POWER School of Technology Inc.

SUBJECT : GE2-Reading in Philippine History

MODULE NAME : Discoursing the Content and Context of Some
Primary Sources in Philippine Historian
MODULE NUMBER : Module 3, Week 3
STUDENT NAME : BETHEL LOVE C. SAGGE

Activity 1 Explain the following

1. Explain why historians continue to use traditional sources as one of the sources
of history.
 The primary sources, papers, or other artifacts that offer first-hand,
eyewitness recollections of events, are traditional sources. To study and
understand the past, historians use original data as original evidence. For
example, a wide range of historical topics can be investigated using linked
resources. Themes that are not related to historical matters can benefit from
related sources because they are trustworthy sources that can accurately
explain historical issues.
2. Explain why understanding internal criticism is important in analyzing historical
sources.
 When examining historical sources, internal criticism is crucial since it calls
into question the author's and the primary source's veracity. Internal
criticism concentrates on the document's content; it is frequently referred to
as high-level criticism because it addresses subjects that are more significant
than those covered by exterior forms. Positive reviews are made at this stage
of the study process by researchers and interpreters in an effort to restore the
statement's meaning, whilst negative reviews cast doubt on the validity of
external and positive evaluations that have been established as acceptable
findings.
3. Some historical analysts doubted the "Sa Aking Mga Kabata" as written by
Rizal. Give your analysis of this poem and whether you believe or not that Rizal
wrote it. Justify your answer.
 My revelation that this well-known poem "authored" by Rizal is not really
his own was made possible by Ambeth Ocampo's study. To begin with, "Sa
Aking Mga Kabata," which is often regarded as Rizal's first poetry and was
composed when he was 8 years old, does not exist as a manuscript written
by Rizal himself. Furthermore, the usage of the letter "k," which was a
reform of the Tagalog spelling recommended by the older Rizal, could not
have been penned in 1869 when Rizal was eight years old. Finally, Rizal
said that he didn't learn the word "Kalayaan" until he was 21 years old and
studying abroad in Europe. Therefore, it is improbable that he used the word
"Kalayaan" at the age of just 8.
4. Justify why the Katipunan had to be considered a government and why
Bonifacio should be called and recognized as the first President of the Philippines.
 I concur with many historians when they state that the Filipino warrior
deserved to be regarded as the country's first president because of his desire
to unify the country and achieve independence from Spain through
revolutionary activity and rule. The fight for genuine independence
continues in honor of Bonifacio. Some things remained the same after a
century. Foreign interests, semi-feudal ties, and institutional profiting at the
expense of the Filipino people continue to control the country. Although
Andres Bonifacio died in the Marogondon mountains, his spirit continues to
guide and inspire the Filipino people in their quest for independence. They
have a thorough understanding of the organization's or government's
objectives. Their knowledge is what led to the KKK's structure being so
simple. The Supreme Council, which was presided by by an elected
President, created the Katipunan, which was a covert government at the time
of its founding.
5. Make a comparison of the speeches delivered by Rizal and Jaena during the
tribute to Luna and Hidalgo. Which of the two you find fierier?
 It's about recognizing them and expressing gratitude for the pride and honor
they gave upon the Filipino people. But above all, he praises the youth for
their acts that have the potential to change the world and advance the cause
of the Philippines. He wanted people to understand that glory isn't limited to
 one country. He aimed to demonstrate that brilliance may be found all over
the world, each with their own special abilities, intelligence, and capabilities.
No one has to share the same culture or a nation's greatness, but the true skill
is evident in their works. He targets elites who will stop at nothing to
prevent Filipinos from receiving an education because they are concerned
that they may learn how to defend themselves.
He taught us ideals and lessons in his lecture that are still relevant today,
such as the fact that geniuses can emerge from anywhere and at any
moment. Everyone has the potential to be great, thus no one has the right to
judge or denigrate another. He added that neither Spain nor the Philippines
are superior to the other or slaves. Dr. Jose Rizal is fantastic because he
openly spoke the Filipinos' education, which the Spaniards are terrified of,
but his main goal was to motivate the Filipino people and show them how
deserving a country can be.
Activity 2. Analyze/critique any of the following primary and secondary sources.
Choose one primary and one secondary.
A. Primary Sources:
Customs of the Tagalogs by Juan Placencia
One of his publications, Custom of Tagalog, discussed the way of life of the
ancient Filipinos, their social standing, and the customs, traditions, and beliefs of
the Tagalog people. Additionally, it gave rise to the earliest version of the Civil
Code that local leaders used to administer justice. Through a knowing monitoring
to achieve veracity, the text should avoid mentioning the divergent accounts of the
locals. The answer to this question will affect how the Spaniards rule the Filipinos
during the Spanish era. Even though it currently has less relevance in the modern
world, it is nevertheless crucial for us to understand the historical origins of who
we are. First, the question of authorship; second, the discourse of power in colonial
writing; and third, the logic of binarism or the Occident-Other dichotomy, if we are
to put sociopolitical context into the work. These interconnected themes likely
make up significant portions of Philippine colonial history writing. The author's
voice or authorship is crucial in giving this colonial literature its intended meaning.
It is a well-known fact that at this time, the Spanish colonizers, led by missionaries,
drew from a wide range of texts, including sermons as well as journey accounts
and colony accounts. Many sections in the story are problematic because they
place the Tagalogs in a way that strengthens the legitimacy of the colonizer's
allegiances. The entire document is rife with biased descriptions and
preconceptions. His accounts frequently lacked factual information and were based
on erroneous comparisons. He frequently made comparisons between regional
customs and Western paradigms and standards. For instance, the Roman god statue
of a dead man who was valiant in battle and endowed with particular abilities was
paired with the Tagalog idol lic-ha. These two items clearly don't belong in the
same category because of their distinct natures.

