Module 1: UNDERSTANDING HISTORY First Semester 2020-2021

WELCOME STATEMENT
Welcome to our first module in GE 104 Readings in Philippine history! This material will guide you
through the process of acquiring the necessary skills that you need to learn from this course. You will
be exposed to different activities that will help you acquire skills in historical interpretation and analy-
sis. The activities in this module are also designed to assist you in considering varied perspectives,
ideas, and contradictions in understanding the nature and dynamics of history. You will be learning
all these in the safety of your homes and rest assured that assistance will be given to facilitate your
learning in this pandemic period. Keep Safe!

THE LESSONS IN THIS MODULE

I. Meaning and Relevance of History

II. Sources of History, Credibility, Authenticity and Provenance

COURSE OUTCOME
A. Evaluate available primary and secondary sources for their agreement, disagreement
and uniqueness.

SPECIFIC LEARNING OUTCOMES:

A. Explain the Meaning and Relevance of History

B. Create a comparative analysis of a historical source for their agreement,

disagree-ment, and uniqueness.

“The good historian is like the giant of the fairy tale. He knows that wherever he catches the scent of
human flesh, there his quarry lies.” -Marc Bloch
Module 1: Lesson 1 First Semester 2020-2021

LESSON OBJECTIVES
At the end of this lesson the students are expected to:

A. Determine the meaning and relevance of history.

B. Relate the field of history as an important aspect of human discourse.

FASTEN YOUR SEATBELTS!

Before we start with our journey towards understanding history, let us first prepare ourselves by
com-pleting the activity below. Write in the fishbone analysis the 6 factors that contribute to History
being labeled as a subject that is not as relevant as the other subjects.

HISTORY IS NOT
IMPORTANT
 INTRODUCTION
What is History? Why is History Important? Or is it even useful in our day to day undertakings? Why
do we have to deal with the past? Why can’t we just move forward and let the dead rest in peace?
Why is it that someone long dead is still relevant to our personal lives? These are some of the many
questions we ask whenever we encounter history. In the academe, be it in the classroom or not, stu-
dents have a stereotypical label for history as being one of the most boring subject. In this lesson,
we will explore the meaning and relevance of history as a field that is more than a requirement for
both scholarly discourse and in everyday life.

LET’S GO FOR A RIDE!

What is History?

There are many operational definitions of history out there, from the catchiest definitions that appeal
to the more recent generations of readers, to the more traditional definitions that have been used in
many of the textbooks we’ve either been forced to love and willingly hate. In a Eurocentric point of
view, history Historia in Spanish, Geischte in German and Historie in French which all means “story”.
Although this would seem like history is nothing more than a series of compiled stories, it must be
noted that in Greek, Historie also means “an inquiry”. The Greek philosopher defines history as a
systematic account of natural phenomena. American historian, Louis Gottschalk accepts the com-
mon definition and meaning of history as the “past of mankind”. Howell and Prevenie takes a more
social approach in defining history as the stories we tell about our prior selves or that others tells
about us. Despite the variations in definition, history essentially tackles our past experiences espe-
cially those that have greatly contributed to our present.

The Meaning of History

History is meaningful to our lives but where it fails to build that connection is in how we establish its
meaning. Filipino public historian Ambeth Ocampo proposes a working definition of kasaysayan or
history as a narrative about our past events that has meaning to a certain group of people in a given
time and place. Ocampo also emphasizes that there are two components to kasaysayan (which he
uses over history), these are salaysay and saysay; Salasay which means narrative and saysay
which stands for meaning. These components cannot be separated and finding meaning in history
gives it a certain relevance and could change our lives.

The degree of relevance of history depends greatly on the viewpoint used in the narratives. Accord-
ing to Ocampo, a Filipino viewpoint of history influences how we look at the past, present and hope-
fully the future. Establishing meaning in history is more often a neglected exercise as the traditional
view of history is, it is a definite data book of facts, names, dates and places. We must not forget that
history is greatly made up of people, their experiences, and judgments of actions and situations that
are subjected to productive discourses from the people of the present. These discourses will be ac-
complished in the succeeding lessons and activities for this module.

