Readings in Philippine History PDF

Readings in the Philippine History Chapter 3 ASSESSMENT AND ANALYSIS OF HISTORICAL SOURCES GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 1 Chapter 3 ASSESSMENT AND ANALYSIS OF HISTORICAL SOURCES INTRODUCTION This chap...

Readings in the Philippine History Chapter 3 ASSESSMENT AND ANALYSIS OF HISTORICAL SOURCES GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 1 Chapter 3 ASSESSMENT AND ANALYSIS OF HISTORICAL SOURCES INTRODUCTION This chapter is devoted to the student’s actual evaluation, assessment, analysis, interpretation and appreciation of the different historical sources. It will include the variety of templates that will use for content analysis and different historical sources. Specific Objectives At the end of the lesson, the students should be able to: Develop critical and analytical skills in assessing the different historical sources. Demonstrate the ability to use historical sources to argue in favor or against a particular issue. Duration Chapter 3: Declaration of Principles: Kartilya ng Katipunan = 3 hours Memoirs: Paghirang sa Supremo Bilang Hari =3 hours Proclamation: The Act Declaration of Principles =3 hours Paintings: The Making of the Philippine Flag and Spolarium =3 hours Lesson Proper CHAPTER 3 – ASSESSMENT AND ANALYSIS OF HISTORICAL SOURCES HISTORICAL SOURCES Historical source is original source that contain important historical information. These sources are something that inform us about history at the most basic level, and these sources used as clues in order to study history Historical sources include documents, artifacts, archaeological sites, features. DEFINITION OF THE DIFFERENT HISTORICAL SOURCES CHRONICLE is an account or record of series of events means to write about them or show them in broadcast in the order in which they happened. DECLARATION OF PRINCIPLES a paradigm on equality, drawing on the establishment and emerging principles of a law. MEMOIRS a historical account or biography written from personal knowledge or special sources. PROCLAMATION a public official announcement, especially one dealing with a matter of great importance. CARTOONS a simple drawing showing the features of its subjects in a humorously exaggerated way, especially a satirical one in a newspaper or magazine. SPEECH the expression or the ability to express thoughts and feelings by articulate sounds. GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 2  PAINTINGS a picture created by putting paint on a surface, or the activity or skill of creating pictures by using paint. FILM is also called as movie, motion picture or moving picture, is a visual art-form and usually with sound, that make up a story. DIFFERENT HISTORICAL SOURCES TO ANALYZE Here are the historical sources reproduced here which you can subject to situation, assessment, analysis, interpretation and appreciation. a. Chronicle – Customs of Tagalogs by Juan de Placencia b. Declaration of Principles – Kartilya ng Katipunan Emilio Jacinto c. Memoirs – Paghirang sa Supremo Bilang Hari ni Heneral Emilio Aguinaldo d. Proclamation – The Act of Declaration of Philippine Independence e. Cartoon – Political Caricatures of the American Era 1900-1941 f. Speech – Speech before the Joint Session of the United States Congress (1986) by Corazon C. Aquino g. Paintings – Spoliarium by Jaun Luna and The making of Philippine Flag by Fernando Amorsolo h. Film – The Yellow Propaganda “The Aquino and Cojuango Fact’s We Didn’t Know” SAMPLE HISTORICAL SOURCES TEMPLATES Templates available in the following format: 1. Analyze a Photograph 2. Analyze a Written Document 3. Analyze a Poster/Painting 4. Analyze a Cartoon 5. Analyze a Video 6. Analyze a Sound Recording 7. Analyze a Historical Writing 8. Film Review THE PURPOSES OF HISTORICAL SOURCES These purposes are 1) illustration and motivation; 2) evidence for historical inquiry; 3) visual or textual interpretation; 4) source analysis. By reflecting on how each of these purposes can play a role in the classroom, which kinds of sources are appropriate for each, and where they fit into an overall sequence of instruction, teachers can ensure that their use of sources deepens and extends students’ historical understanding. IMPORTANCE OF PRIMARY HISTORICAL SOURCES ▪ Primary sources help students relate in a personal way to events of the past and promote a deeper understanding of history as a series of human events. ▪ Because primary sources are snippets of history, they encourage students to seek additional evidence through research. ▪ First-person accounts of events help make them more real, fostering active reading and response. ▪ Many state standards support teaching with primary sources, which require students to be both critical and analytical as they read and examine documents and objects. ▪ Primary sources are often incomplete and have little context. Students must use prior knowledge and work with multiple primary sources to find patterns. GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 3  ▪ In analyzing primary sources, students move from concrete observations and facts to questioning and making inferences about the materials. ▪ Questions of creator bias, purpose, and point of view may challenge students’ assumptions. ▪ Inquiry into primary sources encourages students to wrestle with contradictions and compare multiple sources that represent differing points of view, confronting the complexity of the past. ▪ Students construct knowledge as they form reasoned conclusions, base their conclusions on evidence, and connect primary sources to the context in which they were created, synthesizing information from multiple sources. ▪ Integrating what they glean from comparing primary sources with what they already know, and what they learn from research, allows students to construct content knowledge and deepen understanding. TEMPLATE FOR: A PHOTOGRAPH PASTE HERE PHOTO CAPTION/TITLE _________________________________________________ GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 4 OBSERVE ITS PARTS: List the people, objects and activities you see. PEOPLE OBJECTS ACTIVITIES Who took the photo? