Name: Cintria Mae Sabas Date: June29

2022
Code: GE8(11439)

Let’s Recall
Activity 1: Instruction: Choose the letter of the correct answer.

_C._1. These are original historical sources.

A. static sources C. primary sources
B. descriptive sources D. interpretative sources

_A._2. This evidence is considered as material evidence.

A. recordings C. diaries
B. archaeological D. books

_D._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

_A._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.
A. eschatocol C. content
B. protocol D. negotiable

_B._5. These historical sources are materials by nature.

A. unwritten sources C. written sources
B. reliable sources D. tattoo

_B._6. A product of record keeping of a bureau which contains information.

A. minutes C. formulas
B. social document D. content

_D._7. This is an example of primary source.

A. newspaper C. painting
B. electronic data D. tape recorder

_D._8. What is the historical tract typically composed to inform contemporaries or

succeeding generations.
A. narrative C. juridical tracts
B. literature D. scientific tract

_D._9. These are materials made by people long after the events being described had
taken place.
A. primary source C. scientific source
B. diplomatic source D. secondary source
_A._10. Which is not an example of a primary source?
A. biographies C. a birth certificate
B. letters D. a photograph

Let’s Check
Activity 2
Instruction: In the space provided, write the term/s being asked in the following
statements:

Historical Method 1.The process of critically examining and analysing the records
and events of the past.

Historical Analysis 2.The method of historians to investigate, collect and examine

sources.

Historiography 3. The practice of historical writing.

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

Diplomatic Sources 5. Historians consider these sources as document/record and

existing legal situation as the best source.

Primary Sources 6. These are original historical sources.

Secondary Sources7. These are materials made by people long after the events being
described had taken place.

Secondary Sources8. This dictionary of biography gives examples of handwriting.

External Criticism 9. This determines the authenticity of the source.

Anachronistic References10. 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 Analyze
Activity 3
Instruction: Give a concise explanation/discussion on the following items.

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

country?
 Historical texts seem to be very significant for an individual, a group, or
a race and nation. These texts provide a way for us to learn about our past. Our
past has been very valuable to us since it has helped shape who we are now.
To fully understand who you are, you really do have to take the right steps. A
big part of that is figuring out where you fit into the history of your nation or the
entire world, in the grand scheme of things. Our history is responsible for our
identity, values, religions, and philosophical outlooks today. Everyone has
learned from history how your country, community, or neighborhood came to
be. You are informed of the origins and appearance of your forefathers. Most
importantly, it gives us a chance to acknowledge and cherish our legacies.
Since history is so important, the truth must be the only thing considered.

2. What are the advantages and disadvantages of accessing online primary

sources?

Primary sources have the advantage of being more contemporaneous

with the events they write about and being in a better position to know what
truly transpired. Someone who was writing at the time something happened
might have had access to eyewitnesses and documentation that were later lost
in the passage of time. Due to the "Telephone Effect," later sources are always
at risk of being lost or inaccurate. A primary source does, however, have the
disadvantage of being more susceptible to historical biases, and historical
record-keeping practices differ from those used now. The third drawback is that
original sources may presume some things to be "common knowledge" and
neglect to describe them, leaving us from a later time in the dark. But given a
choice between them, primary sources should always be used.

3. What is Historical Criticism?

A branch of criticism known as historical criticism, commonly referred to

as the historical-critical technique or higher criticism, looks at the beginnings of
ancient works to comprehend "the reality behind the text." It is literary criticism
that takes into account historical evidence or the setting in which a work was
created, including information about the author's life and the political, cultural,
and social conditions of the time. This contrasts with other styles of criticism,
such as textual and formal criticism, which place more of an emphasis on
analyzing the text itself and ignore other influences on the text. An example of
historical critique is the New Historicism.

4. Do you believe that writing history is subjective?

Yes. There is a first bias in selection since you choose the subject you
want to write about. Your job is influenced by your upbringing and preexisting
views. You already have opinions about the worth of particular writers, theories,
and works, and you'll judge their worth in light of those opinions. The narrative
of your work will be written based on your opinion of what makes a good story.
 All of those things will be known to you if you are any good at studying history,
and you should endeavor to avoid falling victim to them. But history as a field
of study didn't start out as a "science," but rather as a branch of rhetoric.
Everything you do involves some degree of subjectivity.

5. What are the benefits of using primary sources?

Students are exposed to a variety of perspectives on major issues from

the past and present through primary sources. After all, history deals with
issues that are hotly debated by participants. Historians, policymakers,
politicians, and ordinary citizens are all arguing about how to interpret the past.
Students can participate in these debates by using primary sources. Primary
sources help students develop knowledge, skills, and analytical abilities. When
working directly with primary sources, students ask questions, think critically,
draw intelligent inferences, and develop reasoned explanations and
interpretations of historical and contemporary events and issues.

