READINGS IN

PHILIPPINE
HISTORY
(HIS 011)
1st Semester, A.Y. 2019-2020

Prepared by:
Shendy M. Acosta
Instructor
 READINGS IN PHILIPPINE HISTORY
Course Plan
st
1 Semester; Academic Year 2019-2020

Schedule Topics Lists of Students’

Evaluation/
Activities
Week 1-2 INTRODUCTION TO HISTORY Interactive
a. Definition and etymology of history Discussion
b. Elements of history Recitation
c. History as a Social Science and Its Activity:
Relation to Other Fields of Discipline Comparative
d. Sources of Historical Data analysis on primary
e. Distinction of Primary and Secondary and secondary
Sources sources
f. Historical Method (External and Internal
Criticism)
g. Importance of Studying History
h. Challenges in Studying History
Week 3-5 CONTENT AND CONTEXTUAL Interactive
ANALYSIS OF SELECTED SOURCES Discussion
IN PHILIPPINE HISTORY Recitation
a. Interpretation of historical events using Activity: Analysis
primary resources of “Kartilya ng
b. Identification of historical importance of Katipunan”
text Activity: Analysis
c. Examination of author’s background, main of “First Voyage
argument and point of view Around the World”
d. Reading and analysis of primary sources Drama:
(with discussions on the economic history of Proclamation of the
the country during the time period it indulges Philippine
on): Independence
1. First Voyage Around the World by Quiz #1
Magellan by Antonio Pigafetta Activity: Political
2. Kartilya ng Katipunan Cartoon
3. Proclamation of the Philippine Interpretation
Activity: Political
 Independence Cartoon Drawing
4. Alfred McCoy’s Philippine Cartoons: Drama: Corazon
Political Caricature of the American Era Aquino’s Speech
5. Corazon Aquino’s Speech Before the Before the U.S.
US Congress Congress

Week 6 PRELIMINARY EXAMINATION

August 20-
29, 2018

Quiz # 2
Week 7-8 CONTROVERSIES AND Interactive
CONFLICTING ISSUES IN discussion
July 31 & PHILIPPINE HISTORY Recitation
August 2, a. Recognition of multiplicity of Research paper on
2018 interpretation a particular issue in
b. Advantages and problems in interpretation Philippine history
and multiperspectivity Quiz #3
August 7 & c. Case Studies:
9, 2018 1. Site of the First Mass
2. Cavite Mutiny
3. Retraction of Rizal
4. Cry of Rebellion
Week 9 MIDTERM EXAMINATION

August13- SUSPENSION OF CLASSES DUE TO TYPHOON

17, 2018
Week 10-14 SOCIAL, POLITICAL, ECONOMIC Interactive
AND CULTURAL ISSUES IN discussion
PHILIPPINE HISTORY Recitation
August 30 – a. Difference between social, political, Activity:
October 2, economic and cultural issues Comparative
2018 b. The Philippine Constitution analysis of the
c. Agrarian Reform Policies latest and earlier
d. Taxation versions of the
Constitution.
Quiz #4
Position Paper on
 Federalism
Position Paper on
Train Law
Quiz #5
Position Paper on
“Sa Ngalan
ngTubo”
Week 15-17 MANIFESTING INTEREST IN LOCAL Interactive
HISTORY AND HERITAGE discussion
a. Doing Historical Research Online Recitation
October 4-9, b. Doing Historical Research in Libraries and Project: Historical
2018 Archives documentary/
e. Life Histories and Biographical Research video
October 11- f. Local and Oral History
16, 2018 g. Interacting with History through Historical
Shrines and Museums
October 18-
23, 2018
Week 18 FINAL EXAMINATION

October 24,
2018
References Candelaria, J.L. et. al. (2018) Readings in Philippine History. Rex
Book Store. Manila.
Agoncillo, T. (1974). Introduction to Filipino History. Garotech
Publishing. Quezon City.
Jovellanos, J. (2011). Notes in Philippine History and
Government. Chrizam Printing Press. Dagupan City.
Ayson, F. et. al. (2000). Fundamentals of Political Science.
National Book Store. Valenzuela City.
Corpuz, O.D. (1997). An Economic History of the Philippines.
U.P. Press Printery Division. Philippines.

Prepared by:

IRISH ARIANNE P. ROMERO

LEO P. MAMARIL
DANILO ANASCO
Instructors
Approved by:

AUGUSTUES P. LAMBINO
Academic Dean
WEEKS 1-2
INTRODUCTION TO HISTORY

I. Objectives:
 To be able to understand the meaning of history as an academic discipline
and to be familiar with the underlying philosophy and methodology of the
discipline.
 To apply the knowledge in historical methodology and philosophy in
assessing and analyzing existing historical narratives.
 To examine and assess critically the value of historical evidences and
sources.
 To appreciate the importance of history in the social and national life of the
Philippines.

II. Reference:
Candelaria, J.L. et. al. (2018) Readings in Philippine History. Rex Book Store.
Manila.

III. Concept Notes:

1. Definition and etymology of history
The origin of the word History is associated with the Greek word “historia”
which means “information” or “an enquiry designed to elicit truth”. History
has been defined differently by different scholars. Following are the
definitions indicating the meaning and scope of history:

Burckhardt: “History is the record of what one age finds worthy of note in
another.”

Henry Johnson: “History, in its broadest sense, is everything that ever

happened.”

Smith, V.S.: “The value and interest of history depend largely on the degree
in which the present is illuminated by the past.”

Rapson: “History is a connected account of the course of events or progress

of ideas.”

NCERT: “History is the scientific study of past happenings in all their

aspects, in the life of a social group, in the light of present happenings.”
Jawaharlal Nehru: “History is the story of Man’s struggle through the ages
against Nature and the elements; against wild beasts and the jungle and some
of his own kind who have tried to keep him down and to exploit him for
their own benefit.”

Today, modern history has gone beyond the traditional status of an

antiquarian and leisure time pursuit to a very useful and indispensible part of
a man’s education. It is more scientific and more comprehensive. It has
expanded in all directions both vertically and horizontally. It has become
broad-based and attractive. According to modern concept, history does not
contain only the history of kings and queens, battles and generals, but the
history of the common man-his house and clothing, his fields and their
cultivation, his continued efforts to protect his home and hearth, and to
obtain a just government, his aspirations, achievements, disappointments,
defeats and failures. It is not only the individual but the communities and the
societies are the subject of study of history. Study of history deepens our
understanding of the potentialities and limitations of the present. It has thus
become a future-oriented study related to contemporary problems. For all
these reasons, history has assumed the role of a human science.

2. Elements of history
P-olitics, what government influenced society
E-conomics, where money dominates and effects people. Most social classes
are based on money and money is usually what causes conflict in history.
R-eligion, a total impact on Europe during the 15th century. Religion is
important as it affects one’s beliefs and thoughts.
S-ocial, how the upper class, middle class and poor class communicate; and
how they interact with each other.
I- ntelligence and knowledge that has progress in history.
A-rt, paintings and pictures produced throughout the course of time.

3. History as a social sciences and its relation to other fields of disciplines

As a social science, history has been known as the study of the past. It is
unique because it can be almost effortlessly connected to other academic
disciplines.
a. History and Political Science
A historian is not merely concerned with the tracing of the history of the
political process by a narration of the episodes. But he has to learn the nature
of fundamental political principles and basic forms of political institution.

History is very helpful to politics because the political aspects is a part of the
whole range of activity recorded by historian and knowledge of history
would enable the politicians to know the politics better and play their role
effectively.

b. History and Economics

History is closely related to economics as the activities of man in society are
very closely related with the economic matters. Thus, the historian of any
period must possess at least a rudimentary knowledge of the economics. In
fact, the economic history of any period is an important branch of history
and its understanding is absolutely essential for the proper understanding of
history of any period.

c. History and Sociology

Both history and sociology are concerned with the study of man in society
and differed only with regard to their approach. Max Weber acknowledges
the initial dependence of sociology upon history. Although, history too
benefits from the interaction.

d. History and Psychology

A historian must have to show some psychological insights while making an
analysis of the motive and actions of men and societies. Historian work
would be mere fiction unless her uses the discoveries of modern psychology.
The personal life and the environment of a historian has a direct bearing in
his decision and often import a bias to his account and renders the much
desired objectivity impossible.

e. History and Geography

It would be impossible to study certain branches of history without
rudimentary knowledge of geography. Geology is one of the eyes of history,
the other eye being chronology. Time and space factors give history its
correct perspective.
4. Sources of Historical Data
a. Published documents-created for large audiences and were distributed
widely. (i.e. books, magazines, newspapers, government documents,
pamphlets, posters, laws and court decisions)

b. Unpublished documents-personal in nature and may be difficult to find

because of few copies existing. (i.e. diaries, journals, school report cards and
business ledgers)

c. Oral traditions/oral histories-provide another way to learn about the past

from people with firsthand knowledge of historical events.

d. Visual documents and articles- include photographs, films, paintings and

other types of works. Visual documents usually capture moments in time.

5. Distinction of primary and secondary sources

Primary sources are those sources produced at the same time as the event,
period, or subject being studied. It contains original information that is not
derived from interpretation, summarizing or analyzing someone else’s work.
Furthermore, they are first-hand and not interpreted by anyone else, they
offer a personal point of view, and are created by a witnesses of, or
participants in, an event. Examples of these are diaries, letters and official
records.

On the other hand, secondary sources are those sources, which were
produced by an author who used primary sources to produce the material. In
other words, secondary sources are historical sources, which studied a
certain historical subject. Examples are biography of a famous person or a
documentary about a historic event, book that provides an introduction to a
theorist’s work or critiques; or an article that reviews research in a particular
area and provides a summary of the key findings.

6. Historiography/ historical method (Internal and External)

History and historiography are two different things. History is a discipline
that focuses on studying the past; while historiography or historical method
is the history itself.

To make it clearer, historiography lets the students have a better

understanding of history. They do not only get to learn historical facts, but
they are also provided with the understanding of the facts’ and historians’
contexts. The methods employed by the historian and the theory and
perspective, which guided him, will also, be analyzed.

Essentially, historiography comprises the techniques and guidelines by

which historians use primary sources and other evidence to research and
then to write histories in the form of accounts of the past. The question of
the nature, and even the possibility, of a sound historical method is raised.

The following are some procedures for people who wanted to employ
historiography, as proposed by Bernheim (1889) and Langlois & Seignobos
(1898):
a. If the sources all agree about an event, historians consider the event
proved.
b. However, majority does no rule; even if most sources relate events in one
way, that version will not prevail unless it passes the test of critical textual
analysis.
c. The source whose account can be confirmed by reference to outside
authorities in some of its parts can be trusted in its entirety if it is impossible
similarly to confirm the entire text.
d. When two sources disagree on a particular point, the historian will prefer
the source with most “authority”-that is the source created by the
eyewitness.
e. Eyewitnesses are, in general, to be preferred especially in circumstances
where the ordinary observer could have accurately reported what transpired
and, more specifically, when they deal facts known by most contemporaries.
f. If two independently created sources agree on a matter, the reliability of
each is measurably enhanced.
g. when two sources disagree and there is no other means of evaluation, then
historians take the source which seems to accord best with common sense.

Aside from these procedures, historiography also involves the employment

of internal and external criticisms. External criticism is the practice of
verifying the authenticity of evidence by examining its physical
characteristics; consistency with the historical characteristic of the time
when it was produced; and the materials used for the evidence. Examples of
the things that will be examined when conducting external criticism of a
document include the quality of the paper, the type of ink and the language
and words used in the material, among others.
Internal criticism, on the other hand, is the examination of the truthfulness of
the evidence. It looks at the content of the source and examines the
circumstance of its production.

Other methods also used are as follows:

a. Positivism – emphasizes the mantra “no document, no history”, where
historian were required to show written primary documents in order to write
a particular historical narrative.
b. Postcolonialism - emerged in the twentieth century when formerly
colonized nations grappled with the idea of creating their identities and
understanding their societies against the shadows of their colonial past.
c. Annales School of Thought – challenged the canons of history, stating that
history should not only be concerned of states and monarchs.
d. Pantayong pananaw (for us-from us perspective) – highlights the
importance of facilitating an internal conversation and discourse among
Filipinos about our own history, using the language that is understood by
everyone.