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _________________________________ Where is it from? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _________________________________ What was happening as the time in history this photo was taken? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 5 ______________________________________________________________________________ ______ ______________________________________________________________________________ ____________________________________________________________ Why was it taken? List evidence from the photo or your knowledge about the photographer that led you to your conclusion? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______ ______________________________________________________________________________ ______________________________________________________________________________ ___________________________________________________ What did you find out form this photo that you might not learn anywhere else? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______ ______________________________________________________________________________ ______________________________________________________________________________ ___________________________________________________ What other documents or historical evidence are you going to use to help you understand this event or topic? _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _____________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 6 _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ ______________________________________________________ TEMPLATE FOR: A WRITTEN DOCUMENT What is the document’s title? And Who wrote it? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ___________________________________________________________________________ Write one sentence summarizing this document? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _________________________________________________________ Why did the author write it? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 7 ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ___ Quote evidence from the document that tells you this. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _______________________________________ What was the happening at the time in history this document was created? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _______________________________________________________________ What did you find out from this document? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 8 ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _______________________________________________________________ What other documents or historical evidence are you going to use to help you understand this event or topic? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ________________________________________________________________________ GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 9  TEMPLATE FOR: A POSTER/PAINTING PASTE HERE POSTER/PAINTING WORDS VISUALS Does it have a message printed on it? If yes list List the people, objects, places, and activities down. in the poster. Are there questions or instructions? What are the main colors used? Does it says who created it? Are there any symbols? GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 10 Does the poster try to persuade mainly through words, visuals, or both equally? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ________________________ Write one sentence summarizing this poster. _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _____________________________________________ Who do you think is the intended audience? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ___________________________________________________________________________ Why was it created? List evidence from the poster/painting that tells you this. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _________________________________________________________ GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 11 What did you find to this poster/painting? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ __________________________________________________________________ What other documents or historical evidence are you going to use to help you understand this event or topic? _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _____________________ TEMPLATE FOR: A CARTOON PASTE CARTOON HERE WORDS VISUALS Are the labels, descriptions thoughts, or List the people, objects, and places in dialogue? the cartoon. GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 12  List the actions or activities WORDS VISUALS Which words or phrases are the most Which of visuals are symbols? significant? List adjectives that describe the emotions What do they stand for? portrayed. TEMPLATE FOR: A VIDEO OBSERVE ITS PARTS: List people, objects and activities you see. PEOPLE PLACES ACTIVITIES Write one sentence summarizing the video. