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GEd 105- MIDTERM
Main Topic I: Introduction to History
Lesson 1: Definition and sources of history
A. Definition
History
− refers to the study and interpretation by a historian on the
data and other source of the past human activity, people,
societies and civilizations leading to the present day.
There are three important concepts in the definition.
− First history as we all know is based on past events.
− Second it is interpreted by someone usually by historian.
They gather, discard and interpret the sources that they
encounter.
− And finally, and the most important history rely on data
and documents which historian call as historical sources.
B. History’s Subject Matter
− Like other social science the subject matter of history is
the life of people and humanity.
− But history has always been known as the study of the
past. While this definition of history is not wrong, it is
incomplete.
− Etymologically, the word history came from the Greek
word Historia which means inquiry.
− Clearly the word Historia does not mean past events.
− It denotes asking question or investigation of the past
done by person trained to do so or by persons who are
interested in human past.
− We can say that historical account must be based on all
available relevant evidence. Therefore, a version of the
past that cannot be supported by the evidence is worthless.
C. History and the Historian
− Historian is an expert or student of history, especially
that of a particular period, geographical region or social
phenomenon.
− There are many duties of a historian. These historians
seek not only historical evidence and facts but also to
interpret these facts.
− He also gives meaning to these facts and organizes them
chronologically. A person who must be able to recognize
the evidence, decide how useful it is and come to
conclusion based on what he has found out.
− The historian therefore is responsible for reconstructing
the past.
− According to Gottschalk, historian is many times
removed from the events under investigation. He added
that:
− only a part of what was observed in the past was
remembered by those who observed it,
− only a part of what was remembered was recorded;
− only a part of what was recorded has survived,
− only a part of what was survive has come to the historian
attention.
− Moreover, only a part of what is credible has been grasped
− only a part of what has been grasped can expounded or
narrated by the historian.
• Some authors define history as a study of historical
perspective.
• In reconstructing the past, a historian can be subjective;
after all he is human, fallible and capable error.
• People’s memories are filled with bias, self-
righteousness, pride, vanity, spinning, obstruction and
outright lies. Each has his own frame of reference or a set
of interlocking values, loyalties assumptions interest and
principal of action.
• The historian is influenced by his own environment,
ideology, education and influence.
• His interpretation of the historical fact is affected by
his context and circumstances. It’s like the Indian parable
of an elephant and the blind men, historians have different
historical perspective.
• Because certain events happened so long ago and because
sometimes the evidence is incomplete, historians have
different approaches and views about what happened in
the past.
• This is the subjective nature of history, one historian
claims an event happened a certain way, while another
disagrees completely.
• The best approach is to do all we can to reconstruct as
fully as possible our picture of the past. To do this, most
scholars use historiography or what they call history of
history.
• Historiography is the study of how history was written,
by whom and why it was recorded as such. It is concerned
with how historians have presented history.
• Interpretation about the past can be objective or true as
long as they are free of inherent contradictions, are not
contrary to the laws of nature and are based on actual
remains from the time period referred to.
• There should also a scientific discourse among historians
on a particular controversial event. If an idea that say Jose
Rizal retracted on being a mason stand up to the critique
of historian who are the skeptical of his retraction, then
the idea must be true. One big advantage of
historiography is that the liars of history are usually quite
transparent.
• Another way for a historian to be objective is to follow
the historical method. It is the core protocols historians’
use for handling sources.
• An agreed ground rules for researching and writing
academic research or professional history.
• An objective historian must verify sources, to date them,
locate the place of origin and identify their intended
functions. It is important for a historian to base their
accounts on source materials.
D. Sources of History
− Historical sources are tangible remains of the past. It is
an object from the past or testimony concerning the past
on which historians depend in order to create their own
depiction of the past.
− There are three kinds of sources namely: primary,
secondary, and tertiary sources.
Primary sources
− Is a testimony of an individual who was a participant in
or a direct witness to the event that is being described.
− It is a document or physical object which was written or
created during the time under a study. Those sources were
present during an experience or time period and offer an
inside view of a particular event.
− Primary sources are characterized by their content,
regardless of whether they are available in original
format, in microfilm, in digital format or in published
format.

There are five main categories of primary sources.
It includes written sources, numerical records, oral
statements, relics, and images.
1. The most common are written sources or documents.
They are written or printed materials that have been
produced in one form or another sometime in the past.
They may be published materials such as travelogue,
transcription of speech, autobiographies, journals, or
newspapers (La Solidaridad). They can be also in
manuscript form or any handwritten or type record that
has not been printed. Example of these is archival
materials, memoirs, diary, personal letter, or
correspondence.
2. The next category is the numerical records which
include any type of numerical data in printed or
handwritten form.
3. The third category is oral statements which include any
form of statement made orally by an eyewitness. It maybe
through video recordings, audio recordings, or
transcribed.
4. Another category is the relics or any objects whose
physical or visual characteristics can provide some
information about the past. These include artifacts, ruins
and fossils.
5. The last category of primary sources is the images. It
includes photograph, posters, paintings, drawing cartoons
and maps.
Secondary Sources
− It interprets and analyzes primary sources.
− These sources are one or more steps removed from the
event.
− It is prepared by an individual who was not direct witness
to an event, but not who obtained his or her description of
the event from someone else.
− Secondary sources may have pictures, votes, or graphics
of primary sources in them.
− Some types of secondary sources are history textbook,
printed materials (serials or periodicals which interpret
previews research), biographies, nonfiction text such as
newspaper, magazine, journals, works of criticism and
interpretation.
Tertiary Source
− The last kind of sources is the tertiary source. It provides
third hand information by reporting ideas and details from
secondary source.
− An eyewitness is more reliable than testimony at second
hand, which is more reliable than hearsay or tertiary
sources. This does not mean that tertiary sources have no
value, merely that they include potential for an additional
layer of bias.
− Some examples of this kind of source are encyclopedia,
almanac, Wikipedia, YouTube, dictionaries, message
boards, social media sites and other search sites.
Lesson 2
Historical Criticisms
A. Definition
− It is also known as the historical-critical method
− Historical criticism is a branch of criticism that
investigates the origin of text or source in order to
understand the word behind the text.
− The primary goal of historical criticism is to discover
the text primitive or original historical context and its
literal sense.
− The secondary goal seeks establish a reconstruction of
historical situation of the author and recipients of the text.
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− Moreover, in order for source to be used as evidence in
history, basic matters about its form and context must be
settled.
− These are two types of historical criticism namely:
1. external criticism (investigates the documents form)
2. internal criticism (investigates the content of the
documents).
B. Additional Goal of Historical Criticism
− Historical criticism seeks greater understanding of the
texts by analyzing the historical and social contexts in
which they developed.
− The goal of historical criticism, traditionally, has been to
try to understand the text’s meaning in its original context
and to answer questions about the text, such as:
1. Who wrote it?
2. When was it written?
3. What else what happening at the time of its writing?
4. How did it come to be in the form we have it today?
5. What did it mean to the people who first read or heard
it?
− Historical criticism has also often sought answers to the
ever-elusive question of what is called “authorial intent”
C. External Criticism
− This type of criticism looks for the obvious sign of forgery
or misrepresentation.
− This type of criticism tests the authenticity of the sources.
− It is interested in the writing styles of the eyewitness and
his ignorance of the facts.
− The historian also analyzes the original manuscript; its
integrity, localization and the date it was written.
− To ascertain if a particular data is fabricated, forge, fake,
corrupted or a hoax, that source must undergo the test of
authenticity.
− Since external criticism is concern with the explicit sign
of misrepresentation, it is the first test the historian
employs to ascertain sources validity.
D. Test of authenticity
1. The first step to test a source is to determine the date of
document to see whether it is anachronistic.
− Anachronism means out of time or order, something that
could not have been there at that particular time. It could
be a person, thing or idea placed in a wrong time.
− Being able to spot anachronism is important because it
helps us test the reliability of a source. If a source is
unreliable then we probably should not use it.
− Example can be found in Rizal’s allegedly first poem “Sa
Aking Mga Kabata” where we could find the word
“kalayaan”. Rizal admitted that he first encountered the
word though a Marcelo H. Del Pilar’s translation of
Rizal’s essay “El Amor Patrio”. Rizal wrote this essay in
1882 while the poem supposedly was written by him in
the year 1869.
2. The second step is to determine the author’s handwriting,
signature, or seal.
− We can compare the handwriting of particular author to
his other writings. Obvious sign of forgery in include
patch writing, hesitation as revealed by ink blobs, pauses
in the writing, tremor causing poor line quality and
erasures.
− However, some people are highly skilled in imitating
others handwriting. Even a skilled forger can be caught
because the act of writing is a skill is learned through
repetition until it becomes a habit.
− Thus, there is natural variation in everyone handwriting.
In addition, no one can duplicate all of the intricate
subconscious writing habits of another in an extended