Question to Ponder On:

Why do you think that history is notoriously popular for being a boring subject?
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 THE RELEVANCE OF HISTORY
Activity A. Word Cloud Analysis

Instructions. Go through the word cloud below and write 5 words from the cloud which for
you best expresses the relevance of history to our lives. Write your answer below and ex-
plain why

WORDS FROM THE YOUR EXPLAINATION WHY THESE WORDS BEST EXPLAIN’S THE
CLOUD YOU CHOSE
RELEVANCE OF HISTORY
 LET’S ACCELERATE!

History is everywhere! I know it sounds to odd to claim such

but in as much as Science, Mathematics and English are
said to be set in the real world, History is so real that it is
ever present in the space which matter is said to occupy.
One example is the implementation of reducciones, it won’t
ring any bells for you but have you not observed why Filipi-
no residences are traditionally near the church? The mod-
ern day communities from Luzon are arranged around the
church and government institutions puts history and reduc-
ciones to a local context and perspective.

The nature of the names of our barangays referenced to

names of saints and surnames of the elite, the names of the
political positions occupied by the politicians we vote for and
the religions we have come to be devoted to can all be
traced in history. History also answers the question, why do
we have Spanish surnames when we have no Spanish an-
This is an 1849 catalogue of Spanish cestry? Why is it that tribal customs are now fused with
Surnames in which Filipinos could choose
Christian imagery and practices when originally they have
what their family surnames will be.
no relation at all? These are only few of the many questions
that make history not only interesting but relevant as well. We must remember that without
history we will also fail to trace and establish our identity. To add, history contributes to the
fields of the empirical sciences, social sciences and the humanities by providing patterns of
human behavior and experiences in establishing the phenomena they wish to study. History
can easily be relevant if only we know how to use it to spark the younger generations’ curi-
osity. In the many issues that we confront today we fail to put history in forefront as a means
to understanding the present by using what had been experienced and done in the past.

Memories of the past shouldn’t just

be documented to be stored in ar-
chives to collect dust and rot away.
One even has to ask how we re-
sponded to the Covid-19 Pandemic.
Although these events are not the
same but what occurred when the
Spanish Influenza (H1N1) reached
pandemic levels on 1918 should
have been our basis in making poli-
cies in response to the current one.
There is so much in History that puts
in equal footing as the other fields of
study; perhaps the manner by which
we teach history should be revisited
but we cannot solely blame it on that.
In times where technology and the
This painting reflects how Filipinos were forced to relocate their resi- cyberspace are easy avenues for
dence near the churches, schools, and government establishments. Do information there is a need for us to
you think the sole purpose of the reducciones was purely religious? Or go back to history not only as a sub-
was it for something else? Also why have continued to adopt this kind ject but also to empower ourselves
of residential planning? to avoid being deceived by what we
 YOU HAVE REACHED YOUR DESTINATION!
Activity B. Questions for Reflection

Instructions: Answer the following questions below. There are no right and wrong questions as these
questions are made to assess your perception and knowledge about history.

What are the factors that contributed to the perception that history is not meaningful and relevant?

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What are the new insights that you gained after this lesson?

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Explain how you can use history in forums/discussions/discourses especially on topics concerning
societal issues? (You may site one issue by which history may be used to attain a more productive
dialogue).

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Module 1: Lesson 2 First Semester 2020-2021

Lesson Objectives
At the end of the lesson the students are expected to:
A. Differentiate primary sources and secondary sources of history.
B. Categorize Primary sources and Secondary as based from the Genres of Historical Sources.
C. Explain the relevance of credibility, authenticity, and provenance in analyzing historical sources.

FASTEN YOUR SEATBELTS!

The material you see above is an example of a historical source. As an introductory activity for
this lesson, write the classification of this source based on what you know about sources of infor-
mation and history. Each column gives you an option to choose from on what the rue nature of
this source is. Remember this is just a pre-activity. You will know the right answer as we go on
with our discussion.