7. Importance of Studying History

In 1998, an article entitled "Why Study History?", Peter Stearns made the
following observations:

“People live in the present. They plan for and worry about the future.
History, however, is the study of the past. Given all the demands that press
in from living in the present and anticipating what is yet to come, why
bother with what has been? Given all the desirable and available branches of
knowledge, why insist—as most American [and, in this case, British]
educational programs do—on a good bit of history? And why urge many
students to study even more history than they are required to?”

He also added the following importances of history:

a. History helps us understand people and societies.
b. History helps us understand change and how the society we live in came
to be.
c. History contributes to moral understanding.
d. History provides identity.
e. Studying history is essential for good citizenship

Whilst, according to Pallavi Talekau, Dr. Jyotrimayee Nayak and

Dr.S.Harichandan, the following are the other importance/values of history:
a. Disciplinary value: History is quite fruitful for mental training. It trains
the mental faculties such as critical thinking, memory and imagination. It
quickens and deepens understanding, gives an insight into the working of
social, political, economic, and religious problems.

b. Informative value: History is a wonderful treasure-house of information

and can offer guidance for the solution to all human problems pertaining
to science and art, language and literature, social and political life,
philosophical speculation and economic development. History shows us
the roots without uprooting the tree. A mere emotional attachment to our
past can do us little good, unless it is accompanied with a sober, matured
and rational assessment of the values involved. History is a path finder of
man’s future.

c. Cultural and social values: It is essential that one should understand the
importance of his/her own cultural and social values. We should also
develop attachment towards our cultural heritage. History makes us able
to understand our present culture. It expounds the culture of the present
time by describing the past. It explains the origin of existing state of
things, our customs, our usages, our institutions. It enables us to
understand that the transformations in human history were brought about
by change of habits and of innovation. One of the main motives of
history teaching has been to convey to the pupils the rich heritage of the
mankind. It develops an understanding of the different forces which have
shaped the destiny of man and paved the way for his development in
society.

d. Political values: History is regarded to be the past politics. According to

T.S. Seeley, “The historian is a politician of the political group or
organization, the state being his study. To lecture on political science is
to lecture on history.” History stands as a beacon of hope when some
nation is overcast with dark clouds. History is extremely necessary for
completing the political and social sciences which are still in the making.
History supplements them by a study of the development of these
phenomena in time.

e. Nationalistic value: History teaching renders an effective service in

imbibing the young minds with a sense of patriotism. It is through history
 alone that an Indian child comes to know of the various deeds performed
by such patriots as great lives and deeds, the child can easily be inspired
to emulate them. A proper teaching of history can prepare the way for
sober nationalism.

f. Internationalistic value: History shows the dependence and

interdependence of nations which is the root of internationalism. The
domain of history is very extensive and wide. Through a survey of world
history, the young learners will come to realize that although different
peoples had and still have different customs, habits, laws, and
institutions; they have been striving towards the same end. The
realization of essential unity of human race is the first step towards
fostering universal understanding based on the virtues of tolerance,
kindliness, love, sympathy, and goodwill.

g. Educational value: History has unique value and importance because it is

the only school subject which is directly and entirely concerned with the
behavior and action of human beings. The imagination of the children is
developed through the teaching of history. It is logical to treat history as a
temporal canvas against which the facts learned in other subjects can be
arranged. History is a veritable mine of stories-stories can illustrate even
subject of curriculum- the only condition is that the teacher should know
enough stories and should know how to narrate them.

h. Intellectual value: A large number of intellectual values accrue from the

teaching of history. It sharpens memory, develops the power of
reasoning, judgment and imagination. It cultivates the qualities of
reading, analyzing, criticizing, and arriving at conclusions. In historical
writings our past is alive and treasured in the form of chronicles,
biographies, stories and other forms of literary tradition. Once the pupils’
curiosity is aroused and interest awakened, he can easily browse the vast
pastures of historical knowledge.

i. Ethical value: History is important in the curriculum because it helps in

the teaching of morality. Through it a child comes close to the valuable
thoughts of saints, reformers, leaders, important persons and sages. The
children get inspired by the life stories of these great leaders. There are
other arguments that go against this notion that history gives ethical
teaching.
 j. Vocational value: History has its vocational value. There are several
openings for persons well qualified in the subject. They can get jobs of
teachers, librarians, archivists, curators of museums, secretaries of
institutions, social service workers, and political journalists etc.

IV. Activity/Quiz:

Written activity: Comparative analysis on primary and secondary sources

Objective: To be able to know how to evaluate primary sources for their
credibility, authenticity and provenance.
Instruction: Students will write a comparative analysis of primary and secondary
sources.

Scoring Rubric:
Content/Relevance – 12
Structure/Form - 8
Syntax - 5
Clarity of Ideas - 5

Total: 30
WEEKS 3-5
CONTENT AND CONTEXTUAL ANALYSIS OF SELECTED SOURCES
IN PHILIPPINE HISTORY
I. Objectives:
 To be able to familiarize oneself with the primary documents in different
historical periods of the Philippines.
 To be able to learn history through primary sources.
 To be able to properly interpret primary sources through examining the
content and context of the document.
 To understand the context behind each selected document.

II. References:
Candelaria, J.L. et. al. (2018) Readings in Philippine History. Rex Book
Store. Manila.
Agoncillo, T. (1974). Introduction to Filipino History. Garotech Publishing.
Quezon City.
Corpuz, O.D. (1997). An Economic History of the Philippines. U.P. Press
Printery Division. Philippines.

III. Concept Notes:

1. Interpretation of historical events using primary resources

Primary sources provide compelling, direct evidence of human activity. Users
who encounter primary sources gain a unique perspective on the subject they
are studying, and an opportunity to learn firsthand how primary sources are
used for original research. As users learn to successfully engage with primary
sources, they also gain important skills that help them navigate the use of other
information sources, and further develop their critical thinking skills. Primary
sources can also be challenging to those who use them. The formats of primary
sources may be unique and unfamiliar. They require critical analysis due to
their creators’ intents and biases; the variety of contexts in which they have
been created, preserved, and made accessible; and the gaps, absences, and
silences that may exist in the materials.

Primary sources are materials in a variety of formats that serve as original

evidence documenting a time period, an event, a work, people, or ideas.
Primary source literacy is the combination of knowledge, skills, and abilities
necessary to effectively find, interpret, evaluate, and ethically use primary
sources within specific disciplinary contexts, in order to create new knowledge
or to revise existing understandings.

This definition of primary source literacy, and the vision for this document, are
deliberately broad. Defining the terms primary source literacy, primary source,
or even source, is inherently problematic. The concept of what makes a source
“primary” relies on the research question at hand, varies based on the discipline,
depends on the interplay with secondary sources, and is subject to the different
interpretive processes researchers bring to their projects. Research questions
can develop out of encounters with primary sources, or primary sources can be
used to refine or answer questions already developed. Primary source literacy is
not a binary state, but rather exists across a spectrum. Furthermore, instructors
who are teaching these skills may be simultaneously concerned with conveying
the excitement of research with primary sources, or giving students a
memorable or transformative experience while using such sources. Although
important goals, these are abstract qualities that resist assessment and are not
explicitly covered as part of these guidelines.

Primary source literacy intersects with other “literacies,” including information

literacy, visual literacy, and digital literacy, and concepts like collective
memory, cultural heritage, and individual/cultural perspectives. Thus, users of
primary sources, and those who seek to guide them in the process, are not
working in isolation from other skills and disciplines. To create order in this
complex landscape, these

2. Identification of historical importance of text

The following are concepts to be considered in the identification of historical
importance of text:

a. Analytical Concepts
The nature of primary sources requires researchers to engage with them
analytically. Users activate primary sources through hypothesis, analysis,
synthesis, interpretation, critical thinking, and evaluation; they use sources to
develop both questions and arguments. Primary source analysis requires the
interrogation of materiality, historical context, and narrative. Users need to
understand how sources were produced and delivered. Interpretation of sources
occurs on a continuum from the creation of the source to its utilization by the
current user, and includes mediation by librarians, archivists, and database
creators or designers. Self-reflective users consider primary sources in the
context of their own projects as well as their agency in creating new primary
sources.

b. Ethical Concepts
Users need to understand the ethical concepts related to applicable laws and
regulations, privacy rights, cultural context, donor agreements, copyright, and
intellectual property when working with primary sources. They must
understand how these concepts affect their ability to use primary sources in
their work, and they should responsibly consider how their scholarship may
potentially affect the creators, donors, owners, and readers of these primary
sources.

c. Theoretical Concepts
Theoretical concepts such as evidence, authority, power, authenticity, context,
materiality, historical empathy, agency, value, absences, and privilege underpin
the collection, arrangement, and presentation of primary sources. Collections in
cultural heritage institutions reflect and reinforce societal power structures.
Users must seek to understand resulting silences and absences by critically
considering what sources were never created, what sources may no longer exist,
and what sources are collected, as well as communities' abilities to engage in
these activities. The iterative nature of research and the interplay between
primary and secondary sources must also be considered throughout the research
and production process as users seek to contextualize and understand their
sources. Collections and databases are always mediated in some way, and
exhibits, digital collections, and guides or other access tools reflect the
selection, reproduction, and presentation decisions of many individuals –
decisions that may not be self-evident.

d. Practical Considerations
There are practical considerations particular to using primary sources that users
should be aware of. Practical skills necessary for primary source research
include finding, accessing, gathering, and handling primary sources in a variety
of formats and locations. In order to reach their goals, users should understand
what is and is not accessible in specific institutions or databases, and must be
aware of procedures and terminology specific to primary source research that
may vary from institution to institution. They will need to be aware of how
these sources are described in familiar search tools, and may need to engage
with additional tools developed in a repository to provide access to primary
sources. They will need strategies for capturing and managing research data,
including transcription, photography, and downloads.
3. Examination of author’s background, main argument and point of view
The following can be done in order to examine the author’s background, main
argument and point of view:

1. Conceptualize
A. Distinguish primary from secondary sources for a given research question.
Demonstrate an understanding of the interrelatedness of primary and secondary
sources for research.
B. Articulate what might serve as primary sources for a specific research project
within the
C. Draw on primary sources to generate and refine research questions.
D. Understand that research is an iterative process and that as primary sources
are found and analyzed the research question(s) may change.

2. Find and Access

A. Identify the possible locations of primary sources.
B. Use appropriate, efficient, and effective search strategies in order to locate
primary sources. Befamiliar with the most common ways primary sources are
described, such as catalog records and archival finding aids.
C. Distinguish between catalogs, databases, and other online resources that
contain information about sources, versus those that contain digital versions,
originals, or copies of the sources themselves.
D. Understand that historical records may never have existed, may not have
survived, or may not be collected and/or publicly accessible. Existing records
may have been shaped by the selectivity and mediation of individuals such as
collectors, archivists, librarians, donors, and/or publishers, potentially limiting
the sources available for research.
E. Recognize and understand the policies and procedures that affect access to
primary sources, and that these differ across repositories, databases, and
collections.

3. Read, Understand, and Summarize

A. Examine a primary source, which may require the ability to read a particular
script, font, or language, to understand or operate a particular technology, or to
comprehend vocabulary, syntax, and communication norms of the time period
and location where the source was created.
B. Identify and communicate information found in primary sources, including
summarizing the content of the source and identifying and reporting key
components such as how it was created, by whom, when, and what it is.
C. Understand that a primary source may exist in a variety of iterations,
including excerpts, transcriptions, and translations, due to publication, copying,
and other transformations.

4. Interpret, Analyze, and Evaluate

A. Assess the appropriateness of a primary source for meeting the goals of a
specific research or
creative project.
B. Critically evaluate the perspective of the creator(s) of a primary source,
including tone, subjectivity, and biases, and consider how these relate to the
original purpose(s) and audience(s) of the source.
C. Situate a primary source in context by applying knowledge about the time
and culture in which it was created; the author or creator; its format, genre,
publication history; or related materials in a collection.
D. As part of the analysis of available resources, identify, interrogate, and
consider the reasons for silences, gaps, contradictions, or evidence of power
relationships in the documentary record framework of an academic discipline or
area of study and how they impact the research process.
E. Factor physical and material elements into the interpretation of primary
sources including the relationship between container (binding, media, or overall
physical attributes) and informational content, and the relationship of original
sources to physical or digital copies of those sources.
F. Demonstrate historical empathy, curiosity about the past, and appreciation
for historical sources and historical actors.