writing sample. Example of this is the handwriting in the
alleged retraction letter of Jose Rizal.
3. The third test in determining the authenticity of the
source is by looking for the anachronistic style.
− In this test we will examine idiomatic expression or the
orthography used in the documents.
− An idiom is an expression, word or phrase that has a
figurative meaning conventionally understood by native
speakers. When we say ‘break a leg’ we all know that it
means good luck.
− Orthography is a set of conventions for writing a
language. It includes norms of spelling, hyphenation,
capitalization, word breaks, emphasis and punctuation.
− When the poem Sa Aking Mga Kabata was allegedly
written in 1869, most Philippine language was widely
written in a variety of ways based on Spanish
Orthography:
4. The fourth test is the anachronistic reference to events.
− For example, if the event cited in the document is prior to
the actual event, then the document must be forged or
fake.
5. The fifth test of authenticity is the provenance or
custody of the document.
− Provenance is the place of origin of earliest known
history of documents. It traces the roots of any source.
The other two test of authenticity is the semantics and
hermeneutics.
6. Semantics is the linguistic study of meaning.
− In this test semantics determine the meaning of the text
and words of the source. We may ask: is the meaning of
the statements different from its literal meaning?
7. Hermeneutics on the other hand is theory and
methodology of interpretation.
− Hermeneutics is more than interpretation or method used
when immediate comprehension fails. In historical
criticism we determine ambiguities which are a word or
expression that can be understood in two or more possible
ways. Historians may look also if the statement is meant
to be ironic (i.e., mean other than what it says).
E. Internal Criticism
− This type of criticism looks for deeper or more intense
study of sources.
− Usually, historians first apply external criticism before
undergoing the test of credibility because of internal
criticisms implicit character.
− It is important that the document must be verisimilar or as
close as what really happened from a critical examination
of best available resources.
− It refers to the accuracy of the content of a document.
Internal criticism has to do with what the document says.
− It investigates the content or substance of a document and
the author’s point of view. This type of criticism tests the
credibility of the source.
F. Test of Credibility
1. The first step is the identification of the author.
− It determines if the witness is reliable or if he is consistent
by comparing his other works. In this steps historian also
rexamine the mental processes of the witness, if he is
capable of telling the truth, or if he is mentally challenge.
− Finally, we will look for his personal attitudes, if he is
telling something beyond what he saw or bragging about
it. Many historians use some kind of rubric to test the
credibility of the author.
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2. The second step in testing the credibility of the
eyewitness is to determine the approximate date.
− Example of this is again Rizal’s poem “Sa aking mga
kabata”. He wrote that poem when he is only eight years
old and that poem is with rhythm and meter. To think that
when Rizal was 8 years old the primary education in the
Philippines was nonexistent.
3. The third step in testing the credibility of the source is
its ability to tell the truth.
− Historians examine how near an eyewitness is to the
event. The closer a source is to the event which it purports
to describe, the more one can trust it to give an accurate
historical description of what happened.
− Historian also look for the competence of the eyewitness.
Basically, they look for the background of the author like
education, health, age or social status. The last test for this
step is the degree of the attention of the eyewitness.
Whether the sources witness the event only partly or if he
witnesses the event from the start to finish.
4. The fourth step is the willingness to tell the truth.
− If the eyewitness is coerced, forced or somebody threaten
him to tell something then his account is not valid. If the
eyewitness wants to hide something for personal reason
5. The last step is to look for corroboration.
− This particular step rest upon the independent testimony
of two or more reliable sources. The words independent
testimony must be emphasized.
− For instance, if the soldier who fought the battle, a general
who oversaw the battle and a doctor who treated those
wounded who fought the battle, all recorded the same fact
or all agree about an event, historians consider that event
proven.
Main Topic II: Content and Contextual
Analysis of Selected Primary Sources
A. Background of the Author/Creator
− First the researcher must provide brief biographical
sketch of the author or creator of the primary source.
− Family background, educational attainment, religion and
many others shall be given priority in presenting the
biography of the author.
− Special attention must also be given to the first four steps
of the test of credibility discussed in the previous module.
B. Background of the Document/Primary Source
− Basic background of the source like the type of primary
source, how many parts or chapter, how long is the
document shall be given attention.
− Next is to locate where the primary source can be
found. The repository of primary sources may be found
in the library, archive, museum, historical society, or
special collection of private individuals.
To check the authenticity of the source, check the provenance
or origin of the said document.
➢ Determine also the intended audience or the people the
author wants to convey their ideas with. If it is a letter the
recipient in the address will be the audience while if it is
a diary the author is the audience.
➢ While it is easy to determine the audience of the
aforementioned sources, most of the time you have to
guess.
➢ What to do? A researcher must find out who are the
creator and the time of creation. Most of the sources have
unique type of audience like academic journal is for

students and other university audience or books is for
general public.
Next task is to look for the purpose or motive of the source.
➢ How do you discover the purpose or the reason it was
originally made?
1. First understand the historical context.
2. Next is to do background research.
3. Then look at important historical event at the time the
source was made.
4. Finally ascertain intended audience.
C. Content Analysis of the Important Historical
Information Found in the Document
1. First look for corroboration between the research you
gather from the internet and the primary source that your
instructor has given to you.
− They may not use exact the same word or they can express
the same information in different ways and we can still
use as corroboration.
− Look also if your source agrees with information from
another source. Attention also must be the given to the
intended audience and purpose.
2. Next, in order to analyze the primary source, look for
bias.
− There is a bias when a source’s information is unbalance
or prejudiced.
− There are two kinds of bias: either it is strongly positive
(strongly in favor of) or strongly negative (strongly
against).
− If you’re looking for a bias in written source, you’ll need
to find word choices that are extreme in their description.
If it is a visual source, you’re looking for a depiction that
is clearly exaggeration (see the example of cartoon in
module 1).
− Most of the primary source we will encounter is written
documents so we will focus our attention to that kind of
primary source. How can we find bias in word choices?
− If it is too positive that provides little negative information
then there is an extreme positive bias. Example of this is
the Gunita ng Himagsikan of Emilio Aguinaldo.
− If too much negativity that provide little positive
information on the person, then there is extreme
negativity. Example of this is the Filipino Grievances
Against General Leonard Wood.
− If the document is silent or when the source intentionally
leaves important information of which you are aware
from other sources. Example of this silent bias is the
Declaration of the Philippine Independence. The author
of this document intentionally leaves important
information about the Katipunan.
− The last if is there are obvious errors or when the source
provides information that you know to be false from
alternative sources. How do you point out the bias in your
analysis? First provide a direct quote. Then explain the
creator’s perspective and lastly explain the creator
purposes
3. Next is to analyze the historical perspective or a point
of view a creator describe the event.
− To accomplish this, do a background check of the author
with regards to his nationality, social status, political
persuasion, cultural background, religion or education.
4. Last task is to analyze the historical context of the
document.
− Context is the awareness that sources were created at
times which were very different to our own.
− Historical empathy understands the past without judging
it by modern standards.
1. To determine historical context, we must look when
the source is made (preferably the exact date).
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2. Next is where was it created.
3. Third, what event occurred at the time and then read
the source to identify specific language
D. Contribution and Relevance of the Document in
Understanding the Grand Narrative of Philippine History
➢ In this activity look for the cause and consequences of
the primary sources.
− A cause is a person or thing that makes something
happens while a consequence is a direct result of the
cause.
− Example is the arrival of Ferdinand Magellan. That
event is the cause while being converted to
Catholicism is the effect or the consequence.
➢ In this part of the analysis look also for the turning point
or dramatic moment of change that was cause by the
event or primary source.
E. Relevance of the documents to the present time.
Look for the historical significance or what modern people
consider to be important from the past.
− There are many events in our history we have to choose
but few people, events or ideas to focus on.
− Since significant is a decision we make, it means different
people can decide different thing are particularly the most
important. They can disagree also the reason why
particular event is important.
How to determine significance of the event? We have to
follow the acronym NAME or Novelty, Applicability,
Memory and Effect.
1. Novelty or when something is new or never been seen
before. Example is when Cory Aquino became President;
it is significant because she is the first female president of
the Philippines.
2. Applicability or when it is similar to the present. The
Spanish Flu of 1918 suddenly became important topic
because of Covid-19.
3. Memory or how it has been remembered over time. The
typhoon Yolanda is remembered because it is the
strongest weather disturbance that hit the country.
4. Effect or how people have been affected. Taal Volcanic
Eruption is significant particularly in Batangas area
because many were affected.
READING I: FIRST VOYAGE AROUND
THE WORLD BY ANTONIO PIGAFETTA
BACKGROUND OF THE AUTHOR
Born: circa 1498 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 Villers l’Ile-Adam as his new client
• He died in 1536 defending Malta against the attacking
Turks
BACKGROUND OF THE DOCUMENT
A. Introduction – Carlos Quirino
B. Bibliographic Note – Mauro Garcia
C. First Voyage Around the World – Antonio Pigafetta
Financiers that Pigafetta hope will pay the deposit
required by the printer
1. Pope Clement VII
2. Philippine de Villiers L’Isle Adam – grandmaster of the
Knights of Rhodes.
3. Louise of Savoy – mother of King Francis I of France
Owners of several versions of Travels Around the World
1. Vacques Fabre – publisher of a condense version of
Pigafetta manuscript that was issued in 1536 (Venice)
2. Sir Thomas Phillipps – a collector of rare books who
originally owned the third original version of the Travels
Around the World.
3. Carlo Amoretti – publisher of an Italian version in 1800
4. James Alexander Robertson - made an English version in
1819 from the Ambrosian Library.
Contents in the Pigafetta’s account
1. Maps
2. Glossaries of native words
3. Geographic Information
4. Descriptions of the flora and faunas of places
5. Inaccuracies in the information about the Philippines
6. Misspelling of the names of places they visited
Other accounts about the expeditions
1. Maximillanus Transylvanus – author of De Molvccis
Insulis (1523). It is not an eyewitness account but it was
based on the narrative by survivors of the Victoria such as
Juan Sebastian Elcano (captain), Francisco Albo (pilot)
and Hernando de Bustamati (crew)
2. Francisco Albo – Victoria’s pilot who published the
shortest version
3. Peter Mantyr d’ Anghiera – Italian born historian of Spain
who divided his accounts into “decades”.
CONTENTS OF THE DOCUMENT:
− Magellan arrives at Seville - October 20, 1518
− Magellan's fleet sails from Seville Monday, August 10,
1519
− Magellan sails from San Lucar de Barrameda - Tuesday,
September 20, 1519
− Magellan arrives at Tenerife - September 26, 1519
− Magellan sails from Tenerife - Monday, October 3, 1519
− Magellan arrives at Rio de Janeiro - December 13, 1519
− Magellan sails from Rio - - December 26, 1519
− Magellan sails from Rio de la Plata - February 2, 1520
− Magellan arrives at Port St. Julian - March 31, 1520
− Loss of Santiago
− Magellan sails from Port St. Julian - August 24, 1520
− Magellan sails from river of Santa Cruz - October 18,
1520
− Magellan makes Cape of the Virgins, entrance of Straits -
October 21, 1520
− Desertion of San Antonio - November 1520
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− Magellan issues from Straits into the Pacific, Wednesday,
November 28, 1520Magellan fetches San Pablo Island -
January 24, 1521
− Magellan fetches Tiburones Island - February 4, 1521
− Magellan reaches the Ladrone Islands - Wednesday,
March 6, 1521
− Magellan reaches Samar Island of the Philippines -
Saturday, March 16, 1521
− Magellan reaches Mazaua Island - Thursday, March 28,
1521
− Magellan arrives at Zubu Island - April 7, 1521
− death of Magellan at Matan - Saturday, April 27, 1521
− Burning of Conception - May, 1521
− Arrival of San Antonio at Seville - May 6, 1521
− Arrival of Victoria and Trinity at Tidore, Friday,
November 8, 1521
− Victoria sails from Tidore - December 21, 1521
− Victoria discovers Amsterdam Island, Tuesday, March
18, 1522
− Victoria doubles the Cape of Good Hope - May 18, 1522
− Victoria arrives at Cape Verde Islands, Wednesday, 2 July
9, 1522
− Victoria arrives at San Lucar Saturday, 2 September 6,
1522
− Victoria casts anchor at Seville - Monday, 2 September 8,
1522
− Thanksgiving at Church of Our Lady of Victory -
Tuesday, 2 September 9, 1522
D. De Moluccis Insulis – Maximilianus Transylvanus
Ferdinand Magellan
• After his term as a soldier in service to Portugal, Magellan
proposed to King Emmanuel I regarding the western route
to the Spice Islands but unfortunately was declined.
• In the year 1517 Magellan moved to Spain and eventually
presented his plan for the western route to King Charles I.
The king bestowed his blessings and gave Magellan fleet
and 5 fully stocked ships.
Treaty of Tordesillas- Inter caetera: A papal bull issued by
Pope Alexander VI 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. 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. It was obvious that due to the lack of
exploration performed the treaty was signed which had
Spain granted a larger portion of the land and giving
Portugal of only Brazil. The next several hundred years
due to having the line being not very well-defined
Portugal have pushed through westward border line of
Brazil.
Before Reaching our Shores
Magellan started his journey from Seville, Spain with a fleet
of five ships, consisting of:
A. Santiago [Sancto Jacobo] – wrecked by a storm when sent
to explore the coast,
but no one died or got wet
B. Concepcion [Conceptione] – and the San Antonio were
sent by Magellan to see if there is an exit to the Pacific Sea
but could not do it because it was waiting for the
C. San Antonio [Sancto Anthonio] – fled and returned to
Spain instead: Captain Stefan Gomes hated Magellan
D. Trinidad [Trinitade] – and Victoria was where Pigafetta
and Magellan boarded