PRIMARY/SECONDARY SOURCE INTENTIONAL/UNINTENTIONAL WRITTEN/UNWRITTEN

 INTRODUCTION

A reproduction of the famous code of Kalantiaw which was considered as proof that our ancestors codified their
laws. This was proven to be a hoax by William Henry Scott .

Do you remember the famous Order/Code of Kalantiaw? In an Inquirer article by historian

Ambeth Ocampo, it was supposedly a 1433 penal code of 18 articles created during the
reign of Datu Bendehara Kalantiaw the third Chief of Panay. From a bronze marker in Batan,
Aklan installed in 1956, the code of Kalantiaw was obtained by Don Marcelino Orilla Zarago-
za of Spain obtained the original manuscript and was later on translated by Rafael Murviedo
Yzamaney. It was a source of national pride as it embodied the first codified laws before the
Philippines became a Spanish colony. However, on 1968 William Henry Scott in asserted
that it was hoax. In 2004, the National Historical Institute via Resolution No. 10 declared the
th
code as fraudulent and was in fact a 20 century fabrication of Jose Marco. This in turn also
revoked Datu Bendehara Kalantiaw as the First Philippine Law Giver.

The prevailing question here is, how can something like this happen? We have been teach-
ing the code of Kalantiaw as part of our historical pride when all of a sudden it became
someone else’s fraudulent work. This is where our lesson on historical sources becomes rel-
evant. In the analysis of sources it is very critical for us to be mindful of the principles of
credibility, authenticity, and provenance. In this lesson we will explore these principles and in
the activities use available written sources for validation and comparison.

SOURCES OF HISTORY

According to Howell and Prevenier, Sources as artifacts that have been left by the past
which exist as either relics or as written testimonies. As relics they exist as sources offer
clues about past occurrences by their mere existence. Relics don’t necessarily tell us what,
how, when, and why an historical event occurred. It gives us a concrete evidence of the ex-
istence of a civilization and the kind of material culture people in the past have. One im-
portant characteristic of relics that we must remember is they don’t speak for themselves un-
less corroborated with other types of sources. Wooden posts with the most intricate designs
won’t tell us what, when, how, and why an event occurred unless these are given meaning
by archaeologists and anthropologists.
Written testimonies unlike relics describes an event. It is either in oral or written form and offers
us answers to the what, when, how, and in some cases why an event occurred. Just like relics,
written and oral testimonies don’t always provide us with the complete information as authors of
testimonies can also play a role on the changing narrative which may not be consistent with what
actually happened. As Howell and Prevenier emphasized, we must consider the motivation and
conditions by which these sources were made. It is the job of a historian and in our case our job
to corroborate testimonies with other sources. Sources are compared for agreement, disagree-
ment, uniqueness, completeness and incompleteness .

LET’S ACCELERATE!

THE MAJOR. TYPES OF HISTORICAL SOURCES

Primary Sources
Louis Gottschalk defines primary sources as a testimony of
a witness or of any witness or by any other senses or of a
mechanical device that is which was present at the event
which he/she tells. For any source to be considered a pri-
mary source, the source itself should be a product by a
contemporary of the event it narrates. Gottschalk also as-
serts that a primary source in a legal sense does not have
to be original as printed copy or a later edition may still be
considered a primary source.

According to Howell and Prevenier, primary sources can be

direct and indirect. Direct sources are those that narrates an
An example of a primary source
event such as chronicles and letters from a period being
studied. An example for this are the Jesuit Missionary Chronicles and letters during their mission-
ary work in Mindanao. Indirect sources are those sources that were written during the time of the
event but it does not give us the complete detail of an event. Examples of these indirect primary
sources are a list of awards given by Ateneo Municipal in the 1800’s and inventories of traded ag-
ricultural goods during the Galleon Trade. This type of primary source can also offer valuable
clues to historians as evidence for validation.

