GE8 Week 1-3

1
Course Facilitator: Prof. JEAN AGNES A. PASILIAO,MSSW
2
Un i
UNIVERSITY OF MINDAN
College of Arts and Science Education Soc
Physically Distanced but Academi
Self-Instructional Manual (SIM) for Self-D
GE 8 Readings in Philippine
Teacher: Jean Agnes aaaaaa A.
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY. STRICTLY NOT

FOR SALE, REPRODUCTION, AND DISTRIBUTION OUTSIDE OF ITS INTENDED
COURSE CAN USE THIS MANUAL. EXPECT REVISIONS OF THE
MANUAL.
3
Course Module: GE 8–Readings in Philippine History
dinator: JEAN AGNES A. PASILIAO
ultation: Mobile/Phone #: Date of Effectivity: ModeByofAppointment

Delivery:
0932-408-0037
2020 June
Blended (On-Line with face to face or virtual sessions)
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Requisites: None
Credit: Attendance: 3 Units
A minimum of 95% attendance is required at all.
Requirements: Scheduled Virtual or face to face sessions.
Course Outline Policy
AREAS OF CONCERN DETAILS
Contact and Non-contact This 3-unit course self-instructional manual is designed

Hours for blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The expected
number of meetings will be 54 hours including the face
to face or virtual sessions.
Assessment Task Submission Submission of assessment tasks shall be on the 2nd,

4th, 6th, and 8th week of the term. The assessment
paper shall be attached with cover page indicating the
title of assessment task (if the task is performance), the
name of the course coordinator, date of submission, and
name of the student. The document shall be emailed to
the course coordinator. It is also expected that student
has already paid the tuition and other fees before the
submission of the assessment task.
If the assessment task is done in real time through

features
in the Blackboard Learning Management System, the
schedule shall be arranged ahead of time by the
course coordinator.
Turnitin Submission All assessment tasks are required to be submitted

through Turnitin with a maximum similarity index of 30%
(if necessary)
to ensure honesty and authenticity. If the submitted
paper goes beyond the 30% similarity index, the student
will either opt to redo the paper or explain in writing.
The letter of explanation is addressed to the course
coordinator. In addition, if the paper is beyond the 30%
similarity index, the student may be called for a
disciplinary action (OPM on Intellectual and Academic
Honesty). Academic dishonesty such as cheating and
the likes has corresponding punishments (reprimand,
warning, and expulsion).
Penalties for Late The score for late submission of an assignment or

Assignments/Assessme project will be reduced by 15%. However, if the late
nts submission has a valid reason, a letter of explanation with
proof of evidence shall be required in order to avoid the
15% deduction. The letter of explanation is addressed to
the course coordinator.
Return of Assessment tasks will be returned to the students two
Assignments/Assessme (2) weeks after the submission. This will be returned
nts through email or via Blackboard portal. For group
assessment tasks, the course coordinator will require
some students for online or virtual session. The purpose
for the virtual session is for clarification and validation
of the originality of the submitted output and to ensure
the participation of every group member.
Assignment Resubmission The student shall request in writing to the course

coordinator for his/her intention to resubmit an
assessment task. The reasons for the resubmission are:
failure to comply with the required turnitin similarity
index, illness, accidents, financial constraints, and the
likes.
Re-marking of The student shall request in writing to the program
Assessment Papers coordinator his/her intention to appeal or contest the
and Appeal score given to an assessment task. The letter should
explicitly
explain the reasons/points to contest the grade. The
program coordinator shall communicate with the
students on the approval and disapproval of the
request. If disapproved by the course coordinator, the
student can elevate the case to the program head or the
dean with the original letter of request. The final
decision will come from the dean of the college.
Grading System All culled from Blackboard sessions and traditional contact
Course discussions/exercises –
30% 1st formative assessment
– 10% 2nd formative
assessment – 10% 3rd
formative assessment – 10%
All culled from on-campus/onsite sessions (TBA):
Final exam – 40%
Submission of the final grades shall follow the

Preferred Referencing Style usualformat
APA University
shouldsystem
be usedand procedures.
for citation.
Student Communication The students are required to create an umindanao

email account to be able to access the Blackboard
portal. The course coordinator shall enrol the students to
the portal for the later to access the uploaded materials
for the course. All forms of communication, submission
of assessment tasks, requests, and the likes shall be
through the LMS portal and other university platforms.
The student can virtually meet the course coordinator
through the scheduled face to face sessions. Students
who do not have umindanao account may contact the
course coordinator or program head.
Contact Details of the Khristine Marie D. Concepcion, Ph D
Dean
Email:
khristinemarie_concepcion@umindanao.edu.ph
Contact Details of Phone:

Victoria O. (082)300-5456/305-0647
Ligan, DPA Local 134
the Discipline
Email:
Chair
victoria_ligan@umindanao.edu.ph
Students with Special Needs Phone:with

Students (082)300-5456/305-0647 Local
special needs shall communicate with the
course coordinator about the nature of his or her
special needs. Depending on the nature of the need,
the course coordinator with the approval of the
program coordinator may provide alternative
assessment tasks or extension of the deadline for the
submission of the assessment tasks. However, the
alternative assessment tasks shall maintain the goal of
achieving the desired course learning outcomes.
Library Contact Phone: 082 305-0645/ 082 227-5456 (ask to connect to the
LIC office)
Well-being Welfare GSTC (Guidance Services and Testing Centre)

Support Help Desk
Phone: 082 305-0645/ 082 227-4556 (ask to connect to
Contact
GSTC Personnel)
Course Information – see/download course syllabus in the Black Board LMS
CC’s Voice
Good Day! Welcome to this course GE 8: Readings in Philippine History.

