafetta’s Testimony on the Route of Magellan’s Expedition the first Mass, but only the planting of the cross upon a mountain-top from which could be seen three islands to the west and southwest, which also fits the southern end of Limasawa. ▸ Saturday, 16 March 1521 – Magellan’s expedition sighted a”highland” named “Zamal” which was some 300 leagues westward of Ladrones (now the Marianas) Islands. ▸ Sunday, March 17 – “The following day” after sighting Zamal Island, they landed on “another island which was uninhabited” and which lay “to the right” of the above-mentioned island of “Zamal.” There they set up two tents for the sick members of the crew and had a sow killed for them. The name of this island was “Humunu” (Homonhon). This island was located at 10 degrees North latitude. ▸ On that same day (Sunday, March 17), Magellan named the entire archipelago the “Islands of Saint Lazarus.” ▸ Monday, March 18 – In the afternoon of their second day on that island, they saw a boat coming towards them with nine men in it. An exchange of gifts was effected. Magellan Page | 55  asked for food supplies , and the men went away, promising to bring rice and other supplies in “four days.” ▸ There were two springs of water on that island of Homonhon. Also they saw there some indications that there was gold in these islands. Consequently Magellan renamed the island and called it the “Watering Place of Good Omen.” ▸ Friday, March 22 – At noon the natives returned. This time they were in two boats, and they brought food supplies. ▸ Magellan’s expedition stayed eight days at Homonhon: from Sunday, March 17, to the Monday of the following week, March 25. ▸ Monday, March 25 – In the afternoon, the expedition weighed anchor and left the island of Homonhon. On this day, as they were about to weigh anchor, an accident happened to Pigafetta: he fell into the water but was rescued. ▸ The route taken by the expedition after leaving Homonhon was “toward the west southwest, between four islands: namely, Cenalo, Hiunanghan, Ibusson and Albarien.” They left Homonhon sailing westward towards Leyte, then followed the Leyte coast southward, passing between the island of Hibuson on their portside and Hiunangan Bay on their starboard, and then continued southward, then turning westward to “Mazaua”. ▸ Thursday, March 28 – In the morning of Holy Thursday, they anchored off an island where the previous night they had seen a light or a bonfire. It is twenty-five leagues from the Acquada, and is called Mazaua. ▸ They remained seven days on Mazaua Island. ▸ Thursday, April 4 – They left Mazaua, bound for Cebu. They were guided thither by the King of Mazaua who sailed in his own boat. Their route took them past five “islands” namely: Ceylon, Bohol, Canighan, Baibai, and Gatighan. ▸ At Gatighan, they sailed westward to the three islands of the Camotes Group, namely, Poro, Pasihan and Ponson. ▸ From the Camotes Islands, they sailed southwards towards “Zubu.” ▸ Sunday, April 7 – At noon they entered the harbor of “Zubu”. It had taken them three days to negotiate the journey from Mazaua northwards to the Camotes Islands and then southwards to Cebu. Primary Source: Pigafetta and Seven Days in Mazaua ▸ Thursday, March 28 – In the morning they anchored near an island where they had seen a light the night before a small boat came with eight natives, to whom Magellan threw some trinkets as presents. The natives paddled away, but two hours later two larger boats came, in one of which the native king sat under an awning of mats. At Magellan’s invitation some of the natives went up the Spanish ship, but the native king remained seated in his boat. An exchange of gifts was effected. In the afternoon, the Spanish ships weighed anchor and came closer to shore, anchoring the native king’s village. ▸ Friday, March 29 – Magellan sent his slave interpreter ashore in a small boat to ask the king if he could provide the expedition with food supplies, and to say that they had come as friends and not as enemies. In reply, the king himself came in a boat with six or eight men, and this time went up Magellan’s ship and the two men embraced. Another exchange Page | 56  of gifts was made. The native king and his companions returned ashore, bringing with them two members of Magellan’s expedition as guests for the night. One of the two was Pigafetta. ▸ Saturday, March 30 – Pigafetta and his companion had spent the previous evening feasting and drinking with the native king and his son. Pigafetta deplored the fact that, although it was Good Friday, they had to eat meat. The following morning (Saturday) Pigafetta and his companion took leave of their hosts and returned to the ships. ▸ Sunday, March 31 – “Early in the morning of Sunday, the last of March and Easter day,” Magellan sent the priest ashore with some men to prepare for the Mass. Later in the morning Magellan landed with some fifty men and Mass was celebrated, after which a cross was venerated. Magellan and the Spaniards returned to the ship for the noon-day meal, but in the afternoon they returned ashore to plant the cross on the summit of the highest hill. In attendance both at the Mass and at the planting of the cross were the King of Mazaua and the King of Butuan. ▸ He asked for someone to guide him thither. The kings replied that the pilots would be available “any time.” But later that evening the King of Mazaua changed his mind and said that he would himself conduct Magellan to Zubu but that would first have to bring the harvest in. He asked