Secondary Sources
Howell and Prevenier defines secondary sources as second-hand nar-
rative and expositions which may be further in time than the original oc-
currence of the event. A secondary source is also a conglomeration of
primary sources, secondary sources and a combination of both that
have undergone historical criticism to achieve a new study.

Writers of secondary sources are also not direct witnesses of a histori-

cal event and have based their narratives in available written and oral
testimonies and other physical evidences.

Textbooks derived from primary

sources and other secondary
sources are examples of sec-
ondary sources.
LET’S GO FURTHER INTO THE THIS JOYRIDE!
Activity A. On Primary and Secondary Sources
Instructions: Classify the following sources of history as Primary Source or as a Secondary

1. Memoirs
2. Personal Diary
3. Textbooks
4. Scholarly Study
5. Letters
6. Newspaper article
7. Court Proceedings
8. City Ordinance
9. Tape Recordings
10. Manunggal Jars
11. Doctrina Cristiana
12. Eye Witness Testimony
13. Missionary Chronicles
14. Blueprint of a Spanish Church
15. Web article on the Sulu Sultanate

PRIMARY SOURCES SECONDARY SOURCES

LET’S ACCELERATE!
CATEGORIES OF HISTORICAL SOURCES

Written Sources

Written sources are records which may come in the form of

but not limited to reports, chronicles, memoirs, newspapers
and official files. These written sources are useful as these
give specific details on what happened in the past however
.
this may not be true for written documents such as invento-
ries and scholastic records. Written sources are categorized
into three forms namely narrative/literary, diplomatic/juridical,
and social documents.

Unwritten Sources

Unwritten sources are those sources that do not come in

An example of a written historical sources is
an article featured in the La Solidaridad
written form yet still offers our historians relevant clues on
what happened in the past. Sources in this genre are also
th
categorized as archaeological, oral evidence, and 19 Cen-
tury innovations such as photographs, films, sound record-
ings, computer files, and micro films. We must remember
that unwritten sources such as artifacts are not the event it-
self but are products/results of an historical event. This is al-
so true to written documents which are the result of the rec-
ords of past events.

Intentional Sources

Intentional sources are intentional for the reason that these

are produced to purposely tell an event with the historian’s
question in mind. Sources in this category are made for the
purpose of letting everyone know what happened in the
past. An example which falls into this category are news ar-
ticles.

Unintentional Sources

Unintentional sources are considered unintentional for the

reason that these sources re not intended to give details of
an event or a life event for that matter. A historian’s question
is also not considered in the making of unintentional sources
as these are made as personal properties. It may have been
intentionally made for personal keeping but sources that are
categorized as unintentional sources were not meant to be
known by the historian or by anyone.

A Manunggul Jar is an example of an unwrit-

ten source.
LET’S CRANK UP THE SPEED!
Activity B. Categories of Historical Sources
Instruction(s): Put a check mark (/) on the column if any of the historical sources below is
written or unwritten and intentional or unintentional. You need to choose only one for written
and unwritten and one for intentional and unintentional. 2 points each.
Source Written Unwritten Intentional Unintentional

Newspaper Article
Missionary Chroni-
cles
Ancient Bracelets
Mural of Daily Life
Mona Lisa Painting
Historical Study
Remains of Early
Filipinos

Diaries
Spears, Shields, and
Swords from the
Spanish Era
City Ordinances

SLOW DOWN A U-TURN IS UP AHEAD!

RELIABILITY, CREDIBILITY, AUTHENTICITY AND PROVENANCE

Historical sources are also prone to forgery, in fact historical sources when discovered must
instantly be believed upon until methods of historical scrutiny have been done. In order to
ensure the reliability of our sources, specific conditions need to be met. This is where you
will be introduced to the principles of reliability, credibility, authenticity and provenance.
These basic principles will help you evaluate primary and secondary sources.