I assumed that you are interested to dig into the past of the Philippine history. You
have, I think, brought with you some ideas pertaining to our history. Our goal is to learn more
about our history to appreciate it and develop a deeper sense of identity.
CO
It should be noted that in your journey to appreciating the Philippine History, you
need to observe the following essential guidelines: First, define intellectual rights by
acknowledging the proper personages whose thoughts and theories are recognized in this field.
Second, distinguish contemporary historical sources from thoughts presented by pseudo-
historians. Third, manifest a profound critical analysis on evaluating various conflicting views of
Philippine history and arrive at a plausible conclusion.
Hence, in this course you need to develop your reading habit, appreciate the
different historical sources, and improve critical mindedness to see the connection, veracity,
and validity of every historical details coming from various historical sources.
Let us begin!
TABLE OF CONTENTS
Big Picture Focus: Historical Data and Historical Analysis---------------------------------------------------8

Metalanguage------------------------------------------------------------------------------------------------------ 8
Essential Knowledge----------------------------------------------------------------------------------------------- 8
Self- Help----------------------------------------------------------------------------------------------------------- 11
Let’s Recall--------------------------------------------------------------------------------------------------------- 11
Let’s Check--------------------------------------------------------------------------------------------------------- 13
Let’s Analyse------------------------------------------------------------------------------------------------------ 14
In a Nutshell------------------------------------------------------------------------------------------------------- 14
Big Picture Focus: a. Textual Analysis of First Voyage and the Site of First Mass-----------------------15
Metalanguage---------------------------------------------------------------------------------------------------- 15
Essential Knowledge--------------------------------------------------------------------------------------------- 16
Self-Help------------------------------------------------------------------------------------------------------------ 18
Let’s Check--------------------------------------------------------------------------------------------------------- 17
Let’s Analyse------------------------------------------------------------------------------------------------------ 17
In a Nutshell------------------------------------------------------------------------------------------------------- 18
Self-Help------------------------------------------------------------------------------------------------------------ 19
Let’s Recall--------------------------------------------------------------------------------------------------------- 19
Let’s Appreciate--------------------------------------------------------------------------------------------------- 20
In a Nutshell------------------------------------------------------------------------------------------------------- 21
Big Picture Focus: b. Textual Analysis of the Cavite Mutiny and the Cry of Balintawak or Pugadlawin--------22
Metalanguage---------------------------------------------------------------------------------------------------- 22
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Self-Help------------------------------------------------------------------------------------------------------------ 23
Let’s Recall--------------------------------------------------------------------------------------------------------- 23
Let’s Check--------------------------------------------------------------------------------------------------------- 24
Let’s Analyse------------------------------------------------------------------------------------------------------ 24
In a Nutshell------------------------------------------------------------------------------------------------------- 25
Self-Help------------------------------------------------------------------------------------------------------------ 26
Let’s Recall--------------------------------------------------------------------------------------------------------- 26
Let’s Check--------------------------------------------------------------------------------------------------------- 27
Let’s Analyse------------------------------------------------------------------------------------------------------ 27
Let’s Recall--------------------------------------------------------------------------------------------------------- 28
In a Nutshell------------------------------------------------------------------------------------------------------- 28
Big Picture Focus: a. Socio-economic, Political, and Cultural Issues and Taxation---------------------31
Metalanguage---------------------------------------------------------------------------------------------------- 31
Self-Help------------------------------------------------------------------------------------------------------------ 34
Let’s Recall--------------------------------------------------------------------------------------------------------- 35
Let’s Check--------------------------------------------------------------------------------------------------------- 35
Let’s Analyse------------------------------------------------------------------------------------------------------ 36
Let’s Watch and Analyse----------------------------------------------------------------------------------------- 36
In a Nutshell------------------------------------------------------------------------------------------------------- 37
Big Picture in Focus: b. Agrarian Reform in the Philippines------------------------------------------------37
Metalanguage---------------------------------------------------------------------------------------------------- 37
Self-Help------------------------------------------------------------------------------------------------------------ 46
Let’s Recall--------------------------------------------------------------------------------------------------------- 46
Let’s Analyse------------------------------------------------------------------------------------------------------ 47
In a Nutshell------------------------------------------------------------------------------------------------------- 48
Big Picture in Focus: c. the Philippine Constitution---------------------------------------------------------49
Metalanguage---------------------------------------------------------------------------------------------------- 49
Self-Help------------------------------------------------------------------------------------------------------------ 54
Let’s Recall--------------------------------------------------------------------------------------------------------- 55
Let’s Survey-------------------------------------------------------------------------------------------------------- 55
In a Nutshell------------------------------------------------------------------------------------------------------- 56
Big Picture in Focus: a. the Filipino Cultural Values---------------------------------------------------------56
Metalanguage---------------------------------------------------------------------------------------------------- 57
Let’s Analyse------------------------------------------------------------------------------------------------------ 58
In a Nutshell------------------------------------------------------------------------------------------------------- 59
Big Picture in Focus: b. Filipino-American Relations--------------------------------------------------------59
Metalanguage---------------------------------------------------------------------------------------------------- 60
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In a Nutshell------------------------------------------------------------------------------------------------------- 62
Big Picture in Focus: Filipino Cultural Heritage---------------------------------------------------------------62
Metalanguage---------------------------------------------------------------------------------------------------- 63
Let’s Watch-------------------------------------------------------------------------------------------------------- 63
Big Picture in Focus: Logan History and Cultural Communities in Mindanao---------------------------64
Metalanguage---------------------------------------------------------------------------------------------------- 64
Self-Help------------------------------------------------------------------------------------------------------------ 79
Reference---------------------------------------------------------------------------------------------------------- 81
Course Schedule-------------------------------------------------------------------------------------------------- 81
Big Picture
Week 1: Unit Learning Outcomes (ULO)- At the end of the unit, you are expected to:
a. Evaluate primary sources for their credibility, authenticity, and provenance;