Let’s Check
Activity 4
Instruction: Identify what is being described in the following items.

Francisco Antonio Pigafetta 1. It refers to the complete name of the chronicler of

the document entitled “The Voyage round the World”.

Atlantic Ocean 2. It is the first Ocean where the sailing ships headed by
Ferdinand Magellan crossed after leaving Spain in 1519.

Strait of Magellan 3. It is the small passage or isthmus traversed by

Magellan’s fleet somewhere at the tip of the South American
continent.

Pacific Ocean 4. It is the vast water body that can be found east of
the Philippine islands.

Mazaua 5. It is the term used by Pigafetta which refers to the

island where the historic mass was celebrated.

Image of the Infant Jesus 6. It refers to the gift which was given by Magellan
to the native queen.
 Cilapulapu 7. It refers to the name of the chief of Matan who
had defended his people, territory, and defeated Magellan in the
battle.

April 27, 1521 8. It is the complete date of the historic battle of

Matan (Mactan).

Jehanne 9. It refers to the Christian name given to the first

baptized queen who had the great desire for conversion according to
Pigafetta.

September 6, 1522 10. It is the exact date of arrival of the remaining fleet
in San Lucar, Spain.

Let’Analyse
Activity 5
Instruction: Give a concise explanation/discussion on the following items.

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

Antonio Pigafetta's primary reason for writing the document is to

discover and learn about the world. He wanted to record details and information
during the expedition, so he joined the voyage and served as Magellan's
assistant. However, they faced so many circumstances leaving Magellan dead
while Pigafetta managed to survive along with his journal.Pigafetta had
managed to survive, along with his journal—notes that detailed the discovery
of the western route to the Moluccas. And along the way, the fleet came across
new land and new peoples: on the far side of the Pacific, the fleet came across
the Marianas archipelago, and three hundred leagues further west, the
Philippines. Antonio Pigafetta's primary reason for writing the document is to
discover and learn about the world. He wanted to record details and information
during the expedition, so he joined the voyage and served as Magellan's
assistant. However, they faced so many circumstances leaving Magellan dead
while Pigafetta managed to survive along with his journal.Pigafetta had
managed to survive, along with his journal—notes that detailed the discovery
of the western route to the Moluccas. And along the way, the fleet came across
new land and new peoples: on the far side of the Pacific, the fleet came across
the Marianas archipelago, and three hundred leagues further west, the
Philippines.

2. What is the main theme in the document?

Pigafetta's main theme emphasizes Magellan's expedition, which leads to

conclusive proof that the planet was a sphere and the discovery of actual pre-
colonial society. It discusses our forefathers' native way of life prior to the arrival
of Spanish colonizers. It also provided an accurate ethnographic and
geographical account of the circumnavigation. Furthermore, the first voyage
 around the world reveals events from when and how the expedition left Spain
to their voyage across the Pacific, arrival in the Philippines, and return to Spain.
Throughout the voyage, Pigafetta's account became the primary source of
information for numerous details. As a result, Magellan's expedition
undoubtedly paved the way for greater interaction between different parts of the
world. It did, in fact, symbolically connect various cultures.

3. Which specific information in Pigafetta's narrative helps you understand

and appreciate more our history?

For today's understanding of the past, each and every detail and piece
of information about the expedition's occurrences was crucial. They undertook
lengthy explorations of the unknown that were fraught with peril, excitement,
and discovery. However, some details in Pigafetta's narrative caught my
attention. The information about how Magellan's crew arrived in the Philippines
and how they feasted on bananas and coconuts was one item that helped me
better understand and appreciate our history. They continued sailing through
the Philippines until they reached Cebu, where they formed an alliance with a
native leader who consented to receive Christian baptism and swear loyalty to
the King of Spain. They've also gotten to the point where they're fighting a group
of LapuLapu. Aside from that, their journey to the Spice Island was filled with
both incredible and terrifying scenes. Pigafetta's account, in my opinion, has
greatly aided me in better understanding and appreciating our history. I realized
that their expedition was both frightening and meaningful in terms of grasping
and tracing our ancestors' lives. Their journey definitely moved me because I
am now able to have pictures of the past thanks to it.

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.

Pigafetta's narrative of the first voyage around the globe has generally
influenced and impacted people's understanding, particularly in the 16th
century. The first circumnavigation of the world connected numerous societies
and civic institutions topographically and metaphorically. This made it possible
for open trade and achievements in the fields of business, science, and culture,
as well as in the arts and rigid practices. According to my evaluation, Pigafetta's
document influenced people of the 16th century in terms of awareness of
multicultural reality because multiculturalism precisely appeared as a decent
variety of individuals and societies that interacted with one another. It is
possible that the first globalization of our world occurred at that time.
Furthermore, his document may have made people aware of the variety of
beliefs and traditions practiced during their time, which contributed to the
formation of their identity. People have gotten involved in a variety of fields
thanks to Pigafetta's documents.
Let’s Recall
Activity 6
Instruction: Identify the term described in the following sentences.