Reliability and Credibility

The principles of reliability and credibility are often interchanged but what separates one
from the other? When we refer to reliability we are actually talking about the consistency of
an author’s account. This means that across different medium be it written or through an oral
testimony, the author or the witness presents a verifiable pattern of truths which can also be
corroborated and validated by other witnesses or sources. Credibility entails a very different
meaning and should not be confused with reliability in history. Credibility refers to the trust-
worthiness of the author’s account in terms of reliability, tone, and the sources he/she uti-
lized. Establishing reliability and credibility are important aspects of evaluating historical nar-
ratives and even written documents for that matter. This contributes to the truthfulness of a
narrative that we intend to study.
Authenticity and Provenance

Authenticity refers the nature of a source of undeniable origin and authorship. This means that a
source is authentic if it truly originated or is a contemporary of an event that occurred and is truly
the result of an author’s work. A source, especially among documents may also be considered
authentic in a weaker sense if it is a truthful representation of an original document or a reliable
and accurate reproduction of an original. Louis Gottschalk warns us that even authentic docu-
ments are not necessarily reliable. Accordingly, quite genuine documents are intended to mislead
certain contemporaries and thus have mislead certain historians. This is especially true about the
th
issue concerning the Code of Kalantiaw/Order of Kalantiaw which later on found to be a 20 cen-
tury fraud by Juan Marco.

Provenance refers to the genealogy or history of ownership of a certain historical source. The rea-son
why provenance is a very important principle in the evaluation of sources is it allows the his-
torian and any professional to trace the origin of a source (be it a letter or an artifact) to original
.
owner thus establishing the time from which it comes from. This is also especially important as it
also establishes authenticity and the value of a source. One example that we can use here is a
copy of an Uncle Tom’s Cabin Novel may be bought even to the present day and any modern day
iterations won’t have any historical value at all. But a copy of the same novel which can be traced
as one that belonged to Jose Rizal can have greater significance than the ones we can easily buy
today. Just like reliability and credibility, authenticity and provenance cannot be separated as one
means to establish authenticity is through establishing the provenance of a source.

YOU’RE ALMOST THERE!

Questions to Ponder On:

Do you think that a reliable source is automatically credible? Explain your answer.
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Do you thinks that an authentic source is automatically reliable? Explain your answer
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THE FINAL RACE FOR THIS RIDE IS HERE!

MAIN TASK : TABULAR ANALYSIS

Instructions.

 This is the main task for this module which will assess how much you’ve learned from the
previous lessons. We will be analysing 3 secondary sources focusing on their narratives for
the history of the Philippines during the pre-colonial period.

 In this main task you need to research on the backgrounds on the authors reflected in the
table below. This will not only establish their credibility but also help you understand the
context and perspective by which an author writes his narrative.

 In order to make this task simple, we will only focus on their narratives for the rivalry be-
tween the Magdalo and Magdiwang. Write 5 points agreement and disagreement on his-
torical facts and determine 5 facts that are unique to the narratives of the authors. You can
access the narratives of the authors on the topic by accessing this link: https://
drive.google.com/file d/1fPBRgLcoQU52nFeLNtW0Lu1hMpxcCECs/view?usp=sharing.

 If you are a student utilizing this module in print, the required readings is appended after
the reference section of this material.
Author Background Agreement Disagreement Uniqueness

Teodoro
Agoncillo

Gregorio
and Sonia
Zaide

Renato
Constanti-
no
Questions for Processing:

Instructions; Answer the following questions below. Use the concepts that you’ve learned
from this module to substantiate your answer.

 Why do you think that there are certain parts in the narratives that the authors seem to
disagree on?

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 Why do you think that there certain historical facts that are found in one author that are
not found in the other?

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 Why do you think that the perspective of the three authors are different when narrating
the history of Pre-Colonial Philippines and the interpretations that they put into it?