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _________________________________ GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 13 What was happening at the time in history it was created? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ________________________ Who made it? Who do you think is the intended audience? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ________________________ What do you think he creator wanted the audience to respond? List evidence form the video or your knowledge about who made it that led you to your conclusion. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ________________________ TEMPLATE FOR: A SOUND RECORDING What is the title? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _________________________________ What do you think you will hear? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ________________________ What is the mood or tone? GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 14 ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______ List the people and topics you hear. PEOPLE TOPICS Write one sentence summarizing the sound recording. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ________________________ Who made it? And who do you think is the intended audience? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _________________________________ _____________________________________________________________________ What do you think the creator wanted the audience to respond? List evidence from the sound recording or your knowledge about who made it that led you to your conclusion. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _________________________________________________________________ GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 15  TEMPLATE FOR: A HISTORICAL WRITING HISTORICAL WRITING ELEMENTS Subject: Focus Time: Place: Text Organization Style: Author’s Purpose and Style Purpose: Features CONCLUSION:________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 16  A. CHRONILE THE CUSTOMS OF THE TAGALOGS From the Philippine Islands, 11493-1898.Volume 7, 1588-1591 By Juan de Plasencia,O.S.F. The distinctions made among the priests of the devil were as follows: 1. The first, called CATOLONAN, was either a man or a woman. This office was an honorable one among the natives, and was held ordinarily by people of rank, this rule being general in all the islands. 2. The second they called MANGAGAUAY, or witches, who deceived by pretending to heal the sick. These priests even induced maladies by their charms, which in proportion to the strength and efficacy of the witchcraft, are capable of causing death. In this way, if they wished to kill at once they did so; or they could prolong life for a year by binding to the waist a live serpent, which was believed to be the devil, or at least his substance. This office was general throughout the land. 3. The third they called MANYISALAT, which is the same as mangagauay. These priests had the power of applying such remedies to lovers that they would abandon and despise their own wives, and in fact could prevent them from having intercourse with the latter. If the woman, constrained by these means, were abandoned, it would bring sickness upon her; and on account of the desertion she would discharge blood and matter. This office was also general throughout the land. GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 17 4. The fourth was called MANCOCOLAM, whose duty it was to emit fire from himself at night, once or oftener each month. This fire could not be extinguished; nor could it be thus emitted except as the priest wallowed in the ordure and filth which falls from the houses; and he who lived in the house where the priest was wallowing in order to emit this fire from himself, fell ill and died. This office was general. 5. The fifth was called HOCLOBAN, which is another kind of witch, of greater efficacy than the mangagauay. Without the use of medicine, and by simply saluting or raising the hand, they killed whom they chose. But if they desired to heal those whom they had made ill by their charms, they did so by using other charms. Moreover, if they wished to destroy the house of some Indian hostile to them, they were able to do so without instruments. This was in Catanduanes, an island off the upper part of Luzon. 6. The sixth was called SILAGAN, whose office it was, if they saw anyone clothed in white, to tear out his liver and eat it, thus causing his death. This, like the preceding, was in the island of Catanduanes. Let no one, moreover, consider this a fable; because, in Caavan, they tore out in this way through the anus all the intestines of a Spanish notary, who was buried in Calilaya by father Fray Juan de Merida. 