5. Use and Incorporate

A. Examine and synthesize a variety of sources in order to construct, support, or
dispute a research argument.
B. Use primary sources in a manner that respects privacy rights and cultural
contexts.
C. Cite primary sources in accordance with appropriate citation style guidelines
or according to repository practice and preferences (when possible).
D. Adhere to copyright and privacy laws when incorporating primary source
information in a research or creative project.

6. Reading and analysis of primary sources (with discussions on the

economic history of the country during the time period it indulges on):

a. First Voyage Around the World by Magellan by Antonio Pigafetta

Overview:
The Portuguese navigator Ferdinand Magellan led the first voyage around
the world, beginning in 1519. Sailing southward along the coast of South
America, Magellan discovered the strait that today bears his name and
became the first European to enter the Pacific Ocean from the east.
Magellan died while exploring the Philippines, but his ships continued
west to complete the circumnavigation of the globe. The following
account of the difficult passage through the Strait of Magellan was written
by a member of the crew, Antonio Pigafetta.

The captain came to a cape, which he named the Cape of the Eleven
Thousand Virgins. Then he came to the Cape de la Baya. Two ships sent
to find the way out from the said Cape. Of an opening which they found
for leaving the cape, and into which they threw themselves perforce. Then
having discovered the strait they returned to the captain.

These are the chapters from the travelogue that are worth mentioning and
discussing:

1. CHAPTER X
After going and setting course to the fifty-second degree toward the said
Antarctic Pole, on the festival of the eleven thousand virgins, we found by
miracle a strait which we called the Cape of the Eleven Thousand Virgins.
Which strait is in length one hundred and ten leagues, which are four
hundred and forty miles, and in width somewhat less than half a league.
And it falls into another sea called the Pacific Sea. And it is surrounded
by very great and high mountains covered with snow. In this place it was
not possible to anchor, because no bottom was found. Wherefore it was
necessary to put cables ashore of twenty-five or thirty cubits in length.
This strait was a circular place surrounded by mountains (as I have said),
and to most of those in the ships it seemed that there was no way out from
it to enter the said Pacific Sea. But the captain-general said that there was
another strait which led out, saying that he knew it well and had seen it in
a marine chart of the King of Portugal, which a great pilot and sailor
named Martin of Bohemia had made. The said captain sent forward two
of his ships, one named Santo Antonio and the other Concepción, to seek
and discover the outlet of the said strait, which was called the Cape de la
Baya. And we with the other two ships (namely the capitana, named
Trinidade, and the other Victoria) remained awaiting them in the
Baya. And in the night we had a great storm, which lasted until noon of
the next day. Wherefore we were compelled to raise the anchors, and to
let the ships ply hither and thither in the Baya. The other two ships had
such a passage that they could not round a cape forming the Baya, and
trying to return to us they were hard put not to run aground. But
approaching the end of the Baya (thinking themselves lost) they saw a
small opening, which did not seem an opening but a creek. And like
desperate men they threw themselves into it, so that perforce they
discovered the strait. Then seeing that it was not a creek but a strait with
land, they went on, and found a bay. Then going further they found
another strait, and another bay larger than the first two. Very joyful at this,
they at once turned back to inform the captain-general. We thought indeed
that they had perished, first because of the great storm, and then we had
not seen them for two days. And while in suspense we saw the two ships
approaching under full sail and flying their banners, coming toward
us. When near us, they suddenly discharged their ordnance, at which we
very joyously greeted them in the same way. And then we all together,
thanking God and the Virgin Mary, went forward.

Two ships, the Santo Antonio and Concepción, sent to see the two
openings found. The ship Santo Antonio returned to Spain. The river of
the Sardines found. The sea found. Of the Cape of Desire. Of the ship
 Concepción. Of the products of this Pacific Sea. And of the catching of
fish.

2. CHAPTER XI
After entering within this strait, we found that there were two openings, one
of them to the southeast, and the other to the southwest. Wherefore the
captain sent back the two aforesaid ships Santo Antonio and Concepción to
see whether the opening toward the southeast issued forth into the said
Pacific Sea. And the one of these two ships named Santo Antonio would not
await the other ship, because those on board her wished to return to Spain,
which they did. And the principal reason was that the pilot of the said ship
had before been displeased with the said captain-general, because, before
this fleet was fitted out, this pilot had gone to the Emperor to arrange to have
some ships for discovering land. But by the coming of the said captain-
general the Emperor did not give them to the said pilot. Wherefore he
conspired with certain Spaniards. And the following night they seized the
captain of his ship, who was the captain-general's brother, and named Alvaro
de Mesquita, whom they wounded and put in irons. And so they took it back
to Spain. In this ship which went away was one of the aforesaid two giants
whom we had taken, but when he felt the heat he died. And the other ship
Concepción (because she could not keep up with the former) continued to
wait for her, plying hither and thither. For the other took the night course (as
they say) in order to return. When this happened by night, the captain's ship
and the other ship went together to discover the other opening to the
southwest, and continuing on we found the same strait. But at length we
came to a river which we called the River of Sardines, because we found
great quantity of them. And so we remained there four days awaiting the
other two ships. Soon after we sent a boat well furnished with men and
provisions to discover the cape of the other sea. They spent three days going
and returning, and told us that they had found the cape and the great and
wide sea. Wherefore the captain, for the joy that he had, began to weep and
gave this cape the name Cape of Desire, as a thing much desired and long
sought. This done, we turned back to find the two ships which had gone to
the other side, but we found only Concepción, of whom we demanded what
had become of the other, her consort. To which the captain of the said ship,
named João Serrão (who was pilot of the first ship that was lost, as has been
told), replied that he knew nothing and that he had never seen her since she
entered the opening. But we sought for her throughout the strait as far as the
said opening by which she set her course for return. And besides this, the
captain general sent back the ship named Victoria to the very entrance of the
strait to see whether the said ship was not there. And he told the men of this
ship, if they did not find the other ship that was missing, to put a flag on the
summit of a small mountain, with a letter in a pot buried at the foot of the
staff, to the end that if the said ship perchance returned she would see this
flag and also find the letter, which would inform her of the course taken by
the captain. This arrangement had from the beginning been ordered by the
captain, to cause any ship which was separated to rejoin the others. So the
people of the said ship did what the captain had ordered, and more. For they
set up two flags with letters. One of the flags was set up on a small mountain
at the first bay, the second on an islet in the third bay, where there were
many sea wolves and large birds. The captain general waited for her with the
other ship near the river named Isleo. And he caused a cross to be erected on
a small island near that river. The river flowed between high mountains
covered with snow, and it fell into the sea near the other River of
Sardines.

If we had not found this strait, the captain-general had decided to go as far
as seventy-five degrees toward the Antarctic Pole. Now in such a latitude, in
the summertime, there is no night, or very little. And likewise in winter there
is no day, or very little. And that all may believe that this is so, when we
were in the said strait, the night lasted only three hours in the month of
October.

The land on the left in the said strait faced toward the Siroco, which is the
wind between east and south. And we called it the Pathagonico strait. In it
we found at every half league a good port, and anchorage, good water, and
wood all of cedar, and fish also like sardines, Missiglioni, and a very sweet
herb called Appio, of which there is also some of the same sort that is bitter.
And this herb grows near springs, and (because we found nothing else) we
ate of it for several days. And I think there is in the world no more beautiful
 country or better place than that. In that Ocean Sea there is seen a very
amusing hunt of fishes, which are of three sorts, a cubit or more in length,
named Dorades, Albacores, and Boniti. They follow and hunt another kind
of fish which flies and is calledColondriny, a foot or more in length and very
good to eat. And when these three
kinds of fish find in the water some of these flying fish, forthwith they make
them leave the water and fly more than a crossbow’s flight as long as their
wings are wet. And while these fish fly, the other three run after them in the
water seeing and following the shadow of those that fly. And no sooner have
they fallen than they are seized and eaten by those which hunt them. Which
is a marvelous and merry thing to see. And this chase we saw several
times.…

The captain in the Pacific Sea. The troubles which he and his men suffered
there. Of the malady in their gums. Of the dead and the sick men. Of the
Isles of Misfortune, and in what degree they lie.

3. CHAPTER XII
After entering within this strait, we found that there were two openings, one
of them to the southeast, and the other to the southwest. Wherefore the
captain sent back the two aforesaid ships Santo Antonio and Concepción to
see whether the opening toward the southeast issued forth into the said
Pacific Sea. And the one of these two ships named Santo Antonio would not
await the other ship, because those on board her wished to return to Spain,
which they did. And the principal reason was that the pilot of the said ship
had before been displeased with the said captain-general, because, before
this fleet was fitted out, this pilot had gone to the Emperor to arrange to have
some ships for discovering land. But by the coming of the said captain-
general the Emperor did not give them to the said pilot. Wherefore he
conspired with certain Spaniards. And the following night they seized the
captain of his ship, who was the captain-general's brother, and named Alvaro
de Mesquita, whom they wounded and put in irons. And so they took it back
to Spain. In this ship which went away was one of the aforesaid two giants
whom we had taken, but when he felt the heat he died. And the other ship
Concepción (because she could not keep up with the former) continued to
wait for her, plying hither and thither. For the other took the night course (as
they say) in order to return. When this happened by night, the captain's ship
and the other ship went together to discover the other opening to the
southwest, and continuing on we found the same strait. But at length wethe
captain, for the joy that he had, began to weep and gave this cape the name
Cape of Desire, as a thing much desired and long sought. This done, we
turned back to find the two ships which had gone to the other side, but we
found only Concepción, of whom we demanded what had become of the
other, her consort. To which the captain of the said ship, named João Serrão
(who was pilot of the first ship that was lost, as has been told), replied that
he knew nothing and that he had never seen her since she entered the
opening. But we sought for her throughout the strait as far as the said
opening by which she set her course for return. And besides this, the captain
general sent back the ship named Victoria to the very entrance of the strait to
see whether the said ship was not there. And he told the men of this ship, if
they did not find the other ship that was missing, to put a flag on the summit
of a small mountain, with a letter in a pot buried at the foot of the staff, to
the end that if the said ship perchance returned she would see this flag and
also find the letter, which would inform her of the course taken by the
captain. This arrangement had from the beginning been ordered by the
captain, to cause any ship which was separated to rejoin the others. So the
people of the said ship did what the captain had ordered, and more. For they
set up two flags with letters. One of the flags was set up on a small mountain
at the first bay, the second on an islet in the third bay, where there were
many sea wolves and large birds. The captain general waited for her with the
other ship near the river named Isleo. And he caused a cross to be erected on
a small island near that river. The river flowed between high mountains
covered with snow, and it fell into the sea near the other River of
Sardines.

If we had not found this strait, the captain-general had decided to go as far
as seventy-five degrees toward the Antarctic Pole. Now in such a latitude, in
the summertime, there is no night, or very little. And likewise in winter there
is no day, or very little. And that all may believe that this is so, when we
were in the said strait, the night lasted only three hours in the month of
October.

The land on the left in the said strait faced toward the Siroco, which is the
wind between east and south. And we called it the Pathagonico strait. In it
we found at every half league a good port, and anchorage, good water, and
wood all of cedar, and fish also like sardines, Missiglioni, and a very sweet
herb called Appio, of which there is also some of the same sort that is bitter.
And this herb grows near springs, and (because we found nothing else) we
ate of it for several days. And I think there is in the world no more beautiful
country or better place than that. In that Ocean Sea there is seen a very
amusing hunt of fishes, which are of three sorts, a cubit or more in length,
named Dorades, Albacores, and Boniti. They follow and hunt another kind
of fish which flies and is calledColondriny, a foot or more in length and very
good to eat. And when these three kinds of fish find in the water some of
these flying fish, forthwith they make them leave the water and fly more
than a crossbow’s flight as long as their wings are wet. And while these fish
fly, the other three run after them in the water seeing and following the
shadow of those that fly. And no sooner have they fallen than they are seized
and eaten by those which hunt them. Which is a marvelous and merry thing
to see. And this chase we saw several times.…

The captain in the Pacific Sea. The troubles which he and his men suffered
there. Of the malady in their gums. Of the dead and the sick men. Of the
Isles of Misfortune, and in what degree they lie.