Samar 1. It is the island that is three hundred leagues from the islands of Ladroni
according to Pigafetta.
Palmito 2. It is the term for a palm wine.
Humunu 3. It is the place where the visitors of Pigafetta
on the 18th of March lived.
Homonhon 4. It is the current name for Humunu island.

Acquada da li buoniSegnialli 5. It is the Italian term for “the Watering-place of

Good Signs”.

Cenato, Hiunanghan, Ibusson, abarien6. 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.

Boloto or baroto 7. It is the term used by Pigafetta which refers to

small boats.
RaiaColambu, RaiaSiaui 8. It refers to the kings of Butuan and Calagan
islands.
Zubu 9. It is the term used by Pigafetta which refers to
the island of Cebu.
Catighan 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.

The location of the first Solemn Mass is the subject of debate;

supporters of the tradition have instigated and are still defending it. Was it
at Mazaua in Limasawa, Leyte or Masaua in Butuan? We would attempt to
address this. Magellan's discovery in 1521 was viewed as a significant
event in Spain and possibly among the countries of old Europe that were
seafaring nations. It appears that for one reason, it demonstrated that a
westward passage could be accessed to reach the Spice Island via the
Atlantic and Pacific Oceans. Second, the journey was recognized as the
first global circumnavigation. Only 18 of the original 300 men who set out
on the journey in Spain made it home, and they did it aboard the lone
galleon Victoria, commanded by Sebastian Elcano, with prominent crew
members like Antonio dePigafetta, the chronicler, and Francisco Albo, one
of the quartermasters.
 Primo viaggio intorno al mondo by Pigafetta was first made public when
Amoretti published his Italian translation in Milan in 1880(?). Although they
were unaware of its historical significance, the primary sources or
manuscripts were kept with other, less important documents at the library
for almost three centuries, untouched. As a result, it was difficult for him to
reproduce it effectively because, in the words of James Alexander
Robertson, it was done "in a woefully mutilated form, as Amoretti edited it
almost beyond recognition." . .”was held on Masaua soil in Butuan or
Limasawa. Let's examine it using Pigafetta's account. As a result, the
edition was not great. Based on the complete account of the preceding
journey from the Ambrosian Codex, Andrea da Most published Il primo
viaggio intorno al mondo di Antonio Pigafetta. The Ministry of Public
Information supported its publication, which took place in Rome in 1894.
Only after more than 300 years had passed, with its publication, did the
entire story of the Philippine discovery become known to the world. In the
strictest sense, it wasn't until Da Mosto's publication of Antonio Pigafetta's
actual travel journal, "Il primo viaggio intorno al mondo di AntonioPigafetta,"
that the world learned the truth, as it had been widely believed for many
centuries that the First Mass in the Philippines took place in Butuan.

In the meanwhile, Jesuit missionary named Fr. Pablo Pastells,

S.J. came to thePhilippines in 1875 as missionary. After finishing his
endeavors in Mindanao, he was made as Superior of the Philippine Jesuit
Mission. As can be recalled, the first publication of Colin’s workLabor
Evangelica was in Madrid in 1663, and two hundred forty years later; Fr.
Pastells beganhis work, reissued, and annotated Colin’s work. Colin’s
Labor Evangelica was re-issued and published by Fr. Pastells in
1900-1902 in Barcelona Spain; this time it contained additional
explanatory notes or footnotes regarding the first mass in Butuan. Fr.
Pastells edited the three-volume Labor Evagelica and this is what he says:
Magellan did not go to Butuan. Rather from the island of Limasawa, he
proceeded directly to Cebu. In that island he had dealings with Rajah Siagu,
Chieftain of Butuan; ad this would explain the author’s (i.e., Colin’s) error.
See the Voyage of Pigafetta and the diary of Albo, both of whom were
eyewitness. Obviously Fr. Pastells had noticed the mistakes, which
scholars for three hundred years followed and believed; the availability of
Pigafetta’s account in 1894 to the public, and Francisco Albo’s diary
convinced him to repute the tradition and make the footnote. After all, it was
not in Butuan. Albo kept a log, but it only began during the second phase
of their journey. when they entered the Pacific Ocean until they reached
Mazaua. Events which were recorded in His log correlated with Pigafetta’s
manuscripts, but undeniably, names of places had dissimilarities. Albo
mentioned an island named "Yunagan," but Pigafetta called it "Samal." or
Samar. The island where they anchored and re-supplied water was called
"Gada" by Albo, Pigafetta had it as "Acquada."Clearly, "Gada" or "Acquada"
denotes one thing; it refers to They retreated to the island of Homonhon, off
the coast of Guiaun Point in Eastern Samar.
Let’s Recall

Activity 8
Instruction: Identify what is being described in the following sentences.

