UEP Laoang Campus history course guide

Republic of the Philippines
UNIVERSITY OF EASTERN PHILIPPINES

Laoang Campus
Laoang, Northern Samar
READINGS IN PHILIPPINE HISTORY
INST. BENJIELEN C. DE GUZMAN

INST. JOY S. CASTILLO
INST. JUAN RALPH I. SY
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Course Guide
About the Course
Welcome to the G.E. 4 (Readings in Philippine History) class!
This subject is under the General Education component of the new Teacher
Education curricular program. As a future teacher, It is a must that you know the different
literacies that should possessed by our learners. But of course, the future teachers, you my
dear students should also build and enhance in yourselves the same literacies we expect
from our students. This subject is designed for you to acquire this goal.
The course aims to expose students to different facets of Philippine History through
the lens of eyewitnesses. Rather than rely on secondary materials such as textbooks, which
is the usual approach in teaching Philippine history, different types of primary sources will be
used – written (qualitative and quantitative), oral, visual, audio – visual, digital – covering
various aspects of Philippine life (political, economic, social, cultural). Students are expected
to analyse the selected readings contextually and in terms of content (stated and implied).
The goal is enable the students to understand and appreciate our rich past by deriving
insights from those who were actually present at the time of the event.
Our official schedule is
 7:00 – 8:30 TTh BSEd 1 Class ID 1036463

 8:30 – 10:00 MW BSEd 1 Class ID 1036979
 1:00 – 2:30 MW BEEd 1 Class ID 1045998
 2:30 – 4:00 MW BTVTEd 1 Class ID 1157384
Study Tips
How will you maximize your learning in this subject? Here are some tips
1. You are the master of your fate. Meaning, your success will totally depend on how
you will strive to pass the subject.
2. Do not procrastinate. Manage your time well in reading the module and answering
the concept checks. Remember, this is not the only module you will be reading as
there are more modules in your other subjects.
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3. Be mindful of your study schedule. After getting the study schedule for all your
subjects, make a general study schedule for all your subjects.
4. Take note of deadlines of submission. But it would be better if you could submit
ahead of time.
5. While reading the modules, you may encounter some words which are quite
unfamiliar to you, hence, a dictionary can be of help in this situation.
6. While the modules contain concepts taken from various sources, you are still
encouraged to look for other references along the topics in the module to validate the
ideas coming from the authors referred to in this module.
7. Keep your modules in good condition, the way we also keep our books and other
reading materials in a safe place.
8. In answering the activities, particularly the Concept Check after every lesson, please
bear in mind that you don’t have to copy what is in the module. Your answer should
manifest more of your understanding as well as, the higher order thinking skills of
analysis and synthesis.
9. Be sure to take note of the University Link where you would submit your
requirements. After submitting, make a private message telling me of the details:
what you submitted and the date and time of submission.
10. While waiting for your Journal to be checked and returned, please work on the next
module and make a draft for the meantime.
11. If there are clarifications regarding the modules and the content, for as long as they
related to the subject, do not hesitate to contact me through our messenger group
chat or my mobile number 0999 622 2899 or 0997 632 3508. However, be sure to
introduce yourself on your first message.
12. You are the learner. While you can ask for help from other people, like your siblings
or parents, the bulk of the work rests on you, my dear student. Let us ensure that the
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values of honestly, patience, and perseverance would be exhibited in you, dear
future teachers.
Module Organization
The whole module material for this course is composed of four (4) modules. Each
module is made up of the following parts:
1. Module Number and Title
2. Overview. The overview describes the course in general and how the module could
be helpful in you as learner.
3. Learning Outcomes. The learning outcomes are the target competencies which you
are expected to gain after learning the module.
4. Lessons. The module is divided into lesson chunks or mini-lesson
5. Concept Check. After every mini-lesson is a Concept Check which text box is
colored Pink. This is an open-ended question which measures your understanding
of the concepts in the lesson chunk.
6. Feedback. The feedback is your teacher’s way of checking your journey in learning
the module and your readiness in moving to the next module.
7. Summary. This is the synthesis of the concepts presented in the module.
8. Suggested Readings/Videos. These are some links which were not included in the
main references for the module but are materials to read to watch on the internet to
give you more understanding about the topics.
Study Schedule
Week and Dates Topic Activity
Week 1 1. Read this Course Guide thoroughly

 Course Overview 2. Be sure you are a member of the
October 5 – 9,
 Introduction Messenger Group Chat for this
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2020 subject. Please format your nickname
using this template:
First Name, Surname and Brgy./
Municipality
3. As a manifestation of your first attempt
to be recognized in the class, please
introduce yourself by telling the group
some few things about yourself.
4. After posting your response for #3,
please post your photo for
familiarization purposes.
5. Your Course Syllabus is posted in
your Moodle Account. If there will be a
way as there is always a way if you
will really intend to, please access
your Moodle Account. A copy of the
modules can also be found in the
Moodle Account for downloading.
Week 2 - 4 Module 1 1. Read and understand Module 1.
2. Answer the Concept Check after every
October 12 – 30,
lesson in your Journal
2020
 The Customs of 3. Your Journal should be submitted to
Tagalogs the University Links on or before
 Site of the First Mass October 30, 2020.
 Cavite Mutiny

November 2 - 27,
2020
 True Version of 3. Your Journal should be submitted to
Philippine Revolution the University Links on or before
 Declaration of November 27, 2020.
Philippine
Independence
 The Raiders of Sulu
Sea
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Week 9 Mid-term Examination 1. Please be updated on the Messenger
Group Chat for the detailed
November 30 –
instructions for the Mid-term
December 4,
Examination.
2020

December 7 - 18,
2020  Balangiga Massacre or 3. Your Journal should be submitted to
Incident the University Links on or before
January 4 – 22,
 Claveria’s Catalogue January 22, 2021.
2021
 CatalogoAlfabetico de
Apellidos
January 25 –
February 12, 2021
 Agrarian Reform 3. Your Journal should be submitted to
Policies the University Links on or before
 The Philippine February 12, 2021.
Constitution: 1889
(Malolos) Constitution;
1935 Constitution;
1973 Constitution;
1987 Constitution
 Taxation
 Critical evaluation and
promotion of local and
oral history, museums,
historical shrines,
cultural performances,
indigenous practices,
religious rites, and
rituals, etc
Week 18 Final Examination 1. Prepare this week for the submission
of your vlog as Final output.
2. Deadline of submission is March 01,
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2021 through FB video upload and
make sure that you tag me.
Assessment Tasks
How will you be graded in this subject? To pass the subject, you should submit all
required activities and pass the exams.
1. Journal. You must come up with a journal where you will write your answers on the
Concept Check in every module. For your journal, provide a 100 leaves spring
notebook. In utilizing the pages of the notebook, do not write on the back part of
pages which you have already used.
2. Midterm Examination. You must pass the Midterm examination which will be
accomplished through the Moodle Account. Details of the examination will be posted
in our Messenger Group Chat.
3. Final Output. The Final Output is in the form of a vlog. The vlog will feature the
culture, local historical sites, and history of your localization. This is an individual
output, since face-to-face sessions/interactions are atill discouraged this time.
In computing for your final grade for G.E. 4, the following percentages will be allotted
for the above-mentioned assessment task:
Journal 30%
Mid-term Examination 20%
Final Output 50%
Total 100%
Again, welcome to G.E. 4 ad have fun in learning the subject!
INST. BENJIELEN C. DE GUZMAN

Course Instructor
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Introduction to History: Definition, Issues,
Sources, and Methodology
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OVERVIEW
Today’s generation brings a lot of changes into our culture and ways of life but it will become
more meaningful if we discover the deeper meaning our national identity through studying Philippines
history and its context. Philippine history has been a very important to our national identity and
patriotism for every Pilipino people. Reading in the Philippine History provides with you accurate
events and valid sources to be able us to enlighten the true happing in past and become a root of
nationalism.
In this module, you will be acquired with various concepts and methodological application to
discover the past related to Reading in the Philippines history. You will also identify and differentiate
the proper use of primary and secondary sources in the different periods, analysis, and
interpretations. You will also discussed the relation to the historical subject matter being studied and
historical methodology employed by the historian.
LEARNING OUTCOMES
Specifically, after learning the module, you are expected to:
 Define the definition and subject matter of history

 Identify the questions in history and issues in history
 Describe the history and role of the historians in the history
 Identify the historical sources use in historical validation of the event.
_________________________________________________________________________________
History has always been known as the study of the past. And you students of general
education often dread the subject for its notoriety in memories, dates, place, names, and events.
Which are all basic requirement to remember the story in the past but the deeper meaning and
understanding the event of history will much more essential in studying history.
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1.1. Definition and Subject Matter
Learning Task 1
HISTORY LINK
Identify the words you think could be possible link to the word “HISTORY”. Encircle the words
would you think possible link in studying history. You have 10 minutes to finish this task.
Monarch’s wars psychologist

Saints revolutions biologist
Government records nobilities archeologist
Songs architectures geographers
Epics personal letters love letters
Memory sociologist DNA
Did you find all correctly the words which possible link in studying history? If not, then you
may spend some more time looking for them. For now here the definition of history and the words that
possible link in studying history.
History was derived from the Greek word historiawhich means “knowledge acquired through
inquiry or investigation”. History as a discipline existed for around 2,400 years and is as old as
mathematics and philosophy. Historia became known as the account of the past of a person or a
group of people through written documents and historical evidences. It became the historians’ duty to
write about the lives of important individuals like monarchs, heroes, saints and nobilities.
But as any other academic disciplines, history progressed and opened up to the possibilities
of valid historical sources, which were not limited to written documents, like government records
chroniclers, accounts or personal letters. Since other civilization no written account because they only
past their history through storytelling and historians may look other evidence in the absence of written
account. Historians recognized the loophole as a kinds of historical sources, which may not be in
written forms but were just as valid. A few of these examples are oral traditions in forms of epics and
songs, artifacts, architectures, and memory. Also other discipline helps to historians to uncover the
past just like linguist which helpful in tracing historical evolution, biologist can help with the study in
analyzing the DNA patterns of human societies.
Assessment Task 1.
 Explain why history did not give justice to the complexity of the subject
and its importance to human civilization?
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1.2. Questions and Issues in History
Indeed, history as a discipline has already turned into a complex and dynamic inquiry. This
dynamism inevitably produce various perspectives on the discipline regarding different questions like:
 What is history?
 Why study history?
 History for whom?
These questioned can be answered by historiography. In simple terms, historiography is the