Magellan to send him men to help with the harvest. ▸ Monday, April 1 – Magellan sent men ashore to help with the harvest, but no work was done that day because the two kings were sleeping off their drinking bout the night before. ▸ Tuesday, April 2 and Wednesday, April 3 – Work on the harvest happened. ▸ Thursday, April 4 – They leave Mazaua, bound for Cebu. CASE STUDY 2 : What Happened in the Cavite Mutiny ? The year 1872 is a historic year of two events: the Cavite Mutiny and the martyrdom of the three priest: Mariano Gomez, Jose Burgos, and Jacinto Zamora, later on immortalized as GOMBURZA. These events are very important milestones in Philippine history and have caused ripples throughout time, directly influencing the decisive events of the Philippine Revolution toward the end of the century. While the significance is unquestioned, what made this year controversial are the different sides to the story, a battle of perspectives supported by primary sources. In this case study, we zoom in to the events of the Cavite Mutiny, a major factor in the awakening of nationalism among the Filipinos of that time. Spanish Accounts of the Cavite Mutiny The documentation of Spanish historian Jose Montero y Vidal centered on how the event was an attempt in overthrowing the Spanish government in the Philippines. Although regarded as a historian, his account of the mutiny was criticized as woefully biased and rabid for a scholar. Another account fro the official report written by then Governor General Rafael Izquierdo implicated the native clergy, who were then, active I the movement toward secularization of parishes. These two accounts corroborated each other. PRIMARY SOURCE: EXCERPT FROM MONTERO’S ACCOUNT OF THE CAVITE MUTINYSource:Jose Montero y Vidal,“Spanish Version of the Cavite Mutiny of 1872”inGregorio Zaide and SoniaZaide, Documentary Sources of Philippine History, Volume 7 (Manila: National Book Store, 1990), 269-273. Page | 57  Stated the following as the cause for the Cavite Mutiny in 1872: ▸ The Spanish revolution which overthrew a secular throne. ▸ The propaganda against monarchical principles. ▸ The democratic and republican books and pamphlets. ▸ The Speeches and preaching of the apostles of these new ideas in Spain ▸ The outburst of the American publicists and the criminal policy of senseless Governor whom the Revolutionary government sent to govern the Philippines. ▸ Practiced ideas which gave rise to the ideas of attaining independence among Filipinos. Stated that the authorities at that time received an information from an anonymous person that a great uprising would break out against the Spaniards. ▸ The abolition of privileges enjoyed by the laborers of the Cavite arsenal of exemption from the tribute was,according to some, the cause of the insurrection. There were, however, other causes.The Spanish revolution which overthrew a secular throne; the propaganda carried on by an unbridled pressagainst monarchical principles, attentatory [sic] of the most sacred respects towards the dethroned majesty; the democratic and republican books and pamphlets; the speeches and preachimgs of the apostles of these new ideas in Spain; the outbursts of the American publicists and the criminal policy of the senseless Governor whom the Revolutionary government sent to govern the Philippines, and who put into practice these ideas were the determining circumstances which gave rise, among certain Filipino, to the idea of attaining their independence. It was towards this goal that they started to work, with the powerful assistance of a certain section of the native clergy, who out of spite toward friars, made common cause with the enemies of the mother country. ▸ At various times but especially in the beginning of year 1872, the authorities received anonymous communications with the information that a great uprising would break out against the Spaniards, the minute the fleet at Cavite left for South, and that all would be assassinated, including the friars. But nobody gave importance to these notices. The conspiracy had been going on since the days of La Torre with utmost secrecy. At times, the principal leaders met either in the house of Filipino Spaniard, D. Joaquin Pardo de Tavera, or in that of the native priest, Jacinto Zamora, and these meetings were usually attended by the curate of Bacoor, the soul of the movement, whose energetic character and immense wealth enabled him to exercise a strong influence. Primary Source: Excerpts from the Official Report of Governor Izquierdo on the Cavite Munity of 1872. The injustices of the government: ▸ Not paying the provinces for their tabacco crops. ▸ Against the usury that some practice in documents that the finance department gives crop owners who have to sell them at loss. ▸ Having obliged the workers in the Cavite arsenal to pay tribute starting January 1. ▸ To render personal service from which they were formerly exempted. ▸ Did not determined if the revolt is planned to establish a monarchy or republic. Page | 58  ▸ Native clergy attracted supporters by giving them charismatic assurance that their fight will not fail because they have God’s support, aside from promises of lofty rewards such as employment, wealth, and ranks in the army. ▸ it seems definite that the insurrection was motivated and prepared by the native clergy,by the mestizos and native lawyers, and bythose known here as abogadillos… ▸ In the Spaniard’s accounts, the event of 1872was premeditated, and was part of a bigconspiracy among the