E. Victoria – was sent instead by Magellan to see if there is
an exit to Pacific and returned with a yes
• Passed the Ladroni Islands (Island of the Thieves), now
known as Guam, so they were hungry, tired, and lacked
provisions, thus arriving to our islands
Stumbling upon the Philippine Islands
• March 16, 1521 (dawn of Saturday) – the explorers
arrived at Zamal
• At first encounter, they thought the people:
− Lived according to their own will for they have no
seignior.
− Had no religion
− Are poor but ingenious and very thievish, thus the
name Islas Ladrones (Spanish for “Island of
Thieves”) → Pigafetta thought that Samar was part
of those thieving people, as they were unfamiliar
with the islands at the Pacific
− Thought that there were no other people in the world
but themselves, based on the signs which they have
made. The chief gave signs of joy for their arrival.
• They exchanged goods.
• Humunu - Acquada da li buoni Segnialli (“the Watering-
place of Good Signs)
• Archipelago of San Lazaro - Sunday of St. Lazurus
Food
• Since the Spaniards were on a long journey through the
Pacific, and had a shortage of food. They were really in
need of a landfall on the closest island.
• they found refuge in the island of Zamal (Samar).
• The Spaniards will then be headed to Sebu for a larger
supply of food.
Spices
• 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.
• by 14th century when navigational equipment’s had
improved to the point of having long-haul sailing was
possible, kings and queens of Europe has funded spice-
hunting missions of their own.
Navigational Tools
Portolan Charts- came from the Italian adjective portolano
which is related to ports or harbors. It is used as navigational
maps based from compass and direction which estimates
distances observed by pilots at sea.
Cross Staff-Used to determine angles, vessels latitude, or the
top and bottom angle of an object.
Way of Life: The Islanders
Women do not work in the fields but stay in the house; does
things needed in their houses from palm leaves
• People eat coconuts, camotes, birds, bananas, sugar cane,
flying fish
• They anoint the body and hair with coconut and beneseed
oil.
• Houses are built of wood covered with planks, thatched
with banana leaves. They sleep on palm straw
• They use no weapons, except a spear
• Their amusement is to plough the seas with their small
boats.
Seignior
• Painted (Tattooed)
• Handkerchiefs about their heads
• Earring on both ears
• Gold armlet on both wrists
Caphri
6
• 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 Coconut – the native
bread
Visitations
Raja Colambu visits the Ships
March 28, Thursday
− approached by the natives on boloto (baroto)
− Natives are initially unwilling to come aboard the flagship
− Two balanghai ships answered and came towards them
Pigafetta dines with the king [Raja Colambu]
• Wine that was left in the cup every time they drink was
put into a jar
• Before Rajah Colambu took the cup to drink, he raised his
clasped hands toward the sky. When he was about to
drink, he extended his left fist toward them and then
drank.
• They used the gum of a tree called anime wrapped in palm
and fig leaves for lights.
• Pigafetta wrote many things about their language. The
king and his people were astonished.
• All the dishes are of gold and some portion of the king’s
house.
• The king had three spots of gold on every tooth, and his
teeth appeared as if bound with gold.
• Butuan and Calagan [Caraga] - Raia Colambu & Raia
Siaui
The Mass In Limasawa
Last day of March 1521, Easter Sunday [April 1, 1521 Local
time]
− Magellan sent Henrich to King Colambu for them to
prepare for Mass
− After the mass, a fencing tournament was held
− It is in this event where Pigafetta learned that the Islanders
had no religion and thankful that they were not Muslims
Before the mass:
− The 2 kings were sprinkled with musk water
During the mass:
− When the body of Jesus was elevated, the kings remained
kneeled and worshipped with clasped hands.
After the mass:
− some of the captain’s men took communion
Magellan Plant A Cross
Cross - standard given by the king of
Spain to Magellan
• Set on the summit of the highest mountain
• on seeing it every morning, they might adore it. And in
adoring it, neither thunder, lightning, or storms would
harm them in the least.
• served as a marker for other sailors that the place has been
visited by the Spaniards, and is already their property
After the erection of the cross: Pater Noster and Ave Maria
repeatedly
Negotiations
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
• When the natives offered 6 strings of glass beads for a
pointed crown of massive gold (the size of a colona)
• 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 the best port is to replenish their food,
the king mentioned the three islands, namely (Ceylon,
Zubu, and Calaghan) [Leyte, Cebu, and Caraga]
• 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]
Arrival At Cebu
Natives were welcomed by a crowd rightened by the
Spaniards’ mortars
• firing of all mortars - sign of peace and friendship;
honoring the king of the village
• 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. King of Cebu → Rajah Humabon
❖ asked the Spaniards if they want a tribute to their
Emperor, and Magellan said no, they only want to trade
❖ should Magellan want him to be his friend, they must
perform a custom
❖ BLOOD COMPACT: The king would draw his blood
from his right arm, and the captain must do the same.
❖ A sign of most sincere friendship
❖ collecting as much food as possible for them Magellan
found out that in the Islander’s tradition, fathers and
mothers who grew old received no 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
A. 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
○ and so the other 500 people present during that mass
A. Conversion of the Islanders
Christian Names assigned by Magellan
★ 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
B. Magellan Gives
7
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 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
There are many villages in Zubu:
1. Cinghapola - Chiefs: Cilaton, Ciguibucan, Cimaningha,
Cimaticat, and Cicanbuk
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
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.
❖ Magellan had his right leg pierced with a poisoned arrow.
*The figures, though exaggerated, are estimated by
Pigafetta 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. Duarte Barbosa
Takes the Command
❖ the captain’s Portuguese relative plus Johan Serrano, a
Spaniard
❖ Henrich* - the interpreter’ s name, would not want to go
to shores again → proved to be a cunning person instead
Treachery of Rajah Humabon
❖ Rajah said to the Spaniards that the
jewels are ready to be sent to the king of Spain
➢ The Spaniards sent 24 men to retrieve it
➢ Johan Carvaio and a constable made it, but Johan Serrano
did not
➢ All men except the interpreter died - a conspired massacre
happened.
*The slave was otherwise known as Enrique de Malacca
CONTRIBUTION OF THE DOCUMENT
1. It paved the way for the historical period of Philippine
History
2. Changes our current visualization of our Filipino
ancestors
3. There was already a society on the island. Magellan did
not discover the Philippines nor did he meet uncivilized
people on it.
4. Religious beliefs of the natives
5. Cultural practices of the people in Samar, Leyte and Cebu
6. We already had trade and a sense of royalty or hierarchy