b. Analyse the context, content, and perspective of different kinds of primary
sources;
c. Determine the contribution of different kinds of primary sources in
understanding Philippine history;
d. Develop critical and analytical skills with exposure to primary sources.
Big Picture in Focus: ULO - Explain the meaning of historical data and historical analysis.
Metalanguage
This chapter talks about (lesson 1) the history as a discipline and as a narrative. It
discusses the limitation of historical knowledge, history as the subjective process of
recreation, and historical method and historiography. It (lesson 2) presents the sources of
historical data, the written and non-written sources of history, as well as the differentiation
of primary and secondary sources of information or data. It (lesson 3) discusses historical
criticisms, namely, external and internal criticisms. These are important aspects in
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ascertaining the authenticity and reliability of primary sources upon which narratives are
crafted.
Please proceed immediately to the “Essential Knowledge” part since the first to third
lessons are also definition of essential terms.
Essential Knowledge
To perform the aforesaid big picture (chapter learning outcomes) for the first week
of the course, the learners need to fully understand the following essential knowledge that
will be laid down in the succeeding pages. Please note that, as a student of history, you are
not limited to exclusively refer to this module only. Thus, you are expected to utilize other
books, research articles and other resources that are available in the university’s library e.g.
elibrary, search.proquest.com etc.
1. History- It is derived from the Greek word historia which means learning by inquiry.
- The systematic accounting of a set of natural phenomena, that is, taking into
consideration the chronological arrangement of the account.
- It is referred usually for accounts of phenomena, especially human affairs in
chronological order.
2. Factual history - It presents the basic and plain information to the reader with emphasis
only of ‘who’, ‘what’, ‘when’ and ‘where’ of history.
3. Speculative history - It goes beyond dates, places, persons, events because it attempts to
explain the ‘how’ and ‘why’ of events.
- It discusses the causes and effects of such happenings which resulted to
another face of change.
4. Historians - Individuals who write about history.
- They undertake arduous historical research to come up with a meaningful and
organized rebuilding of the past.
5. Historiography- The practice of historical writing.
- The traditional method in doing historical research that focus on gathering of
documents from different libraries and archives to form a pool of evidence
needed in making a descriptive or analytical narrative.
6. Verisimilitude- The truth, authenticity, plausibility about a perished past.
7. Historical Method - The process of critically examining and analysing the records and
survivals of the past.
8. Historiography - The imaginative reconstruction of the past from the data derived by that
process.
9. Historical Analysis - The process of selecting the subject to investigate.
- Collecting probable sources of information on the subject.
- Examining the sources, genuineness in the collected partial data.
- Extract credible ‘particulars’ from the sources (or parts of sources).
10. Historical Data - The source from artefacts that have been left by the past.
11. Historical Sources - The materials from which the historians construct meaning.
12. Relics or ‘Remains’ - The existence which offers researchers a clue about the past.
13. Testimonies of Witnesses -The oral or written details which, may have been to serve as
records.
14. Narrative or Literature - Chronicles or tracts presented in narrative form, written to
impart a message whose motives for their composition vary widely.
15. Scientific Tract - Typically composed in order to inform contemporaries or succeeding
generations.
16. Diplomatic Sources - Understood to be those which document/record an existing legal
situation or create a new one.
- A kind of historical source that professional historians considered as the purest,
the ‘best’ source.
17. Social Documents -Information pertaining to economic, social, political, or judicial
significance.
- They are records kept by bureaucracies.
18. Material Evidence - One of the most important unwritten evidences.
- This includes artistic creations such as pottery, jewelry, dwellings, graves,
churches, and roads.
19. Oral Evidence - The tales and sagas of ancient peoples and the folk songs or popular
rituals. During the present age, interview is another major form of oral evidence.
20. Primary Sources - The original and first-hand account of an event or period that are
usually written or made during or close to the event or period.
21. Secondary Sources - The materials made by people long after the events being
described had taken place to provide valuable interpretations of historical
events.
22. Historical Criticism - It examines the origins of earliest text to appreciate the underlying
circumstances upon which the text came to be.
- To determine the authenticity of the material.
- To weigh the testimony of the truth.
23. Internal Criticism - It examines the trustworthiness of the testimonies, as well as, the
probability of the statements to be true.
24. External Criticism - It determines the authenticity of the source.
25. Content Analysis - A systematic evaluation of the primary source be it a text, painting,
caricature, and/or speech that in the process students could develop readings
and present an argument based on their own understanding of the evidences.
26. Contextual Analysis - It considers specifically the time, place, and situation the primary
source was written.
- The analysis includes the author’s background, authority on the subject and
intent perceptible, and its relevance and meaning to people and society today.
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27. Isographies - The dictionaries of biography giving examples of handwriting.
28. Anachronistic References - The dating of a document at a time when the alleged writer
could not possibly have been at the place designated (the alibi) uncovers fraud.
Self-Help- You can also refer to the sources below to help you further understand the
lesson:
Cantal, D. F., Cardinal, R. C., Espino, L., & Galindo, M. (2014). Philippine History. Philippines:
Mutya Publishing.
Gottschalk, L. (1969). Understanding History: A Primer of Historical Method. New York: A. A.
Knopf.
Howell, M. C. & Prevenier, W. (2001). From Reliable Sources: An Introduction to Historical
Methods. Cornell University Press.
Soulen, R. N. (2001). Handbook of Biblical Criticism. John Knox.
Let’s Recall
Activity 1
Instruction: Choose the letter of the correct answer.
1. These are original historical sources.