7. The seventh was called MAGTATANGAL, and his purpose was to show himself at night to many persons, without his head or entrails. In such wise the devil walked about and carried, or pretended to carry, his head to different places; and, in the morning, returned it to his body – remaining, as before, alive. This seems to me to be a fable, although the natives affirm that they have seen it, because the devil probably caused them so to believe. This occurred in Catanduanes. 8. The eighth they called OSUANG, which is equivalent to” sorcerer;” they say that they have seen him fly, and that he murdered men and ate their flesh. This was among the Visayas Islands; among the Tagalogs these did not exist. 9. The ninth was another class of witches called MANGAGAYOMA. They made charms for lovers out of herbs, stones, and wood, which would infuse the heart with love. Thus did they deceive the people, although sometimes, through the intervention of the devil, they gained their ends. 10. The tenth was known as SONAT, which is equivalent to” preacher.” It was his office to help one to die, at which time he predicted the salvation or condemnation of the soul. It was not lawful for the functions of this office to be fulfilled by others than people of high standing, on account of the esteem in which it was held. This office was general through- out the islands. 11. The eleventh, PANGATAHOJAN, was a soothsayer, and predicted the future. This office was general in all the islands. 12. The twelfth, BAYOGUIN, signified a” cotquean,” a man whose nature inclined toward that of a woman. GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 18 SOURCES: Customs of the Tagalogs (two relations), Juan de Plasencia, O.S.F.; Manila, October 21, 1589 Outline of Philippine Mythology, F. Landa Jocano, Centro Escolar University, 1969 3.1: DECLARATION OF PRINCIPLES KARTILYA NG KATIPUNAN Ni Emilio Jacinto Sometime in 1896, Andres Bonifacio, the father of the Philippine Revolution, and once the President of the Supreme Council of the Katipunan, penned the Duties of the Sons of the People, a list of the duties and responsibilities to be followed strictly by every member of the organization. The rules constituted a decalogue, and embodied Bonifacio’s passionate beliefs. In admiration of Emilio Jacinto’s literary style, Bonifacio would later adopt Jacinto’s Kartilya as the official teachings of the Katipunan. Similar to the Decalogue, the Kartilya was written to introduce new recruits to the principles and values that should guide every member of the organization. Mga Aral nang Katipunan ng mga A.N.B. 1. Ang kabuhayang hindi ginugugol sa isang malaki at banal na kadahilanan ay kahoy na walang lilim, kundi damong makamandag. GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 19 2. Ang gawang magaling na nagbubuhat sa pagpipita sa sarili, at hindi sa talagang nasang gumawa ng kagalingan, ay di kabaitan. 3. Ang tunay na kabanalan ay ang pagkakawang gawa, ang pagibig sa kapua at ang isukat ang bawat kilos, gawa’t pangungusap sa talagang Katuiran. 4. Maitim man at maputi ang kulay ng balat, lahat ng tao’y magkakapantay; mangyayaring ang isa’y higtan sa dunong, sa yaman, sa ganda…; ngunit di mahihigtan sa pagkatao. 5. Ang may mataas na kalooban inuuna ang puri sa pagpipita sa sarili; ang may hamak na kalooban inuuna ang pagpipita sa sarili sa puri. 6. Sa taong may hiya, salita’y panunumpa. 7. Huag mong sasayangin ang panahun; ang yamang nawala’y magyayaring magbalik; nguni’t panahong nagdaan na’y di na muli pang magdadaan. 8. Ipagtanggol mo ang inaapi, at kabakahin ang umaapi. 9. Ang taong matalino’y ang may pagiingat sa bawat sasabihin, at matutong ipaglihim ang dapat ipaglihim. 10. Sa daang matinik ng kabuhayan, lalaki ay siyang patnugot ng asawa’t mga anak; kung ang umaakay ay tungo sa sama, ang patutunguhan ng iaakay ay kasamaan din. 11. Ang babai ay huag mong tignang isang bagay na libangan lamang, kundi isang katuang at karamay sa mga kahirapan nitong kabuhayan; gamitan mo ng buong pagpipitagan ang kaniyang kahinaan, at alalahanin ang inang pinagbuhata’t nagiwi sa iyong kasangulan. 12. Ang di mo ibig na gawin sa asawa mo, anak at kapatid, ay huag mong gagawin sa asawa, anak, at kapatid ng iba. 13. Ang kamahalan ng tao’y wala sa pagkahari, wala sa tangus ng ilong at puti ng mukha, wala sa pagkaparing kahalili ng Dios wala sa mataas na kalagayan sa balat ng lupa; wagas at tunay na mahal na tao, kahit laking gubat at walang nababatid kundi ang sariling wika, yaong may magandang asal, may isang pangungusap, may dangal at puri; yaong di napaaapi’t di nakikiapi; yaong marunong magdamdam at marunong lumingap sa bayang tinubuan. 14. Paglaganap ng mga aral na ito at maningning na sumikat ang araw ng mahal na Kalayaan dito sa kaabaabang Sangkalupuan, at sabugan ng matamis niyang liwanag ang nangagkaisang magkalahi’t magkakapatid ng ligaya ng walang katapusan, ang mga ginugol na buhay, pagud, at mga tiniis na kahirapa’y labis nang natumbasan. Kung lahat ng ito’y mataruk na ng nagiibig pumasuk at inaakala niyang matutupad ang mga tutungkulin, maitatala ang kaniyang ninanasa sa kasunod nito. GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 20 3.2: MEMOIRS PAGHIRANG SA SUPREMO BILANG HARI DAKILANG PARANGAL SA PAGDATING NG SUPREMO (hango mula sa mga GUNITA NG HIMAGSIKAN) ni Heneral Emilio Aguinaldo Nang matapos ang masayang pagpapaalaman, ang Supremo at mga kasamahan, ay sumama na sa Pamunuan ng Magdiwang. Gayon na lamang ang karingalan at kasayahang naghari sa pagsalubong na ginawa ng mga