history of history. History and historiography should not be confused with other. The former’s object of
study is the past, the events that happened in the past, and the cause of such events.
History has played various roles in the past. States use history to unite a nation. It can be
used as a tool to legitimize regimes and forge a sense of collective identity through collective memory.
Lessons from the past can be used to make sense of the present. Learning of the past mistakes can
help people to not repeat them. Being reminded of a great past can inspire people to keep their good
practice to move forward.
POSITIVISM is the school of thought that emerged between the eighteenth and nineteenth century.
This thought requires empirical and observable evidence before one can claim that a particular
knowledge is true. Positivism also entails an objectives means of arriving at a conclusion. In the
discipline of history, the mantra “no document, no history” stems from this very same truth, where
historians were required to show written primary documents in order to write a particular historical
narratives. Positivist historians are also expected to be objective and impartial not just in their
arguments but also on their conduct of historical research.
One historical issues is that when the illustrados,like Jose Rizal, Isabelo de los Reyes, and Pedro
Paterno wrote history, they intended it for the Spaniards so that they would realized that Filipinos
people of their own intellect and culture. Another when the Americans historians depicted the Filipino
people as uncivilized in their publication, they intended that narrative for their follows American to
justify their colonization of the islands. They wanted the colonization to appear not as a means of
undermining the Philippines sovereignty, but as a civilizing mission to fulfill what they called as the
“white man’s burden”.
POSTCOLONIALISM is a school of thought that emerged in the early 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. Postcolonial history looks at two things in writing
history first, is to tell the history of their nation that will highlight their identity free from that of colonial
discourse and knowledge, and second is to criticize the methods, effects, and idea of colonialism.
Another historical issue is when the victors written the history. For instance, the history of the Second
World War in the Philippines always depicts the United States as the hero and the imperial Japanese
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Army as the oppressors Filipino who collaborated with the Japanese were lumped in the category of
traitors or collaborators.
Assessment Task 2
 Explain why historiography is important for students studying history?
 Give one event in the Philippine history that falls into positivism and
postcolonialism approach.
1.3. History and the Historian

If history is written with agenda or is heavily influence by the historian, is it possible to
come up with an absolute historical truth? Is history an objective discipline? If it is not, is it still
worthwhile to study history? These questions have haunted historian for many generations.
Indeed, an exact and accurate account of the past is impossible for the very simple reason
that we cannot go back to the past. We cannot access the past directly as our subject matter.
Historian only get to access representation of the past through historical sources evidences.
Therefore the role of Historian is to seek historical evidences and facts but also to
internet these facts. “Facts cannot speak for themselves”. It is the job of the historian to give
meanings to those fact. He is a person of his own who is influenced by his own context,
environment, ideology, education, and influences, among others. In that sense, his
interpretation of the historical fact is affected by his context and circumstances. His
subjectivity will inevitably influence the process of his historical research: the methodology
that will use, the facts that he shall select and deem relevant, his interpretation, and even the
form of his writings. Thus, in one way or another, history is always subjective. If that is so, can
history still be considered as an academic and scientific inquiry?
Historical research requires rigor. Despite that fact that historians cannot ascertain
absolute objective, the study of history remains scientific because of the rigor of research and
methodology that historians employ Historical methodology comprises certain techniques and
rules that historian follow in order to properly utilizer sources and historical evidences in
writing history. Certain rules apply in cases of conflicting accounts in different sources, and on
how properly treat eyewitness account and oral sources as a valid historical evidence.
For example, if a historian chooses to use oral account as his date is studying the
ethnic history of the Ifugaos in the Cordilleras during the American Occupation, he needs to
validate the claims of his informant through comparing and corroborating it with written
sources. Therefore, while bias is inevitable the historians can balance this out by relying to
evidences that back up his claim. In this sense, the historian need not let his bias blind his
judgmental and such bias is only acceptable if he maintains his rigor as a research.
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Assessment Task 3
 Assesse and examine critically the primary source and apply research to
prove you evidence is valid. Provide critical analysis on the primary source
and answer the following question:
1. Did young Rizal really write poem “Sa AkingmgaKabata”?

2. What makes the poem suspicious for the young Rizal?
3. What is your evidences that young Rizal really the author of the poem?
SA AKING MGA KABATA

Jose Rizal, 1869
Kapagkaangbaya’ysadyangsalitangkaloobnglangit.
SanlangKalayaannasa ring masapitkatuladngibongnasahimpapawid.
Pagka’tangsalita’yisangkahatulansabayan, sanayo’tmgakaharian,
At angisangtao’ykatuladkabagayngalinmanglikhanoongkalayaan.
Anghindimagmahalsakanyangsalitamahigitsahayop at malansagisda,
Kaya angmarapatpagyamaningkusanatuladsainangtunaynanagpala.
Angwikang Tagalog tulad din sa Latin, sa Ingles, Kastila, at salitang angel,
Angpoongmaalamtuminginangsiyang nag-gawad, nagbigaysaatin.
Angsalitanati’ytulad din sa may alfabeto at sarilingletra

Na kaya nawala’ydinatumanngsigwaanglundaysalawanoongdakonguna.
1.4. Historical Sources

History as a subject matter, the historian’s most important research tools are historical
sources. In general, historical sources can be classified between primary and secondary sources.
Primary Source- sources produced at the same time as the event, period, or subject being
studied. Examples. Commonwealth Constitution Convention of 1935, minutes of convention
like new paper, clippings, records of the convention or Eyewitness. Archival documents,
artifacts, memorabilia, letters, census, and government records, among others are the most
common examples of primary sources.
Secondary Source- those source produced by an author who used primary sources to
produce the material. Example.Revolt of the Masses: The Story of Bonifacio and the
Katipunanof 1896 by TeodoroAguncillo. Because Historians and students of history need to
thoroughly scrutinized these evidences to avoid deception and to come up with historical
truth.
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However, a student should not be confused about what counts as a primary or secondary
source. As mention above, the classification of sources between primary and secondary depends not
on the period when the source was produced or the type of the source but on the subject of the
historical research. For example, a textbook is usually classified as a secondary source, a tertiary
source. Both primary and secondary sources are useful in writing and learning history. However,
Historians and student of history need to thoroughly scrutinize these historical sources to avoid
deception and to come up with the historical truth. The historian should be able to conduct an external
and internal criticism of the source, especially primary sources which can age in centuries.
External Criticism- is the practice of verifying the authenticity of evidence by examining its physical
characteristics. Examples of the things that will be examined whose 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.
The ‘External Criticism’ is of a less intellectual type of criticism of the documents. It includes
examinations of documents like manuscripts, books, pamphlets, maps, inscriptions, and monuments.
The problem of authenticity of document arises more in the case of manuscripts than the printed
documents because the printed document has already been authenticated by the editor.
Internal Criticism- is the examination of the truthfulness of the evidence. It looks at the
content of the source and examines the circumstance of the production.A historian must
analyze the content of the documents with a view to determining the real meaning. He must
try to avoid the laps such as avoid the reading into meaning which author did not mean to
convey, etc., and make a sincere effort to find out the facts even if they are contrary to his set
notions and theories.
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He must be able to understand the literal and real meaning of the document which is
termed as ‘Positive Criticism’. It reveals us with the author’s conceptions and general notion
which he represents. On another hand, historian sometimes comes across documents which
contradict each other. Hence the need for eliminating statements and facts which are
obviously wrong and false arises.
Validating historical sources is important because the use of unverified, falsified, and untruthful
historical sources can lead to equally false conclusion. Without thorough criticism of historical
evidences, historical deceptions and lies will be highly probable.
Assessment Task 4
What Source? Read the following scenarios and classify the sources discovered
as primary, secondary, or tertiary sources. Write your answer in the space
provided.
1. Jose was exploring the library in his new school in Manila. He wanted to
study the history of Calamba, Laguna during the nineteeth century. In one
of the books,, he saw an old photograph of a woman standing in front of an
old church, clipped among the pages. At the back of the photo was a fine
inscription that says: “Kalamba, 19 de Junio 1861”
Is the photograph a primary, secondary, or a tertiary source? Why?

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
_____________________________________________________
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2. Lorena was a new teacher of AralingPanlipunan in a small elementary school in
Mauban, Quezon. Her colleagues gave her the new textbook that the 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 teodoroAgoncillo’s The Revolt of the Masses and The Fateful
Years: japan’s Adventure in the Philippines, 1941-45. Also she saw that the authors
th
used Ma.LuisaCamagay’s Working Women of Manila During the 19 Century and many
others.
Is the photograph a primary, secondary, or a tertiary source? Why?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________________________
Feedback
How did you go on so far with this module? What were your realization regarding studying
history? Is it a good or bad in studying the past just as to understand our current situation? Well,
whatever your answers will be really depend on how we apply and use critical analyses of the past
based on the present evidence to appreciate our identity and nationalism.
As a future educator manager there is a lot of process under go to provide a clear and valid
events for us to help not lead in a wrong understanding of the history. You should not be focus on the
basic information but rather focus on the understanding the content of the past that will give you
enlightenment to guide the future and not to repeat the bad happing in the past.
Are you excited to learn and discover the behind history of the Philippine? Module 2 will
provide these topics for you.
Summary
The task of the historian is to look at the available like historical sources and selected the
most relevant and meaningful for history and for the subject matter that he is studying. History, like
other academic discipline, has come a long way but still has a lot of remaining task to do. It does not
claim to render absolute and exact judgment because as long as questions are continuously asked,
and as long as time unfolds, the study of history can never be completed. The task of historians is to
organize tha past that is being created so that it can be offer lessons for nations, societies, and
civilization. I is the job also of historians to seek for the meaning of recovering the past to let the
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people see the continuing relevance of provenance, memory, remembering, and historical
understanding for both the present and the future.
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Customs of the Tagalogs
2 (Los costumbres de los IndiosTagalos de Filipinas)
OVERVIEW
It was written on the year 1589 during the Spanish Colonial Period. After receiving
the Lordship’s letter, Plasencia wished to reply immediately; but he postponed his answer in
order that he might first thoroughly inform himself in regard to People’s request, and to avoid
discussing the conflicting reports of the Indians. Therefore, he collected Indians from
different districts old men, and those of most capacity; and from them he have obtained the
simple truth, after weeding out much foolishness, in regard to their government,
administration of justice, inheritance, slaves, and dowries.
Customs of the Tagalogs is a part (either chapters or subsections) of longer

monographs written by the chroniclers of the Spanish expeditions to the Philippines during
the early 16th and 17th centuries. They appeared initially in Blair and Robertson’s 55
volumes, The Philippine Islands (1903) and in the Philippine Journal of Sciences (1958).
LEARNING OUTCOMES
 Appreciate the writings of Fr. Juan de Plasencia about Filipino customs