7. Diet of the Islanders especially the main staple, the
cocho” or the coconut fruit
8. we practice craftsmanship with jewelry and knowledge of
moning
9. Eyewitmess account of the death of Magellan, Barbosa
and their companies
10. Source of information about the beginning of Christianity
in the Philippines
11. Information about the early leaders such as Raja
Culambu, Humabon, Zula, and Lapu-lapu
12. War strategy was exhibited by the men of Cilapulapu
Contribution to Contemporary World Geography
1. Magellan expedition proved that the earth is oblate sphere
2. They demolished the myth that there is boiling water at
the equator
3. Magellan expedition completed the first
circumnavigation of the World.
4. They confirmed that the Portuguese route is not the only
way to the spice Islands.
5. They brought to the attention of the Europeans that there
exists a large body of water called Pacific Ocean
Contribution to Contemporary Philippine Historiography
1. Introduction and spread of Roman Catholicism in the
Philippines
2. Many of our Social and Cultural Influences were
introduced by the expedition
3. The rediscovery by Magellan of the Philippines become
the justification to colonize the island by Spain.
4. The expedition brought about the unification of Luzon,
Visayas and Mindanao
5. Philippines become the stepping stone to spread
Christianity in SE Asian and East Asia
6. The expedition changes our trade relations with other
countries.
READING II: CUSTOMS OF THE
TAGALOGS BY JUAN DE PLASENCIA
BACKGROUND OF THE AUTHOR
Born in the early 16th century to the illustrious family of
the Portocarreros in Plasencia in the region of
Extremadura, Spain
He was a Spanish Friar of the Franciscan order
Said to have been inspired to be a Franciscan because of
his upbringing spent during a spiritual and religious
resurgence affected by Spain’s siglo de Oro
Came with the first batch of Franciscan missionaries in
the Philippines
Dispatched Seville in 1577 and stopped over Mexico for
6 months
His real name is Joan de Puerto Carrero
del convento de Villanueva de la Serena
Arrived at a port in Cavite in July 2, 1578
Started preaching in Laguna de Bay and Quezon areas as
early as two months upon arrival in Manila
Also preached in provinces of Bulacan and Rizal
Elected as the custos of the friars in May 23, 1584 and
held it until 1588
Passed away in Liliw, Laguna in the year 1590
Initiated the Reduccion Policy
➢ Policy to reduce or resettle natives in central
locations
Some of his works aimed to put an end to some injustices
being committed against the natives by certain
government officials
Works of Juan de Plasencia
Arte de la Lengua (Art of Language)
Vocabulario
8
Coleccion de frases tagala (Collection of Tagalog
Phrases)
Catecismo de la Doctrina Cristiana (1581)
➢ Translated the Christian Doctrines in Tagalog
Diccionario Tagalog (1580)
La Santina (1585)
➢ Opus on prayer and meditation
Relacion de las Costumbres de Los Tagalos (1589)
➢ First Civil Code of the Philippines
BACKGROUND OF THE DOCUMENT
Fr. Juan de Plasencia received a letter from his lordship
requesting him to write and discuss the customs and
beliefs of the Indians.
In order to fulfill this request, he thoroughly informed
himself by collecting people from different districts (old
men and those with the capacity to tell him) all known to
him.
He then tried to compile the facts with regard to the
Indians’ government, administration of justice, slaves,
inheritance and dowries.
Depositories of the Customs of the Tagalogs
1. Archivo General de Indias
2. Archivo Francisco Ibero – Oriental
3. Blair and Robertson’s “The Philippine Islands” vol. VII
4. Filipiniana Book Guild
CONTENTS OF THE DOCUMENT
Datos (chiefs)
governed them and were captains in their wars, and whom
they obeyed and reverenced
subject who committed any offense against them, or
spoke but a word to their wives and children, was severely
punished.
Ruled a barangay
Barangay
as many as a hundred houses, sometimes even less than
thirty
many barangays in a town, they are not subject to one
another, except in relationship and friendship (Chiefs
helped one another in wars)
Maharlica (nobles)
Didn’t pay taxes/tribute to dato, accompanies him in wars
instead (at his own expense)
very close to the chief (Feast before wars, division of
spoils after, rows boat for dato, helps build house for dato
and are fed for it)
Some cases, they paid a hundred gantas of rice annually
(when a new chief buys the land, new chief divided lands
as he sees fit)
Division of lands
the land of a barangay, especially the irrigated portion, is
divided upon the members
cannot be cultivated by a person from another barangay
unless: purchased or inherited
tingues (mountain ridges) owned in common by barangay
Chiefs had fisheries (with limits) and section of rivers (for
market), no one could fish or trade except members of
barangay. (Special exception to those who pay the
privilege in doing those)
Aliping namamahay (commoners)
married and serves master (datu or not) with half of
cultivated lands
has own houses, property, gold
children inherit these lands, properties

cannot be sold and made slaves (saguiguilir)
If they should fall by inheritance into the hands of a son
of their master who was going to dwell in another village,
they could not be taken from their own village and carried
with him; but they would remain in their native village,
doing service there and cultivating the sowed lands.
Aliping sa guiguilir (Slaves)
includes those who cannot pay debts, captives of war
can be a namamahay (commoner) when they pay their
masters a certain amount of gold (usually greater than 5
taels)
serves master in his house and on his cultivated lands
can be granted a portion of harvest for them to work
faithfully (not always and only if master profited from his
work)
can be sold, servants born in house of master are rarely
sold
Consequently, the alcaldes-mayor should be instructed to
ascertain, when anyone asks for his alipin, to which class
he belongs, and to have the answer put in the document
that they give him.
Conception of Children on Non-Married couples
Maharlicas on both father and mother side are maharlicas
forever (can be slaves through marriage)
If a maharlica had children among his slave, the child and
mother become free
If the child is from a slave-woman of another, mother
should pay half of a gold tael to master (because of risk of
death and inability of servitude during pregnancy)
If child is recognized by the father (by supplying
with food), half of him was free. If not, the child
is wholly a slave
If a free-woman has children by a slave, they are free
provided that she is not married to the slave.
Conception of children on married couples
If a maharlica marries an alipin (whether namamahay or
saguiguilid), the 1st, 3rd, 5th child belonged to father, 2nd,
4th, 6th, to the mother. If father is free, children are free. If
father is a slave, children are also slaves. Same applies to
the mother (when the number of children is even number)
When the number of children is odd, the odd one is half-
free/half-slave
If only 1 child, the latter is half-free/half-slave
Those who became slaves fell under the category of
servitude which was their parent's, either namamahay or
sa guiguilir
Transferring of barangays
Aliping saguiguilir can be transferred to other barangays
when sold
Aliping namamahay cannot be sold and can only be
transferred through inheritance (barangay should be on
the same village)
Maharlicas cannot transfer village or barangays after
marriage unless they pay a certain fine of gold. (depends
on the village. Ranges from 3 taels to banquet to entire
barangay)
failure of payment might result to war to the
barangay he left and entered
Laws and punishments
Investigations made and sentences passed by dato should
take place in front of the barangay members
On special cases, an arbiter (unanimously chosen) is
named as a judge. (chosen because they are just and fair
men)
if person accused feels aggrieved,
if controversy lay between two datos who wish to avoid
war
when disputants belonged to two different barangays
Condemned to death
9
a man of low birth who insulted daughter or wife of
chief
witches and the like
slavery is never a punishment
unless a person’s merited the death penalty
children and accomplices of witches
if fines were not paid
All other offenses were punished by fines in gold
if not paid, the culprit serves person aggrieved
until payment has been made Inheritances
legitimate children of a married couple inherited equally,
except when parents showed a slight partiality such as gifts
like gold taels or jewels
If one had children to two or more legitimate wives,
children receive inheritance and dowry of mother and
share of father’s estate
If one had a child to slave and to his legitimate wife, former
had no share of inheritance but the mother will be freed and
will be given a tael or a slave (if father is a datu)
If one had a child to a legitimate wife and another free
woman ( inaasaya), legitimate child gets 2/3 of inheritance
and the other gets 1/3
If no legitimate children and only from the inaasaya, the
latter gets all inheritance.
If a married woman had a child from another man
if husband punished adulterer, it’s considered
dowry and the child is part of the inheritance
If the husband did not punish the adulterer, the
child is not considered legitimate and gains no
inheritance
Adopted children inherits the double on what was paid for
their adoption
Analysis – Worship
Simbahan
A temple or place of adoration
The whole barangay united and joined in the
worship which they call nagaanitos
Place to conduct a festival or “pandot”
Bathala
“All powerful” or “maker of all things”
Sun
Moon
Stars
Lic-ha
Idols which were images with different shapes
Dian masalanta
Patron of lovers and of generation
Lacapati and Idianale
Patron of the cultivated lands and of husbandry
Crocodiles
Paid reverence in fear of being harmed by them
A portion of what they carried in their
boats
Auguries
If they left their house and met on the way a
serpent or rat, or a bird called tigmamanuguin
which was singing in the tree, considering the
incident as a sign that some evil might befall them
No established division of years, months, and days
Cultivation of the soil
Counted by moons
Different effect produced upon the trees when
yielding flowers, fruits, and leaves
Manner of Offering Sacrifice
Proclaim a feast, and offer to the devil what they
had to eat
Done in front of the idol and praise it in poetic
songs sung by the officiating priest (Catolonan)
Objects of sacrifice were goats, fowls, and swine
Flayed, decapitated, and laid before the
idol
A jar of rice
Buyos – small fruit wrapped in a leaf with
some lime
 10

Fried food and fruits 11. Pangatahojan

Reasons for Sacrifices ❖ Soothsayer, predicted the future
Recovery of a sick person 12. Bayoguin-
Prosperous voyage of those embarking on the sea ❖ Signified a “cotquean”, a man whose nature inclined
Good harvest in the sowed lands toward that of a woman
Propitious result in wars
Successful delivery in childbirth Another life
Happy outcome in married life ❖ “Maca”
Young girl’s first monthly period o “Paradise” or “village of rest”
Blindfolded for four days and four nights o Those who lived without doing harm
The friends and relatives were all invited to o Possessed other moral virtues
partake of food and drink ❖ “Casanaan”
At the end of this period, the catolonan took the o “A place of anguish”
young girl to the water, bathed her and washed o All the wicked
her head, and removed the bandage from her eyes o Here dwelt the demons, sitan
Did this in order that the girls might bear children, ❖ Heaven
and have fortune in finding husbands to their tase o Only Bathala who governed from above