bayang kanilang pinagdaanan. Sa hanay na may siyam na kilometro ang haba, mula sa Noveleta, hanggang sa San Francisco Malabon, ang lahat halos ng mga bahay ay may mga palamuting balantok na kawayang kinaskas at pinalamutihan ng sari-saring watawat, tanda ng maringal na pagsalubong at maligayang bati sa dakilang panauhin. Isang kilometro pa lamang ang agwat bago dumating sa kabayanan ng San Francisco de Malabon, ang Supremo Andres Bonifacio, sinalubong agad ng isang banda ng musika at nang nasa pintuan na ng simbahan at nirupiki ng gayon na lamang ang kampana. Ang malalaking aranya at dambana sa loob ng simbahan ay pawang may sindi ng ilaw. At ang kurang Tagalog na si Padre Manuel Trias, saka ang "Pallo," ay naghihintay naman sa mga panauhin sa pintuan ng simbahan, at pagkatapos ay kumanta ng Te Deum, hanggang sa dambana na kaakbay ang mga panauhin. Pagkatapos ng ganyang parangal sila'y itinuloy sa bahay ni Binibining Estefania Potente. PAGHIRANG SA SUPREMO BILANG HARI Isang paglalarawan kay Bonifacio bilang "Ang Haring Bayan" Sulat kamay mismo ni Bonifacio ang titolo at lagda na hango sa "Acta de Tejeros". Kinabukasan naman, ang Gabinete ng Pamahalaang Magdiwang, ang gumanap ng kanilang malaon nang inihandang pagpaparangal sa pamamagitan ng isang kapasiyahan na pagkalooban ang dakilang panauhin, Supremo Andres Bonifacio, ng pinakamataas na tungkulin sa taguring HARING BAYAN. Sa ganito'y lubusan nang mabubuo ang pamunuan ng nasabing Sanggunian na dati-rati'y wala ng tungkuling ito at pansamantala lamang nanunungkulan sa pagka Vi Rey, si Heneral Mariano Alvarez. Ang buong Pamunuan ng kanilang Sanggunian, ay magagarang kasuotan kung nangagpupulong. Simula sa HARING BAYAN, hanggang sa kahuli-hulihang Ministro at Capitan General, ay may mga bandang pulang ginintuan nakasakbat sa kani-kanilang balikat. Kung minsan sa kanilang paglalakad, ay nakasuot pa rin ang nasabing banda upang makilala ang GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 21 kanilang katayuan marahil. Lubhang masaya sila parati, palibhasa'y ang labing-dalawang bayan na kanilang nasasakupan ay di naliligalig sa anumang laban. Sila'y naliliskub halos ay nanga sa likuran ng mga bayang maliligalig tuwina ng Pamahalaang Magdalo. Nang matapos ang ilang araw na parangal sa Supremo at mga kasama, dinalaw nilang lahat ang labing-dalawang bayang nasasakupan nila bilang paghahanda sa gagawing pagpipisan ng dalawang Sangguniang Magdiwang at Magdalo. Nangagtalumpati sila at anangaral ng pagka- makabayan at iba pang makagising-damdaming pangungusap ukol sa kalayaan. Sabihin pa, ang galak ng mga taong bayan, kaya't gayon na lamang karingal ang pagtanggap sa kanila at para bang isang HARING BAYAN nga ang dumating. Ang mga daan ay pawang binalantukan, may banda ng musika at panay ang hiyawan ng "Viva Tagalog," magkabi- kabila. Ang mga kampana'y halos mabasag sa pagrurupiki sa mga simbahan niyang pinatutunguhan, may mga dapit pa ng cereales at awit ng Te Deum. Sa kabilang dako naman, sa gitna ng gayong di magkamayaw na kasayahan at paghdiriwang, ang walong bayang nasa Pamahalaan ng Magdalo. ay laging nagigimbal araw at gabi ng paghanap sa kalaban sa mga hanay ng Zapote, Almanza, San Nicolas, Bakood, Arumahan, Pintong Bato, at Molino sa bayan ng Bakoof, at kasakit-sakit sabihin na sa masamang pagkakataon, ang mga kalaban ay nakalusot tuloy nang di napapansin sa kabilang ilog ng Zapote, dahil sa puyat at pagod ng ating mga kawal. Gayon man ang matatapang nating sandatahan sa ilalim ng mando ni Heneral Mariano Noriel at Heneral Pio del Pilar, ay agad-agad dinaluhong ang mga kalaban, kaya't putukan at tagaang katakut-takot ang naghari pagkatapos. Sa wakas, muli na namang nagtagumpay ang ating mga kawal, at ang Ilog Zapote ay muling namula sa dugo ng mga kalaban. Ganyan nang ganyan ang nangyayari parati sa buong hanay ng aming labanan." Emilio Aguinaldo, Mga Gunita ng Himagsikan Manila: National Centennial Commission, 1964 GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 22 3.3: PROCLAMATION THE ACT OF DECLARATION OF PHILIPPINE INDEPENDENCE Translation by Sulpicio Guevara BEFORE ME, Ambrosio Rianzares Bautista, War Counsellor And Special Delegate Designated To Proclaim And Solemnize this Declaration of Independence by the Dictatorial Government of the Philippines, pursuant to, and by virtue of, a Decree issued by the Engregious Dictator Don Emilio Aguinaldo y Famy, The undersigned assemblage of military chiefs and others of the army who could not attend, as well as the representatives of the various towns, Taking into account the fact that the people of this country are already tired of bearing the ominous joke of Spanish domination. Because of arbitrary arrests and abuses of the Civil Guards who cause deaths in connivance with and even under the express orders of their superior officers who at times would order the shooting of those placed under arrest under the pretext that they attempted to escape in violation of known Rules and Regulations, which abuses were left unpunished, and because of unjust deportations of illustrious Filipinos, especially those decreed by General Blanco at the instigation of the Archbishop and friars interested in keeping them in ignorance for egoistic and selfish ends, which deportations were carried out through processes more execrable than those of the Inquisition which every civilized