 To introduce the use of documentary video production.
 Demonstrate the ability to formulate arguments in favour or against a

particular issue using primary sources
Module 1.2: Customs of the Tagalogs
Customs of the Tagalogs, just like any other colonial texts written during the Spanish
colonial period, was intentionally made to provide an exocticize description of the Tagalog
natives, clearly fed by politics and propaganda and operated with the Western-outsider’s
gaze, that would be appealing to them.
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Learning Task 1
Identify the following words words and write your answer in your activity sheet..You have
10 minutes to finish this task.
DOWRY DATU CASTE SYSTEM ALIPING SAGUIGUILID
SAKRA MAHARLICA TIMAUA KINARI
BATHALA ANITO SIBI NAGAANITO
MANGCOCOLAM SIMBAHAN PAGDADALAGA NEGRITO
Did you find all correctly the words which possible link in studying history? If not, then
you may spend some more time looking for them. For now here the definition of history and
the words that possible link in studying history.
Lesson 1.1 - SOCIAL SYSTEM
 Barangay (derived from the Malay language means Boat)
 It was a family of parents and children, relations and slaves in its origin.
 Ruled by a chieftain called Datu.
 Ruler of the ancient Tagalogs
 Captains during wars
 Anyone who offended the datoand his family was severely punished.
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CASTE SYSTEM
Maharlica
Timaua
Alipin (Namamahai /
Saguuiguilid)
MAHARLICA
 Free born
 Did not pay tax/tributo to the Datu
 Accompany the Datu in times war at his own expense
 When married, they cannot transfer from
one village to another, or one barangay to the
other, without paying a certain amount.
TIMAUA
 Married and can live in their own house can

enjoy and inherit their property.
 Their children cannot be made slaves

(saguiguilid), nor can be sold.
ALIPING NAMAMAHAI
 Serve their master’s in his house and on his

cultivated lands.
 Can be sold and can be transferred.
 Can be paid to the quality work.
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ALIPING SAGUIGUILID
 Serve their master’s in his cultivated

lands.
 Can be sold and can be transferred.
STATUS OF THE CHILD/CHILDREN
 Maharlica + Maharlica = Maharlica
 Maharlica + (Owned) Slave Woman =Freeman (Child & Mother)
 Maharlica + Slave Woman (Another) = Half Free and Half Slave
(*But during pregnancy she was compelled to give her master HALF of GOLD tael for her inability to
labor during pregnancy)
 Maharlica + Slave (Another) = Children were divided & inherited the father’s status;
1st, 3rd and 5th = belongs to the father
2nd, 4th, and 6th= belongs to the mother
(* If only ONE child = half FREE & Half SLAVE)
Question & Answer 1.1
1. As what you observe in our country, do you think Social classes is still visible?
Explain your answer.
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Lesson 1.2 - DOWRY AND DIVORCE
DOWRY & DIVORCE
 Form of payment given by men to the women’s parents.
 If the wife has no parents = she enjoys her dowry
 If the parents of the bride died and dowry has not consumed= divided equally
among the children
 Unmarried women can own NO property (both land & dowry)
 In case of divorce before the birth of children, the wife left and marry another= 2x
dowry given to the husband
 If the wife left the husband and did not marry another = the dowry was returned
 If the husband left his wife= lost the half of the dowry, and the other half was
returned to him
 If he had children before the divorce = whole dowry and a fine went to the
children.
 If the wife died in a year’s time before having children= parents returned the dowry
to the husband
 If the husband died= ½the dowry was returned to the relatives of the husband(IT
was done through PIETY, and all DO NOT DO it.)
INHERITANCE
 If a man had a child with slaves and legitimate children = slaves no inheritance,
but the legitimate children were bound to free the mother of the slaves
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 If he had also sons by a free unmarried woman= did not inherit equally with the
legitimate children.
 Child born by a free married woman outside marriage = the husband punished the
adulterer and considered it’s a Dowry, and the child entered with the others into
partition in the inheritance.
 IF the adulterers were not punished by the husband of the woman who had the
child = the child was not considered as his child and did not inherit anything.
1. Is this dowry of our ancestors is still evident even though we are in digital era? Prove
your answers.
Lesson 1.3 - THE WORSHIP OF THE TAGALOGS
SIMBAHAN
 A temple or place of adoration, technically the house of the chief due to the
celebration of festival called “Pandot” (worship)
 Constructed for the purpose of sheltering the assembled people
 On each side of the house was a Sibi, to protect the people from wet when it rained.
 ”Nagaanitos”, mass worship of the whole barangay
BATHALA
 All powerful, or maker of all things
 The Tagalogs, worshipped the moon especially when it was new with great
rejoicings.
 They also worshipped the star particularly called Pleiades, consequently the change
of seasons which they call: Malopon and Balatic which is our Greater Bear
22
1. Is it true that our Filipino ancestors believe in Animism before the coming of Spanish
colonialism?
Lesson 1.4 - BELIEFS
Omen
If they left their house and met on the way a serpent, rat, or a bird called
Tigmamanuguin
singing in the tree, or if they chanced upon anyone who sneezed = they returned to their
house.
Earliest Calendar
Determined through cultivation of the soil, counted by moons and various effect
produced
upon the trees, when yielding flowers, fruits and leaves.
Manner of offering sacrifices
 It was to proclaim a feast, and offer to the devil what they had to eat with the
officiating priest, male or female, called CATALONAN.
 The objects of sacrifice were goats, fowls, and swine, which were flayed,
decapitated and laid before the idol.
Reasons: for personal matters, recovery of a sick person, prosperous voyage of those
embarking on the sea, a good harvest in the sowed lands, a propitious result in wars,
successful delivery in childbirth, happy marriage.
23
Pagdadalaga
 Young girls who first had their monthly period, their eyes were blindfolded four
days and four nights, and the friends and relatives gathered for a simple
celebration.
 At the end of this period, the catalonan took the young girl to the water, bathed her
and washed her head, and removed the bandage from her eyes.
Purpose: Girls might bear children and have fortune in finding husbands to their fate
 Lic-ha- images with different shapes
 Dianamasalanta- patron of lovers and of generation
 Lacapati and Idianale- where the patrons of the cultivated lands and of
husbandry.
CATALONAN
Either a man or a woman, the office was an

honorableand was held ordinarily of rank
MANGGAGAWAY
Same with the Mangagaway, had the power of

applying such remedies to lovers that they would
abandon and despise their own wives
MANYISALAT
a.k.a. witches who deceived by pretending or

heal the sick.
24
MANCOCOLAM
The duty was to emit fire from himself at night,

once or oftener each month, and the fire emitted
could not be extinguished.
HOCLOBAN
They could kill someone whom they chose
either by saluting or raising the hand, they could
heal those whom they made ill by using other
charms.
SILAGAN
Tears out liver and eats it, anyone clothed in

white, thus causing death, lives in the island
of Catanduanes
MAGTATANGGAL
Show himself at night tomany persons,

without his head or entrails, and in the
morning returns his head or remaining like an
alive person.
OSUANG
Sorcerer, flies, murders men, eats their

flesh, occurs in the Visayas islands, does not
exist among the Tagalogs.
25
MANGGAGAYUMA
Maker of gayuma or love potion.
 SONAT- preacher, predicted the salvation or condemnation of the soul

 PANGATAHOJAN- soothsayer, predicter of thefuture
 BAYOGUIN- cotquean, a man whose nature inclined toward that of a woman
MANNER OF BURRYING THE DEAD
 Deceased buried beside the house

 If he were a chief, placed beneath the little house or porch that was built for this
purpose
 Before interring him, mourns the chief for four days then afterward laid him in a boat
that will serve as a coffin or bier, a guard was kept over him by a slave
 If the deceased was a warrior, a living slave is tied beneath him until the slave dies
too
 For many days the relatives of the deceased would bewailed him, singing dirges,
and praising him of his good qualities until they got weary, this is accompanied by
eating and drinking also
The Aetas or Negrillos (Negritos) Form of Burial
 Dug deep, perpendicular hole, and placed the deceased within it, leaving in an
upright position with head unburied in which they put half of the coconut to the head
that will serve as a shield
 For retribution, they will pursuit the Indian who Killed the Negrito
26
Question & Answer: 1.4
1. Our elderly often believes in “pamahiin”. Do you think on the advent of technology
would it be possible for millennial like you to still believe in this? Why?
2. Give at least 10 omens that we still practiced here in Northern Samar. Explain and
give each an example.
27
LEARNING TASK 1
DOWRY DATU CASTE SYSTEM ALIPING SAGUIGUILID
SAKRA MAHARLICA TIMAUA KINARI
BATHALA ANITO SIBI NAGAANITO
MANGCOCOLAM SIMBAHAN PAGDADALAGA NEGRITO
28
SUMMARY
It was written on the year 1589 during the Spanish

Colonial Period. After receiving the Lordship’s letter,
Plasencia wished to reply immediately; but he postponed his
answer in order that he might first thoroughly inform himself in
regard to People’s request, and to avoid discussing the
conflicting reports of the Indians.
Therefore, he collected Indians from different districts old

men, and those of most capacity; and from them he have
obtained the simple truth, after weeding out much foolishness,
in regard to their government, administration of justice,
inheritance, slaves, and dowries.
Customs of the Tagalogs is a part (either chapters or

subsections) of longer monographs written by the chroniclers
of the Spanish expeditions to the Philippines during the early
16th and 17th centuries. They appeared initially in Blair and
Robertson’s 55 volumes, The Philippine Islands (1903) and in
the Philippine Journal of Sciences (1958).
29
Module 2 Assessment
Instructions
This quiz pertains to Chapte1 of the textbook Los costumbres de los IndiosTagalos de
Filipinasby Fr. Juan de Plasencia.
Points: 20
Questions: 20
Allowed Attempts: 1
1. Native Filipino term of Palm wine.