THE PRIESTS OF THE DEVIL Ghosts

1. Catalonan Vibit
❖ Man or woman Phantoms
❖ Honorable one among the natives Tigbalaang
❖ Held ordinarily by people of rank Patianac
2. Mangagauay If any woman died in childbirth, she and the child
❖ Witches suffered punishment
❖ Deceived by pretending to heal the sick Caste system
❖ Induced ailments by their charms Maharlica – nobles, free
❖ Capable of causing death Aliping sa guiguilir – slaves, could be traded
❖ Prolong life for a year by binding a live serpent to the Aliping namamahay – commoners
waist Tribal gathering called barangay
❖ Serpent – believed to be the devil, or at least his Chinese influence already present
substance Tael
3. Manyisalat
❖ Same as magagauay CONTRIBUTIONS OF THE DOCUMENT
❖ Power of applying remedies to lovers 1. Describes the way of life of the Tagalogs in Pre-Hispanic
❖ They would abandon and despise their wives times
❖ Prevent having intercourse with the wives 2. Customs information about social stratifications, legal
❖ Abandoned women – bring sickness (discharge blood system and political environment in the Tagalog regions
and matter) 3. It tackles property right, marriage rituals and burial
4. Mancocolam practices
❖ Emit fire from himself 4. Plasencia’s account also preserves and popularizes
❖ Fire – could not be extinguished or emitted unwritten customs, traditions, superstitious and religious
❖ Except if the priest wallowed in the ordure and filth beliefs of the Tagalogs
which falls from the houses 5. Filipinos had a religion before Christianity was brought
❖ He who lived in the house fell ill and died by the Spaniards
5. Hocloban • place of worship “Simbahan”
❖ Greater efficacy than the mangagauay • God called Bathala
❖ By simply saluting or raising their hand, they killed 6. Proved that Filipinos had their own culture before the
whom they chose Spaniards came
❖ Only in Catanduanes • Proof against the Spaniards’ belief of “The
6. Silagan Indolence of the Filipinos”
❖ To tear out the liver of anyone clothed in white and • Sobre la indolencia de los filipinos by Dr Jose
eat it Rizal
❖ Only in Catanduanes 7. Important piece of literature giving us a glimpse of our
❖ Calavan – they tore out in this way through his anus ancestors’ beliefs and practices
all the intestines of a Spanish notary 8. We see the relations of our current superstitions to the
7. Magtatangal superstitions of our ancestors
❖ Show himself at night without his head or intestines • Mancocolam – priest of the devil; emit fire from
❖ The devil walked about carried, or pretended to carry, himself
his head to different places • Osuang – sorcerer; murdered men and ate their
❖ In the morning, returned it to his body flesh
❖ Catanduanes
• Mangagayoma – made charms for lovers to
8. Osuang infuse the heart with love
❖ Equivalent to “sorcerer”
• Patianac – if a woman died in childbirth, she and
❖ Seen him fly and he murdered men and ate their flesh
the child were punished and at night could be
❖ Visayas Islands
heard lamentin
9. Mangagayoma
❖ Another class of witches
PRESENT RELATIONSHIP OF THE DOCUMENT
❖ Made charms for lovers out of herbs, stones, and
1. The term “barangay” is still used now for division of
wood, which would infuse the heart with love
towns/cities
10. Sonat
2. Belief in manananggal, aswang, gayuma and anting-
❖ Equivalent to “preacher”
❖ Help one to die, at which time he predicted the anting are still prevalent today.
salvation or condemnation of the soul 3. The high status of woman

4. The celebrations of feast they called pandit now we call
fiesta
5. The belief in heaven and hell
READING III: ROYAL ORDINANCES
CONCERNING THE LAYING OUT OF
NEW TOWNS by ZELIA MARIA
MAGDALENA NUTTALL
Zelia Maria Magdalena Nuttall
− Born on September 6, 1857 in San Francisco, United
States
− Died at Casa Alvarado, Coyoacan, Mexico on April 12,
1933 at the age of 75.
− Nationality: American
− American archaeologist and anthropologist Specialized in
pre-Columbian Mesoamerican manuscripts and pre-Aztec
culture in Mexico
− In 1876 when Zelia was nineteen, the Nuttall family
returned to San Francisco. Four years later, she married
French anthropologist Alphonse Louis Pinart, whom she
lived with in the West Indies, France, and Spain until
1882 when they returned to San Francisco and their only
child Nadine Nuttall Laughton was born. The Pinarts
separated in 1884 and were divorced in 1888.
− Relatives: George Nuttall (Brother)
− She was born the second of six children to an Irish father,
Dr. Robert Kennedy Nuttall, and Mexican-American
mother, Magdalena Parrott. Dr. Nuttall practiced
medicine in San Francisco until 1865 when in hopes of
improving his own health, he took his family to Europe
and remained there until 1876.
− Nuttall, whose only formal education consisted of two
semesters at the Bedford College of Women in London
when she was fifteen, profited from her impressive, if
informal, continental education which allowed her to
speak and publish in four languages throughout her
career.
− Studied in France, Germany, Italy, and London
− She was very versatile with different languages.
− Went to Mexico in 1884-1885 to work in the National
Museum
− Her first published work was the “Terra Cotta Heads of
Teotihuacan” in the American Journal of Archaeology
(1886) lived in Baltimore for a year.
− (1886 - 1899) - Lived in Dresden with trips to California,
Italy, Sweden, Spain, Switzerland, and Russia
− (1902) - Permanently settled in Mexico honorary special
assistant of the Peabody Museum.
− (1908) - Honorary professor of the National Museum of
Mexico
− Famous for her ability to find lost or forgotten
manuscripts and bring them to the attention of scholars
evident in her works “Codex Nutall”, “The Book of the
Life of the Ancient Mexicans”, and a manuscript on the
“History of the Conquest of Mexico” very thorough in
finding old manuscripts.
− First to recognize archaic culture passion for flowers and
her botanical interests were wide which led to her
discovery of new food plants.
The primary source which is the Ordinance Concerning the
Laying Out of New Towns was translated by Zelia Maria
Magdalena Nuttal. This was part of consolidated laws the
"LAWS OF INDIES “.
Royal Ordinances: Concerning the Laying out of the New
Towns from the entire book of Laws issued by the Spanish
Crown ‘Law of the Indies’ (Spanish: ‘Leyes de Indias’) San
Lorenzo, Spain (July 3, 1573). Ordinances for discoveries,
11
new settlements, and pacifications. The text was used in
planning of Intramuros. Inside Intramuros: Churches,
Schools, and the Governor’s Palace.
The guidelines for the planning of the new cities were
developed in a 70-year span in a process that included
constant feedback from the new territories. Once Columbus
set sail, Queen Isabella’s instructions on how to settle in any
potential new territory began to unfold. Her first (loose)
instructions went 1501 to Fray Nicolás de Ovando, the
governor of Hispaniola (Dominican Republic) 1513 King
Ferdinand got more specific in the “Instrucciones” to
Pedrarias Dávila before his expedition to the province of
Castilla del Oro (coast of Central America)
Emperor Charles V continued the mission and issued several
instructions to this end, like the “General Instructions for the
Founding of Cities in the Indies” from 1521, the “Instructions
to Hernán Cortés” from 1523 and the “Imperial Provisions”
from 1526. These instructions culminated in the “Ordinances
Concerning Discoveries, Settlements and Pacification of the
Indies” (“Ordenanzas de Descubrimiento, Nueva Población y
Pacificación de las Indias”) issued on July 13th 1573 by King
Philip II, a complete set of urban guidelines with 100+ decrees
concerning the founding of new towns. It is interesting
though, that despite the late drafting of these Ordinances, its
content had been in use since the arrival of the first settlers
who had already built 200 new towns between 1500 and 1573.
Valerie Fraser’s view on this is that there was “some sort of
cultural memory, an inherited, almost instinctive knowledge
in town planning” early settlers were drawing on The first
urban centers began in Hispaniola (Dominican Republic) and
then progressively expanded around the Caribbean and to
Central America.
Santo Domingo was the first town, built in 1502, followed by
San Juan (1509), Santiago de Cuba (1514), Havana (1515),
Veracruz (1519), Panamá la Antigua (1519), Santa Marta
(1525) and Cartagena (1533). These early towns already show
the basic aspects of the Spanish colonial town: a compact
layout, a main square, and a city grid laid out with respect to
the cardinal points.
READING IV: HENERAL EMILIO
AGUINALDO: MGA GUNITA NG
HIMAGSIKAN
BACKGROUND OF THE AUTHOR
• Born and grew up in Kawit (Cavite el Viejo), Cavite on
March 22,1869
• Parents: Carlos J. Aguinaldo and Trinidad Famy-
Aguinaldo
• Colegio de San Juan de Letran
• 1896- Became Cabeza de Barangay at the age of 17
• Assumed total leadership of the rebellion against the
Spanish rule when Andres Bonifacio died on 1897.
• Declared the Philippine independence on June 12, 1898
• First president under the Malolos Constitution
• Returned to private life as a farmer after declaring peace
with the United States
• Established the Veterans of the Revolution
• Ran for presidency in 1935 against Manuel Quezon and
Gregorio Aglipay but lost
• Became presidential advisor on the Council of state in
1950
• Died of heart attack (Coronary Thrombosis) at Veterans
Memorial Hospital on February 6, 1964
HISTORICAL BACKGROUND THE DOCUMENT
• Autobiography of Emilio Aguinaldo
• First printed: 1964