April 4, 1871 1. It is the date when Rafael de Esquierdo, assumed control

of the government as Governor General.

GovernorGeneral 2. It refers to the military governor of Cavite during the time

of Mutiny.

Father Jose Burgos 3. It refers to the last priest executed through strangulation.

Father Mariano Gomez 4. It refers to the only pure-blooded tagalog priest among
the Gomburza.

The uprising/Revolution 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.

True 1. In Vidal’s version of Cavite Mutiny, the garrison of Manila is composed mostly
of native soldiers.

False 2. In Pardo de Tavera’s version of Cavite Mutiny, the first official act of Izquierdo
for a complete

False 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.

True 4. In Pardo de Tavera’s version of Cavite Mutiny, many of the best-known

Filipinos were denounced
to the military authorities.

False 5. Father Burgos of Gomburza is a pure-blooded Tagalog.

Let’s Analyze

Activity 10
Instruction: Give a concise explanation/discussion on the following items.

1. How did Governor Gen Izquierdo describe Cavite Mutiny

Cavite Mutiny was described by Governor Gen. Izquierdo as a

magnification of the incident, and he used it to accuse the indigenous church,
which was then actively promoting secularization. The general's report is more
vindictive. He listed the avoidance of tribute payments and freedom from forced
labor as the key causes of the revolt. He also held the disorderly Spanish press
accountable for keeping the Filipinos in the grip of deceptive propaganda. The
"rebels" sought to destroy the Spanish government and install a new "hari" in
the likes of Fathers Burgos and Zamora, he informed the King of Spain. While
Dr. Trinidad H. Pardo de Taverna describes it as a bloody incident in Cavite
and a simple mutiny by the native Filipino soldiers and laborers of the Cavite
arsenal who turned out to be dissatisfied with the removal of their privileges, he
views the Cavite Mutiny as a large conspiracy among educated leaders,
mestizos, abogadillos or native lawyers residents of Manila and Cavite, and the
native clergy. The general attributed the situation on Gov. Izquierdo's ruthless
methods, which included eliminating the privileges of the workers and native
army members at the arsenal and forbidding the establishment of arts and
trades for Filipinos as a cover for the formation of a political club. Tavera thought
the Cavite Mutiny was a powerful tool used by the Spanish friars and Izquierdo
to overthrow the Spanish government in the Philippines by portraying it as a
full-fledged conspiracy involving not only the native army but also Cavite and
Manila residents and, more significantly, the native clergy. Tavera claims that
this incident triggers the emergence of nationalism and, ultimately, the
Philippine Revolution of 1896.

2. Which of the three versions of the Cavite Mutiny is most credible?

According to the account of Dr. Trinidad H. Pardo de Tavera, who claims

that the Cavite Mutiny was just a movement by the disgruntled Filipino soldiers
and laborers who had been stripped of their former rights, the Cavite Mutiny
and the Martyrdom of GOMBURZA are plausibly explained. The only thing the
Filipinos wanted was for their laws to be changed, but when D. The Philippine
government was taken over by Rafael de Ezquierdo. Spanish assertions of the
Cavite Mutiny were biased in an effort to increase their political and economic
clout in the Philippines.

3. Compare the three versions of the Cavite Mutiny.

• Mutiny was described by Jose Montero y Vidal as a campaign by

dissatisfied soldiers and laborers to overthrow Spanish government. The
elimination of laborer rights, which started this uprising, ultimately
resulted in the fort commander's murder and the deaths of two Spaniards
D. despatched to Manila. In Fernando Rojas' "Suppression of the
 Revolt," 41 rebels were put to death, 11 people were sentenced to ten
years in prison, the GOMBURZA was put to death, native lawyers were
forbidden from practicing law, and the native regiment was dissolved.

• According to Dr. Trinidad H. Pardo de Tavera, the mutiny was essentially

a movement of angry Filipino laborers and soldiers who had lost access
to privileges; the goal of the revolution was not to overthrow the Spanish
monarchy. The removal of the soldiers' and workers' privileges of
exemption from paying yearly tribute and from being subject to
performing forced labor, as well as the ban on the establishment of
schools of arts and trades, were the causes of the mutiny. The revolution
resulted in deaths, the incarceration of some people in the Mariana
Islands, the removal of the friars' authority to exercise civil
administration, and the preservation of Spanish sovereignty.

• According to Gov. General Rafael Izquierdo's account, the Cavite Mutiny

was an uprising, revolution, and rebellion. The government's abuses,
which ultimately led to the upheavals in 1872 and established Spanish
rule in the nation, were the motivation behind the mutiny.