On Wednesday the twenty-eighth of November, one thousand five hundred

and twenty, we issued forth from the said strait and entered the Pacific Sea,
where we remained three months and twenty days without taking on board
provisions or any other refreshments, and we ate only old biscuit turned to
powder, all full of worms and stinking of the urine which the rats had made
on it, having eaten the good. And we drank water impure and yellow. We ate
also ox hides which were very hard because of the sun, rain, and wind. And
we left them four or five days in the sea, then laid them for a short time on
embers, and so we ate them. And of the rats, which were sold for half an écu
apiece, some of us could not get enough. Besides the aforesaid troubles, this
malady was the worst, namely that the gums of most part of our men swelled
above and below so that they could not eat. And in this way they died,
inasmuch as twenty-nine of us died, and the other giant died, and an Indian
of the said country of Verzin. But besides those who died, twenty-five or
thirty fell sick of divers maladies, whether of the arms or of the legs and
other parts of the body, so that there remained very few healthy men. Yet by
the grace of our Lord I had no illness. During these three months and twenty
days, we sailed in a gulf where we made a good four thousand leagues
across the Pacific Sea, which was rightly so named. For during this time we
had no storm, and we saw no land except two small uninhabited islands,
where we found only birds and trees. Wherefore we called them the Isles of
Misfortune. And they are two hundred leagues distant one from another.
And there is no place for anchoring because no bottom can be found. And
we saw there a very large kind of fish which they call Tiburoni. The first
island is in fifteen degrees of latitude going by the south wind, and the other
island is in nine degrees. By this wind we made each day fifty or sixty
leagues or more, sometimes at the stern, at others at the windward side, or
otherwise. And if our Lord and the Virgin Mother had not aided us by giving
good weather to refresh ourselves with provisions and other things we had
died in this very great sea. And I believe that nevermore will any man
undertake to make such a voyage.

Features of the travelogue:

1. Characterization of the pre-colonial Philippine terrain
2. Description of pre-colonial Filipinos and their exotic culture
3. Discriminatory perspective of the European writer on the natives’
amazement and illiteracy to the European artillery, merchandise and
other goods
4. Narration of the Battle in Mactan tha led to the death of Ferdinand
Magellan
b. Kartilya ng Katipunan
Overview:
The Kartilya ng Katipunan is Katipunan’s code of conduct. It contains 14
rules that instruct the way a Katipunero should behave, and which specific
values should be upheld. The first group contains the rules that will make
the member an upright individual and the second group contains the rules
that will guide the way he treats his fellowmen.

Features of the Kartilya:

1. Reaction and response to certain value systems that the Katipuneros
found despicable in the state of things they are struggling with.
2. Upheld rational and liberal ideas in the 18th and 19th century
3. Emphasis of equality, tolerance, freedom and liberty in the making of
rules
4. Emphasis on teaching of how women and children should be treated
5. Instruction on Katipunan’s conduct toward other people but also for
their members’ development as individuals on their own right

***Read the Mga Aral ng Katipunan/ Lessons of the Organization of the

sons of Country.

c. Proclamation of the Philippine Independence

Overview:
With a government in operation, Emilio Aguinaldo thought that it was
necessary to declare the independence of the Philippines. He believed that
such a move would inspire the people to fight more eagerly against the
Spaniards and at the same time, lead the foreign countries to recognize the
independence of the country. Apolinario Mabini, who had by now been
made Aguinaldo’s unofficial adviser, objected. He based his objection on
the fact that it was more important to reorganize the government in such a
manner as to convince the foreign powers of the competence and stability
of the new government than to proclaim Philippine independence at such
an early period. Aguinaldo, however, stood his ground and won.
 Thus, June 12, 1898, between four and five in the afternoon, Emilio
Aguinaldo, in the presence of a hug crowd, proclaimed the independence
of the Philippine National Flag, made in Hongkong by Mrs. Marcela
Agoncillo, assisted by Lorenza Agoncillo and Delfina Herboza, was
officially hoisted and the Philippine National March played in public. In
addition to that, the Proclamation of the Philippine Independence was
prepared by Ambrosio Rianzares, who also read it. A passage in the
Declaration reminds one of another passage in the American Declaration
of Independence. The document was signed by 98 persons, among them
an American army officer who was witnessed the proclamation.

Features:
1. Characterization of the Philippines during the Spanish colonial period
2. Justification behind the revolution against Spain
3. Brief historical view of the Spanish occupation
4. Establishment of the republic under the dictatorship of Emilio
Aguinaldo
5. Exclusion of Andres Bonifacio’s contribution as the founder of
Katipunan
6. Explanation of the Philippine flag’s appearance
7. Mentioning of Emilio Aguinaldo as God’s selected instrument that will
lead his country to its redemption
8. Revelation of some overlooked historical truths

d. Alfred McCoy’s Philippine Cartoons: Political Caricature of the American

Era
Overview:
Philippine political cartoons gained full expression during the American
era. Filipino artists recorded national attitudes toward the coming of the
Americans as well as the changing mores and times. In the book of Alfred
McCoy, 377 cartoons were compiled in the book, including the extensive
research of McCoy in the Philippine and American archives providing a
comprehensive background not only to the cartoons but to the turbulent
period as well. Artist writer Alfredo Roces, who designed the book cover,
contributed an essay on the Philippine graphic satire on the period.
 Features:
1. Demonstration of different strands of changes and shifts in the culture,
society and politics of the Philippines’ transition from the Spanish
colonial period to the American occupation
2. Illustration of certain media outfits about the Philippine society from
the Spanish Colonial period to the American Occupation period
3. Description of the unchanging conditions of poor Filipinos

e. Corazon Aquino’s Speech Before the US Congress

Overview:
When Former President of the Philippines Corazon C. Aquino gave a
speech to the United states on September 1986, more than half a year after
assuming the presidency, she called on America to help the Philippines in
preserving the freedom which the Filipinos have won for themselves.
Calling to, “restore the role by ways of democracy”, she praised the role
of the America in the world as the promoter of a righteous system of
governance and further strengthened the reputation of said country as a
model for greatness.

Features:
1. Countless references to Ninoy Aquino
2. Analysis of Martial Law
3. Mentioning of Philippine foreign debt
4. Praises of American role
5. Calamities during Martial Law
6. Emphasis of ideology or principle of a new democratic government

***Read the references or the primary sources for more discussion as well as
the economic history of the country during the periods they were made.

IV. Activity/Quiz:
1. Analysis of “Kartilya ng Katipunan”
Objective:
1. To be able to familiarize oneself with the document, “Kartilya ng Katipunan”;
and the economic/political conditions of the Philippines during the Spanish period.
2. To be able to develop critical and analytical skills with exposure to primary
sources.
Instruction: Students will write an analysis of the “Kartilya ng Katipunan”.

Scoring Rubric:
Content/Relevance – 12
Structure/Form - 8
Syntax - 5
Clarity of Ideas - 5

Total: 30

2. Analysis of First Voyage Around the World by Magellan

Objective:
1. To be able to familiarize oneself with the document, First Voyage Around the
World by Magellan; and the economic/political conditions of the Philippines
during the Pre-Spanish period.
2. To be able to develop critical and analytical skills with exposure to primary
sources.
Instruction: Students will write an analysis of the First Voyage Around the World
by Magellan.

Scoring Rubric:
Content/Relevance – 12
Structure/Form - 8
Syntax - 5
Clarity of Ideas - 5

Total: 30

3. Drama: Proclamation of the Philippine Independence

Objectives:
1. To be able to familiarize oneself with the document, Proclamation of the
Philippine Independence; and the economic/political conditions of the Philippines
during the Post-Spanish period; and
2. To be able to develop critical and analytical skills with exposure to primary
sources.
Instructions: Students will be given 10 minutes to prepare a 5-minute drama about
the proclamation of the Philippine Independence.

Scoring Rubric:
Creativity – 40
Content – 25
Organization – 20
Audience Impact – 15

Total: 100

4. Quiz No. 1
INSTRUCTIONS: Read the questions carefully before answering briefly. Do not
add your own facts; provide only what is being asked. A mere yes or no answer
without explanation will not be credited.

1. Is history a narrative? Support your answer. (5 pts.)

2. The following passage below is taken from the ‘Proclamation of the Philippine
Independence’:
“…taking into consideration that their inhabitants being already weary of bearing
the ominous yoke of Spanish domination on account of the arbitrary arrests and
hash treatment practiced by the Civil Guard to the extent of causing death with the
connivance and even with the express orders of their commanders, who sometimes
went to the extreme of ordering the shooting of prisoners under the pretext that
they were attempting to escape, in violation of the provisions of the Regulations of
their Corps, which abuses were unpunished and on account of the unjust
deportations, especially those decreed by General Blanco, of eminent personages
and of high social position, at the instigation of the Archbishop and friars
interested in keeping them out of the way for their own selfish and avaricious
purpose, deportations which are quickly brought about by a method of procedure
more execrable than that of a decision being rendered without a hearing of the
persons accused.” What content of the document does this passage demonstrate?
Substantiate your answer. (5 pts.)

3. Identify and explain the elements of history. (5 pts.)

4. History has already turned into a complex and dynamic discipline. Its
relationship with other discipline or branches of learning makes it more meaningful
and significant as it draws strength and energy from them. For a clearer
understanding of the relationship of history with other disciplines, experts allowed
their thoughts to wander in the avenue of these disciplines to draw knowledge that
may be useful to them. Explain the relationship of history with the disciplines of
economics and political science. (5 pts.)

5. Explain the principle of ‘No records, no documents; no history’. (5 pts.)

6. Sylvester visited the United States for a few months to see his relatives who
have lived there for decades. His uncle brought him on tours around Illinois.
Sylvester visited the Field Museum of Natural History where a golden image of a
woman caught his eye. He looked closer and read that the image was called “The
Golden Tara”. It originated from Agusan del Sur and was bought by the museum in
1922. It was believed to be made prior to the arrival of the Spaniard in the
Philippines. What kind of historical source is the sculpture? Support your answer.
(5 pts.)

7. Compare and contrast the Kartilya ng Katipunan with the Mga Katungkulang
Gagawin ng Mga Anak ng Bayan. ( 5pts.)

8. What are the challenges usually encountered in studying history? (5 pts.)

9. The 1987 Philippine Constitution provides for the formation of regional

autonomous regions in the Philippines. This led to the establishment of the
Autonomous Region in Muslim Mindanao (ARMM). Sarah, a student wanted to
seek historical evidences and facts on the matter and to interpret these facts. What
kind of method should she adopt in this situation? Substantiate your answer. (5
pts.)
10. Is there a chance for a historical source to be inconsistent and unreliable?
Support your answer. (5 pts.)

11. Below are some of the rules that can be found in Kartilya:
X. On the thorny path of life, man is the guide of woman and the children, and if
the guide leads to precipice, those whom he guides will also go there.
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. What thou dost not desire done unto thy wife, children, brothers and sisters,
that do not unto the wife, children, brothers and sisters of thy neighbor.
What do these provisions or rules of Kartilya imply? Substantiate your answer. (5
pts.)

12. Enumerate the kinds of primary sources. Which one of these is created for
large students and was distributed widely? (5 pts.)

13. Mikee was a new teacher of Araling Panlipunan in a small elementary school
in Mauban, Quezon. Her colleagues gave her the new textbook that she ought to
use in class. Before the class started, Lorena studied the textbook carefully. She
noted that the authors used works by other known historians in writing the
textbook. She saw that the bibliography included Dennis Villan’s The Revolution
of the Masses and The Painful Years: Japan’s Adventure in the Philippines, 1945-
1956. She also saw that the authors used Trisha Domalanta’s Working Men of
Dagupan During the 17th Century and many others. What kind of source is the
textbook? Support your answer. (5 pts.)

14. Give a short backgrounder on the events that led to the expedition of Magellan.
(5 pts.)

15. Explain the concept of Postcolonialism. (5 pts.)

WEEK 6
PRELIMINARY EXAMINATION

WEEKS 7-8
CONTROVERSIES AND CONFLICTING ISSUES IN PHILIPPINE
HISTORY

I. Objectives:
 To be able to interpret historical events using primary sources.
 To be able to recognize the multiplicity of interpretation than can be read
from a historical text.
 To be able to identify the advantages and disadvantages of employing
critical tools in interpreting historical events through primary sources,
 To be able to demonstrate ability to argue for or against a particular issue
using primary sources.