• Reprinted: 1998
• Compiled by Felisa P. Diokno
• Chapters 19, 23, 38, 42, 43, 44: highlighted what
Aguinaldo did in the revolution
CONTENTS OF THE DOCUMENT
ATTACKING THE CONVENT: SEPTEMBER 1, 1896
• Aguinaldo leads the attack of the convent
• Only Padre Buenaventura was at the convent
• Plead for forgiveness
• *Provincial soldiers were not against friars
• The priests and guards escaped
• Guillermo Samoy (Cuadrillero) – got shot
• Aguinaldo decided to change strategies
BATTLE OF IMUS: SEPTEMBER 3, 1896
• Crossed Presa Talon, but the current was strong
• 2 wagons of corpse were the casualties
• 70 Remington guns were captured
• Sable de Mando - General Aguirre’s gun that Aguinaldo
captured during the battle, 1869, YARI SA TOLEDO,
Spain
AFTER THE BATTLE
• Visited family in Cavite, and showed his mother the sable
• Sable- according to Aguinaldo it is the symbol of the start
of freedom
• Dasmarinas rose (Placido Campos and Francisco
Barzaga)
SEPTEMBER 5, 1896
• Town of Silang rose (ex-gobernadorcillio Vito
Belarmino, Vicente giron)
THE FIRST MEETING OF THE REBELLION
GOVERNMENT: MARCH 22, 1897
• Discussed future plans
• Assign all the commanders to go to Pasong Santol
• Katipunan holds its elections
• Emilio Aguinaldo is elected as president on MARCH 23,
1897
• Magdiwang armies sent by Andres Villanueva came from
Naic
• More troops of Magdiwang arrived
• Emilio was told to join his brother in Pasong Santol
• But then Bonifacio did not let the troops continue to
Pasong Santol
• Spaniards got the position in Pasong Santol
• Gen. Crispulo Aguinaldo dies in Pasong Santol
CONSEJO DE GUERRA
• Disagreed to the decision of Aguinaldo to banish the
Bonifacio brothers: Hen. Mariano Noriel, Hen. Pantaleon
Garcia, Hen. Tomas Mascardo
• Reasons for disagreement:
• War is ongoing, and we are not supposed to establish
Consejo De Guerra.
• There is a battle almost every day; it is still not the right
time.
• Placido Martinez & Koronel Teodoro Gonzales –
defenders of the Bonifacio brothers
NAIC ATTACKED BY THE SPANIARDS
• 1 month of rest until Cazadores and the infantries under
Captain General Don Fernando Primo de Rivera besieged
Naic
• Aguinaldo made them go to Maragondon to disperse and
hide
• Magdalo was left in Naic
EXECUTION OF THE BONIFACIO BROTHERS
12
• After the council of war convened, composed of seven
Kagawads, led by Hen. Mariano Noriel, the Bonifacio
• brothers were found guilty (treason, sedition, and
rebellion)
• Sentenced to death
• May 10 1897- Komandante Lazaro Macapagal led the two
brothers to Mt. Tala where they were shot
READING V: KARTILYA
BACKGROUND OF THE AUTHOR
ANDRES BONIFACIO (Nov. 30, 1863-May 10, 1897)
• Father of Katipunan/Philippine Revolution
• Who first formulated code the conduct of Katipunan
called “Dekalogo ng Katipunan”.
EMILIO JACINTO y DIZON (December 15, 1875-April
16, 1899)
• Place of Birth: Trozo, Manila
• Brain of the Katipunan
• Joined the Katipunan in 1894
• Parents of Jacinto are Mariano Jacinto and Josefa Dizon.
• He studied at San Juan de Letran and transferred to
University of Santo Thomas to study law.
• He died because of the disease Malaria on April 16,1899
in Majayjay, Laguna with the aged of 23.
• Emilio was only 19 when he joined the Katipunan.
• The chief theoretician and adviser of Bonifacio
BACKGROUND OF THE DOCUMENT
• Bonifacio adopted Jacintos Kartilya primer as the official
teaching of the society in place of his own Decalogue,
which he judge as infirior
• He was planning to print more copies shortly before he
was killed.
• Manifesto (pahayag) will be priced at 4 kualta per copy
• “Decalogue” originally intended and should be printed
and handed as a guide book to new recruits.
• Bonifacio lists 10 obligations
• Jacinto couches his primer, four times as long, rather as a
statement of aspirations and ethical values.
• Jacinto presents twelve “guiding-principle” and fourteen
“teachings”
• On July 7,1892 Andres Bonifacio established
Kataastaasan, Kagalanggalangang Katipunan ng mga
Anak ng Bayan also known as KKK.
• Our country men tried to demand reforms for our country
over the Spanish government but despite their efforts they
failed. Andres Bonifacio saw the efforts of the
propagandist and this is when he organized the Katipunan
to gain freedom.
• The Kartilya ng Katipunan was primarily written by
Emilio Jacinto in 1892. The Kartilya was made, mainly
for the Katipuneros. Upon joining the Katipunan,
members were required to read the Kartilya and adhere to
its code of conduct. Changing the way people thought and
acted was the most important to the early Katipuneros,
they understood that it was the only way to change the
Philippines for the better. Aside from that, Kartilya ng
Katipunan has a lot of purpose, it is to present a concept
of virtuous living as lessons for self-reflection, rather than
as direct prescriptions.
• The document is also trying to assert that it was the
internal and not the external qualifications that make
human greatness and to appreciate the essence of its
original tagalog form within the context of the social and
political environment of that colonial era, amid local
traditions, spiritual beliefs, family concepts and ethnic
diversity. Moreover, it encourages not only how to be the
vision of the Katipunan, but the vision for an egalitarian
and morally sound Filipino nation and the importance of
the Right and Light (Katwiran and Kaliwanagan)
• In 1896, Andres Bonifacio, wrote the Duties of the Sons
of the People, a list to be followed strictly by every

member of the organization. It served as a guidebook or
guiding principles for newcomers or those people who are
willing to join the group. The rules constituted a
decalogue, and embodied bonifacio’s beliefs. Bonifacio
would then later adopt Jacinto’s Kartilya as the official
teachings of the Katipunan.
• The Dekalago had only ten points, and mainly focused on
one’s duties to God, country, family, neighbor, the
Katipunan and himself. It spoke of honor, charity and self-
sacrifice but warned of the penalty to the traitor and
disobedient..However, the Kartilya was longer, more
philosophical. It presented its concept of virtuous living
as lessons for self-reflection. The original version has
fourteen paragraphs that contains the values that a
Katipunero should have.
• Each paragraph is unique in such a way that tackles
different aspects of a person’s life. The purpose of this
document is that it informs the Filipino people about the
important past that is being forgotten. The document let
them see what the movement had gone through and the
sacrifices of the members, understand why they joined the
movement and lived by the fourteen principles, appreciate
everything about it. The Kartilya became not only a
primer for the Anak ng Bayan members, but an ideology
embodying moral and nationalistic principles.
READING VI: THE ACT OF
PROCLAMATION OF INDEPENDENCE
OF THE FILIPINO PEOPLE
BACKGROUND OF THE AUTHOR
Ambrosio Rianzares Bautista (December 17, 1830-December
4, 1903) - a lawyer and author of the Declaration of
Independence
− The first adviser to Pres. E. Aguinaldo
− War Councillor and Special Delegate designated to
proclaim and solemnize the Declaration of Independence
BACKGROUND OF THE DOCUMENT
The Philippine Declaration of Independence was proclaimed
on June 12, 1898 in Cavite el Viejo, Philippines
Dates: 12 Jun 1898 – 29 Sep 1898
Author(s): Ambrosio Rianzares Bautista
Signatories: 98 delegates
Commissioned by: Dictator Emilio Aguinaldo
Created: May–June 1898
Presented: 12 June 1898 in the town of Cavite-
Viejo, Province of Cavite
Location: National Library of the Philippines
The Act of Proclamation of Independence of the Filipino
People was also called “Acta de la proclamación de la
independencia del pueblo Filipino”. This document is
considered as a primary source since the author, Ambrosio
Rianzares Bautista, also known as Don Bosyong and a distant
relative of Rizal Family at Cavite el Viejo or Kawit, Cavite,
Philippines in the present, the War Counsellor and Special
Delegate of the country during the Philippine Independence
Day declaration, was a participant in the event.
Independence was proclaimed on 12 June 1898 between four
and five in the afternoon in Cavite at the ancestral home of
General Emilio Aguinaldo some 30 kilometres (19 mi) south
of Manila.
The event saw the unfurling of the Flag of the Philippines,
made in Hong Kong by Marcela Agoncillo, Lorenza
Agoncillo, and Delfina Herboza, and the performance of the
Marcha Filipina Magdalo, as the national anthem, now known
as Lupang Hinirang, which was composed by Julián Felipe
and played by the San Francisco de Malabon marching band.
13
The Act of the Declaration of Independence was prepared,
written, and read by Ambrosio Rianzares Bautista in Spanish.
The Declaration was signed by 98 people, among them a
United States Army officer who witnessed the proclamation.
The final paragraph states that there was a stranger; (stranger
in English translation extranjero in the original Spanish,
meaning foreigner) who attended the proceedings, Mr. L. M.
Johnson, described as "a citizen of the U.S.A, a Colonel
of Artillery;. Despite his prior military experience, Johnson
had no official role in the
Philippines
The proclamation of Philippine independence was, however,
promulgated on 1 August, when many towns had already been
organized under the rules laid down by the Dictatorial
Government of General Aguinaldo. 190 municipal presidents
of different towns from 16 provinces Manila, Cavite, Laguna,
Batangas, Bulacan, Bataan, Infanta, Morong, Tayabas,
Pampanga, Pangasinan, Mindoro, Nueva Ecija, Tarlac, La
Union and Zambales ratified the Proclamation of
Independence in Bacoor, Cavite.
Later at Malolos, Bulacan, the Malolos Congress modified the
declaration upon the insistence of Apolinario Mabini who
objected to that the original proclamation essentially placed
the Philippines under the protection of the United States The
declaration was never recognized by either the United States
or Spain. Later in 1898, Spain ceded the Philippines to the
United States in the 1898 Treaty of Paris that ended the
Spanish–American War.
The Philippine Revolutionary Government did not recognise
the treaty or American sovereignty, and subsequently fought
and lost a conflict with the United States originally referred to
by the Americans as the Philippine Insurrection; but now
generally and officially called the Philippine–American War,
which ended when Emilio Aguinaldo was captured by U.S.
forces, and issued a statement acknowledging and accepting
the sovereignty of the United States over the Philippines.
This was then followed on July 2, 1902, by U.S. Secretary of
War Elihu Root telegraphing that the insurrection the United
States had come to an end and that provincial civil
governments had been established everywhere except those
areas inhabited by Moro tribes. Pockets of resistance
continued for several years.
Following the end of World War II, the United States granted
independence to the Philippines on 4 July 1946 via the Treaty
of Manila. July 4 was observed in the Philippines as
Independence Day until August 4, 1964 when, upon the
advice of historians and the urging of nationalists, President
Diosdado Macapagal signed into law Republic Act No. 4166
designating June 12 as the countrys Independence Day.
June 12 had previously been observed as Flag Day and many
government buildings are urged to display the Philippine Flag
in their offices. The Declaration is currently housed in the
National Library of the Philippines. It is not on public display
but can be viewed with permission like any other document
held by the National Library.
During the Philippine–American War, the American
government captured and sent to the United States about
400,000 historical documents. In 1958, the documents were
given to the Philippine government along with two sets of
microfilm of the entire collection, with the U.S. Federal
Government keeping one set. Sometime in the 1980s or 1990s
the Declaration was stolen from the National Library.
As part of a larger investigation into the widespread theft of
historical documents and a subsequent public appeal for the
return of stolen documents, the Declaration was returned to