A. static sources C. primary sources
B. descriptive sources D. interpretative sources
2. This evidence is considered as material evidence.

A. recordings C. diaries
B. archaeological D. books
3. Historians consider these sources as document/record and existing legal situation as the
best source.
A. relic C. oral sources
B. remains D. diplomatic sources
4. The third part of diplomatic source. The attestation of those responsible for the
document, which may be the author, writer, countersigner, principal parties involved, and
witnesses to the enactment or the subscription.
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A. eschatocol C. content
B. protocol D. negotiable
5. These historical sources are materials by nature.

A. unwritten sources C. written sources
B. reliable sources D. tattoo
A product of record keeping of a bureau which contains information.

minutesC. formulas
social documentD. content
This is an example of primary source.

newspaperC. painting
electronic dataD. tape recorder
What is the historical tract typically composed to inform contemporaries or succeeding

generations.
narrativeC. juridical tracts
literatureD. scientific tract
These are materials made by people long after the events being described had taken
place.
primary source scientific source
diplomatic source secondary source
Which is not an example of a primary source?

biographiesC. a birth certificate
lettersD. a photograph
Let’s Check
Activity 2
Instruction: In the space provided, write the term/s being asked in the following statements:
1.The process of critically examining and analysing the records and

events of the past.
2.The method of historians to investigate, collect and examine
sources.
3. The practice of historical writing.
4. These are raw materials out of which history maybe written.
5. Historians consider these sources as document/record and existing

legal situation as the best source.
6. These are original historical sources.
7. These are materials made by people long after the events being
described had taken place.
8. This dictionary of biography gives examples of handwriting.
9. This determines the authenticity of the source.
10. The dating of a document at a time when the alleged writer could
not possibly have been at the place designated (the alibi) uncovers fraud.
Let’s Analyse
Activity 3
Instruction: Give a concise explanation/discussion on the following items.
5 sentences each question
10pts per question
Write your answer in a separate page and submit it to my umindanao account.
Rubrics: 10pts- correct answer, own words, and 5 sentences only

7pts- correct answer, own words, and more or below 5 sentences
5pts- correct answer, not own words (regardless the number of sentences)
2pts- wrong answer (regardless of the words and the number of sentences)
1. How important historical writings are to a person, group/race, and country?
2. What are the advantages and disadvantages of accessing online primary sources?
3. What is Historical Criticism?
4. Do you believe that writing history is subjective?
5. What are the benefits of using primary sources?
In a Nutshell
Based on the knowledge that you have acquired about the importance of historical
data and historical analysis in the study of history, I want you to write your arguments below. I have al
1) Historical criticism means examining the origins of earliest text to

underlying circumstances upon which the text came to be.
2) Historical sources are materials from which the historians construct m

Your Turn
3)
4)
Big Picture
Week 2-3: Unit Learning Outcomes (ULO)- At the end of the chapter, the students are
expected to:
a.Demonstrate the ability to formulate arguments in favor or against a particular

issue using primary sources;
b.Exhibit familiarization on controversies and conflicting views in Philippine
history; and
c. Develop critical and analytical skills with exposure to primary sources.
Big Picture in Focus: ULOa- Textual Analysis of selected Primary Sources/