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Module 2: Lesson 1 First Semester 2020-2021

WELCOME STATEMENT
Now that you are done with the first module, you are now ready to continue in this historical ride to
gain a better understanding of our history. In this module you will be learning about content, context
and perspective in the retelling of some of the most important events in the history of the Philippines.
This module is designed to help you understand that the writing of events and ultimately that of our
history greatly depends on the context and perspective by which these narratives are written. The
Topics in this module will be introduced to you by exposing you to activities that will help you gain an
understanding on the relevance of content, context and perspective in history. It is hoped that this
will help you become more interested in learning history. Keep Safe and God Bless!

THE LESSONS IN THIS MODULE

I. Pre-Colonial Culture of the Philippines

II. The Marcos Regime

III. The Site of the First Mass

IV. The First Cry of the Revolution

COURSE OUTCOME
A. Analyze the content, context, and perspective of the different kinds of primary sources

SPECIFIC LEARNING OUTCOMES:

A. Compare and contrast the different kinds/genres of primary sources.

B. Produce an analysis of the content and perspective of a chosen primary source.

“History is a cyclic poem written by time upon the memories of man” - Percy Bysshe Shelley
 THE RELATIONSHIP BETWEEN CONTENT, CONTEXT, AND PERSPECTIVE

INTRODUCTION

Why do you think that slavery was an act tolerated by most western countries world in the past? Why is it
considered a crime today? Why are racist jokes tolerated in the 90’s as part of TV humor and in the most
recent times we’re more careful about it? Are we suppose to judge the people who have lived and done
something in the past using modern day moral and ethical standards? These questions are asked give a
glimpse that content in history is also heavily influenced by the context and perspective by which these
histories are written.

. LET’S GO FOR A RACE!

Context in History or Historical Context

refers to the social, religious, economic, and po-
litical conditions that existed during a certain time
and place. Basically, it's all the details of the time
and place in which a situation occurs, and those
details are what enable us to interpret and analyse
works or events of the past, or even the future,
rather than merely judge them by contem-porary
standards. In the questions posted above, the
western countries tolerated slavery because it was
the prevailing social and economic thought that
slavery was done to boost their economy while
considering people of colour as inferior to their
own. This went on until Black Movements began to
change the social and cul-tural landscape of the
western society. Howev-er, this does not mean
that slavery is good, it isn’t. The use of historical
context implies that in order for us to understand
why slavery was done in such a massive scale is
for us to look into the social realities that prevailed
amongst white soci-ety. How did they see
themselves in reference to a person of colour?
How were they taught? What kind of social
principle dominated white society which caused
them commit slavery? We can even this question
in the context of the white family setting.
Living in the era of body piercing and tattoos, we need to
adopt a historical perspective to understand why women
In literature, a strong understanding of the histor- of the past endured corsets and sported bustles. Library
and Archives Canada / C-115931
ical context behind a work's creation can give us a
better understanding of and appreciation for
the narrative. In analyzing historical events, context can help us understand what motivates people to be-
have as they did. Put another way, context is what gives meaning to the details. It's important, however,
that you don't confuse context with cause. Cause is the action that creates an outcome; context is the
envi-ronment in which that action and outcome occur.
Re-enactment of the Battle of Mactan Source: https://www.everythingcebu.com/lifestyle/the-story-of-cebu-starts-with-a-v-

Perspective in History refers to the social, cultural, intellectual, and emotional settings that shaped
people’s lives and actions in the past. At any one point, different historical actors may have acted on
the basis of conflicting beliefs and ideologies, so understanding diverse perspectives is also a key to
historical perspective-taking. Though it is sometimes called “historical empathy,” historical perspec-
tive is very different from the common-sense notion of identification with another person. Indeed,
taking historical perspective demands comprehension of the vast differences between us in the pre-
sent and those in the past. If we were to apply this to the history of the Philippines specifically that of
the Batttle of Mactan, from the perspective of Magellan Lapu-Lapu is the enemy while from Lapu-
Lapu’s perspective or from our perspective for that matter, Magellan is the bad guy.

LET’S ACCELERATE!