the National Library in 1994 by historian and University of
the Philippines professor Milagros Guerrero, who mediated
the return of the documents.
• Based on this document, this served as the declaration
of the Independence of the Philippines against Spanish
rule.
• In this document, the design of our flag was created;
− The white triangle signifying the distinctive emblem of
the famous Society of the “Katipunan” which by means
of its blood compact inspired the masses to rise in
revolution.
− The three stars, signifying the three principal Islands of
this Archipelago- Luzon, Mindanao, and Panay where
this revolutionary movement started; the sun
representing the gigantic steps made by the sons of
the country along the path of Progress and Civilization:
the eight rays, signifying the eight provinces- Manila,
Cavite, Bulacan, Pampanga, Nueva Ecija,Bataan, Laguna
and Batangas.
He declared Philippine independence on June 12, 1898.
Even though the Americans did not recognized this
declaration, this sole document proves the value of
Filipinos place on their freedom.
• First, today we experience freedom because of the
declaration of Independence in the past.
• Second, because of this declaration we can freely do
what we want to do, we can express or share our own
ideas, our own belief, our own culture and tradition as a
Filipino people.
• Third, it is a time to wholeheartedly reflect and celebrate
the true meaning of the Philippine Declaration of
Independence, which is to remember and honor what our
forefathers and heroes fought hard for — liberating the
nation from tyranny, oppression and colonization.
READING VII: FILIPINO GRIEVANCES
AGAINST GOVERNOR WOOD
BACKGROUND OF THE AUTHOR
Gregorio F. Zaide (25 May 1907-31 October 1988) -
Filipino historian, author and politician from the town of
Pagsanjan, Laguna in the Philippines.
Books: Jose Rizal: Life, Works and Writings of a Genius,
Writer, Scientist and National Hero,
− Zaide popularly referred to as "Goyo" by his town mates
in Pagsanjan, Laguna, was one of the most traveled
Filipino historians. He also authored more than 500
articles in history published in both national and
international newspapers and academic journals.
− Zaide graduated valedictorian of his class in Laguna High
School. He took up his BA and PhD in UST while his MA
was finished in UP. Notably, Dr. Zaide was the first
Filipino exchange professor to the University of Hawaii
(1937-1938), the first Asian to win the United Nations
Study Award (1957), and the first Filipino to become a
member of Argentina's Institute Historico de la
Independencia Americana and Mexico's Instituto
Panamericano de Geografia y Historia. He was the
President of the Philippine Historical Association for
three terms.
− He served as Mayor of his hometown of Pagsanjan (1971-
1975). He retired on May 25, 1964, and became the first
Professor Emeritus of History at the Far Eastern
University.
− He worked at the University of the Philippines, University
of Santo Tomas, San Beda Colleges, and University of
Manila, Far Eastern University, and University of Hawaii
− Became the first professor emeritus of history at FEU
after he retired in 1964
14
− He also one of the founders of international Association
of historians Asian (IAHA).
CONTENTS OF THE DOCUMENT
Major general Leonard Wood arrived in the Philippine islands
in 1903 after his services in Cuba
− He was appointed governor of the Moro province,
comprising the southern islands and Mindanao
− Aside from being the head of civil government, he is also
responsible for five districts and the commanding general
of the troops in the department of Mindanao and Sulu as
well
An interview done by Robert low bacon;
General Wood asked what he thinks would happen if he left
His response was “strife, disorder, bloodshed. They might not
come instantly, but they would come soon. Moros, whom we
have disarmed and who want us to stay and protect them, and
Christian Filipinos would fight. Industry, trade, and credit
would be ruined, with the inevitable concomitants of idleness,
hunger, and anarchy.”
CALVIN COOLIDGE - The president of the USA
Advised congress of America to fulfill their promise since the
goal has been reached (loyalty from Philippines).
Major – General Leonard wood was sent to Philippines as
governor-general
Issuance of executive order no.37
− Wood attempted to nullify laws creating the board of
control and assumed functions of that body.
− Gravity of last step is more evident when we call the series
of usurpation committed by him
− The document as a form of protest (zaide writes for the
constitutional representatives of the Filipino people)
− The document served as an impeachment request for
governor wood
− The document was approved by the commission on
independence on November 17, 1926 (appointed: October
14, 1921 until august 7, 1927)
− A year after this document was approved, governor wood
died due to surgery failure.
− The violation of self-government created a divide
between the Christian and the Mohammedan Filipinos.
− The document is an eyewitness account which serves as
enough proof to show the real happenings and evens
during that time.
− It showed that the Philippines were under the US and that
we were fooled by false promises.
− It serves as a reminder that we must learn to stand in our
own feet and be independent. We must learn to not easily
trust people because we do not know their real intentions
READING VIII: THE PHILIPPINE
CARTOONS
BACKGROUND OF THE AUTHOR
Alfred William McCoy (b. June 8, 1945)
− JRW Small Professor of History at the University of
Wisconsin-Madison who specializes in Southeast Asia.
His parents are; Alfred Mudge McCoy, Jr. and Margarita
Piel.
− He is a full-blooded American and was married to Mary
McCoy. In 1964. Graduated from the Kent School in
1964, earned a Bachelor of Arts in European History from
Columbia University in 1968, a Master of Arts in Asian
Studies from the University of California, Berkeley in
1969, and a doctor in Philosophy in Southeast Asian
History from Yale University in 1977.
− began his teaching career as a lecturer at Yale, while he
was still a doctoral student (1976-1977). He spent the next

academic year as a research fellow at the Australian
National University. McCoy remained in Australia at the
University of New South Wales as a lecturer (1978-1981),
senior lecturer (1981-1985), and was eventually promoted
to associate professor (1985-1989). He returned to the
United States in 1989 as a full professor of history at the
University of Wisconsin-Madison, where he has since
spent his career.
Alfredo Roces
− The youngest among nine brothers, Ding was born on
April 29, 1932, at Sta. Cruz, Manila. His parents are
Rafael Filomeno Roces and Inocencia Reyes.
− Finished elementary at St. Mary's College in 1946. He
transferred at the Far Eastern University for his high
school and graduated in 1950.
− He went to the University of Notre Dame and completed
a degree in Bachelor of Fine Arts in 1954.
− He also attended the Arts Students' League of New York
in the years 1955 -1956 with the well-known German
Dadaist, George Grosz, as his mentor.
− Finally, for a year he trained at an advertising firm in New
York called Donahue and Coe.
Philippine Cartoons
− is a written document composed of 377 different editorial
cartoons and caricatures made by Filipino artists. It was
published on 1985 through Vera-Reyes Publishing INC.
The original copy of the book is currently located in
Green library, one of Stanford’s trusted libraries.
− Alfred McCoy collected and compiled caricatures he
gathered from different Filipino artists in the American
Era. The cartoons portray inequality in the life of Filipinos
under the American occupation. The original book was
printed in 1985 in Quezon City.
− The caricatures were compiled to give the general public
a point of view on what life is, under the American
occupation.
SOME OF THE FEATURED CARTOONS FOUND IN
THE DOCUMENT
Is the Police Force Bribed?
− This cartoon depicts manila's periodic police scandals. In
1917 a mysterious informant named Pedro Chua wrote the
Philippine Free Press alleging that senior police were
accepting bribes from Chinese gambling houses in
Binondo and Quiapo districts.
New Bird of Prey
− As manila's population began to shoot upward during
World War I, housing became scarce and rents escalated.
Rising rents combined with high food prices to reduce the
manila working class to sudden poverty
While the Priest Lives Alone in a Big Building.
− The editorial below this cartoon urged the government to
confiscate the large priest's residence attached to Santa
Cruz parish church.
− The people should not be made to share the painful
congestion of Plaza Goiti and Plaza Santa Cruz while a
single priest sits midst a sprawling residence.
Where The Mosquito Is King
− During the 19th century, Spanish public health procedures
were grossly inadequate to the imperatives of Manila's
site, and
The Philippine Free Access
− The Philippine assembly passed a law authorizing all
legislators, active or retired, to bear firearms. The manila
press was outraged, but the legislators ignored the
15
opposition and promulgated the law over the screams of
protest.
The Returning Student
− When manila emerged as the national center for
university education during the 1920's, the annual march
ritual of the city-wise student returning home to his
village was played out in barrios across the archipelago.
Brothers Under The Skin
− As social conflict and socialist ideology spread in central
Luzon during the 1930's, the Free press forced to deal
with social substance instead of bucolic trivia in its
provincial reportage.
The Election Before and After
− After only the 15 years of party politics, the corruption of
the political process had became apparent by the early
1920's. Candidates were buying votes with gifts and
favors. Once in office they scored the voters they had once
bought.
BACKGROUND OF CARTOONS IN THE
PHILIPPINES
− Filipino cartoon and animation, also known as Pinoy
cartoon and animation, is a body of original cultural and
artistic works and styles applied to conventional Filipino
storytelling, combined with talent and the appropriate
application of classic animation principles, methods, and
techniques, which recognizes their relationship with
Filipino culture, comics, and films. It also delves into
relying on traditional and common Filipino "sense of
going about things" or manner of coping with Filipino life
and environment.
− Original Filipino cartoons began with the publication of
local comic books, known as komiks. During the late
1920s, Filipino writer Romualdo Ramos and Filipino
visual artist Antonio “Tony” Velasquez created the
cartoon character named Kenkoy. It appeared in the pages
of the Tagalog-language Liwayway magazine as a weekly
comic strip entitled Mga Kabalbalan ni Kenkoy or
"Kenkoy's antics". Because of its popularity it became a
Filipino icon and was translated into other regional
languages in the Philippines.
− Since then, other cartoon characters were created by other
Filipino comic book artists. The creation of Kenkoy also
influenced the works of Filipino musicians such as
Nicanor Abelardo (the product was the libretto Hay Naku
Kenkoy or "Oh, My Gosh, Kenkoy!"), and the emergence
of atypical Kenkoy-like pronunciation of English words
which came to be known as “Kenkoy’s English” and
“Carabao English”.
− This influence of Kenkoy gave birth to original Filipino
language vocabulary, such as Barok (also became a stand-
alone cartoon character), Jeproks, and Pinoy, the
colloquial form of the word Filipino. Kenkoy also
survived the arrival of the Japanese during World War II.
Kenkoy became a tool of the Japanese occupiers for
disseminating health programs. Other Filipinos who
excelled in the Philippine komiks and cartoon industry are
Francisco Coching, Elito Circa and his Minggan and Alex
Niño.
− The first Filipino-made cartoon for television was
Panday, created by Gerry Garcia in the 1980s based on
the comic book character of the same name produced by
Carlo J. Caparas. RPN-9 began airing in November 1986.
Garcia is considered as the pioneer of Filipino animation
industry. From 1995 to 1997, Garcia also brought into life
Adarna, the first Filipino full-length animation movie,
based on the story of the Adarna bird. Garcia wrote the
story and directed Adarna under FLT Productions and
Guiding Light Productions.
− Adarna received recognition from the Metro Manila Film
Festival on December 27, 1997 as the first animated