First Voyage around the World and Site of the First Mass
Metalanguage
The complete knowledge of the past through credible and reliable sources is
essential to the understanding and learning of the students of their own history. History
must be studied carefully; hence, it necessitates the application of historical method. The
intent of the application of historical method is to make students competent in their
interpretation of the facts and critical of historical narrative presented before him/her.
The students will be engaged in content and contextual analysis of the selected
primary sources. Content analysis is a systematic evaluation of the primary source, e.g. a
text, painting, caricature, and/or speech. In the process students could develop and present
an argument based on their own understanding of the evidences from their readings.
Contextual analysis on the other hand, considers specifically the time, place, and situation
during the creation of the story. The approach is essential to the enhancement of student’s
analytical and critical thinking skills and their ability to articulate their own views on the
specific source of information the students have encountered.
Essential Knowledge
FIRST VOYAGE AROUND THE WORLD

Whoever has the willpower to undertake a journey across oceans begets the one
entity desired. The development of Portuguese maritime empire, apparent scientific and
technological advancement, European attraction to Asia’s wealth and spices, incited Spain
to expend for an expedition. Spain along with other European nations engaged in
discovering and taking possessions of lands beyond their continent.
The period of discovery and expansionism began in the 15th century. This was an
th
event, which adjoined people from the Eastern and Western civilization. Besides, 15
century marked the onset of the intensification of globalization.
The Philippine islands in 1521 have been “rediscovered” by the Spanish
commissioned authority, Ferdinand Magellan, a Portuguese navigator who gained
confidence and support from the monarchy of Spain. This information on rediscovery was
narrated by an Italian chronicler, Antonio Pigafetta. The details of the world’s first
circumnavigation were accurately recorded in his journal. This chronicle served as the lens
through which the voyage and circumnavigation of the world could be apprehended with
certainty. It specifically furnished important details on the discovery of the islands and
people inhabiting the place. These people were the Filipinos’ great ancestors who lived
peacefully and abundantly in the area. The comprehension of the cultural life of these
people was made possible through the chronicle of Pigafetta.
The original narrative of the voyage which was translated by Lord Stanley of Alderley
in English from Spanish was a good material to read.
NOTE: The historical narrative of Antonio Pigafetta is separately uploaded in the LMS. Read
and understand the original text to be able to have a clear grasp of the first voyage around
the world and the discovery of the Philippines.More than that, quizzes and questions in the
exam are coming from Pigafetta's account.
Self-Help:You can also refer to the sources below to help you further understand the lesson:
Barrows, David. (1905). A History of the Philippines. New York: American Book Company.
Pigafetta, A. and Stanley, H. E. J. (1874). The first voyage around the world by Magellan.
Retrieved from https://archive.org/details/firstvoyagearound00piga.
Let’s Check
Activity 4
Instruction: Identify what is being described in the following items.
1. It refers to the complete name of the chronicler of the document

entitled “The Voyage round the World”.
2. It is the first Ocean where the sailing ships headed by Ferdinand

Magellan crossed after leaving Spain in 1519.
3. It is the small passage or isthmus traversed by Magellan’s fleet
somewhere at the tip of the South American continent.
4. It is the vast water body that can be found east of the Philippine
islands.
5. It is the term used by Pigafetta which refers to the island where the
historic mass was celebrated.
6. It refers to the gift which was given by Magellan to the native

queen.
7. It refers to the name of the chief of Matan who had defended his
people, territory, and defeated Magellan in the battle.
8. It is the complete date of the historic battle of Matan (Mactan).
9. It refers to the Christian name given to the first baptized queen

who had the great desire for conversion according to Pigafetta.
10. It is the exact date of arrival of the remaining fleet in San Lucar,
Spain.
Let’s Analyse
Activity 5
10pts per question

1. What is the primary reason of Antonio Pigafetta in writing the document?

2. What is the main theme in the document?
3. Which specific information in Pigafetta's narrative helps you understand and appreciate
more our history?
4. Provide your personal evaluation on the impact of the document in the understanding
of the 16th century people and their culture in the islands.
In a Nutshell
Based on the knowledge that you have acquired about the voyage around the world,
I want you to write your arguments below. I have already indicated my arguments and
lesson learned.
1. Ferdinand Magelland was a Spanish-sponsored Portuguese navigator.
2. The advanced weapon tools of the Spaniards were defeated by the natives
because of Magelland’s complacency.
Your Turn
3.
4.
Essential Knowledge
SITE OF THE FIRST