2. It was a family of parents and children, relations and slaves in its origin.
3. Part of Caste system wherein when they got married, they cannot
transfer from one village to another, or one barangay to the other, without
paying a certain amount.
4. When a Maharlica married to 2nd slave their children was divided by
5. A form of payment given by men to the women’s parents
6. Constructed for the purpose of sheltering the assembled people
7. The one who is being worship
8. Patron of love
9. Mass worship
10. Ruler of the ancient Tagalogs
11. images with different shapes
12. Same with the Mangagaway, had the power of applying such remedies to lovers
that they would abandon and despise their own wives
13. The duty was to emit fire from himself at night, once or oftener each month, and
the fire emitted could not be extinguished.
14. Show himself at night to many persons, without his head or entrails, and in the
morning returns his head or remaining like an alive person.
15. Maker of gayuma or love potion
16. preacher, predicted the salvation or condemnation of the soul
17. soothsayer, predicter of thefuture
18. cotquean, a man whose nature inclined toward that of a woman
19. derived from the Malay language means Boat
20. Captains during wars
30
BRAINSTORMING / MIND MAP.
1. Why did Juan de Plasencia wrote the customs of the Tagalogs?
2. What are the customs of the Tagalaogs?
3. What is the main idea of customs of the Tagalogs?
4. What is the background of Fr. Juan de Plasencia?
31
First Voyage around the World
3
OVERVIEW
Europe had no idea what had befallen Magellan and his men after they set sail in
1519. It was up to Pigafetta to tell the story, which his journal was more than capable of
doing. He drew up a copy of his notes (polished up, complete with illustrations of various
islands they had encountered) and had them published in a French version in 1523.
LEARNING OUTCOMES
 Create an analysis about Pigafetta’s First Voyage around the World

 Demonstrate the ability to formulate arguments in favour or against a
particular issue using primary sources
Module 1.3: Customs of the Tagalogs
Pigafetta, with an easy manner and an eye for the unusual, produced a very readable
account of the first successful circumnavigation and gave readers a glimpse into the
manners and customs of the native people encountered, as well as information on local flora
and fauna. He also compiled glossaries of native words, giving their European equivalent.
The Relation of the Voyage is addressed to Grand Master Philippe Villiers de L’ Isle-Adam
and this was presented to King Charles V.
However, it was not through Pigafetta's writings that Europeans first learned of the
circumnavigation of the globe. Rather, it was through an account written by a Flanders-
based writer MaximilianusTransylvanus, which was published in 1523. Transylvanus had
been instructed to interview some of the survivors of the voyage when Magellan's surviving
ship Victoria returned to Spain in September 1522 under the command of Juan Sebastian
Elcano.
32
Learning Task 1
Identify the following words words and write your answer in your activity sheet..You have
10 minutes to finish this task.
I. UDENTIFICATION. Identify the following.
1. Gold artifact of religious significance; The half-bird , half-woman creature

2. Pigafetta’s family motto
3. Christian name of Queen Juana; wife of Rajah Homabon.
4. The painter of Philippine sunlight.
5. Cousin of Ferdinand Magellan
6. First man who circumnavigate the world
7. The treaty of Paris was signed in what country?
8. The natives offered a porringer of rice in exchange of ________________?
9. A papal bull issued by Pope Alexander IV
10. Captain General of Concepcion ship
11. Christian name of King of Mazaua
12. On what year does the Spanish fleet complete the circumnavigation?
13. The first colonizer of our country?
14. A division of the lands beyond Europe between Portugal and the Crown of
Castille
15. Both young and old man pierce their penises with a gold tin rod called?
II. MULTIPLE CHOICE. Read each question carefully and choose the correct answer. Write the letter of
the
correct answer before the number. STRICTLY NO ERASURES.
1. He served as secretary to the Papal Ambassador to the Court of King Charles I, in Valladolid, Spain
a. Ferdinand Magellan c. MaximilianusTransylvanus
b. AntonioPigafetta d. FrancisoSerrao
2. The island that was named by Ferdinand Magellan during his expedition in 1521.
a. Ma-yi c. Archipelago of St. Lazarus
b. Maniola d. Felipinas
3. King Emmanuel of Portugal refused to finance his journey which prompted him to renounce his
Portuguese citizenship and offer his services to King Charles I of Spain.
a. Ferdinand Magellan c. Luiz Mendoza
b. Juan Sebastian Elcano d. Joao Serrao
4. According to the writing of Antonio Pigafettaexplorers arrived at Zamal (Samar Island) on what date?
a. March 18, 1521 c. March 15, 1521
b. March 17, 1521 d. March 16, 1521
5. Native Filipino term of Palm wine.
a. Uraca c. Cochos
b. Areca d. Ureca
6. Name given by Ruy Lopez de Villalobos to the Philippines in honor of then Prince of Crown of castille
a. Pilipinas c. Felifinas
b. Felipinas d. Pelipenas
7. First mass based on Crown of Castille time?
a. March 30, 1521 c. March 31, 1521
b. April 01, 1521 d. April 02, 1521
8. The Rajah that required all ships were to pay tribute.
a. Colambu c. Sikatuna
b. Homabon d. Lapu-Lapu
33
9. The King who made the first Sandugo with Magellan.
a. Sikatuna c. Siagu
b. Homabon d. Lapu-Lapu
10. The 21-karat gold figure dating to around 850 to 950 C.E. weighs 4 lbs and depicts a woman sitting in
the lotus position in Buddhism.
a. Kinari c. Golden Tara
b. Golden Buddha d. Campuchea
Lesson 1 - Author
 Born: Circa 1491 to a Patrician family in Vicenza, Italy
 At a young age, Antonio already wanted to travel, to see

“the very great and awful things of the ocean.”
 He served as secretary to the Papal Ambassador to the

Court of King Charles I, in Valladolid, Spain
 There he learned that King Charles I was sponsoring an

expedition, backed by Germany’s Frugger family of
bankers, to reach the East Indies by sailing west, and will
be commanded by Ferdinand Magellan.
 With the letters of recommendation from the King, young

Antonio went to Seville and signed on as the only non-seaman, civilian
tourist/observer.
 He served the captain, i.e. Magellan, as log-keeper and amanuensis - an artistic

assistant.
 Due to Magellan’s demise, Pigafetta, wounded, arrived back in Spain with a load of
cloves valuable enough to more than pay for the entire expedition.
 Back in Italy, he wrote more accounts of the trip.
 He entered the monastic Order of the Knights Hospitaller of St. John of Jerusalem →
Knights of Rhodes → Knights of Malta
 He took his vows in 1530 with the Grand Master, Philippe de Villersl’Ile-Adam as his
new client
 He died in 1536 defending Malta against the attacking Turks
34
Fernando Magallanes
 Ferdinand Magellan was born in a noble family at Portugal in 1480.
 After serving as a court page for two years, he decided to be an explorer.
 In March 1505 at the age of 25, Magellan enlisted in the fleet of 22 ships sent to host
D. Francisco de Almeida as the first viceroy of Portuguese India.
 He participated in several battles, including the battle of Cannanore in 1506, where

he was wounded. In 1509 he fought in the battle of Diu.He later sailed under Diego
Lopes de Sequeira in the first Portuguese embassy to Malacca, with Francisco
Serrão, his friend and possibly cousin.[
 1512, he was stationed in Morocco and made plans to find a western shortcut to the
Spice Islands
 Unfortunately, King Emmanuel of Portugal refused to

finance his journey which prompted him to renounce his
Portuguese citizenship and offer his services to King
Charles I of Spain
 The voyage started with around 270 men in five ships
 Visited Philippines named it (Archipelago of St. Lazarus)
 The Pacific Ocean proved to be one of the toughest tests

that they would face
 Ship crew suffered from extreme hunger and were forced to feed on rats, sawdust,
leather and maggots (Around 20 men died)
 When they finally arrived in the Philippine Islands, they started converting natives to
Christianity
35
 Mactan local chief Lapu-Lapu and his men were upset when Magellan insisted that
they convert - On April 27, 1521, Magellan was killed when he got struck by a
poisoned arrow
Magellan – Elcano Circumnavigation
Before the 15th Century spices were an essential ancient piece for commerce. It was
used for giving flavor to food as well as making perfume, embalming the dead, preserving
meat and creating salves for traditional medicine. The spices were important to the
Europeans because refrigeration was unheard of in those days and the only means of
preservation was the use of spices which it gives flavor to the food.
 The Magellan–Elcano circumnavigation was the first voyage around the world in
human history. These men were the first to circumnavigate the globe in a single
expedition.
 It was a Spanish expedition that sailed from Seville in 1519 under the command
of Ferdinand Magellan, a Portuguese, in search of a maritime path from Spain
around the Americas to East Asia across the Pacific Ocean.
 Following Magellan's death in Mactan (Philippines) in 1521, Juan
SebastiánElcano took command of the ship Victoria, sailing from Borneo, the Spice
Islands and back to Spain across the Indian Ocean, round the Cape of Good
36
Hope and north along the west coast of Africa. They arrived in Spain three years
after they left, in 1522.
 The Spanish fleet, the Armada de Molucca, that left Spain on 20 September 1519
consisted of five ships with 270 men:
 Trinidad under Magellan, Captain General;
 San Antonio under Juan de Cartagena;
 Concepcion under Gaspar de Quesada;
 Santiago under JoãoSerrão; and
 Victoria under Luiz Mendoza.
The Victoria, under the command of Juan SebastiánElcano and a crew of 18 men,
which returned to Spain on 6 September 1522. The circumnavigation was completed by one
ship.
Question & Answer 1
1. Do you still remember the 3G’s? Explain 3G’s
Treaty of Tordesillas
 A division of the lands beyond Europe between Portugal and the Crown of Castille.
 Signed on June 7, 1494.
 Takes the boundary line given in Inter caetera , but moves it 270 leagues west.
37
 Inter caetera: A papal bull issued by Pope Alexander IV on May 4, 1493.
 This bull divides the world between the Crown of Castile and Portugal, drawing an
imaginary line 100 leagues west of the Cape Verde islands.
 Portugal can take unclaimed territories east of the line and Spain can take territories
west of the line.
Question & Answer 2
1. To make the explanation short. What is Treaty of Tordesillas? Explain
Ladrones Island
At first encounter, they thought the people of Ladrones islands:
 “They are poor, but ingenious, and great thieves, and

for the sake of that we called these three islands the
Ladrones Islands.”
 Lived according to their own will for they have no
seignior.
 Had no religion
 Thought that there were no other people in the world
but themselves, based on the signs which they have
made.
38
March 16, 1521 (dawn of Saturday)
 the explorers arrived at Zamal (Samar Island)
Question & Answer 3
1. From the picture of the map naming Ladrones Island. It tells us that Magellan and his
fleet came to the Ladronesisland dated March 15, 1521, but according to our history
Magellan and his fleet set their feet on our Philippine soil dated March 16, 1521.
What is the real date of Magellan coming in our country?
Monday, the 18th of March
 “after dinner, we saw a boat come

towards us with nine men in it: upon
which the captain-general ordered
that no one should move or speak
without his permission. When these
people had come into this island
towarus, immediately the
principal one amongst them went
towards the captain-general with
39
demonstrations of being very joyous at our arrival.
 The captain seeing that these people were reasonable, ordered food
and drink to be given them, and he gave them some red caps, looking
glasses, combs, bells, ivory, and other things.
 When these people saw the politeness of the captain, they presented
some fish, and a vessel of palm wine, which they call in their language
Uraca; figs more than a foot long, and others smaller and of a better
savour, and two cochos.”
“These people became very familiar and friendly with us, and explained many
things to us in their language, and told us the names of some islands which
we saw with our eyes before us.
*The island where they dwelt is called Zuluam, and it is not large.*”
“The island we were at was named Humunu (Homonhon Island); nevertheless
because we found there two springs of very fresh water we named it the
Watering Place of good signs (Acquada da li buoniSegnialli), and because we
found here the first signs of gold. ”
“Magellan named the islands, San Lazaro for it was Sunday of St. Lazurus”
March 22, 1521