ACTIVITY A. PRE-COLONIAL CULTURE OF THE FILIPINOS

Instructions:
This activity will enable you to have a grasp on the concepts that were introduced to you. The con-
cepts of content, context and perspective are highlighted in this activity. Write 15 to 20 observations
written by Pigafetta, William Henry Scott and Gregorio and Sonia Zaide about the culture of the pre
colonial culture of our ancestors. Classify the narratives of the authors into Politics and Governance,
Social Stratification, Cultural Traditions and Religion. The required readings are appended in the
appendix section of this material Accomplish this activity using the table in the next page. This activ-
ity will be rated using the criteria as follows:

Facts and observations are consistent with the material—=————-30 points

Answers in the follow up questions are anchored on

historical context, perspective and context- ————————--——-20 points

Total: 50 points
AUTHOR POLITICS AND GOV- SOCIAL STRATIFICATION CULTURAL TRADI- RELIGION
ERNANCE TIONS AND CUS-
TOMS
ANTONIO DE
PIGAFETTA

.
AUTHOR POLITICS AND GOV- SOCIAL STRATIFICATION CULTURAL TRADI- RELIGION
ERNANCE TIONS AND CUS-
TOMS
WILLIAM HEN-
RY SCOTT
AUTHOR POLITICS AND GOV- SOCIAL STRATIFICATION CULTURAL TRADI- RELIGION
ERNANCE TIONS AND CUS-
TOMS
GREGORIO
AND SONIA
ZAIDE

.
FOLLOW-UP QUESTIONS (20 points)

Why do you think that there is a difference between the observations of the different
authors on the culture of the early Filipinos?

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What were the important parts of Pigafetta’s narrative about the culture of the early Filipi-nos
that were not mentioned by Scott and Zaide? (Provide atleast 5 important observations)

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Why do you think that Pigafetta’s narratives about the early Filipino Culture were more de-
tailed than that of Scott and Zaide? Use the concepts of context and perspective.

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YOU HAVE REACHED THE FINISH LINE!

Activity B. Major Task (The Marcos Administration)

Instructions: In the appendix section of this material, refer to the tabular comparison of Ronald K.
Edgerton and Dr. Mardonio Lao’s narratives on the History of Bukidnon During the Marcos Administration.
Answer the following questions which are focused on the difference of the narratives of the historians us-
ing the principles of context and perspective.

What were the most important parts of Edgerton’s narrative on Bukidnon’s history during the Marcos Ad-
ministration? (Site atleast 10)

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What were the most important parts of Lao’s narrative on Bukidnon’s history during the Marcos
Administra-tion? (Site atleast 10)

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Why do you think that there is a difference between the narratives of Edgertona and Lao’s
narratives about the History of Bukidnon during the Marcos Administration? Use perspec-
tive and context in explaining your answer.

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Basis for Rating

Organization- Clear and Consistent Focus on Facts, answers addresses the questions, an-
swers are based on the readings with a solid thesis (25 points.)

Content– answers are logically and critically written, reasoning is clear and persuasive
(15 points).

Mechanics– answers are well organized, coherent, and understandable (10 points).

Total: 50 points
.ACTIVITY C. (The Site of the First Mass)

Objective: Explain the claims of different authors concerning the site of the first mass.

Activity 1: KWL chart. Write your knowledge of the topic in the first column and what you wanted to learn
in the second column. The last column will be answered after the discussion.

K L
FOLLOW-UP WORKSHOP

Instructions: Identify the interests and issues at stake in the debate regarding the first
mass over the statement of Pigafetta and Albo’s log using the diagram below. Write in
complete sentences. Once completed answer the last column of KWL chart base on
what you have learned. Refer to the appended readings in the appendix section of this
material for the require readings.

Guide Question: During the debates over the first mass, what arguments for and
against it were presented under the statement of Albo and Pigafetta?

ARGUMENTS IN FAVOR OF ALBO ARGUMENTS IN FAVOR OF PIGAFETTA

MAJOR TASK ((THE SITE OF THE FIRST MASS)

KWL chart. Write your knowledge of the topic in the first column and what
you wanted to learn in the second column. The last column will be an-
swered after the discussion.