nation repudiates as a trial without hearing. Had resolved to start a revolution in August 1896 in order to regain the independence and sovereignty of which the people had been deprived by Spain through Governor Miguel Lopez de Legazpi who, continuing the course followed by his predecessor Ferdinand Magellan who landed on the shores of Cebu and occupied said Island by means of a Pact of Friendship with Chief Tupas, although he was killed in the battle that took place in said shores to which battle he was provoked by Chief Kalipulako of Mactan who suspected his evil designs, landed on the Island of Bohol by GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 23 entering also into a Blood Compact with its Chief Sikatuna, with the purpose of later taking by force the Island of Cebu, and because his successor Tupas did not allow him to occupy it, he went to Manila, the capital, winning likewise the friendship of its Chiefs Soliman and Lakandula, later taking possession of the city and the whole Archipelago in the name of Spain by virtue of an order of King Philip II, and with these historical precedents and because in international law the prescription established by law to legalize the vicious acquisition of private property is not recognized, the legitimacy of such revolution can not be put in doubt which was calmed but not complete stifled by the pacification proposed by Don Pedro A. Paterno with Don Emilio Aguinaldo as President of the Republic established in Biak-na-Bato and accepted by Governor-General Don Fernando Primo De Rivera under terms, both written and oral, among them being a general amnesty for all deported and convicted persons; that by reason of the non-fulfillment of some of the terms, after the destruction of the plaza of Cavite. Don Emilio Aguinaldo returned in order to initiate a new revolution and no sooner had he given the order to rise on the 31st of last month when several towns anticipating the revolution, rose in revolt on the 28th , such that a Spanish contingent of 178 men, between Imus Cavite-Viejo, under the command of major of the Marine Infantry capitulated , the revolutionary movement spreading like wild fire to other towns of Cavite and the other provinces of Bataan, Pampanga, Batangas, Bulacan, Laguna, and Morong, some of them with seaports and such was the success of the victory of our arms, truly marvelous and without equal in the history of colonial revolutions that in the first mentioned province only the Detachments in Naic and Indang remained to surrender; in the second all Detachments had been wiped out; in the third the resistance of the Spanish forces was localized in the town of San Fernando where the greater part of them are concentrated, the remainder in Macabebe, Sexmoan, and Guagua; in the fourth, in the town of Lipa; in the fifth, in the capital and in Calumpit; and in last two remaining provinces, only in there respective capitals, and the city of Manila will soon be besieged by our forces as well as the provinces of Nueva Ecija, Tarlac, Pangasinan, La Union, Zambales, and some others in the Visayas where the revolution at the time of the pacification and others even before, so that the independence of our country and the revindication of our sovereignty is assured. And having as witness to the rectitude of our intentions the Supreme Judge of the Universe, and under the protection of our Powerful and Humanitarian Nation. The United States of America, we do hereby proclaim and declare solemnly in the name by authority of the people of these Philippine Islands, That they are and have the right to be free and independent; that they have ceased to have allegiance to the Crown of Spain; that all political ties between them are should be completely severed and annulled; and that, like other free and independent States, they enjoy the full power to make War and Peace, conclude commercial treaties, enter into alliances, regulate commerce, and do all other acts and things which and Independent State Has right to do, And imbued with firm confidence in Divine Providence, we hereby mutually bind ourselves to support this Declaration with our lives, our fortunes, and with our sacred possession, our Honor. We recognize, approve, and ratify, with all the orders emanating from the same, the Dictatorship established by Don Emilio Aguinaldo whom we reverse as the Supreme Head of this Nation, which today begins to have a life of its own, in the conviction that he has been the instrument chosen by God, inspite of his humble origin, to effectuate the redemption of this unfortunate country as GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 24 foretold by Dr. Don Jose Rizal in his magnificent verses which he composed in his prison cell prior to his execution, liberating it from the Yoke of Spanish domination, And in punishment for the impunity with which the Government sanctioned the commission of abuses by its officials, and for the unjust execution of Rizal and others who were sacrified in order to please the insatiable friars in their hydropical thirst for vengeance against and extermination of all those who oppose their Machiavellian ends, trampling upon the Penal Code of these Islands, and of those suspected persons arrested by the Chiefs of Detachments at the instigation of the friars, without any form nor semblance of