II. References:
Candelaria, J.L. et. al. (2018) Readings in Philippine History. Rex Book
Store. Manila.
Agoncillo, T. (1974). Introduction to Filipino History. Garotech Publishing.
Quezon City.

III.Concept Notes:

1. Recognition of multiplicity of interpretation

The term “multiperspectivity” was rarely used within the context of school-
based history education before the 1990s, although Professor Bodo von
Borries has observed that the concept was being discussed and actively
promoted by some German historians, including himself, as early as the
1970s.1 The term began to be used more widely in Europe in the early
1990s, particularly at history conferences, seminars and in-service teacher
training workshops organised by the Council of Europe and EUROCLIO,
the European Standing Conference of History Teachers’ Associations.
Nevertheless, the ideas behind “multiperspectivity”. if not the term
itself, have a longer pedigree and are firmly rooted in three distinct but
clearlyrelated developments within school-based education.

The first of these developments was the so-called “new history” approach
which had emerged originally in western and northern Europe in the 1970s
and early ’80s and has had a growing influence on history education in the
rest of Europe since that time, initially in southern Europe and then in much
of central and eastern Europe after the events of 1989-90. The “new history”
approach reflected dissatisfaction with the more traditional approach to
history education in schools, with its emphasis on:
a. knowledge transmission;
b. the weighting of course content heavily in favour of political and
constitutional history;
c. a focus predominantly on events and personalities;
d. the construction of the syllabus around a content-rich, chronological
survey of national history;
e. and the underlying assumption that the national historical narrative
mainly coincided with the history of the largest national grouping and the
dominant linguistic and cultural community.

By contrast, the “new history” approach, whilst not denying the importance
of chronology and historical knowledge, aimed to establish a better balance
within history teaching between teaching students about the past and
providing them with the means to think historically about it. Consequently,
there was a greater emphasis in the history classroom on students learning
how to analyze, interpret and synthesize evidence obtained from a variety of
primary and secondary sources.

Learning to think historically has also meant learning that historians and
others seeking to reconstruct the past, including museum curators, film
makers, television producers and journalists, will be constrained by the
range of sources they can access, will interpret and use the same evidence in
different ways and will select and put emphasis on different aspects of the
evidence. In other words, that most, if not all, historical phenomena can be
interpreted and reconstructed from a variety of perspectives, reflecting the
limitations of the evidence, the subjective interests of those who are
interpreting and reconstructing it, and the shifting cultural influences
which determine to some degree what each new generation regards as
significant in the past.

The second broad educational development that has contributed to the recent
interest in multiperspectivity has been the growing recognition that, in the
past, history education has all too often been taught from a perspective that
was monocultural, ethnocentric, exclusive rather than inclusive and based on
the assumption that the national narrative coincided with the history of the
largest national grouping and dominant linguistic and cultural community.
The same tendency was often apparent in approaches to academic history as
well. Nevertheless, academic developments over the last 25 years or so,
particularly in social and anthropological history, cultural history and gender
studies, have led to a clearer focus on the history of social categories and
groups who had previously been largely ignored: women, the poor, ethnic
minorities, children, families and migrants. There are now signs that this
interest is gradually filtering down into school-based history education.

In furtherance, multiperspectivity is a term more often used than defined.

Nevertheless, there have been some attempts to describe its main
characteristics. K. Peter Fritzsche has emphasised that it is a process, “a
strategy of understanding”, in which we take into account another’s
perspective (or others’ perspectives) in addition to our own. That process
entails understanding that we too have a perspective which hasbeen filtered
through our own cultural context, reflects our own standpoint and
interpretation of what has happened and why, our own view of what is and is
notrelevant, and may also reflect other prejudices and biases. In this respect,
multiperspectivity is not just a process or strategy, it is also a predisposition,
“[it] means to be able and willing to regard a situation from different
perspectives”. The preconditions for this are, first, a willingness to accept
that there are other possible ways of viewing the world than one’s own and
that these may be equally valid and equally partial; and, second, a
willingness to put oneself in someone else’s shoes and try and see the world
as they see it, that is, to exercise empathy.
Multiperspectivity in history and history education has been described by
Ann Low-Beer as the process of “viewing historical events from several
perspectives”. Elsewhere, in her historical review of the work of the Council
of Europe on school history, she has also asserted that “multiperspectivity”
is firmly rooted in historical method:
“Essentially it stems from the basic discipline of history and the need to
assess historical events from different perspectives. All historians do
this.……In history, multiple perspectives are usual and have to be tested
against evidence, and accounted for in judgments and conclusions.

Broadly speaking, then, it would appear that the main defining

characteristics of multiperspectivity in history and history teaching are that it
is a way of viewing, and a predisposition to view, historical events,
personalities, developments, cultures and societies from different
perspectives through drawing on procedures and processes which are
fundamental to history as a discipline. A straightforward, apparently un-
problematic and self-evident definition. However, as definitions go it
probably raises more questions than it answers

A perspective is a view which is limited by the standpoint of the person

expressing it. This, of course, applies as much to the “producers” of source
material (the participants in past events, the eye-witnesses, the chroniclers,
the officials and collators of information) as it does to the historian.

Just as the figurative artist’s perspective is constrained by practical

considerations such as technique and the position from which he or she
chooses to draw a particular subject, so there are clearly a number of
practical limitations facing historians. Their perspective on a particular
historical event or development will be restricted by the range of relevant
languages in which they are fluent, their familiarity with the kinds of script
employed by those who wrote the documents which they need to use, the
volume of information and evidence available, the range of sources which
they can use (a particular problem when trying to determine and understand
the views and experiences of people who are illiterate or semi-literate), and
the accessibility of those sources. These are all practical constraints and to a
large degree they ensure that most historical accounts depend upon a
selection of evidence from the potential mass of information that might
conceivably be relevant. Similar constraints of time and space affect the
sources which the historian uses and school students learning to work with a
combination of primary and secondary sources are taught to take into
account:
“how close the source was to the events being studied: a participant, an eye-
witness, a journalist interviewing participants and witnesses soon afterwards,
a newspaper photographer, a television reporter, an official collating
evidence from a variety of sources, an historian writing about it
subsequently, etc.
And how soon after the event the observations in the source were recorded.”.

Hopefully, they also learn that proximity to events, both in time and space,
does not necessarily guarantee a more reliable and valid account of what
happened.

As witnesses to history then, they are not just describing what they see, they
are interpreting it as well; that is, they are assigning a particular meaning to
what they have seen and that meaning reflects their personal framework of
assumptions, preconceived ideas, prejudices, stereotypes and expectations.

Historians also have their preconceptions and preoccupations. Their

perspectives are not just shaped by the evidence in the sources to which they
have access. Sometimes these preconceptions and preoccupations are
personal and professional. A historian who seeks to offer a political
perspective of events is likely to present what happened in a different way,
emphasize different factors, assign greater significance to certain
consequences and developments than, say, the economic or social historian.

Similarly, the personal and professional expectations and preconceptions of

other interpreters of history, such as television producers making
documentaries about specific events will reflect a concern not just to tell the
audience what happened and why but to do so in ways which may reflect
 current thinking about what makes a good history documentary with the
emphasis sometimes being more on what makes good television rather than
good history.

At the same time, as historiographical surveys usually reveal, historians and

other commentators on the past, like the rest of us, are children of their
times. Their perspective is influenced by the generation to which they
belong and they will tend to interpret the past through contemporary lenses.

2. Advantages and problems in interpretation and multiperspectivity

Three related dimensions have been identified which have potential relevance
to multiperspectivity:
1. We can view historical events and developments from a multiplicity of
vantage points. To do this, we need to know what was heard, seen or felt.
We also need to know how reliable each source is, partly by comparing and
cross-referencing the evidence they provide but also by evaluating
contextual information on each source: who they were, what role they
played, where they were at the time, what they were doing at the time, how
they obtained the information, and so on. Above all, this process of
evaluation needs to take into account the conditions which may have
imposed constraints on what each source saw, heard or felt, whether these be
physical, technical or self-imposed.

2. We can view historical events and developments from a multiplicity of

points of view. To do this, we need to understand the motives underpinning
these various points of view, whether they be the perspectives of the authors
of the various sources or of the person or persons referred to in those
sources. Broadly speaking, there are three constituent elements to this
process. First, it involves trying to understand the logic behind the view
being expressed. Why would they think this? On what grounds have they
based this view? Why might they have believed some bits of information
and not others? Why did they see some information as relevant and discard
the rest? What options were open to them? What led them to choose this
particular course of action out of all the possibilities open to them? etc.
Second, it involves de-constructing the language of the text (differentiating,
 for example, between verifiable facts, expert opinion, unsubstantiated
opinion and hearsay, noting what is omitted from the account, noting the use
of emotive language, the use of false analogies and stereotypes). The same
process of de-construction applies as much to other sources, such as oral
testimony, photographs, films, posters and cartoons as it does to documents.
Third, it also involves collating and analyzing contextual information about
each source since this enables us to understand more fully where the person
stating a point of view “is coming from”, their background, their associates,
allegiances and affiliations.

3. We can also view historical events and developments through a multiplicity

of historical accounts and interpretations (including accounts produced at
different times, for different purposes and for different audiences). This
tends to involve noting the similarities and differences in focus, narrative
structure, interpretation and emphasis and the key points of consensus and
disagreement, i.e. historiographical analysis.

Multiperspectivity is not simply the application of historical method. It aims

to extend the breadth and scope of the historical analysis of a particular topic
or phenomenon. This can be done in a variety of ways. For instance, it can
be done by questioning the conventional notions of which perspectives are
and are not relevant to our historical understanding of a particular event or
development. Increasingly this has involved incorporating into accounts the
perspectives of groups and social categories that have tended to be ignored
except when they have stirred up trouble for the elite or the dominant group
– the perspectives of the invisible groups and social categories, such as
women, the poor, the slaves, the immigrants, the linguistic, religious and
ethnic minorities. The argument has not been that the mono-cultural or
mono-ethnic history has been invalid but more that it has lacked “balance”.
McCullagh explains this distinction very well when he argues that: “If I say
that my dog has an ear, an eye, a leg and a tail, that statement would be
literally true. It has got all of those things. But the statement does not give a
fair description of my dog, which has two ears, two eyes, four legs and one
tail”.
The issue here is not so much one of truth as of fairness.

Multiperspectivity can also extend the scope of the historical account by

examining how the different perspectives relate to each other; how they have
shaped and been shaped by each other. This is a dimension of
multiperspectivity which focuses specifically on the dynamics of historical
events and processes: how those representing different perspectives have
interacted with each other, the mutual influences, connections and inter-
dependencies that produce a more complex account of what happened and
why. There are four potential benefits to adopting this kind of multilateral,
dynamic approach to examining the evidence relating to a particular event or
development.

First, it adds an extra dimension to historical narrative. In a sense, the

narrative form could be described as a sequence of “and thens” (i.e. this
happened …and then...this happened and then). Multiperspectivity
supplements this linear process with a sequence of “meanwhiles” which
convey the reactions and subsequent actions of “significant others”. The
result is a richer and more complex account based on interlocking narratives
which would show how the perspectives of the various parties not only
changed or crystallized in response to circumstances but were also shaped by
lack of information of where the others stood or what the others were doing.
A good example of this might be the negotiation of the armistice to end the
First World War. To understand the negotiations, it is necessary to recognize
that the various governments and military commands were not always
consulting each other or keeping each other informed of what they were
doing and that their own positions were shifting as events changed. These
include Wilson’s unwillingness to consult his allies over the terms of the
armistice, the different concerns and priorities of each government, the
growing tension between the German High Command in Spa and the civil
government in Berlin regarding the necessity of an armistice, the hardening
of public opinion in the United States and Britain after the sinking of the
Leinster by German torpedoes; the increasing political tensions within
Germany, and so on. The narrative is not straightforwardly linear (the
“meanwhiles” are as integral to an understanding of what happened as the
“and thens”).