B. Secondary Sources
Revolt of the Masses: The Story of Bonifacio and the Katipunan by Teodoro
Agoncillo
I think that the revolutionary society provides the ideal context for understanding
and appreciating Bonifacio. He could not have surpassed the Katipunan in strength.
He couldn't have overcome it either. Understanding the Katipunan is important for
understanding him. Because of society, he looks great. Therefore, he must be
visible inside and outside of the Katipunan. Even in the late 1940s, history written
from a colonial perspective was the target of Agoncillo's historical salvoes. The
Japanese model of (and backing for, during the occupation) an independent history
of "oriental" culture most likely had an impact on Agoncillo. However, he believed
that from the perspective of the remaining records alone, "Filipinist" historians
faced a dim future. If pre-1872 texts were written by Spaniards in Spanish, how
could there be a truly Filipino perspective on history? Significantly, Independence
in 1943 was also portrayed as the pinnacle of Bonifacio's armed fight in light of
Agoncillo's later works. When discussing the Revolution, Agoncillo frequently
blends the past and the present, at least at this point in his writing career. By
including The Newspaperman in the genealogy of Kalayaan, Agoncillo's essay—a
passage from The Revolt of the Masses—clearly intended to lend historical
validity to the publication.

Activity 3. Rearrange the letter to unveil the word and explain briefly each word
1. TRIYSHO
 HISTORY
History is the study of past human events and activities.
2. ESCSROU OF HOTYIRS
 SOURCES OF HISTORY
Historical research/writing is dependent on the availability of primary
sources, documentary sources, secondary
event, or testimonies of the authorities.
3. ESCSROU OF HOTYIRS
 SOURCES OF HISTORY
Historical research/writing is dependent on the availability of primary
sources, documentary sources, secondary
event, or testimonies of the authorities.
4. NKAA GN AYNBA
 ANAK NG BAYAN
is a militant left-wing youth-led national democratic mass organization in
the Philippines.
5. NKAA GN AYNBA
 ANAK NG BAYAN
is a militant left-wing youth-led national democratic mass organization in
the Philippines.
6. KTYALIRA
 KARTILYA
Served as the guidebook for new members of the organization, which laid
out the group's rules and principles. The first edition of the Kartilya was
written by Emilio Jacinto
7. LTOCIHARSI ERSCUO
 HISTORICAL SOURCES
Historical research/writing is dependent on the availability of primary
sources, documentary sources, secondary
event, or testimonies of the authorities.
8. EDTIRAOIL
 LITERADO
 masculine and feminine noun feminine noun
9. NOOIYLASKGIH INOPILIP
 SIKOLOHIYANG PLIPINO
10. RUOAILMISP
11. POOIIXECNS AOLANNTI
 EXPOCISION NATIONAL
12. LA IRDDAAODISL
 LA SOLIDARIDAD
was the name of the all-Filipino organization established by the illustrados
of Barcelona on 13 December 1888, which sought to create Filipino
representation in the Spanish Cortes
13. AOSLTAGDRI
14. TOCLLIPAI ARTCACIUER
15. AL ILGA ILFIINPA
 LA LIGA FILIPINA
is to build a new group sought to involve the people directly in the reform
movement