MASS
It has been said that the first Catholic Mass in the Philippines was held on March31,
1521. However, there’s an issue as to where it was celebrated. The start of Christianity in
the Philippines is a controversy because some historians are actually pushing for the
recognition of Masau in Butuan city as the real site of the First Mass. Yet, some had argued
that the First Mass was celebrated in Limasawa (Southern Leyte). The work of Pigafetta is a
credible primary material to help elucidate the perplexity of the topic.
NOTE: Please refer to the uploaded historical narrative of Antonio Pigafetta. Read and
understand the original text to be able to have a clear grasp of the site of the first mass in
the Philippines. More than that, quizzes and questions in the exam are coming from
Pigafetta's account.
Self-Help:You can also refer to the sources below to help you further understand the lesson:
Danao, E. L. (2015). Where was the first mass in the Philippines held? Retrieved December
28, 2017from http://www.manilatimes.net/first-mass-philippines-held/157730/.
Pigafetta, A. and Stanley, H. E. J. (1874). The first voyage around the world by Magellan.
Retrieved from https://archive.org/details/firstvoyagearound00piga.
Let’s Recall
Activity 6
Instruction: Identify the term described in the following sentences.
1. It is the island that is three hundred leagues from the islands

of Ladroni according to Pigafetta.
2. It is the term for a palm wine.
3. It is the place where the visitors of Pigafetta on the 18th of

March lived.
4. It is the current name for Humunu island.
5. It is the Italian term for “the Watering-place of Good Signs”.
6. It refers to the four islands that were passed across by the

group of Pigafetta as they had their course towards the west-
southwest direction.
7. It is the term used by Pigafetta which refers to small boats.

8. It refers to the kings of Butuan and Calagan islands.
9. It is the term used by Pigafetta which refers to the island of

Cebu.
10. It is the island passed through by the group of Pigafetta
where bats as large as eagles as they laid their course toward
the northwest direction going to Cebu.
Let’s Appreciate
Activity 7
Instruction: Give a concise explanation/discussion of your claim.
10 sentences
100pts
Rubrics: 100pts- factual argument, own words, and 10 sentences only
70pts- factual argument, own words, and more or below 5 sentences
50pts- factual argument, not own words (regardless the number of
sentences)
20pts- hearsay argument (regardless of the words and the number of
sentences)
Write a 10-sentence position paper about your viewpoint as to where the First Mass
happened.
You must present related information and evidences in your output.
Observe the instruction above, properly.
In a Nutshell
Based on the knowledge that you have acquired about the site of the first mass, I
want you to write your arguments below. I have already indicated my arguments and lesson
learned.
1. The first mass controversy happened because some history scholars found
historical evidences that support both claims, Limasawa Leyte and Masua
Butuan.
2. The direction of Magelland’s voyage favoured Limasawa Leyte as the location of
the first mass.
Your Turn
20
3.
4.
Big Picture in Focus: ULOb- Textual Analysis of selected Primary Sources/

Cavite Mutiny/ Cry of Balintawak or Pugadlawin
Metalanguage
The complete knowledge of the past through credible and reliable sources is
essential to the understanding and learning of the students of their own history. History
must be studied carefully; hence, it necessitates the application of historical method. The
intent of the application of historical method is to make students competent in their
interpretation of the facts and critical of historical narrative presented before him/her.
The students will be engaged in content and contextual analysis of the selected
primary sources. Content analysis is a systematic evaluation of the primary source, e.g. a
text, painting, caricature, and/or speech. In the process students could develop and present
an argument based on their own understanding of the evidences from their readings.
Contextual analysis on the other hand, considers specifically the time, place, and situation
during the creation of the story. The approach is essential to the enhancement of student’s
analytical and critical thinking skills and their ability to articulate their own views on the
specific source of information the students have encountered.
Essential Knowledge
CAVITE MUTINY
Many believed that one of the factors that ignited the Filipino sense of nationhood
and eventually lead to the Philippine Revolution in 1896 was the Cavite mutiny. This event
has been remarkable among Filipinos because it prompted to the martyrdom of Gomburza
(Mariano Gómez, José Apolonio Burgos, and Jacinto Zamora) on February 17, 1872.
However, there are three versions about the Cavite Mutiny. These three versions
must be read with critical understanding in order to see the whole picture of the event. The
three versions of the cavite mutiny were coming from the narrative of: Jose Montero y Vidal
Dr. Trinidad H. Pardo de Tavera, and Gov. General Rafael Izquierdo. The three narratives
present a different side of the event. The two accounts, namely Jose Montero y Vidal and
Gov. General Rafael Izquerdo presented facts about the intention of the Filipinos to topple
down the Spanish regime; hence, Cavite mutiny happened. On the other hand, Dr Trinidad
H. Pardo de Tavera pointed out facts which described Cavite mutiny as a simple act of revolt
from the Filipinos against the unlikely and inhumane treatment from the Spaniards.
However, a thorough and clear understanding of the Cavite mutiny is only possible if the
different textual accounts are read and analysed.
NOTE: The historical narrative of the Cavite mutiny is separately uploaded in the LMS. Read
and understand the original text to be able to have a clear grasp of the Cavite mutiny. More
than that, quizzes and questions in the exam are coming from the uploaded document.
Self-Help: You can also refer to the source below to help you further understand the lesson:
Schumacher, J. (1972). The Cavite Mutiny: An Essay On The Published Sources. Philippine
Studies vol. 20, no. 4. Ateneo de Manila University.
Let’s Recall
Activity 8
Instruction: Identify what is being described in the following sentences.
1. It is the date when Rafael de Esquierdo, assumed control of the government

as Governor General.
2. It refers to the military governor of Cavite during the time of Mutiny.
3. It refers to the last priest executed through strangulation.
4. It refers to the only pure-blooded tagalog priest among the Gomburza.
5. It refers to the terms used by Izquierdo in describing the Cavite Mutiny.