The natives (Filipinos) gave the remaining gifts they promised to Magellan.
WAY OF LIFE OF THE ISLANDERS
 Seignior
 Painted (Tattooed)
 Handkerchiefs about their heads
 Earring on both ears
 Gold armlet on both wrists
 Caphri. They call the natives caphri, or
heathen.
 Naked with Cloth woven from bark of
tree to cover their private parts
 Anoint themselves with coconut and with
beneseed oil as protection against sun and
wind
40
“They are great drinkers.”
“The women are dressed

in tree cloth from their
waists downwards; their
hair is black, and
reaches down to the
ground; they wear
certain gold rings in their
ears.”
“These people chew most of their
time a fruit which they call areca,… and after
they have chewed it for a long time they spit it
out, from which afterwards they have their
mouths very red. They find themselves the
better from the use of this fruit because it
refreshes them much, for this country is very
hot, so that they could not live without it.”
March 28, 1521
 They saw a bonfire on an island (Limasawa) and anchored near it.

 A boloto (baroto) with 8 men came near the flagship.
 An interpreter under Magellan spoke to them.
 Later, two balanghais approached them with their king.
 Magellan gave gifts to the men who entered his ship while he rejected
the gifts of
the king
41
March 29, 1521
 Magellan sent his slave Enrique (interpreter) to ask

the king if he had any food to have it carried to the
ships and they would come to the island as friends
and not as enemies.
 The king visited Magellan's ship and had an
exchange of gifts.
 Magellan asked to be Casi-Casi or brothers with the
king.
 Magellan also showed his military strength to
impress the king.
 All of them had a feast and there was exchange of
signs of friendships and ceremonies.
 Introduced two kings: Raja Siagu of Limasawa and Raja Colambu of Butuan.
March 31, 1521 (Easter Sunday) [April 1, 1521 Local time]
 Pedro Valderrama, a priest, was sent by Magellan

to start the first Mass in Philippine history.
 Erected a cross on the summit of the highest
mountain
 Magellan asked the king about his enemies
 It was also stated that the three best places to get
food would be in Ceylon, Zubu and Calahann
 (Leyte, Cebu, Caraga)
 After the erection of the cross: Pater Noster and
Ave Maria repeatedly
 Start of barter trades
 Natives: A porringer full of rice, 8 or 10 figs. Asking
in exchange: A Knife (worthy 3 catrini )
 Natives Refused: 1 ducat
 Natives Refused: a doppione (2 ducats )
 Accepted: a Knife
42
 When the natives offered a pointed crown of massive gold (the size of a
colona ) for a 6 strings of glass beads, the Spaniards refused the offer.
 The natives should learn at the very beginning that the Spaniards prized
their merchandise more than the natives’ gold.
 Asked where is the best port to replenish their food, the king mentioned
the three islands, namely (Ceylon, Zubu, and Calaghan) [Leyte, Cebu,
and Caraga]
 Got the information that Zubu was the largest and had the most
trade
 Asked for guides on how to get to Zubu
 Remained in the island of Mazaua for the duration of seven days
 Set sail to northwest, passing five islands (Ceylon, Bohol, Canighan,
Baybai and Gatighan) [In order as mentioned: Pigafetta assumed as
south of Leyte, Bohol, Canigao Island, north of Leyte, not identified]
 Since the king of Mazaua can’t follow with the ship’s speed, they waited
for them near Polo, Ticobon, and Pozon [Camotes West of Leyte, namely
Poro, Pasijan, and Panson]
 Overwhelmed with bats as big as eagles [Tabon]
Question & Answer 4
1. Controversy about the first mass in Limasawa some historian said that it’s not in
Limasawa but instead it was held in Butuan.
What is your stand about the first mass?
43
April 7, 1521
 They entered the port of Zubu (Cebu) and

fired mortars as sign of peace and friendship;
honoring the king of the village.
 Magellan sent an ambassador and the
interpreter.
 The king, Rajah Humabon said that all ships
were required to pay tribute.
 There was an exchange of warnings between
the two parties.
 Magellan made known their intentions for
their visit
 He is a captain of the greatest King and
Prince in the world, and he was going to
discover Maluco.
 Good report from Rajah Colambu about
Cebu. He would buy food with his
merchandise.
 Tribute was demanded by Rajah Humabon ○
Since his master is a great king, he does not
need to pay tribute to any seignior in the
world.
 If the king wants peace, peace shall he obtain. If war, then war.
April 8, 1521
 A notary along with the interpreter returned to Zubu(Cebu).

 Asked Rajah Humabon to establish trade.
 Friendship through blood compact.
 Rajah Humabon was baptized and was named Don Carlo but some of the
chiefs refused.
 Rajah Humabon swore to help Magellan conquer his enemies especially
the growing Muslim community.
44
 Queen Juana also converted to Christianity and was handed a Wooden
Child Jesus sculpture(Sto. Niño).
 Magellan found out that in the Islander’s tradition, fathers and mothers
who grew old received no more further honor
 Injected how God made everything and commanded us to honor
our mother and father
 How we descended from Adam and Eve, and from the Holy Spirit
 Success in spreading his faith to the Islanders → gained the response of
the people to be baptized.
 Conversion of the Islanders
April 14, 1521 (Sunday)
 Brought over 40 men from the ship with the Royal banner
 Rajah Humabon wished to be a Christian, but some of his chiefs would
not obey
 Christian Names assigned by Magellan
 Rajah Humabon - Don Carlo
 The Prince - Don Fernando
 King of Mazaua - Johanni
 A chief - Fernando
 The Muslim - Christoforo
 Queen Juana – Johanna
 Her daughter (wife of the Prince) - Catherina
 Queen of Mazaua - Lisabeta
 And so the other 800 people -- men, women and children
present during that mass after dinner
 Magellan Gives Proof of His Faith
 Gave Queen Juana the image of the child Jesus, saying she
should have it in place of her idols
 Told the people who worship paganism to burn their idols and
believe in Christ
 Case in point:
Testimony of the sick man ➔ the man can’t move or speak for 4 days ➔ after he was
baptized and his 10 daughters, he said that he was feeling well with the Grace of
the Lord.
45
Filipino Sexuality
Pigafetta interviewed and examined couples at length. Here are some of his findings:
“Both young and old males pierce their penises with a

gold or tin rod the size of a goose quill. In both ends of
the same bolt, some have what resembles a spur, with
points upon the ends; others are like the head of a cart
.nail. I very often asked many, both young and old, to
see their penis, because I could not credit it. In the
middle of the bolt is a hole, through which they urinate.
The bolt and the spurs always hold firm. They say that
the women wish it so, and if they did otherwise they
would not have communication with them.
When a man wishes to have intercourse with a woman, she takes his penis not in
the normal way, but gently introduces first the top spur and then the bottom one into
her vagina. Once inside, the penis becomes erect and cannot be withdrawn until it
is limp.”
Pigafetta’s asserted that the women hated this mode of fornication, which lacerated
their organs. “They are very much preferred our men to their own,” he noted
with the hint of a boast.
Filipino Sexuality
The Tudruk or Tugbuk (Penis Pin) and Sakra (Penis Ring) were objects
used by the early Cebuanos and other ethnic groups to add spice and excitement to
their sexual lifestyle. Unfortunately, this practice of putting tudruk and sakra on male
penises were prohibited when the Catholic Spanish missionaries came to the island.
One of the missionaries had even conducted a tedious individual penis inspection to
get rid of these things that they called “satanic and barbaric”. The European
missionaries were dumbfounded when they found out that the natives were practicing
such “malevolent deeds”.
46
Sacrifice of Swine
 They dance and call-out to the sun to show their

worship to it
 Would be started with the two very old women,
wearing kerchiefs to their heads and holding one
at their hands while dancing on the spread
Cambaia cloth
 ONLY OLD women were to do the ceremony and
will NOT eat the hog unless done this way. The
women are called Babaylanesor the priestesses
of Pre-hispanic period.
There are many villages in Zubu:

1. Cinghapola - Chiefs: Cilaton, Ciguibucan, Cimaningha, Cimaticat,
andCicanbuk
2. Mandaui - Apanoaan
3. Lalan - Theteu
4. Lalutan - Tapan
5. Cilumai
6. Libucun
They were decked in an island called Matan and the chiefs were Zula and Cilapulapu* →
refused to obey the King of Spain , thus they attacked them
Death of Magellan (April 27, 1521)
 The islanders asked the Spaniards not to attack

during the night as a trick to lure them into their
traps.
 The Spaniards docked far from the beach as it has
shallow waters.
 Spaniards had 49 people while the islanders had
1500* people with spears and daggers.
47
 Magellan had his right leg pierced with a poisoned arrow.
 Magellan refused to retreat and eventually gets his face lanced through the
face by an Indian.
 A javelin pierced his right arm
 A great sword through his left leg put him down and was later swarmed
while his men retreated to the ships.
 The battle was fought on a Saturday. Eight from the ship’s men died
(Magellan included), and four from Islander’s turned Christians which aided
them.
 The body of the captain was not retrieved, for the islander intended it to be
kept as a memorial.
 Other information:
 After the death of Magellan, Duarte Barbosa Takes the Command. Later on,
Juan Sebastiándel Cano replaced him as the captain of Victoria and he was
responsible of completing the voyage of Magellan in circumnavigating the
world and reach back Spain in year 1522.
ACCORDING TO FILIPINO AUTHORS
48
“The people are as tall us, and well made: they
adore nothing, and when they are born they are
white, later they become brown, and have their
teeth black and red”
Changes our current visualization of our Filipino

ancestors.
“Saturday, March 16, 1521, we arrived at

daybreak in sight of a high island”
There was already a society on the island.