Second, it can highlight the mutual influences between different groups

within a country, neighboring countries, alliances, rivalries or occupiers and
occupied. For example, over the last two millennia of European history,
there have been many examples of regional, continental, and inter-
continental empires, territorial occupations, border disputes, civil wars and
the subjugation of all kinds of minorities. Many historians have charted the
impact of the imperial and occupying powers on the peoples and lands they
have invaded. Many historians, particularly from countries which have been
colonized and occupied, have produced accounts from the perspectives of
the peoples who have been defeated and invaded. There are far fewer
examples of multilateral accounts which also investigate the impact of
colonization or occupation on the colonizer or occupier and examine the
myriad ways in which circumstances and perspectives in the occupied or
colonized territories impacted upon or constrained the options of decision
makers in the occupying or colonizing powers

Third, it can shed more light on conflict situations by helping us to

understand that they often arise, persist and are shaped by conflicts of
interpretation where each party to the dispute assigns motives and intentions
to each other’s actions which are not founded on any specific evidence but
reflect long-established assumptions, preconceptions, prejudices and
stereotypes. The emergence of myths within conflict situations would be
another example of this process and in the Learning activities section there is
an example of this based on the counter-myths which emerged during the
First World War about the atrocities committed on both sides (i.e. the
activities of the francs-tireurs and the stories of French and Belgian civilians
having their hands cut off).

Fourth, it can demonstrate that in some historical situations, the perspectives

are related in a symbiotic way. This is particularly relevant when studying
historical relationships between majorities and minorities, or between
different minority. groups, or between powerful countries and their less
powerful neighbours, allies and satellites. As Gita Steiner-Khamsi points
out:
“Depicting minorities as the “others” that are allegedly culturally and
historically aliens often helps people constituting the majority to see
themselves as members of one community, and it helps them to feel at
home……..Belonging and the feeling of being at home are often created by
identifying groups that supposedly should not belong and should not feel at
home in the country – immigrants and traditional minorities”.

Aside from that, there are a number of practical problems and constraints
which can limit the extent to which school-based history education can be
multiperspectival. These revolve around issues of time, space, cost, scope
and degree of flexibility within the curriculum.

From the point of view of the history teacher, there are the twin problems of
time and curriculum flexibility. Making use of a genuine multiplicity of
perspectives in one’s teaching and ensuring that students have opportunities
to analyze and contextualize each of them takes time. A genuinely pluralist
approach to national history is difficult in circumstances where the history
curriculum is content-rich and the teacher is required to cover a lot of topics
in a relatively short time. Multiperspectivity requires a curriculum structure
for history which has some flexibility in it. In countries characterized by
ethnic, national and cultural diversity, it may be possible to ensure that there
is much more coverage of the social categories and minorities that have
tended to be marginalized or made invisible in the national narrative,
particularly through a curriculum structure which permits a core of national
history and optional units on different minorities.

Whilst this more flexible kind of curriculum structure can help to

incorporate the histories of minorities, women’s history, “history from
below” and the history of everyday life into the traditional school history
curriculum, it may not get to the heart of the problem which is so central to
multiperspectivity: the relationships between these diverse groups with their
different perspectives and experiences.
However, in all but the most crowded history syllabus, there should be scope
for the inclusion of one or two case studies every year which will serve to
help the students to become more familiar with working with a multiplicity
of sources, interpretations and points of view to reconstruct as complete an
account of an event or development as possible. For the rest of the time,
some measure of multiperspectivity can be integrated into history learning
but on a smaller and less complete scale. After all, the objective here is to
help them to learn how to analyze and interpret different and contrasting
perspectives rather than necessarily always offer them as complete a picture
of every event as is possible.

From the point of view of textbook publishing, the scope for

multiperspectivity is often limited by space and cost. To approach a topic or
theme from a multiplicity of perspectives takes far more pages than would
normally be the case in a conventional textbook account. This is a real
problem when the textbook is structured around a chronological survey. It is
easier if it is a learning resource or an auxiliary book on a particular topic or
theme. Any textbook author who has attempted a genuinely
multiperspectival approach to a topic or theme will also know that it is a
very time consuming and labor intensive task.

The final practical constraint is that when covering topics and themes which
have a regional, European or global dimension, the scope for
multiperspectivity is also likely to be limited by the number of languages
which the history teacher and the pupils can read. A great mass of resource
material, especially on the history of the 19th and 20th centuries, is now
available on the Internet covering a diversity of perspectives both official
and unofficial, contemporaneous and produced with the benefit of hindsight.
In addition to primary source material in raw and edited formats, it is also
possible to find on the Internet a multiplicity of perspectives from different
historians.

In addition to these practical problems, multiperspectivity can also pose a

number of potential problems for the learner. As we have seen it demands
empathy on the part of the history student. In the late 1990s, a major cross-
national survey was undertaken of young people’s attitudes to their history
education in Europe. In one question, the respondents were asked to put
themselves in the shoes of a young man or woman in the 15th Century being
forced into marriage with someone who was not of their choice.

3. Case Studies:
a. Site of the First Mass
Francisco Albo – A pilot of one of Magellan’s ship, Trinidad, kept a log;
however, it does mention of the first mass. But, he described the location of
Mazava fits the location of the island of Limasawa, at the southern tip of
Leyte.
Antonio Pgafetta – Butuan is the location of the first mass.
Miguel A. Bernad – A Jesuit priest laid down an argument that the accounts
did state the existence of the river where the location of the first mass
happened, an omission that somehow have lessened the support of their
accounts.

b. Cavite Mutiny
Jose Montero y Vidal – A Spanish historian stated that the abolition of
privileges enjoyed by the Cavite arsenal of exemption from the tribute was
the cause of mutiny. The mutiny was done through peaceful means—by
spreading democratic and republican books and pamphlet.
Rafael Izquierdo - A governal-general that stated the causes of the mutiny
are the abolition of the privileges in labor as well as the presence of the
native clergy. The mutiny was executed in a bloody and violent manner and
the masterminds were the GOMBURZA priests.
Dr. Trinidad Hermenegildo Pardo de Tavera – The incident was a bloody
mutiny by Filipino soldiers and laborers of Cavite arsenal to th
dissatisfaction arising from the draconian policies of Izquierdo.
Edmund Plauchut - A French writer contradicted the Spanish accounts,
telling that the GOMBURZa priets were innocent and in no way related to
the incident.
 c. Retraction of Rizal
Jesuit friar Fr. Vicente Balaguer – Described the out of character behavior of
Rizal during his last hours, but it was doubted as it is the only existing
account supporting the authenticity of Rizal’s retraction.
Cuerpo de Vigilancia- report on the last hours of Rizal but does not mention
of the existence of the document.

e. Cry of Rebellion
Guillermo Masangkay – Cry of Rebellion happened at about nine o’clock in
the morning of August 26 in Balintawak, at the house of Apolonio Samson,
then cabeza of the barrio of Caloocan.
Pio Valenzuela – He said to a Spanish investigator that the cry happened in
Balintwawak on August 26, 1896. While in his Memoirs of the Revolution ,
he told the at Pugad Lawin on August 23, 1896.

IV. Activity/Quiz: .
a. Quiz No. 2: Cory’s Speech and McCoy’s Philippine Political Cartoons
INSTRUCTIONS: Read the questions carefully before answering briefly. Do not
add your own facts; provide only what is being asked. A mere yes or no answer
without explanation will not be credited.

1. Explain why you agree or disagree with the following statements: (2 pts. each)
a. Cory Aquino’s speech was an important event in the political and diplomatic
history of the country.
b. The Philippine Act of 1902 paved way for the independence of the Philippines
from the American colonizers.
c. Ferdinand Marcos caused the rampant corruption and abuse that occurred during
Martial Law.
d. Political cartoons are not effective medium for publicizing opinions through
heavy use of symbolism.
e. Filipinos from the earlier times received formal training in the art of governance.
2. Discuss the implication of the following in Cory’s speech: (5 pts. each)
a. Countless references to Benigno Aquino Jr.
b. Foreign debt
c. Praises and thank yous
d. Calamities brought by Martial Law
3. Illustrate in precise terms why the Filipino society had a difficulty while being
transitioned into a Western society by the American government. (10 pts.)
4. In your opinion, is it really necessary for Corazon Aquino to go to the United
States of America and speak before its congress, to ask for financial assistance? (5
pts.)
5. Several years back, the Filipino-American War broke out. Discuss how it
happened. (5 pts.)

b. Research paper on a particular issue in Philippine history

Objective:
To be able to demonstrate the ability to formulate arguments in favor or against a
particular issue using primary sources.

Instructions: Students will be assigned to research/write a position on any of the

following controversies in Philippine History by groups:
a. Site of the First Mass
b. Cavite Mutiny
c. Retraction of Rizal
d. Cry of Rebellion

Research Paper Grading Rubric

CATEGORY SCORE
Introduction Strong 5 points (Highest
introduction of possible score)
topic’s key
questions(s),
terms. Clearly
delineates
subtopics to be
reviewed. Specific
thesis statement.
Focus and All material clearly 15 points
sequencing related to subtopic,
main topic. Strong
organization and
 integration of
materials within
subtopics. Strong
transitions linking
subtopics and
main topic.
Support Strong peer- 15 points
reviewed research
based support for
thesis.
Conclusion Strong review of 5 points
key conclusions.
Strong integration
with thesis
statement.
Insightful
discussion of
impact of the
researched
material on topic.
Grammar and The paper is free 20 points
mechanics of grammatical
errors, spelling and
punctuation.
APA style and No errors in APA 20 points
communication style. Scholarly
style. Writing is
flowing and easy
to follow.
Citations and All references and 20 points
references citations are
correctly written
and present.

Total: 100 points

 c. Quiz No. 3: Philippine History Controversies
INSTRUCTIONS: Read the questions carefully before answering briefly. Do not
add your own facts; provide only what is being asked. A mere yes or no answer
without explanation will not be credited.

1. Explain the process of multiperspectivity. (10 pts.)

2. What are the different accounts foretelling what had happened in the Cavite
Mutiny? Compare and contrast each account. (10 pts.)
3. Why should the account of Pio Valenzuela be read with caution? Explain. (10
pts.)
4. Explain why you agree or disagree with the following statements: (5 pts. each)
a. Historical interpretation is based on the historian’s judgment on how the past
should be seen.
b. We make sense of the past through historical interpretation.
c. Multiperspectivity is a quality of historical writing attributed to a variety of
lenses that may be used to view the past.
d. There is only one account of the First Catholic Mass in the Philippines.

WEEK 9
MIDTERM EXAMINATION
WEEKS 10-14
SOCIAL, POLITICAL, ECONOMIC AND CULTURAL ISSUES IN
PHILIPPINE HISTORY

I. Objectives:
 To be able to analyze the social, political, economic and cultural issues in
the Philippines using the lens of history.
 To understand several enduring issues in Philippine society through
history.

II. References:
Candelaria, J.L. et. al. (2018) Readings in Philippine History. Rex Book
Store. Manila.
Jovellanos, J. (2011). Notes in Philippine History and Government.
Chrizam Printing Press. Dagupan City.

III. Concept notes:

a. Difference between social, political, economic and cultural issues
Social issue – problem that influences a considerable number of individuals
within a society.
Political issue – controversies debated within the political system
Economic issue – assertion on the insufficiency of needs in economy
Cultural issue – prevailing or trending cultural belief

This can be discussed as a backgrounder before proceeding to the

main topics:

LAW – any rule of action or any system of uniformity

A. Aspects:
1. In strict legal sense, it is promulgated and enforced by the state.
2. In the non-legal sense, it is not promulgated and enforced by the state.

B. Characteristics:
1. It is a rule of conduct.
2. It is obligatory.
 3. It is promulgated by the legitimate authority.
4. It is of common observance of benefit.

C. Purposes:
1. For internal order
2. To secure justice
3. To maintain social control

D. Sources:
1. Constitution
2. Legislative department
3. Administrative rules and regulations
4. Judicial decisions
5. Customs
6. Principles of justice and equity
7. Decisions of foreign tribunals
8. Opinions of experts

b. The Philippine Constitution

CONSTITUTION – set of fundamental principles or established precedents
according to which a state or other organization is governed, thus, the word
itself means to be a part of the whole.

With the particular reference to the Constitution of the Philippines, it may be

defined as that written instrument by which the fundamental powers of the
government are established, limited and defined and by which these powers are
distributed among the branches of the government.