Let’s Check
Activity 9
Instruction: Write True if the statement is correct, otherwise, write False.
1. In Vidal’s version of Cavite Mutiny, the garrison of Manila is

composed mostly of native soldiers.
2. In Pardo de Tavera’s version of Cavite Mutiny, the first official act of

Izquierdo for a complete
3. Sergeant La Madrid has been strangulated as a punishment for

taking part of the uprising.
change in the aspect of affairs is to arrest people classed as personas
sospechosas.
4. In Pardo de Tavera’s version of Cavite Mutiny, many of the best-

known Filipinos were denounced
to the military authorities.
5. Father Burgos of Gomburza is a pure-blooded Tagalog.
Let’s Analyze
Activity 10
10pts per question

1. How did Governor Gen Izquierdo describe Cavite Mutiny?
2. Which of the three versions of the Cavite Mutiny is most credible?

3. Compare the three versions of the Cavite Mutiny.
In a Nutshell
Based on the knowledge that you have acquired about the Cavite mutiny, I want you
to write your arguments below. I have already indicated my arguments and lesson learned.
1. There were many versions of the Cavite mutiny, but only one had presented a
narrative showing the context of the abused farmers.
2. Critical analysis is possible when every context of the story is studied and
analysed.
Your Turn
3.
4.
Essential Knowledge
CRY OF BALINTAWAK OR PUGADLAWIN

There are different versions on the dates and locations of the first cry of the
revolution. This controversy is unsolved until today because of limited documents to
ascertain whichever claim. It is believed that the so-called Cry took place in Balintawak; but,
others said that it happened in Pugadlawin. Fortunately, there are few documents which
24
can partially help the students advance and argument and continue doing a research
25
regarding the exact place of the first cry. These accounts are from Pio Valenzuela “Cry of
Pugad Lawin”, Santiago Alvarez “Cry of Bahay Toro”, Gregoria de Jesus “Cry”, and Guillermo
Masangkay “Cry of Balintawak”.
NOTE: The historical narrative of the first cry is separately uploaded in the LMS.
Read and understand the original text to be able to have a clear grasp of the first cry.
More than that, quizzes and questions in the exam are coming from the uploaded
document.
Self-Help: You can also refer to the source below to help you further understand the lesson:
Arcilla, J. (1999). The Cry of Balintawak: A Contrived Controversy by Soledad Borromeo-

Buehle.
Philippine Studies vol. 47, no. 4, 566-568. Ateneo de Manila University.
Let’s Recall
Activity 11
Instruction: Identify what is being described in the following sentences.
1. It refers to the conflicting dates of the Cry of Pugadlawin in the

controversial version of Pio Valenzuela.
2. It refers to the place where the Katipuneros meet in Alvarez’s version of

the “Cry”.
3. It refers to the place of the “Cry” in General Guillermo Masangkay’s

version.
4. It refers to the old name of Rizal province where delegates of the
controversial “Cry” come from.
5. It refers to the person who acts as a secretary in a big meeting held in

Masangkay’s version of the “Cry”.
Let’s Check
Activity 12
Instruction: Write True if the statement is correct, otherwise, write False.
1. Teodora Plata is Bonifacio’s brother-in-law.
2. In Santiago Alvarez’s version, the “Cry” happened in August 24, 1896.
3. In Gregoria de Jesus’ Version, the “Cry” happened in the barrio of Bahay

Toro.
4. Before, people who had no cedulas were severely punished.
5. It has been said that Bonifacio’s hobby is weaving bamboo hats.
Let’s Analyse
Activity 13
10pts per question

1. How reliable is the version of Guillermo Masangkay?
2. What makes Pio Valenzuela’s Cry of Pugadlawin a controversy?
3. Which account do you consider most reliable?

Let’s Recall
Activity 14
Instruction: Read each question carefully and choose the letter of the correct answer.
1. When did the First Holy Catholic Mass in the Philippines happen?
A. March 16, 1521 C. March28, 1521
B. March 22, 1521 D. March 31, 1521
2. What route did the group of Pigafetta take from Humunu (Homonhon) Island going
to the site of the First Mass?
A. West southwest C.North southeast
B. West Noorthwest D. North southwest
3. Who was the successor of Gov. Gen. La Torre who assumed control of the government in
the islands on April 4, 1871?
A. Gen. Gervasio Carillo C. Gen. D. Rafael de Izquierdo
B. Gen. Tomas Garcia CernudaD. Gen. Maximo Camerino
4. When did the Cavite Mutiny happen?
A. January 20, 1872 C. March 20, 1872
B. February 6, 1872 D. April 16, 1872

those people who refused to servilely obey the
5. How does the Spanish leadership call
wishes
and whims of the authorities?
A. Persona non grata C. Cimarrones