Magellan did not discover the Philippines nor did
he meet uncivilized people on it. We already had
trade and hierarchy.
“When these people had come into

this island towards us, immediately
the principal one amongst them
went towards the captain-general
with demonstrations of being very
joyous at our arrival.”
There was no conflict between

the two parties; trade was
sought after seeing the items
the Spaniards were able to
produce.
49
“When they wished to us they
took leave of the captain and of us with
very good manners and gracefulness,
promising us to come back and see us.”
The islanders in Humunu (Homonhon) had

nothing against the foreigners and even
expressed good conduct.
“The lord of these people was old, and had his face painted, and had gold rings
suspended to his ears, which they named Schione, and the others had many
bracelets and rings of gold on their arms, with a wrapper of linen around their
head.”
Proves that we have a sense of royalty or hierarchy

We practice craftsmanship with jewelry
Gives the idea of gold mines on the island
Gold Religious Carvings
Prior to the arrival of Christianity, majority of our ancestors were Animists and
Polytheists, believing in numerous gods and goddesses and the spirits the live alongside us.
Prior to that we have evidence based on artifacts and the oldest written document, the
Laguna Copperplate, proving that at least in some parts of the Philippines at some point in
our historical timeline our ancestors practiced a form of Hindu-Buddhist beliefs that is today
seen in other parts of Southeast Asia. Some of these artifacts derive from gold artifacts
depicting religious carvings of a well-known Hindu-Buddhist goddess and some mythical
creatures.
50
The Golden Tara of Agusan, was discovered in
July of 1917 after a flood and storm swept
through throughAgusan Del Sur in the barangay Cubo
Esperanza. After the storm a Manobo woman named
BilayOcampo was on the banks of the muddy Wawa
River where she eventually found the figure where it
washed up from the river. The 21-karat gold figure
dating to around 850 to 950 C.E. weighs 4 lbs and
depicts a woman sitting in the lotus position in Buddhism, is ornamented with jewelry
on her body, and wears a headdress. This figure turned out to be a representation of
the Bodhisattva Tara.
Another gold artifact of religious

significance is the Kinnari, half-bird, half-woman
creatures who are renowned for their dance, song
and poetry, and are a traditional symbol of feminine
beauty, grace and accomplishment. The Kinnari was
found in 1981 in Surigao along with other treasures.
Our ancestors were so fond of

their gold that they would bury their
dead with their gold ornaments to bring
with them to the spirit world. It was
believed that after being ferried over
the spiritual river to the afterlife, those
who were wearing their gold and
covered in tattoos were recognized by
their ancestors and those who didn’t
weren’t thus they were not accepted
by their ancestors and the deities. So in order to be accepted in the afterlife they
were often adorned with the gold jewelry they owned and wore during their lifetime
and some were also given death masks made out of gold sheets that covered the
eyes, nose, and mouth.
51
“On sunday, the last day of March, and
feast of Easter, the captain sent the
chaplain ashore early to say mass.” and
“the two kings went to kiss the cross like
us.” “They thought to excuse themselves
sufficiently by saying that they did not do
that now on their own account, but for a
sick person, for the idols to restore him
his health. The sick man was the brother of a prince.”
• Attending mass and the thought of Christianity was easily embraced by the
islanders not because of their full understanding of the faith but for pragmatic
purposes like the leader’s aim of gaining the trust of a possible powerful ally, or for
the subordinates just following their leaders’ wishes.
“Thus no one but old women

consecrate the flesh of the hog,
and they do not eat it unless it is
killed in this way.”
“They say that their women wish it
so, and that if they did otherwise
they would not have
communication with them.”
• During pre-Hispanic period,

women shared equal footing with
men in society. They were allowed
to divorce, own and inherit
property, and even lead their
respective barangays or territories.
During pre-colonial times,
Philippines was largely
matriarchal, with the opinions of
women holding great weight in matters of politics and religion (they also
headed the rituals as the babaylans).
52
* Zula said to Magellan that Silapulapu would not
obey the king in anyway and is preventing him in
doing so.
*One of the causes of the fight was the rivalry
between Silapulapu and Raja Humabon
*Another is Silapulapu did not want to be under the
commands of the king of Spain
*War strategy was exhibited by the men of
Silapulapu
This gave the idea that ancient Filipino were not simply naïve on the real purpose
of the coming of the Spaniards to the archipelago but they were very much aware
of aside from trading, the Spain came in order to dominate them especially when
the latter would often not give tribute to them.
• Pigafetta’s perspective on viewing the

culture of the Philippines
The Islands were resourceful
Filipinos were friendly and
hospitable
Magellan was not the first to go around the

world. An Asian from Malacca, named
Enrique was able to complete the voyage.
The voyage also proved the theory that the
world is round.
53
LEARNING TASK 2
1. Why was Magellan’s voyage considered a historic endeavor?
2. Why it is that Pigafetta’s writing considered the purest?
3. From the learning you’ve gained what is the real date of Magellan’s coming to our
country?
54
SUMMARY
Since the beginning of the 16th century, the navigation route designed
by Magellan and his sailors during the First Circumnavigation around
the World has geographical and symbolically linked different cultures
and civilizations, providing exchanges and achievements in commerce,
scientific knowledge and cultural,
55
Philippine Revolution
4
OVERVIEW
The Revolution of 1896. Spain maintained control of the Philippine Islands for more
than three centuries and a half, during which period the tyranny, misconduct and abuses of
the Friars and the Civil and Military Administration exhausted the patience of the natives and
caused them to make a desperate effort to shake off the unbearable galling yoke on the 26th
and 31st August, 1896, then commencing the revolution in the provinces of Manila and
Cavite. On these memorable days the people of Balintawak, Santa Mesa, Kalookan, Kawit,
Noveleta and San Francisco de Malabon rose against the Spaniards and proclaimed the
Independence of the Philippines, and in the course of the next five days these uprisings
were followed by the inhabitants of the other towns in Cavite province joining in the revolt
against the Spanish Government although there was no previous arrangement looking to a
general revolt. The latter were undoubtedly moved to action by the noble example of the
former.
LEARNING OUTCOMES
 Identify the unanswered issues in our history

 Demonstrate skills in critical thinking through reading of the context.
 Demonstrate the ability to formulate arguments in favour or against a particular issue using
primary sources
Module 1.4: True Version of Philippine Revolution
With regard to the rising in the province of Cavite it should be stated that although a
call to arms bearing the signatures of Don AugustinRieta, Don CandidoFirona and myself,
who were Lieutenants of the Revolutionary Forces, was circulated there was no certainty
about the orders being obeyed, or even received by the people, for it happened that one
56
copy of the orders fell into the hands of a Spaniard named Don Fernando Parga, Military
Governor of the province, who at that time was exercising the functions of Civil Governor,
who promptly reported its contents to the Captain-General of the Philippines, Don Ramon
Blanco y Erenas. The latter at once issued orders for the Spanish troops to attack the
revolutionary forces. It would appear beyond doubt that One whom eye of man hath not
seen in his wisdom and mercy ordained that the emancipation of the oppressed people of
the Philippines should be undertaken at this time, for otherwise it is inexplicable how men
armed only with sticks and gulok," wholly unorganized and undisciplined, could defeat the.
Spanish Regulars in severe cengagements at Bakoor, Imus and Noveleta and, in addition to
making many of them prisoners, captured a large quantity of arms and ammunition. It was
owing' to this astonishing success of the revolutionary troops that General Blanco quickly
concluded to endeavour to maintain Spanish control by the adoption of aconciliatory policy
under the pretext that thereby he could quel the rebellion, his first act being a declaration to
the effect that it was not the purpose of his Government to oppress the people and he had
no desire ' to slaughter the Filipinos." The Government of Madtid disapproved of General
Blanco's lnew policy and speedily appointed Lieutenant-General Don CamiloPolavieja to
supersede him, and despatched forthwith a large number of Regulars to the Philippines.
General Polavieja advanced against the revolutionary forces with 16,000 men armed with
Mausers, and one field battery. He had scarcely reconquered half of Cavite province when
he resigned, owing to bad health. That was in April, 1897. Polavieja was succeeded by the
veteran General Don Fernando Primo de Rivera, who had seen much active service. As
soon as Rivera had taken over command of the Forces he personally led his army in the
assault upon and pursuit of the revolutionary forces, and so firmly, as well as humanely, was
the campaign conducted that he soon reconquered the whole of Cavite province and drove
the insurgents into the mountains. Then I established my- headquarters in the wild and
unexplored mountain fastness of Biak-nabat6, where I formed the Republican Government
of the Philippines at the end of May, 1897
57
Learning Task 1
Enumerate the 20 persons involve in Philippine Revolution and identify each of them, write
your answers here. You have 10 minutes to finish this task.
Lesson 1 Philippine Revolution
The Philippine Revolution was an accumulation of ideas and exposition to the

international community, which led to the start of nationalistic endeavors. The rise of Filipino
nationalism was slow, but inevitable. Abuses by the Spanish government, military and clergy
prevalent during three centuries of colonial rule, and the exposure of these abuses by the
"ilustrados" in the late 19th century, paved the way for a united Filipino people. However, the
growth of nationalism was slow because of the difficulty in social and economic intercourse
among the Filipinos. In a dated letter written by the Filipino writer José P. Rizal to Father
Vicente García of AteneoMunicipál de Manila, Rizal states that:
Katipunan
Andrés Bonifacio, Deodato Arellano, LadislaoDiwa, Teodoro