trial and without any spiritual aid of our sacred Religion; and likewise, and for the same ends, eminent Filipino priest, Doctor Don Jose Burgos, Don Mariano Gomez, and Don Jacinto Zamora were hanged whose innocent blood was shed due to the intrigues of these so-called Religious corporations which made the authorities to believe that the military uprising at the fort of San Felipe in Cavite on the night of January 21, 1872 was instigated by those Filipino martyrs, thereby impeding the execution of the decree- sentence issued by the Council of State in the appeal in the administrative case interposed by the secular clergy against the Royal Orders that directed that the parishes under them within the jurisdiction of this Bishopric be turned over to the Recollects in exchange for those controlled by them in Mindanao which were to be transferred to the Jesuits, thus revoking them completely and ordering the return of those parishes, all of which proceedings are on file with the Ministry of Foreign Affairs to which they are sent last month of the year of the issuance of the proper Royal Degree which, in turn, caused the grow of the tree of the liberty in our dear land that grow more and more through the iniquitous measures of oppressions, until the last drop of our chalice of suffering having been drained, the first spark of revolution broke out in Caloocan, spread out to Santa Mesa and continued its course to the adjoining regions of the province were the unequalled heroism of its inhabitants fought a one sided battle against superior forces of General Blanco and General Polavieja for a period of 3 months, without proper arms nor ammunitions, except bolos, pointed bamboos, and arrows. Moreover, we confer upon our famous Dictator Don Emilio Aguinaldo all the powers necessary to enable him to discharge the duties of Government, including the prerogatives of granting pardon and amnesty, and lastly, it was results unanimously that this Nation, already free and independent as of this day, must used the same flag which up to now is being used, whose designed and colored are found described in the attached drawing, the white triangle signifying the distinctive emblem of the famous Society of the "Katipunan" which by means of its blood compact inspired the masses to rise in revolution; the tree stars, signifying the three principal Islands of these Archipelago - Luzon, Mindanao, and Panay where the revolutionary movement started; the sun representing the gigantic step made by the son of the country along the path of Progress and Civilization; the eight rays, signifying the eight provinces - Manila, Cavite, Bulacan, Pampanga, Nueva Ecija, Bataan, Laguna, and Batangas - which declares themselves in a state of war as soon as the first revolt was initiated; and the colors of Blue, Red, and White, commemorating the flag of the United States of America, as a manifestation of our profound gratitude towards this Great Nation for its disinterested protection which it lent us and continues lending us. And holding up this flag of ours, I present it to the gentlemen here assembled: GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 25  Don Segundo Arellano Don Mariano Toribio Don Marcelino Gomez Don Tiburcio del Rosario Don Gabriel de los Reyes Don Valentin Politan Sergio Matias Don Hugo Lim Don Felix Politan Don Agapito Zialcita Don Emiliano Lim Don Evaristo Dimalanta Don Flaviano Alonzo Don Faustino Tinorio Don Gregorio Alvarez Don Mariano Legazpi Don Rosendo Simon Don Sabas de Guzman Don Jose Turiano Santiago y Don Leon Tanjanque Don Esteban Francisco Acosta Don Gregorio Bonifacio Don Guido Yaptinchay Don Aurelio Tolentino Don Manuel Salafranca Don Mariano Rianzares Don Felix Ferrer Don Simon Villareal Bautista Don Felipe Buencamino Don Calixto Lara Don Francisco Arambulo Don Fernando Canon Don Buenaventura Toribio Don Antonio Gonzales Faustino Don Gabriel Reyes Don Juan Antonio Gonzales Don Anastacio Pinzun Don Hugo Lim Don Juan Arevalo Don Timoteo Bernabe Don Emiliano Lim Don Ramon Delfino Don Flaviano Rodriguez Don Fausto Tinorio Don Honorio Tiongco Don Gavino (?) Masancay Don Rosendo Simon Don Francisco del Rosario Don Narciso Mayuga Don Leon Tanjanque Don Epifanio Saguil Don Gregorio Villa Don Gregorio Bonifacio Don Ladislao Afable Jose Don Luis Perez Tagle Don Manuel Salafranca Don Sixto Roldan Don Canuto Celestino Don Simon Villareal Don Luis de Lara Don Marcos Jocson Don Calixto Lara Don Marcelo Basa Don Martin de los Reyes Don Buenaventura Toribio Don Jose Medina Don Ciriaco Bausa Don Zacarias Fajardo Don Efipanio Crisia Don Manuel Santos Don Florencio Manalo Don Pastor Lopez de Leon Don Ramon Gana Don Epitacio Asuncion Don Mariano de los Santos Don Santiago Garcia Don Catalino Ramon Don Antonio Calingo Don Andres Tria Tirona Don Juan Bordador Don Pedro Mendiola Don Estanislao Tria Tirona Don Jose del Rosario Don Estanislao Galinco Don Daniel Tria Tirona Don Proceso Pulido Don Numeriano Castillo Don Andres Tria Tirona Don Jose Maria del Rosario Don Federico Tomacruz Don Carlos Tria Tirona Don Ramon Magcamco Don Teodoro Yatco Don Sulpicio P. Antony Don Ladislao Diwa Who solemnly swear to recognize and defend it unto the last drop of their blood. In witness thereof, I certify that this Act of Declaration of Independence was signed by me and by all those here assembled including