educated leaders,mestizos, lawyers, and residents of Manila andCavite. They allegedly plan to liquidate highranking Spanish officers, then kill the friars.The signal they identified among theseconspirators of Manila and Cavite was therockets fired from Intramuros. ▸ The accounts detail that on 20 January 1872, thedistrict of Sampaloc celebrated the feast of thevirgin of Loreto, and came with it were somefireworks display. The Caviteños allegedly mistookthis as the signal to commerce with the attack. The200-men contingent led by Sergeant Lamadridattacked Spanish officers at sight and seized thearsenal. Izquierdo, upon learning of the attack,ordered the reinforcement of the Spanish forces inCavite to quell the revolt. ▸ the “revolution” was easily crushed., when theManileños who were expected to aid the Caviteños didnot arrive. Leaders of the plot were killed in theresulting skirmish, while Fathers Gomez, Burgos, andZamora were tried by a court-martial and sentenced tobe executed. Others who were implicated such asJoaquin Pardo de Tavera, Antonio Ma. Regidor, Jose andPio Basa, and other Filipino lawyers were suspendedfrom the practiced of the law, arrested, and sentencedto life imprisonment at the Marianas Island. ▸ On 17 February 1872, the GOMBURZA were executed to serve as a threat to Filipinos never attempt to fight the Spaniards again. Primary Source: Excerpts from Pardo de Tavera’s Account of the Cavite Mutiny According to this account, the incident was merely a mutiny by Filipino soldiers and laborers of the cavite arsenal to the dissatisfaction arising from the draconian policies of Izquierdo, such as the abolition of privileges and the prohibition of the founding of the school of arts and trades for Filipinos, which the General saw as a smokescreen to creating a political club. Tavera is of the opinion that the Spanish friars and Izquierdo used the Cavite Mutiny as a way to address other issues by blowing out of proportion the isolated mutiny attempt. During this time, the Central Government in Madrid was planning to deprive the friars of all the powers of intervention in matters of civil government and direction and management of educational institutions. The Friars needed something to justify their continuing dominance in the country, and the mutiny provided such opportunity. However, the Central Spanish Government introduced an educational decree fusing sectarian schools run by the friars into a school called the Philippine Institute. The decree aimed to improve the standard of education in the Philippines by requiring teaching positions in these schools to be filled by competitive examinations, an improvement welcomed by most Filipinos. Primary Source: Excerpts from Plauchut’s Account of the Cavite Mutiny ▸ General La Torre… created a junta composed of high officials… including some friars and six Spanish officials… At the same time there was created by the government in Madrid a Page | 59  committee to investigate the same problems submitted to the Manila committee. When the two finish work, it was found that they came to the same conclusions. Here are the summary of the reforms they considered necessary to introduced: 1. Changes in tariff rates at customs, and the methods of collection. 2. Removal of surcharges on foreign importations. 3. Reduction of export fees. 4. Permission for foreigners to reside in the Philippines, buy real estate, enjoy freedom of worship, and operate commercial transforms flying the Spanish flag. 5. Establishment of an advisory council to inform the Minister of Overseas Affairs in Madrid in the necessary reforms to be implemented. 6. Changes in primary and secondary education. 7. Establishment of an Institute of Civil Administration in the Philippines, rendering unnecessary the sending home of short-term civil officials every time there is a change of ministry. 8. Study of direct-tax system. 9. Abolition of the tobacco monopoly. The GOMBURZA is the collective name of the three martyred priests Mariano Gomez, Jose Burgos ,and Jacinto Zamora, who were tagged as the masterminds of the Cavite Munity. GOMBURZA were executed by garrote in public, a scene purportedly witnessed by a young Jose Rizal CASE STUDY 3 : Did Rizal Retract ? Jose Rizal is an identified as a hero of the revolution for his writing that center on ending colonialism and liberating Filipino minds to contribute to creating the Filipino nation. The great volume of Rizal’s lifework was committed to this end, particularly the more influential one’s Noli Me Tangere and El Filibusterismo, his essays vilify not the Catholic Religion but the friars the main agent of injustice in the Philippine society. It is understandable that Rizal wrote those two noble as his weapon against to the Catholic Church and the friars, weather it will be damaged to his image but before his execution allegedly signed it referred to as “The Retraction” belief in the Catholic faith and the retracts and everything he wrote against the church. Page | 60 The Balaguer Testimony Doubts on the retraction document abound, especially because only one eyewitness account of the writing of the document exist– that of the Jesuit friar Fr. Vicente Balaguer. According to his testimony, Rizal woke up several times, confessed four times, attended a Mass, received communion and prayed the rosary all of which seemed out of character. But since it is the only testimony of allegedly a “primary” account that Rizal ever wrote a retraction document, it has been used to argue the authentic