Plata and ValentínDíaz founded the Katipunan (in full, Kataas-taasang, Kagalang-
galangangKatipunanngmgaAnakng Bayan "Supreme and Venerable Society of the Children
of the Nation") in Manila on July 7, 1892. The organization, advocating independence
through armed revolt against Spain, was influenced by the rituals and organization
of Freemasonry; Bonifacio and other leading members were also Freemasons.
58
From Manila, the Katipunan expanded into several provinces,
including Batangas, Laguna, Cavite, Bulacan, Pampanga, Tarlac, Nueva Ecija, Ilocos
Sur, IlocosNorte, Pangasinan, Bicol and Mindanao. Most of the members, called
Katipuneros, came from the lower and middle classes. The Katipunan had "its own laws,
bureaucratic structure and elective leadership". The Katipunan Supreme Council (Kataas-
taasangKapulungan, of which Bonifacio was a member, and eventually head) coordinated
provincial councils (Sangguniang Bayan). The provincial councils were in charge of "public
administration and military affairs on the supra-municipal or quasi-provincial level". Local
councils (Panguluhang Bayan) were in charge of affairs "on the district or barrio level." By
1895, Bonifacio was the supreme leader (Supremo) or supreme president (Presidente
Supremo) of the Katipunan and was the head of its Supreme Council. Some historians
estimate that there were between 30,000 and 400,000 members by 1896; other historians
argue that there were only a few hundred to a few thousand members.
Question and Answer #1
1. What is the purpose of the Katipunan?
2. Who exposed the Katipunan?
3. Do you consider Aguinaldo a revolutionary?
59
4. Is it true that Aguinaldo and Bonifacio have conflict?
Tejeros Convention
https://www.youtube.com/watch?v=lKYqT87bHa0
On December 31, an assembly was convened in Imus to settle the leadership

dispute. The Magdalo insisted on the establishment of revolutionary government to replace
the Katipunan. The Magdiwangfavored retention of the Katipunan, arguing that it was
already a government in itself. The assembly dispersed without a consensus.
On March 22, 1897, another meeting was held in Tejeros. It called for the election of
officers for the revolutionary government, which was in need of united military forces, as
there was a pending Spanish offensive against the Magdalo faction. The Magdiwang faction
allied with Bonifacio and prepared and hosted the election, as most of the Magdalo faction
was occupied by battle preparations. Bonifacio chaired the election and stated that the
election results were to be respected. When the voting ended, Bonifacio had lost and the
leadership turned over to Aguinaldo, who was away fighting in Pasong Santol. Bonifacio also
lost other positions to members of his Magdiwang faction. Instead, he was elected as
Director of the Interior, but his qualifications were questioned by a Magdalo, Daniel Tirona.
Bonifacio felt insulted and would have shot Tirona if ArtemioRicarte had not intervened.
Invoking his position of Supremo of the Katipunan, Bonifacio declared the election void and
stomped out in anger. Aguinaldo took his oath of office as president the next day in Santa
Cruz de Malabon (present-day Tanza) in Cavite, as did the rest of the officers, except for
Bonifacio.
60
1. Why was the Tejeros Convention failed?
2. How did the two rival faction of KatipunanMagdalo and Magdiwang come about?
3. Is it true that during the Tejeros Convention Aguinaldo is not the location?
4. And because of this event the truce between Aguinaldo at Bonifacio fired up?
5. Why is it that Bonifacio walked out on the said elction?
61
Execution of Bonifacio
https://www.youtube.com/watch?v=2DYc6p-ObC4
Bonifacio moved his headquarters to Naic after the fall of Imus. In Naic, Bonifacio
and his officers created the Naic Military Agreement, establishing a rival government to the
newly constituted government of Aguinaldo. It rejected the election at Tejeros and asserted
that Bonifacio was the leader of the revolution. It also ordered that Filipino men be forced to
enlist in Bonifacio's army. The agreement eventually called for a coup d'état against the
established government. When Limbon in Indang, a town in Cavite, refused to supply
provisions, Bonifacio ordered it to be burned. When Aguinaldo learned about the Naic
Military Agreement and the reports of abuse, he ordered the arrest of Bonifacio and his
soldiers (without Bonifacio's knowledge) on April 27, 1897. Colonel AgapitoBonzon met with
Bonifacio in Limbon and attacked him the next day. Bonifacio and his brother Procopio were
wounded, while their brother Ciriaco was killed on April 28. They were taken to Naic to stand
trial.
The Consejo de Guerra (War Council) sentenced Andrés and Procopio to death on
May 10, 1897, for committing sedition and treason. Aguinaldo supported deportation of
Andrés and Procopio rather than execution, but withdrew his decision as a result of pressure
from Pio Del Pilar and other officers of the revolution.
On May 10, Major LazaroMakapagal, upon orders from General Mariano Noriel,
executed the Bonifacio brothers at the foothills of Mount Buntis, near Maragondon. Andrés
and Procopio were buried in a shallow grave, marked only with twigs
Augmented by new recruits from Spain, government troops recaptured several towns
in Cavite, taking Imus on 25 March 1897. The head of the Spanish expeditionary force,
General de Lacambre, then offered amnesty to all who would surrender and accept Spanish
authority. In May 1897, the Spanish captured Maragondon, forcing the Government of the
Philippine Republic to move to Mt. Buntis. By June, the Spanish had taken Mendez Nunez,
Amadeo, Alfonso, Bailen and Magallanes with little resistance. The Spanish planned war,
including the concentration of rebel relatives and friends in camps.
As argued by ApolinarioMabini and others, the succession of defeats for the rebels
could be attributed to discontent that resulted from Bonifacio's death. Mabini wrote:
62
This tragedy smothered the enthusiasm for the revolutionary
cause, and hastened the failure of the insurrection in Cavite,
because many from Manila, Laguna and Batangas, who were
fighting for the province (of Cavite), were demoralized and quit..
In other areas, some of Bonifacio's associates, such as Emilio

Jacinto and MacarioSakay, never subjected their military commands to Aguinaldo's
authority.
1. Why Emilio Aguinaldo did kill Bonifacio?
2. How was Bonifacio executed?
3. Who betrayed Bonifacio?
4. What is the main reason why the Bonifacio brothers executed?
63
Pact of Biak naBato
https://www.youtube.com/watch?v=m7h2CyUGHbE
Aguinaldo and his men retreated northward, from one town to the next, until they
finally settled in Biak-na-Bato, in the town of San Miguel de Mayumo in Bulacan. Here they
established what became known as the Republic of Biak-na-Bato, with a constitution drafted
by IsabeloArtacho and Felix Ferrer; it was based on the first Cuban Constitution.
With the new Spanish Governor-General Fernando Primo de Rivera declaring, "I can
take Biak-na-Bato. Any army can capture it. But I cannot end the rebellion ", he proffered
peace to the revolutionaries. A lawyer named Pedro Paterno volunteered to be negotiator
between the two sides. For four months, he traveled between Manila and Biak-na-Bato. His
hard work finally bore fruit when, on December 14 to December 15, 1897, the Pact of Biak-
na-Bato was signed. Consisting of three documents, it called for the following agenda:
 The surrender of all weapons of the revolutionaries.

 Amnesty for those who participated in the revolution..
 Exile for the revolutionary leadership.
 Payment by the Spanish government of $400,000 (Mexican peso) to the
revolutionaries in three installments: $200,000 (Mexican peso) upon leaving the
country, $100,000 (Mexican peso) upon the surrender of at least 700 firearms,
and another $200,000 (Mexican peso) upon the declaration of general amnesty.
Leaving Biak-na-Bato on December 24, 1897, Aguinaldo and eighteen other top
officials of the revolution, including Mariano Llanera, TomásMascardo, Benito
Natividad, Gregorio del Pilar, and Vicente Lukban were banished to Hong Kong with
$400,000 (Mexican peso) by December 29. The rest of the men got $200,000 (Mexican
peso) and the third installment was never received. General amnesty was never declared
because sporadic skirmishes continued.
The Pact of Biak-na-Bato did not signal an end to the revolution. Aguinaldo and his
men were convinced that the Spaniards would never give the rest of the money promised to
them as a condition of surrender. Furthermore, they believed that Spain reneged on her
promise of amnesty. The Filipino patriots renewed their commitment for complete
independence. They purchased more arms and ammunition to ready themselves for another
siege.
64
In February 1898, during an ongoing revolution in Cuba, the explosion and sinking of
a U.S. Navy warship in Havana harbor led the United States to issue a declaration of
war against Spain in April of that year. On April 25, Commodore George Dewey sailed for
Manila with a fleet of seven U.S. ships. Upon arriving on May 1, Dewey encountered a fleet
of twelve Spanish ships commanded by Admiral PatricioMontojo. The subsequent Battle of
Manila Bay only lasted for a few hours, with all of Montojo's fleet destroyed. Dewey called for
armed reinforcements and, while waiting, acted as a blockade for Manila Bay.
1. Why did the Pact of Biak naBato fail?
2. Why did Emilio Aguinaldo choose Biak naBato as the place for his rereat?
3. According to Aguinaldo he made a big contribution in our country, and it is because

of the Pact of Biak naBato? Expalin your answer.
65
Aguinaldo returns to the Philippines
On May 7, 1898, USS McCulloch, an American dispatch boat, arrived in Hong Kong
from Manila, bringing reports of Dewey's victory in the Battle of Manila Bay, but with no
orders regarding the transportation of Aguinaldo. McCulloch again arrived in Hong Kong on
May 15, bearing orders to transport Aguinaldo to Manila. Aguinaldo departed Hong Kong
aboard McCulloch on May 17, arriving in Manila Bay on May 19. Several revolutionaries, as
well as Filipino soldiers employed by the Spanish army, crossed over to Aguinaldo's
command.
In the Battle of Alapan on May 28, 1898, Aguinaldo raided the last remaining
stronghold of the Spanish Empire in Cavite with fresh reinforcements of about 12,000 men.
This battle eventually liberated Cavite from Spanish colonial control and led to the first time
the modern flag of the Philippines being unfurled in victory.
Soon after, Imus and Bacoor in Cavite, Parañaque and Las Piñas in Morong,
Macabebe, and San Fernando in Pampanga, as well as Laguna, Batangas, Bulacan, Nueva
Ecija, Bataan, Tayabas (present-day Quezon), and the Camarines provinces, were liberated
by the Filipinos. They were also able to capture the port of Dalahican in Cavite.
1. Why did Emilio Aguinaldo decide to go to Hongkong?
2. Why did Emilio Aguinaldo decide to side with the Americans in their war against
Spain?
66
3. What is Treaty of Paris? Expalin your answer.
4. There are rumours that Aguinaldo accept monetary from Spanish government as a
payment for the surrender of the Filipino revolutionaries. What will be your
side/opinion?
Declaration of Independence
By June 1898, the island of Luzon, except for Manila and the port of Cavite, was
under Filipino control, after General Monet's retreat to Manila with his remaining force of 600
men and 80 wounded. The revolutionaries were laying siege to Manila and cutting off its
food and water supply. With most of the archipelago under his control, Aguinaldo decided it
was time to establish a Philippine government. When Aguinaldo arrived from Hong Kong, he
had brought with him a copy of a plan drawn by Mariano Ponce, calling for the establishment
67
of a revolutionary government. Upon the advice of AmbrosioRianzares Bautista, however,
an autocratic regime was established on May 24, with Aguinaldo as dictator. It was under
this dictatorship that independence was finally proclaimed on June 12, 1898, in Aguinaldo's
house in Kawit, Cavite. The first Filipino flag was again unfurled and the national
anthem was played for the first time. ApolinarioMabini, Aguinaldo's closest adviser, opposed
Aguinaldo's decision to establish an autocracy. He instead urged Aguinaldo to create a
revolutionary government. Aguinaldo refused to do so; however, Mabini was eventually able
to convince him. Aguinaldo established a revolutionary government on July 23, 1898.
Upon the recommendations of the decree that established the revolutionary

