LESSON 2: 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. 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:
A. Conceptualize
 Distinguish primary from secondary sources for a given research question. Demonstrate an
understanding of the interrelatedness of primary and secondary sources for research.
 Articulate what might serve as primary sources for a specific research project within the
 Draw on primary sources to generate and refine research questions.
 Understand that research is an iterative process and that as primary sources are found and
analyzed the research question(s) may change.

B. Find and Access

 Identify the possible locations of primary sources.
 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.
 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.
 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.
 Recognize and understand the policies and procedures that affect access to primary sources,
and that these differ across repositories, databases, and collections.

C. Read, Understand, and Summarize

 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.
 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.
 Understand that a primary source may exist in a variety of iterations, including excerpts,
transcriptions, and translations, due to publication, copying, and other transformations.

D. Interpret, Analyze, and Evaluate

 Assess the appropriateness of a primary source for meeting the goals of a specific research
or
 creative project.
 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.
 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.
 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.
 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.
 Demonstrate historical empathy, curiosity about the past, and appreciation for historical
sources and historical actors.

E. Use and Incorporate

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

F. Reading and analysis of primary sources (with discussions on the economic history of the
country during the time period it indulges on):

1. 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
runs 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
“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 diver’s 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:

A. Characterization of the pre-colonial Philippine terrain
B. Description of pre-colonial Filipinos and their exotic culture
C. Discriminatory perspective of the European writer on the natives’ amazement and illiteracy
to the European artillery, merchandise and other goods
D. Narration of the Battle in Mactan tha led to the death of Ferdinand Magellan

2. 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:

 Reaction and response to certain value systems that the Katipuneros found
despicable in the state of things they are struggling with.
 Upheld rational and liberal ideas in the 18th and 19th century
 Emphasis of equality, tolerance, freedom and liberty in the making of rules
 Emphasis on teaching of how women and children should be treated
 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.
3. 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:
 Characterization of the Philippines during the Spanish colonial period
 Justification behind the revolution against Spain
 Brief historical view of the Spanish occupation
 Establishment of the republic under the dictatorship of Emilio Aguinaldo
 Exclusion of Andres Bonifacio’s contribution as the founder of Katipunan
 Explanation of the Philippine flag’s appearance
 Mentioning of Emilio Aguinaldo as God’s selected instrument that will lead his country
to its redemption
 Revelation of some overlooked historical truths

4. 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:
 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
 Illustration of certain media outfits about the Philippine society from the Spanish
Colonial period to the American Occupation period
 Description of the unchanging conditions of poor Filipinos

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

Activity/Quiz:
1. Analysis of “Kartilya ng Katipunan”
Objective:
 To be able to familiarize oneself with the document, “Kartilya ng Katipunan”; and the
economic/political conditions of the Philippines during the Spanish period.
 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:
 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.
 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
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.)