K L
Rubric for Evaluation:
Major Task: Mapping. The revolution began within the municipality of
Caloocan in the province of Manila. Draw a map and plot out the lo-
cation of the “cry” according to the places where it happened. Base
the mapping on the appended readings in this material.
 4 3 2 1

Demonstrate thorough under- Demonstrate understanding of Demonstrate some under- Demonstrate a little understand-
standing of the map. Includes all the map. Includes all plot details standing of the map. May be ing of the map. Lacks a lot of
plot details missing some details details

Uses evidence and details from Mostly uses evidence and de- Uses some evidence and de- Uses little or no evidence and
the text tails from the text tails from the text details from the text

Includes elaborate details and Is mostly neat and organized. Is somewhat neat and orga- Lacks organization
is neat and well-organized. nized

Map legend/key—Legend is Legend contains a complete set Almost complete set of sym- Incomplete
easy to find and contains sym- of symbol bols
bols and logical description
 REFERENCES
Agoncillo, T. A. (2017). The revolt of the masses: The story of Bonifacio and the Katipunan. Diliman, Quezon City:
Uni-versity of the Philippines Press. https://drive.google.com/file/
d/1y0Fi51WWYyQkZIeAmIW58BczQHQLdCeN/view?usp=sharing.

Alvarez, S. V. (1992). Recalling the revolution: Memoirs of a Filipino general. Madison, WI. U.S.A.: University of
Wis-consin, Center for Southeast Asian Studies. https://drive.google.com/file/
d/1TQCZkUQ83g9JkDvgU3BfAdTyd9oBoUiz/view?usp=sharing.

Bernad, M. A. (2004). The great island: Studies in the exploration and evangelization of Mindanao. Quezon City: Ateneo
de Manila University Press. https://drive.google.com/file/d/1DWb19YPVxod0w4lRKouPZaAi28n-4RUK/
view?usp=sharing.

Constantino, R. (1975). The Phillipines: A past revisited. Quezon City: Tala. https://drive.google.com/file/
d/1U5oZ7QIgJpvG-45ISitjw9pT_3GsOuw8/view?usp=sharing.

Gottschalk, L. R. (1969). Understanding history. New York: Knopf. https://drive.google.com/file/

d/1d7KTz7qiEe61ycZBHmV-DO7Ch_ILX8ub/view?usp=sharing.

Howell, M. C., & Prevenier, W. (2005). From reliable sources: An introduction to historical methods. Ithaca, N. Y.:
Cor-nell University Press. https://drive.google.com/file/d/1DS6B3yR4tCdaxa_aDEpNRE-SPYabpqZa/view?
usp=sharing.

Pigafetta, Antonio and Cachey, Theodore Jr. 2007. The First Voyage around the World (1519-1522): An Account of
Magellan's Expedition. https://drive.google.com/file/d/1RO4dN53CRGFCbLxnaxrO34jMkmhfZ4Ci/view?
usp=sharing.

Perez, L. (1920). Fr. Juan de Plasencia: Y sus relaciones sobre las costumbres que los filipinos observaban en la tramitación
de sus juicios civiles y criminales antes de la llegada de los españoles a Filipinas: Extracto del Archivo Ibero-Americano,
núm. 40. Madrid: Establecimiento Tipográfico de S.N. Bernardo. https://drive.google.com/file/
d/1dwgsjvdMCG8Znyj8tcFzP3AtAv84mTVR/view?usp=sharing.

Scott, W. H. (1968). A critical study of the prehispanic source materials for the study of Philippine history.
https:// drive.google.com/file/d/1n3PnR8BkLWQJWLjb8LThD03ng-HpS0BX/view?usp=sharing.

Zaide, G. F., & Zaide, S. M. (1990). Documentary sources of Philippine history. Metro Manila, Philippines: National
Book Store. https://drive.google.com/file/d/1fPBRgLcoQU52nFeLNtW0Lu1hMpxcCECs/view?usp=sharing