the only stranger who attended those proceedings, a citizen of the U.S.A., Mr. L.M. Johnson, a Colonel of Artillery. Ambrosio Rianzares Bautista War Counsellor and Special Delegate-Designate Source: Centennial Publication. National Historical Insitute See: The Proclamation of Philippine GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 26 3.4: PAINTING SPOLIARIUM (1884) by Juan Luna The painting features a glimpse of Roman history centered on the bloody carnage brought by gladiatorial matches. Spoliarium is a Latin word referring to the basement of the Roman Colosseum where the fallen and dying gladiators are dumped and devoid of their worldly possessions. At the center of Luna’s painting are fallen gladiators being dragged by Roman soldiers. On the left, spectators ardently await their chance to strip off the combatants of their metal helmets and other armory. In contrast with the charged emotions featured on the left, the right side meanwhile presents a somber mood. An old man carries a torch perhaps searching for his son while a woman weeps the death of her loved one. The Spoliarium is the most valuable oil-on-canvas painting by Juan Luna, a Filipino educated at the Academia de Dibujo y Pintura (Philippines) and at the Academia de San Fernando in Madrid, Spain. With a size of 4.22 meters x 7.675 meters, it is the largest painting in the Philippines. A historical painting, it was made by Luna in 1884 as an entry to the prestigious Exposicion de Bellas Artes (Madrid Art Exposition, May 1884) and eventually won for him the First Gold Medal. GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 27  THE MAKING OF THE PHILIPPINE FLAG by Fernando Amorsolo The making of Philippine flag is a masterpiece painting by Fernando Amorsolo in Philippines. Fernando Amorsolo was one of the most important artists in the history of painting in the Philippines. No doubt he created such a wonderful artwork. The painting shows three women namely Marcella Marino de Agoncillo (on the right side) refer as the mother of the Philippine flag, with the help of Lorenza and Delfina Herbosa de Natividad which is actually the daughter of Marcela. They was tasked by Gen. Emilio Aguinaldo to sew the first flag for the new republic. The clothes that the women are wearing are an older style, more vintage and really depict the traditional styles. The skirts the women’s are wearing are long and their tops were like a traditional “kimona”. The three women are sewing passionately which demonstrates elegance.the painting was not that kind of vibrant in the eyes but canset your mood in calm. The setting is inside of a house which is more like a “Bahay Kubo” The main colors that was used in painting was brown, red, blue and yellow. The mood and visual effect that this painting can be considered is calm and serene. The painting shows a contrasts of colors of brown to yellow, it is not a harmonious. The artist balanced his characters and the background in his painting which makes the painting balanced. There are no real lines in the painting because it is painted in a pointillist style. The colors of the author set the moods of the audiences as warm by the usage of brown and yellow colors. The yellow background signifies that it a beautiful sunny day. The colors of the characters were also contrasted with the background which made the painting calm as it seen. The artist shows rough texture in some parts of the painting namely the dresses as well as in the backgrounds. The artist uses a different color values for the dresses also to differentiate it from the background. That made the painting realistic scene. It is believed that Fernando Amorsolo made this painting to show the citizen of the Philippines of how the Philippine flag was made and to remind them the traditions and customs that we did not realize it becomes faded. To take care and give importance the National flag which it symbolizes GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 28 as white triangle stands for equality and fraternity; the blue field for peace, truth and justice; and the red field for patriotism and valor. The eight rays of the sun stand for the first eight provinces that the colonizers have put under martial law. The three stars symbolize Luzon, Visayas and Mindanao. These just shows us to loved our country, be proud of it do not be ashamed because our ancestors risked their lives for the freedom from the hands of the colonizers. It is really shown in the painting of Amorsolo that he is a nationalistic person some his paintings portray and commemorate the different tradition, cultures and customs of Filipino. GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 29 References Fleming, G. & Jagodowski, S. (2018). Importance of Context in Analysis and Interpretation. Alpha History and Publishing Fernandez, Leandro H. (1930) Mga Tala ng aking buhay by Gregoria de Jesus. published in the June 1930 issue of the Philippine Magazine, Volume XXVII, No 1. Llewellyn, J. & Thompson, S. 2015). “The History” at publishing of The Alpha History. Alpha History Publishing House Zaide, G. & Sonia Z. (1990) Documentary Sources of Philippine History 12 vols. Manila: National Book Store http://web.nlp.gov.ph/nlp/?q=node/10008 http://www.kasaysayan-kkk.info/membership-documents GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 30