A. Nature:
1. Serves as the supreme or fundamental law
2. Establishes basic framework and underlying principles of government
3. Designed to protect the basic rights of the people

B. Characteristics of a good written constitution:

1. Brief – not too detailed but substantial enough
2. Broad - covers the whole state and rights of the citizens as well as many
future contingencies
3. Definite – definitions and interpretations are definite

C. Evolution:
1. 1897: Constitution of Biak-na-Bato – provisionary Constitution of the
Philippine Republic during the Philippine Revolution. This constitution is
borrowed from Cuba and written by Isabelo Artacho. The organs of the
government under this Constitution are:
a. Supreme Council headed by the president and 4 department secretaries of
interior, foreign affairs, treasury and war.
b. Consejo Supremo de Gracia Y Justicia (Supreme Council of Grace and
Justice)which was given the authority to make decisions and affirms or disprove
sentences rendered by courts.
c. Asamblea de Representantes (Assembly of Representatives) which was to be
convened after the revolution to create a new Constitution.

2. 1899: Malolos Constitution – titled as “The Political Constitution of 1899”,

patterned after the Spanish Constitution and was written in Spanish. This
contains 39 articles divided into 14 titles, with eight articles of transitory
provisions and a final additional article.

The form of government under this Constitution is to be popular, representative,

alternative and responsible, and shall exercise three distinct powers –
legislative, executive and judicial.

The legislative power was vested in a unicameral body called the Assembly of
Representatives. Executive power was vested in the president, and elected by a
constituent assembly of the Assembly of Representatives. There was no vice
president.

3. 1935: The Commonwealth Constitution – crafted to meet the approval of the

United States to live up to its promise to grant independence to the Philippines.
This Constitution created the Commonwealth of the Philippines, an
administrative body that governed the country from 1935 to 1946. It is a
transitional administration to prepare the country toward its full achievement of
independence. It originally provided for a unicameral National Assembly with a
president and vice president.

4. 1973: Constitutional Authoritarianism – This was enforced during the Martial

Law era. This was supposed to introduce a parliamentary-style of government.
The president was to be elected as the symbolic and ceremonial head of the
state. Executive power was relegated to the Prime Minister.

5. 1986: Freedom Constitution – a transitional Constitution enforced to last for

a while a Constitutional Commission drafted a permanent one, this maintained
many provisions of the old one.

6. 1987: Current Constitution – This established the Philippines as a

“democratic republican state”. The executive branch is headed by the president
and his cabinet, whom he appoints. The legislative power resides in the
Congress divided into two houses: the Senate and the House of Representatives.
While, the Philippine court system is vested with the power of the judiciary and
is composed of a Supreme Court and lower courts as created by law.

This Constitution also provided for three methods by which it can be amended,
all requiring ratification by a majority vote in a national referendum:

a. Constitutional Assembly – proposes amendments to the Constitution where

the Congress votes and decides what to amend as a single body.

b. Constitutional Convention – calls for a vote of two-thirds of all members of

the Congress.

c. People’s Initiative – amendments in Constitution may be proposed by the

people upon a petition of at least 12% of the total number of registered voters.
**Federalism in the Philippines was supported by President Rodrigo Duterte in
the 2016 presidential elections. This form of government is composed of a
central governing authority and constituent political units sharing sovereignty.
Under this, regions may custom fit solutions to problems brought about by their
distinct geographic, cultural, social and economic contexts. However, it may
create competition among regions as it can be a challenge in the achievement of
peace in the country.

Our current governmental system is that of a unitary system where

administrative powers and resources are concentrated in the national
government.

c. Agrarian reform– rectification of the whole system of agriculture. It refers

to the redistribution of lands, regardless of crops or fruits produced to
farmers and regular farm workers who are landless, irrespective of tenurial
arrangement and economic status of the beneficiaries.

Distinguished from land reform – Land reform is the physical redistribution of

lands such as the programs under Presidential Decree No. 27. Agrarian reform
means the distribution of lands including the totality of factors and support
services designed to lift the economic status of the beneficiaries. Thus, agrarian
reform is broader than land reform.

1. History/Evolution of Philippine Agrarian Laws

a. Landownership in the Philippines under Spain
b. Landownership in the Philippines under the Americans
c. Post-War Interventions toward Agrarian Reform
d. Agrarian Reform Efforts under Marcos
e. Post-1986 Agrarian Reform
**Read the references for the discussion of these matters. See Candelaria’s
book.

2. The Comprehensive Agrarian Reform Law (R.A. 6657)

a. Scope: All public and private agricultural lands, including other lands of the
public domain suitable for agriculture.
b. Definition of terms:
(1). Agricultural land- land devoted to agricultural activity and not classified as
mineral, forest, residential, commercial or industrial land.
(2) Agricultural activity- cultivation of the soil, planting of crops, growing of
fruit trees, raising of fish, including the harvesting of such farm products, and
other farm activities and practices performed by a farmer in conjunction with
such farming operations done by persons whether natural or judicial.

3. Exclusion:
a. Parks;
b. Wildlife;
c. Forest reserve;
d. Reforestation;
e. Fish sanctuaries and breeding grounds;
f. Watersheds and mangroves
g. Private lands;
h. Prawn farms;
i. Fishponds; and
j. Lands actually, directly and exclusively used and found to be necessary for
national defense; school sites and campuses, seeds and seedling research;
church sites and covenants; mosque sites and Islamic centers ; and communal
burial grounds and cemeteries; penal colonies and government and private
research and quarantine centers; and
k. Lands devoted to commercial livestock, poultry and swine raising; and
l. All lands with 18% slope and over which are not developed for agriculture.

4. Factors to consider in implementation:

a. Need to distribute lands to the tillers at the earliest time;
b. Need to enhance agricultural productivity; and
c. Availability of funds and resources to implement and support program.
d. Taxation - power by which the sovereign raises revenue to defray the
necessary expenses of the government. It is merely a way of apportioning
the cost of government among those who in some measure are privileged to
enjoy its benefits and must bear its burdens. It includes, in its broadest and
most general sense, every charge or burden imposed by the sovereign power
upon persons, property, or property rights for the use and support of the
government and to enable it to discharge its appropriate functions, and in
that broad definition there is included a proportionate levy upon persons or
property and all the various other methods and devices by which revenue is
exacted from persons and property for public purposes. (51 Am. Jur 34-35)

1. History/Evolution of Philippine Taxation Laws

a. Taxation in Spanish Philippines
b. Taxation under the Americans
c. Taxation during the Commonwealth Period
d. Fiscal Policy from 1946 to Prsent
**Read the references for the discussion of these matters. See
Candelaria’s book.

2. Nature of taxation
Taxation is inherent in nature, being an attribute of sovereignty. As an
incident of sovereignty, the power to tax has been described as unlimited
in its range, acknowledging in its very nature no limits, so that security
against its abuse is to be found only in the responsibility of the legislature
which imposes the tax on the constituency who are to pay it.

The power of taxation is an essential and inherent attribute of

sovereignty, belonging as a matter of right to every independent
government, without being expressly conferred by the people.

The power to tax is inherent in the State, such power being inherently
legislative, based on the principle that taxes are a grant of the people who
are taxed, and the grant must be made by the immediate representative of
the people, and where the people have laid the power, there it must
remain and be exercised.
 The power of taxation is essentially a legislative function. The power to
tax includes the authority to:
(1) determine the
(a) nature (kind);
(b) object (purpose);
(c) extent (amount of rate);
(d) coverage (subjects and objects);
(e) apportionment of the tax (general or limited application);
(f) situs (place) of the imposition; and
(g) method of collection;
(2) grant tax exemptions or condonations; and
(3) specify or provide for the administrative as well as judicial remedies
that either the government or the taxpayer may avail themselves in the
proper implementation of the tax
measure.

In other words, the legislature wields the power to define what tax shall
be imposed, why it should be imposed, how much tax shall be imposed,
against whom (or what) it shall be imposed and where it shall be
imposed.

3. Characteristics of taxation:
a. As a principal attribute of sovereignty, the exercise of taxing power
derives its source from the very existence of the state whose social
contract with its citizens obliges it to promote public interest and
common good.

b. The power to tax is so unlimited in force and so searching in extent,

that courts scarcely venture to declare that it is subject to any
restrictions whatever, except such as rest in the discretion of the
authority which exercises it.

c. It is a settled principle that the power of taxation by the state is

plenary. Comprehensive and supreme, the principal check upon its
 abuse resting in the responsibility of the members of the legislature to
their constituents.

d. Taxes being the lifeblood of the government that should be collected

without unnecessary hindrance, every precaution must be taken not to
unduly suppress it.

e. The power to tax is sometimes called the power to destroy. Therefore,

it should be exercised with caution to minimize injury to the
proprietary rights of the taxpayer. It must be exercised fairly, equally
and uniformly, lest the tax collector kills the ‘hen that lays the golden
egg.

f. In order to maintain the general public’s trust and confidence in the

government, this power must be used justly and not treacherously.

g. Tax laws are prospective in operation, unless the language of the

statute clearly provides otherwise.

4. Purposes of taxation:
a. PRIMARY
• Revenue – the purpose of taxation is to provide funds or property with
which the state promotes the general welfare and protection of its citizens.
• Taxes are for revenue, whereas fees are exactions for purposes of
regulation and inspection, and are for that reason limited in amount to what
is necessary to cover the cost of the services rendered in that connection. It is
the object of the charge, and not the name, that determines whether a charge
is a tax or a fee.

b. SECONDARY
1) Regulation - it has a regulatory purpose as in the case of taxes levied on
excises or privileges like those imposed on tobacco and alcoholic products,
or amusement places, etc.
2) Promotion of General Welfare
3) Reduction of Social Inequality – made possible through the progressive
system of taxation where the objective is to prevent undue concentration of
wealth in the hands of a few individuals.
4) Encourage Economic Growth – in the realm of tax exemptions and tax
reliefs, the purpose is to grant tax incentives or exemptions in order to
promote the country’s economic growth.
5) Protectionism – in some sectors of the economy, as in the case of foreign
importations, taxes sometimes provide protection to local industries like
protective tariffs and customs duties.

5. Theories and Basis of Taxation

a. Necessity Theory
• Existence of a government is a necessity and cannot continue without any
means to pay for expenses
• For those means, the government has the right to compel all citizens and
property within its limits to contribute.

b. Benefits-Protection Theory (Symbiotic)

• Reciprocal duties of protection and support between State and inhabitants.
Inhabitants pay taxes and in return receive benefits and protection from the
State.
• Every person who is able to pay must contribute his share in the running of
the government. The Government, for his part, is expected to respond in the
form of tangible and intangible benefits intended to improve the lives of the
people and enhance their moral and material values. This symbiotic
relationship is the rationale of taxation and should dispel the erroneous
notion that is an arbitrary method of exaction by those in the seat of power.

a. Lifeblood Doctrine
• Taxes are the lifeblood of the nation.
• Without revenue raised from taxation, the government will not survive,
resulting in detriment to society. Without taxes, the government would be
paralyzed for lack of motive power to activate and operate it.
• Taxes are the lifeblood of the government and there prompt and certain
availability is an imperious need.
 • Taxes are the lifeblood of the nation through which the agencies of the
government continue to operate and with which the state effects its
functions for the benefit of its constituents
• Taxes are the lifeblood of government, and their prompt and certain
availability an imperious need. Time out of mind, therefore, the
sovereign has resorted to more drastic means of collection. The
assessment is given the force of a judgment, and if the amount assessed is
not paid when due, administrative officials may seize the debtor's
property to satisfy the debt.

IV. Activity/Quiz:
1. Comparative analysis of the latest and earlier versions of the
Constitution.
Objectives:
a. To be able to understand the significance of having a Constitution; and
b. To understand certain enduring issues in the Philippine society.
Instructions: Students will write a comparative analysis of latest and
earlier versions of the Constitution.

Scoring Rubric:
Content/Relevance – 12
Structure/Form - 8
Syntax - 5
Clarity of Ideas - 5

Total: 30

2. Quiz No 4: Constitution
INSTRUCTIONS: Provide what is being asked. No erasures allowed.
I. Identification/Enumeration (2 pts. each)
1-4. Parts of constitution
5. Introduction of constitution
6-10. Kinds of law

II. Essay (10 pts. each)

 1. Compare and contrast the constitutions existing during Malolos
Congress and Spanish colonization. Explain your answer.
2. What is the significance of having a constitution for a country?
Explain.
3. What are different methods of changing a constitution? Explain each.

3. Position Paper on Federalism

Objectives:
a. To be able to understand the concept of Federalism; and
b. To understand certain enduring issues in the Philippine society.
Instructions: Students will a position paper stating what is their stand on
the proposed implementation of federalism in the Philippine government.