movie in Philippine cinema. In 1998, it was also included
in the Asian Collection of Japan’s 7th Hiroshima
Animation Festival.
− In 2008, Garcia’s creation was later followed by the
second Filipino full-length animated feature film, Urduja,
a Philippine animation product using a mixture of digital
and traditional animation techniques.
READING IX: RAIDERS OF THE SULU
SEA
BACKGROUND OF THE PRODUCER
• Oak3 Films was established during 1996
• It was founded by Zaihirat Bane Corelli (CEO) along with
Lim Suet Yen (COO) and Jason Lai (Director of Content)
• Oak3 Films is Singapore’s leading production house in
independent and local productions
• Their productions are across multiple platforms like
documentaries, educational films, tale-movies, corporate
films etc.
• Oak3 Films entered the international market in 2003 with
a documentary co-produced with Discovery Asia named
• “The Gods Must Be Hungry”
• The programme “The Gods Must Be Hungry” was rated
with the highest viewership in 10 years for Discovery
Asia
• Oak3 Films has co-produced several films with film
companies from different countries throughout the years
HISTORICAL BACKGROUND OF THE FILM
− It is a HDTV historical documentary produced by Oak3
Films. It is a product of a co-production agreement
between Media Authority of Singapore and Korean
Broadcasting Commission
− First released in 2007 for Q channel Korea
− It was distributed internationally by Looking Glass
International through Discovery Channel and History
Channel (for Asia) in 2008
− This documentary talks about the Muslim raiders of the
Sulu Sea region, namely the Iranuns, Samal Balangingi,
and the Tausug’s, and how they protected their business
(slave trade), religion, culture and power during the
Spanish colonization.
− It also discusses the culture of slave raiding of the Muslim
tribes and how they used it as a form of retaliation on the
colonizers.
CONTENTS OF THE FILM
Illanun - Marine oriented, Famed for their sea adventures,
Raided not only coastal Philippines but also far out into the
South China Sea
Samal Balangingi - Expert slave raiding group, specialized
in state sanctioned maritime raiding, incorporated a large
number of non- Samal people into their community
Tausug - Most dominant Muslim group in Southern
Philippines, known to be fierce warriors, controlled the Sulu
Sultanate
How the Raiders of the Sulu Sea became powerful:
− Benefitted greatly from the trade and piracy that occurred
in the area lying between Mindanao and Borneo which
was the Sulu Archipelago, the gateway to the Philippines
for trade coming from the East Indies, and the gateway to
the Moluccas for trade from China.
− Had superior boats compared to the Spaniards
− Had a large labor force due to the slaves they captured
Reasons behind the attacks of the Raiders:
Social
− To prevent the spread of Christianity and strengthen the
influence of Islam
Economic
16
− To continue to control the trade market and survive off
the goods and the slaves they are able to obtain
Political
− Retaliation against the foreign occupiers (Spaniards)
Main Points:
− International trade already existed in the Philippines
before the Spaniards arrived especially in Sulu
− Clashes of religion weakened the power of the Muslims
− Slave trading was partly done in rebellion to the Spanish
masters
− The film showed us that the Moros have excellent boat
crafting skills. They created boats that were faster than the
Spanish galleons.
− It shows how the united force of the Moros was able to
take down the military defense fortress built by the
Spanish colonial government.
− The film also showed the intellectual strategies used by
the Moros in raiding villages and the ones they used to
conquer the Fort Pilar.
− The gap between Christians and Muslims still exists even
in contemporary times
− Territorial disputes and power imbalance are still evident
nowadays, even with the presence of diplomatic
organizations such as the U.N
READING X: SPEECH BEFORE THE
JOINTS SESSION OF THE UNITED
STATES CONGRESS 1986 BY CORAZON
AQUINO
Maria Corazon Cojuangco, or known as Corazon Aquino
Born January 25, 1933, Tarlac province, Philippines—died
August 1, 2009, Makati
− A philippine political leader who served as the first female
president (1986–92) of the Philippines, restoring
democratic rule in that country after the long dictatorship
of Ferdinand Marcos.
− CORAZON COJUANGCO was born into a wealthy,
politically prominent family based in Tarlac province,
north of manila.
− The 6th Child Of Jose Cojuangco (Don Pepe), And
Demetria Sumulong (Doña Metring),
− Her Husband Benigno S. Aquino And Her Five Child
Those Are, Benigno Aquino Iii, Kris Aquino, Pinky
Aquino Abellada, Victoria Elisa Aquino - De And Maria
Elena Aquino - Cruz
FAMILY BACKGROUND AND EDUCATIONAL
ATTAINMENT
− Aquino spent her elementary school days at St.
Scholastica's College in Manila, where she graduated at
the top of her class as valedictorian.
− She transferred to Assumption Convent to pursue high
school studies. After her family moved to the United
States, she attended the Assumption-run Ravenhill
Academy in Philadelphia. She then transferred to Notre
Dame Convent School in New York City, where she
graduated from in 1949.
− After graduating from high school, she pursued her
college education at the College of Mount Saint Vincent
in New York, graduating in 1953 with a major in French
and minor in mathematics.
− After graduating from college, she returned to the
Philippines and studied law at Far Eastern University in
1953. While attending, she met Benigno "Ninoy" S.
Aquino Jr., who was the son of the late Speaker Benigno
S. Aquino Sr. and a grandson of General Servillano
Aquino. She discontinued her law education and married
Benigno in Our Lady of Sorrows Parish in Pasay on
October 11, 1954.
 17

− Cory stood by her husband when he was arrested and

imprisoned for eight years (1972-1980) by President
Marcos after martial law was declared in 1972. Released
to get medical treatment, Cory accompanied Ninoy to the
United States where he lived in exile for three years.
− Corazon Aquino was thrust into the limelight when Ninoy
was assassinated upon his return to the Philippines in
1983.She became part of the growing opposition to the
Marcos dictatorship which culminated in her presidential
candidacy for a united opposition in the snap elections on
1986. Losing the elections because of massive cheating,
Cory challenged the results of the election by calling for
a boycott of all industries of Marcos cronies.
− It was not long before military officials’ publicity
renounced Marcos and supported Cory as the duly elected
president.the four-day people power revolution in
February 1986 ended the Marcos dictatorship and
propelled Cory as the first Filipino woman president. The
Cory administration became known for its restoration of
Philippine democracy.
− On February 25, 1986, as a result of the "People Power
Revolution," Corazon Aquino became the first female
president of the Philippines. She restored democracy to
the country, promulgated a new constitution, and served
until 1992.
− Known For: Leader of People Power movement and the
11th president of the Philippines Awards and Honors: J.
William Fulbright Prize for International Understanding,
chosen by Time Magazine as one of the 20 Most
Influential Asians of the 20th century and one of 65 great
Asian Heroes
− Died: August 1, 2009 in Makati, Metro Manila,
Philippines

− The invitation to speak before the joint session of the U.S

Congress was extended to President Aquino seven
months after she assumed office. The task of writing the
speech was given to Cory’s Executive Secretary Teodoro
“Teddy Boy”Locsin.
− Cory who finished the draft and it was this speech that she
delivered before the U.S Congress. It ran half an hour and
was interrupted by several applauses and ended with a
standing ovation by both the senators and congressman.
− The speech by Corazon Aquino was all about asking for
help from the US to preserve the freedom of the Filipinos.
In her speech, she also expressed her grief from the death
of her husband, Ninoy Aquino, who is the rival of
Ferdinand Marcos.
− Filipino’s will never forget her, wearing yellow dress and
being called as Mother of People Power who raised the
Philippine flag for bringing back democracy.
− When former President Corazon Aquino spoke before a
joint session of the United States Congress in September
of 1986, the dust was only beginning to settle.
− It was her first visit to America since the dictator
Ferdinand Marcos had been deposed in February of the
same year, and the Philippines was reckoning with
everything his administration had inflicted. That
included $26 billion in total foreign debt, and a
communist insurgency that grew, throughout the Marcos
era, from 500 armed guerillas to 16,000.
− We were just at the start of a long road to recovery. So
Aquino lodged an appeal for help. Addressing the House,
she delivered a historic speech that managed to sway in
our favor the vote for an emergency $200-million aid
appropriation.
− In the moving speech penned by her speechwriter Teddy
Locsin, Jr., Aquino defended her reconciliatory stand on
the communist insurgency—a sensitive issue in the U.S.,
given that this was 1986—and asked for financial aid
towards rebuilding the Philippine economy.