B. Personas sospechosas D. La persona que maneja
6. Who among the Gomburza was executed last?
A. Father Gomez C. Father Zamora

B. Father Burgos D.Father Saldua
7. When was the “Cry of Pugad Lawin” according to Pio Valenzuela’s controversial account?
A. August 23, 1896 C.August 25, 1896
B. August 24, 1896 D. August 26, 1896
8. Which version of the “Cry” can’t be accepted of equal weight since the writer is not a
participant of the historic event?
A. Valenzuela’s “Cry of Pugad Lawin” C. Masangkay’s the “Cry of Balintawak”
B. de Jesus’ Version of the First “Cry” D. Alvarez’s the “Cry of Bahay Toro”
9. Who is known to be the keeper of Katipunan’s secret documents?
A. Melchora Aquino C. Gregoria De Jesus

B. Andres Bonifacio D. Emilio Jacinto
10. Where have the group of Pigafetta been prior to the coming in the islands on March 16,
1521?
A. Zuluan C. Abarien
D. Ladroni
B. Ceylon
In a Nutshell
Based on the knowledge that you have acquired about the cry of Balintawak or
Pugadlawin, I want you to write your arguments below. I have already indicated my
arguments and lesson learned.
1. The different versions of the “cry” are all important historical sources to unfold
the real location of the event.
2. The validity of the historical narrative is determined by the connection and

participation of the author to the event.
Your Turn
3.
4.
31
COURSE SCHEDULES
Assessment Date Manner of Submission

Number
Week 1
Activity 1 TBD by Course Coordinator
In a Nutshell TBD by Course Coordinator
Week 2
Week 3
Week 4

Week 5
Week 6
Week 7
Week 8
Week 9
Submission of TBD by Course Coordinator

Course
Project, etc.
Prepared by:
REY B. ATACADOR, MA
NOVIE ARREN P. BARRETTO, LPT, MA
Reviewed by:
VICTORIA O. LIGAN, DPA
Approved by:
KHRISTINE MARIE D. CONCEPCION, PHD

GE8 Week 1-3

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Course Facilitator: Prof. JEAN AGNES A. PASILIAO,MSSW

Physically Distanced but Academi

Self-Instructional Manual (SIM) for Self-D

Teacher: Jean Agnes aaaaaa A.

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY. STRICTLY NOT

dinator: JEAN AGNES A. PASILIAO

ultation: Mobile/Phone #: Date of Effectivity: ModeByofAppointment

Time Frame: 54 Hours

Student Workload: Expected Self-Directed Learning

Requirements: Scheduled Virtual or face to face sessions.

Course Outline Policy

AREAS OF CONCERN DETAILS

Contact and Non-contact This 3-unit course self-instructional manual is designed

Assessment Task Submission Submission of assessment tasks shall be on the 2nd,

If the assessment task is done in real time through

Turnitin Submission All assessment tasks are required to be submitted

Penalties for Late The score for late submission of an assignment or

Assignment Resubmission The student shall request in writing to the course

30% 1st formative assessment

– 10% 2nd formative

assessment – 10% 3rd

formative assessment – 10%

All culled from on-campus/onsite sessions (TBA):

Final exam – 40%

Submission of the final grades shall follow the

Student Communication The students are required to create an umindanao

Contact Details of Phone:

Students with Special Needs Phone:with

Well-being Welfare GSTC (Guidance Services and Testing Centre)

Course Information – see/download course syllabus in the Black Board LMS

Good Day! Welcome to this course GE 8: Readings in Philippine History.

Big Picture Focus: Historical Data and Historical Analysis---------------------------------------------------8

a. Evaluate primary sources for their credibility, authenticity, and provenance;

1. These are original historical sources.

2. This evidence is considered as material evidence.

5. These historical sources are materials by nature.

A product of record keeping of a bureau which contains information.

This is an example of primary source.

What is the historical tract typically composed to inform contemporaries or succeeding

Which is not an example of a primary source?

1.The process of critically examining and analysing the records and

3. The practice of historical writing.

4. These are raw materials out of which history maybe written.

5. Historians consider these sources as document/record and existing

6. These are original historical sources.

8. This dictionary of biography gives examples of handwriting.

9. This determines the authenticity of the source.

Rubrics: 10pts- correct answer, own words, and 5 sentences only

1. How important historical writings are to a person, group/race, and country?

4. Do you believe that writing history is subjective?

5. What are the benefits of using primary sources?

1) Historical criticism means examining the origins of earliest text to

2) Historical sources are materials from which the historians construct m

a.Demonstrate the ability to formulate arguments in favor or against a particular

Big Picture in Focus: ULOa- Textual Analysis of selected Primary Sources/

FIRST VOYAGE AROUND THE WORLD

1. It refers to the complete name of the chronicler of the document

2. It is the first Ocean where the sailing ships headed by Ferdinand

6. It refers to the gift which was given by Magellan to the native

8. It is the complete date of the historic battle of Matan (Mactan).

9. It refers to the Christian name given to the first baptized queen

Rubrics: 10pts- correct answer, own words, and 10 sentences only