government, a CongresoRevolucionario was assembled at Barasoain Church in Malolos,
Bulacan on September 15. All of the delegates to the congress were from the ilustrado
class. Mabini objected to the call for a constitutional assembly; when he did not succeed, he
drafted a constitution of his own, which also failed. A draft by an ilustrado lawyer, Felipe
Calderón y Roca, was instead presented, and this became the framework upon which the
assembly drafted the first constitution, the Malolos Constitution. On November 29, the
assembly, now popularly called the Malolos Congress, finished the draft. However,
Aguinaldo, who always placed Mabini in high esteem and heeded most of his advice,
refused to sign the draft when the latter objected. On January 21, 1899, after some
modifications were made to suit Mabini's arguments, the constitution was finally approved by
the Congress and signed by Aguinaldo. Two days later, the Philippine Republic (also called
the First Republic and Malolos Republic) was established in Malolos with Aguinaldo as
president
1. What were the main reasons behind the declaration of Independence in Philippines?
2. According to some historians it’s not Emilio Aguinaldo who wave the Philippine flag?
68
3. Who authored the Declaration of Philippine Independence?.
4. When was Philippine Independence declared?.
Learning task 2
Answer the following, you may another sheet of paper for your answers.
1. Give the message behind KartilyangKatipunan
2. Name the significant persons behind KKK and their functions.
69
SUMMARY
The main influx of revolutionary ideas came at the start of the 19th century,
when the Philippines was opened for world trade. In 1809, the first English firms
were established in Manila, followed by a royal decree in 1834 which officially
opened the city to world trade. The Philippines had been governed
from Mexico since 1565, with colonial administrative costs sustained by subsidies
from the galleon trade. Increased competition with foreign traders brought the
galleon trade to an end in 1815. After its recognition of Mexican independence in
1821, Spain was forced to govern the Philippines directly from Madrid and to find
new sources of revenue to pay for the colonial administration. At this point, post-
French Revolution ideas entered the country through literature, which resulted in
the rise of an enlightened principalía class in the society.
The 1868 Spanish Revolution brought the autocratic rule of Queen Isabella
II to an end. The autocratic government was replaced by a liberal government led
by General Francisco Serrano. In 1869, Serrano appointed Carlos María de la
Torre as the 91st governor-general. The leadership of de la Torre introduced the
idea of liberalism to the Philippines.
The election of Amadeo of Savoy to the throne of Spain led to the
replacement of de la Torre in 1871. In 1872, the government of the succeeding
governor-general, Rafael de Izquierdo, experienced the uprising of Filipino soldiers
at the Fort San Felipe arsenal in Cavite el Viejo. Seven days after the mutiny,
many people were arrested and tried. Three of these were secular priests: José
Burgos, Mariano Gómez and friar Jacinto Zamora, who were hanged by Spanish
authorities in Bagumbayan. Their execution had a profound effect on many
Filipinos; José Rizal, the national hero, would dedicate his novel El filibusterismo to
their memory
Many Filipinos who were arrested for possible rebellion were deported to
Spanish penal colonies. Some of them, however, managed to escape to Hong
Kong, Yokohama, Singapore, Paris, London, Berlin, and some parts of Spain.
These people met fellow Filipino students and other exiles who had escaped from
penal colonies. Bound together by common fate, they established an organization
known as the Propaganda Movement. These émigrés used their writings primarily
to condemn Spanish abuses and seek reforms to the colonial government.
José Rizal's novels, Noli Me Tángere (Touch Me Not, 1887) and El
Filibusterismo (The Filibuster, 1891), exposed Spanish abuses in socio-political
and religious aspects. The publication of his first novel brought the infamous
agrarian conflict in his hometown of Calamba, Laguna in 1888,
when Dominican haciendas fell into trouble of submitting government taxes. In
1892, after his return from the Americas, Rizal established La Liga Filipina (The
Filipino League), a Filipino association organized to seek reforms in the colonial
government. When the Spaniards learned that Rizal was in the Philippines, they
arrested and deported him a few days after the Liga was established.
70
Upon hearing that Rizal had been deported to Dapitan, Liga member Andrés
Bonifacio and his fellows established a secret organization named Katipunan in a
house located in Tondo, Manila, while more conservative members led by
Domingo Franco and Numeriano Adriano would later establish the Cuerpo de
Compromisarios. The Katipunan obtained overwhelming number of members and
attracted the lowly classes. In June 1896, Bonifacio sent an emissary to Dapitan to
obtain Rizal's support, but Rizal refused to participate in an armed revolution. On
August 19, 1896, Katipunan was discovered by a Spanish friar, which resulted in
the start of the Philippine Revolution.
The revolution initially flared up in the eight provinces of Central Luzon. The
armed resistance eventually spread throughout the Southern Tagalog region,
particularly in Cavite province, where towns were gradually liberated during the
early months of the uprising. In 1896 and 1897, successive conventions
at Imus and Tejeros decided the new republic's fate. In November 1897,
the Republic of Biak-na-Bato was established and a constitution was promulgated
by the insurgent government.
On May 1, 1898, the Battle of Manila Bay took place as part of the Spanish–
American War. On May 24, Aguinaldo, who had returned from voluntary exile on
May 19, announced in Cavite, "... I return to assume command of all the forces for
the attainment of our lofty aspirations, establishing a dictatorial government which
will set forth decrees under my sole responsibility," On 12 June, Aguinaldo
proclaimed Philippine independence. On 18 June, Aguinaldo issued a decree
proclaiming a Dictatorial Government led by himself. On June 23, Aguinaldo
issued another decree, which replaced the Dictatorial Government with a
Revolutionary Government. In 1898, between June and September 10,
the Malolos Congress elections were held by the Revolutionary Government,
resulting in Emilio Aguinaldo being elected as President of the Philippines. On
February 2, 1899, hostilities broke out between U.S. and Filipino
forces. The Malolos Constitution was adopted in a session convened on 15
September 1898. It was promulgated on 21 January 1899. creating the First
Philippine Republic with Aguinaldo as President. On June 12, 1899, Aguinaldo
promulgated a declaration of war against the U.S., beginning the Philippine–
American War. U.S. forces captured Aguinaldo on March 23, 1901, and he swore
allegiance to the U.S. on April 1. On July 4, 1902, U.S. President Theodore
Roosevelt proclaimed a complete pardon and amnesty for all Filipinos who had
participated in the conflict, effectively ending the war.
71
SUGGESTED READINGS
 John Lee P. CandelariaReadings in Philippine History
 TeodoroAgoncillo, History of the Filipino People
 Antonio Pigafetta, First Voyage Around the World
 1987 Philippine Constitution
 Plasencia, Juan de. Customs of the Tagalogs. October
21, 1589
 History, Art & Archives, U.S. House of Representatives.
(n.d.). Joint Meeting & Joint Sessions Addresses Before
Congress by Foreign Leaders & Dignitaries. Retrieved
fromhttp://history.house.gov/Institution/Foreign-
Leaders/Joint-Sessions/
REFERENCES
 John Lee P. CandelariaReadings in Philippine History

 TeodoroAgoncillo, History of the Filipino People
 Antonio Pigafetta, First Voyage Around the World
 1987 Philippine Constitution
 Plasencia, Juan de. Customs of the Tagalogs. October 21, 1589
 History, Art & Archives, U.S. House of Representatives. (n.d.).
Joint Meeting & Joint Sessions Addresses Before Congress by
Foreign Leaders & Dignitaries. Retrieved
fromhttp://history.house.gov/Institution/Foreign-Leaders/Joint-
Sessions/
72

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Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

READINGS IN PHILIPPINE HISTORY

INST. BENJIELEN C. DE GUZMAN

About the Course

Welcome to the G.E. 4 (Readings in Philippine History) class!

Our official schedule is

 7:00 – 8:30 TTh BSEd 1 Class ID 1036463

1. Module Number and Title

4. Lessons. The module is divided into lesson chunks or mini-lesson

7. Summary. This is the synthesis of the concepts presented in the module.

Week and Dates Topic Activity

Week 1 1. Read this Course Guide thoroughly

Week 5 - 8 Module 2 1. Read and understand Module 2.

Week 10 - 14 Module 3 1. Read and understand Module 3.

Again, welcome to G.E. 4 ad have fun in learning the subject!

INST. BENJIELEN C. DE GUZMAN

Specifically, after learning the module, you are expected to:

 Define the definition and subject matter of history

Monarch’s wars psychologist

These questioned can be answered by historiography. In simple terms, historiography is the

1.3. History and the Historian

1. Did young Rizal really write poem “Sa AkingmgaKabata”?

SA AKING MGA KABATA

Angsalitanati’ytulad din sa may alfabeto at sarilingletra

1.4. Historical Sources

Is the photograph a primary, secondary, or a tertiary source? Why?

Is the photograph a primary, secondary, or a tertiary source? Why?

2 (Los costumbres de los IndiosTagalos de Filipinas)

Customs of the Tagalogs is a part (either chapters or subsections) of longer

 Appreciate the writings of Fr. Juan de Plasencia about Filipino customs

 Demonstrate the ability to formulate arguments in favour or against a

Module 1.2: Customs of the Tagalogs

DOWRY DATU CASTE SYSTEM ALIPING SAGUIGUILID

SAKRA MAHARLICA TIMAUA KINARI

BATHALA ANITO SIBI NAGAANITO

MANGCOCOLAM SIMBAHAN PAGDADALAGA NEGRITO

Lesson 1.1 - SOCIAL SYSTEM

 Barangay (derived from the Malay language means Boat)

 Ruled by a chieftain called Datu.

 Ruler of the ancient Tagalogs

 Captains during wars

 Did not pay tax/tributo to the Datu

 Accompany the Datu in times war at his own expense

 When married, they cannot transfer from

one village to another, or one barangay to the

other, without paying a certain amount.

 Married and can live in their own house can

 Their children cannot be made slaves

 Serve their master’s in his house and on his

 Can be sold and can be transferred.

 Can be paid to the quality work.

 Serve their master’s in his cultivated

 Can be sold and can be transferred.

STATUS OF THE CHILD/CHILDREN

 Maharlica + Maharlica = Maharlica

 Maharlica + (Owned) Slave Woman =Freeman (Child & Mother)

 Maharlica + Slave Woman (Another) = Half Free and Half Slave

1st, 3rd and 5th = belongs to the father

2nd, 4th, and 6th= belongs to the mother

(* If only ONE child = half FREE & Half SLAVE)

Question & Answer 1.1

DOWRY & DIVORCE