EVALUATION (For the Position Paper)

1(NOT 2 (NEEDS 3 (MEETS 4 (EXCEEDS
Criteria VISIBLE) IMPROVEMENT) EXPECTATIONS) EXPECTATIONS)
(80) (85) (90) (95)
Depth of Learners Learners Learners Learners
Reflection demonstrate a demonstrate a demonstrate a provided new
(Content) lack of minimal level of sufficient level of and creative
critique and critique and critique and insights resulting
internalization internalization of internalization of from a profound
of the given the topic the given topic. critique and
topic. material. internalization of
the given topic.

Structure Learners did Learners Learners Learners

(Form) not comply complied with complied with complied with
with the the structure and the structure and the structure and
structure and format provided format provided format provided
format for the position for the position for the position
provided for paper but the paper and the paper and the
the position thoughts were thoughts were thoughts were
paper and the expressed in an expressed in a expressed in a
thoughts were incoherent coherent coherent
not expressed manner. Writing manner. Writing manner. Writing
in a coherent is vague and is sufficiently is very clear and
and logical disorganized. clear and organized.
manner. organized.
Writing is
vague and
 disorganized.

Grammar, The learners The learners The learners The learners

Spelling made more made no more made more than made no more
(Syntax) than five than five spelling two spelling and than two spelling
spelling and and grammar grammar errors. and grammar
grammar errors. errors.
errors.

3. Position Paper on TRAIN Law

Objectives:
a. To be able to understand the concept of TRAIN Law; and
b. To understand certain enduring issues in the Philippine society.

Instructions: Students will a position paper stating what is their stand on the
implementation of TRAIN Law in the Philippine society.

EVALUATION (For the Position Paper)

1(NOT 2 (NEEDS 3 (MEETS 4 (EXCEEDS
Criteria VISIBLE) IMPROVEMENT) EXPECTATIONS) EXPECTATIONS)
(80) (85) (90) (95)
Depth of Learners Learners Learners Learners
Reflection demonstrate a demonstrate a demonstrate a provided new
(Content) lack of minimal level of sufficient level of and creative
critique and critique and critique and insights resulting
internalization internalization of internalization of from a profound
of the given the topic the given topic. critique and
topic. material. internalization of
the given topic.

Structure Learners did Learners Learners Learners

(Form) not comply complied with complied with complied with
with the the structure and the structure and the structure and
structure and format provided format provided format provided
format for the position for the position for the position
provided for paper but the paper and the paper and the
the position thoughts were thoughts were thoughts were
paper and the expressed in an expressed in a expressed in a
thoughts were incoherent coherent coherent
not expressed manner. Writing manner. Writing manner. Writing
in a coherent is vague and is sufficiently is very clear and
 and logical disorganized. clear and organized.
manner. organized.
Writing is
vague and
disorganized.

Grammar, The learners The learners The learners The learners

Spelling made more made no more made more than made no more
(Syntax) than five than five spelling two spelling and than two spelling
spelling and and grammar grammar errors. and grammar
grammar errors. errors.
errors.

4. Quiz No. 5: Agrarian Reform and Taxation (50 pts.)

INSTRUCTIONS: Provide what is being asked. No erasures allowed.

I. TRUE OR FALSE (2 pts. each)

1. Land reform is the redistribution of lands, regardless of crops or fruits produced
to farmers.
2. Law of Indies gave lands to people through the help of the Spanish crown.
3. Encomienda system is a fair landownership system.
4. Encomienda system allows Filipino to have their own land freely.
5. Philippine Bill of 1902 introduced the Torrens system.
6. R.A. No. 34 states that the share between the landowner and tenant is 80-20.
7. P.D. No. 37 is the foundation of all agrarian reform laws.
8. Cemeteries are included in the coverage of CARP.
9. Only public lands are covered by CARL.
10. CARL was no longer extended as all farmers were able to receive their
respective farm lands.

II. ESSAY (10 pts. each)

1. Briefly discuss the taxation system during the American period.
2. Explain the salient features of CARL.
3. Why is tax necessary for the government? Substantiate your answer.
5. “Sa Ngalan ng Tubo” Critique Paper
Instructions: Write a critique paper on the documentary, “Sa Ngalan ng Tubo”.
EVALUATION (For the Critique Paper)
1(NOT 2 (NEEDS 3 (MEETS 4 (EXCEEDS
Criteria VISIBLE) IMPROVEMENT) EXPECTATIONS) EXPECTATIONS)
(80) (85) (90) (95)
Depth of Learners Learners Learners Learners
Reflection demonstrate a demonstrate a demonstrate a provided new
(Content) lack of minimal level of sufficient level of and creative
critique and critique and critique and insights resulting
internalization internalization of internalization of from a profound
of the given the given the given critique and
material. material. material. internalization of
the given
material.

Structure Learners did Learners Learners Learners

(Form) not comply complied with complied with complied with
with the the structure and the structure and the structure and
structure and format provided format provided format provided
format for the critique for the critique for the critique
provided for paper but the paper and the paper and the
the critique thoughts were thoughts were thoughts were
paper and the expressed in an expressed in a expressed in a
thoughts were incoherent coherent coherent
not expressed manner. Writing manner. Writing manner. Writing
in a coherent is vague and is sufficiently is very clear and
and logical disorganized. clear and organized.
manner. organized.
Writing is
vague and
disorganized.

Grammar, The learners The learners The learners The learners

Spelling made more made no more made more than made no more
(Syntax) than five than five spelling two spelling and than two spelling
spelling and and grammar grammar errors. and grammar
grammar errors. errors.
errors.
WEEKS 15-17
MANIFESTING INTEREST IN LOCAL HISTORY AND HERITAGE

I. Objectives:
 To be able to manifest interest in local history and cultural heritage.
 To be able to apply historiographical methods in writing the history of one’s
locality or country.
 To incorporate technology in the discipline of history.

II. Reference:
Candelaria, J.L. et. al. (2018) Readings in Philippine History. Rex Book
Store. Manila.

III. Concept notes:

a. Doing Historical Research Online
 Cyberspace is a great resource for research if one knows how to use it.
It can be done through the usage of search engine websites. Search
engine websites that can be used are Yahoo! And Google.
 Wikipedia can also be used but sometimes, some of the articles are
not credible and reliable as these are all subject to editing by anyone.
 There are existing websites where individuals can legally download
scanned copies of books and other materials for free, especially those
books with expired copyrights and are in public domain. One example
of these is Project Gutenberg (www.gutenberg.org)
 Philippine government websites are also enriched with sources.

b. Doing Historical Research in Libraries and Archives

 Online Public Access Catalog (OPAC) is the new version wherein
catalog is handled digitally. In this system, instead of going through
each entry on physical index cards, a simple search will yield the
holdings of the library related to what you are searching for.
 The National Library of the Philippines in Ermita, Manila provides a
rich treasure cove of materials for a student-researcher interested in
Philippine history, especially in their Filipiniana section.
  The National Archives of the Philippines, also in Manila, is an agency
of government mandated to collect, store, preserve and make available
records of the government and other primary sources pertaining to the
history and development of the Philippines.
 Libraries in the University of the Philippines in Diliman, Quezon City
are rich in resources especially in Filipiniana section, serials, theses
and dissertations. On the other hand, the Ateneo de Manila University
in Quezon City holds a large American Historical Collection.

c. Doing Life Histories and Bibliographical Research

d. Doing Local and Oral History
 Local history is the study of history of a particular community or a
smaller unit of geography.
e. Interacting with History through Historical Shrines and Museums

IV. Activity/Quiz:
Instructions: Create a short documentary about the economic history of
the Philippine on the period assigned to you: Pre-Spanish, Post-Spanish,
American, Japanese or present period.

You could be the hosts for this documentary and you can use pictures or
videos from the internet. Be sure to cite your sources and references.

All the videos should be compiled into one disk and in a flash drive.

Rubrics:
Criteria Points
Content 40
Creativity 30
Cinematography 20
Teamwork 10
Total 100

WEEK 18
FINAL EXAMINATION
REFLECTION

Are we doomed to repeat the past if we do not study it? Do we really learn
anything by looking backward? Why should we look backward? Why study
history? The stigma when it comes to studying historical subjects is that these
subjects are believed to be extremely boring, unnecessarily difficult and not useful
in later life. It is said to be boring since most of the time, the students have to listen
to lengthy lectures. While others find it unnecessarily difficult because they have
deal great amount of time reading, as well as memorizing names of significant
persons and dates of historical events. And the most frequently heard reason as to
why some students avoid taking this subject is that they believe that it will not be
applicable in the future.

Why study history? The most common answer to this question is in order for one
to gain knowledge. It offers information about how people and societies behave to
understand the affiliations in a society. In addition, it also explains as to how the
society we live in came to be. It provides an immediate background to the past and
gives us lessons on what things should we focus on and make even more efficient.
When we study it reasonably well, and so acquire some usable habits as well as
some basic data about the forces that affect our own lives, we will be able to merge
these with our relevant skills, causing for us to have an enhanced capacity for
informed citizenship, critical thinking and self-awareness, which will be useful in
the future.

Knowing the past will enable us to understand the present in a brighter way,
especially when utilizing various methods and sources of historical data. History is
a discipline that helps us understand the present and even to predict the future to a
certain extent. Given the huge amount of data about the past, it requires historians,
scholars and experts to analyze and interpret all these based on historical
evidences. This can be achieved by collecting a large dataset of historical data and
by analyzing their context, to allow the researcher to gain a lot of insight into the
collective memories and societal views of people coming from different places and
time period.
The method stated earlier is what is usually used by historians, scholars and
experts in studying history called the historiography or historical method. Although
it seems to be a very complicated and lengthy process to be done, it is very crucial
to the discipline of history. This method is required in one of the newly
implemented subjects in the general education curriculum, which is the Readings
in Philippine History.

Readings in Philippine History analyzes Philippine history through the lens of

selected primary sources coming from various disciplines and of different genres.
Students are given opportunities to analyze the author’s background and main
arguments, compare different points of view, identify biases and examine
evidences presented in the document. The discussions tackle traditional topics in
history and other interdisciplinary themes that will deepen and broaden the
understanding of Philippine political, economic, cultural, scientific and religious
history. Priority is given to primary materials that could help students develop their
analytical and communication skills; thus, requires knowledge on how
historiography should be done.

Most of the time, Readings in Philippine History will require the use of contextual
analysis. Thus, the students will be required to do activities wherein they have to
identify the author’s main argument or thesis, compare points of view, identify
biases, and evaluate the author’s claim based on the evidences presented or other
variable evidence at the time. As such, some of the activities we required the
students to do include essays (i.e. reflection, reaction, position and comparative
analysis papers), debate and occasional oral recitations, that push them to analyze
the given historical source of data carefully, critically think of a viable idea and
effectively communicate it to others.

Although the suggested activities that were just mentioned are seemingly effective,
there are instances that they are not. One particular situation is when the students
were asked to read primary sources as preparation for their next lessons; however,
they were unable to do so as such resources are not readily available for them to be
accessed. Readings in Philippine History is just a newly implemented subject; thus,
there are only few existing textbooks and readings materials suggested for it, such
as those recommended in its course syllabus. They are existing, but they cannot
easily and immediately accessible. The said subject requires the analysis of
primary sources, hence, the instructors recommend that before teaching lessons
one must have already evaluated and seen what references are available and not
available; and if there are alternative ones. One must be equipped with a large
array of books or references that can be used in teaching the subject.

Another is when students are always bored out by the discussions. They always
complain that the subject no longer needs to have lectures as they have already
learned so many things way back in their pre-school, elementary and high school
years. However, it cannot be denied that discussions are very important in
deepening or reinforcing the base knowledge of the students. The teachers
recommend that lectures be done in an exciting manner by conducting debates and
film-showing as ways of introducing or supplementing lessons.

Lastly, students are observed to not have enough grit to study this subject.
Complaints such as repetitive lessons in every history subject they take and too
much reliance on memorization as the only way that will help them to pass, are
always heard from the students. Additionally, they always question the
significance of what they have learned and what they are learning. Why do they
need to study this and that, when they will not be able to apply all of these in the
future? Why waste good paper and precious efforts and time on something you are
uncertain? Before the start of the class proper, it should be inculcated in the minds
of the students that importance of studying history and its possible applications or
effects in their later life.