eo G caucation OCF Readings in Philippine History Content and Contextual Analysis of Selected Primary Sources in Philippine History Module 3 Week 3 Content and Contextual Analysis of Selected Primary Sources in Philippine History At the end of this module, you are expected to: 1. Familiarize oneself with the primary documents in different historical period of the Philippines. 2. Learn history through sources. 3. Properly interpret and understand the primary sources through examining the content and context of the documents. In this module, we are going to look into at a number of primary sources from different historical periods and evaluate these documents content in terms of historical value, and examine the context of their production. The primary sources that we are going to examine are Antonio Pigafetta’s “First Voyage around the World”, Emilio Jacinto's “Kartilya ng Katipunan’, the 1898 Declaration of Philippine Independence, Political Cartoon’ Alfred McCoys, Philippine Cartoons: Political Caricature of the American Era (1900-1941), and Corazon Aquino's Speech before the US Congress before the U. S Congress. These primary sources range from chronicles, official documents, speeches and cartoons to visual arts. These types of sources requires different kinds of analysis and contain different levels of importance. ‘The Portuguese navigator Ferdinand Magellan led the first voyage around the world, beginning in 1819. Sailing southward along the coast of South America, Magellan discovered the strait that today bears his name became the first European to enter the Pacific Ocean from the east. Magellan died while exploring the Philippines, but his ships continued west to complete the circumnavigation of the globe. The following account of the difficult passage through the Strait of Magellan was written by amember of the crew, Antonio Pigafetta. Antonio Pigafetta's First Voyage.aroupd the World: A Travelogue Course ModuleOn September 8, 1522, the crew of the Victoria cast anchor in the waters off of Seville, Spain, having just completed the first circumnavigation of the world. On board was Antonio Pigafetta, a young Italian nobleman who had joined the expedition three years before, and served as an assistant to Ferdinand Magellan en route to the Moluccas Islands. Magellan was dead. The rest of the fleet was gone: the Santiago shipwrecked, theSan Antonio overtaken, the Concepcion burned and the Trinidad abandoned. Of the 237 sailors who departed from Seville, eighteen returned on the Victoria, Pigafetta had managed to survive, along with his journal—notes that detailed the discovery of the western route to the Moluccas. And along the way, new land, new peoples: on the far side of the Pacific, the fleet had stumbled across the Marianas archipelago, and some three hundred leagues farther west, the Philippines. Pigafetta’s journal became the basis for his 1525 travelogue, The First Voyage Around the World. According to scholar Theodore Cachey Jr, the travelogue represented “the literary epitome of ts genre” and achieved an international reputation, One of Pigafetta's patrons, Francesco Chiericati, called the Journal ‘a divine thing” and Shakespeare himself seems to have been inspired by work: Setebos, a deity invoked in Pigafetta's text by men of Patagonia, makes an appearance in The Tempest. First Voyage, Cachey points out, is intent on marveling at what it encounters—and therein lies much of its appeat, It is a work that is intent on wonder. On astonishment, In travel writing, one often must recreate the first moment of newness, that fresh sense of awe, on the page for the reader; Pigafetta does it again and again, by reveling in odd and odder bits of detail. We watch Pigafetta wonder at trees in Borneo whose leaves appear to walk around once shed, leaves that “have no blood, but ifone touches them they run away. | kept one of them for nine days in a box. When | opened the box, that leaf went round and round it. believe those leaves live on nothing but air.” We marvel, in the Philippines, at sea snails capable of felling whales, by feeding on their hearts once ingested. On a stop in Brazil, we see an infinite number of parrots, monkeys that look like lions, and "swine that have their navels on their backs, and large birds with ~— beaks like spoons. and = no_—_ tongues". And yet, the very newness that can give travel writing so much of its power creates problems of its own. For the travel writer there is, on the one hand, the authority of his or her observational eye, and on the other, the call for humility in confronting the unknown, Pigafetta, encountering a new people, tries to earn his authority through a barrage of detail. He attempts to reconstruct their world for us-what they look like, where they live, what they eat, what they say--he gives us pages and pages of words, from Patagonia, from Cebu, from Tidore. But there is little humility, and one can hardly expect there to be so, notearly in sixteenth century, a few decades after the Pope had divided the unchartered world between Spain and Portugatand certainly not on this expedition, where Magellan and his partners have been promised, in a contract agreement with the Spanish monarchy, the titles of Lieutenants and Governors over the lands they discover, for themselves and their heirs, in perpetuity. And cash sums. And 1/20th of the profits from those lands. In First Voyage is great gulf between what Pigafetta sees and what Pigafetta knows. I grew up, in the Marianas, hearing about this gulf It is part of why travel writing can be so fraught for me now. On reaching the Marianas after nearly four months at sea with no new provisions, "The captain-generalGetraten Oc Readings in Philippine History Content and Contextual Analysis of Selected Primary Sources in Philippine History wished to stop at the large istand and get some fresh food, but he was unable to do so because the inhabitants of that island entered the ships and stole whatever they could lay their hands on, in such a manner that we could not defend ourselves.". The sailors did not understand that this was custom, that for the islanders, property was communal and visitors were expected to share what they had. So in that first moment of contact, Magellan and his starving crew retaliated, They went ashore and burned, by Pigafetta's account, forty to fifty houses. They killed seven men, Mutual astonishment at the new and the wondrous took a dark turn: “When we wounded any of those people with our crossbow shafts, which passed completely through their loins from one side to the other, they, looking at it, pulled on the shaft now on this and now on that side, and then drew it out, with great astonishment, and so died; others who were wounded in the breast did the same, which moved us to great compassion. We saw some women in their boats who were crying out and tearing their hair, for love, I believe, of their dead.” Magellan named the archipelago Islas de los Ladrones, the Islands of Thieves. The name would stick for the next three hundred years, long after the islands were absorbed into the Spanish empire. The name, the bold, condemnatory stroke of it, has long been anchored to my past, to those old history lessons. There is no feeting in it but rage. So I was surprised to see, in Pigafetta's text, the sailors moved to compassion. They seem to understand, in that moment of astonishment, that the islanders are defenseless against the unknown. From the Marianas, the fleet moved on to the Philippines. They linger there, exploring the land, exchanging gifts with the chiefs, observing the people. And | know what's coming for the people; I know that we're seeing, through Pigafetta, the hush of a world just before it changes, wholly and entirely. And there is Pigafetta, marveling, at the coconuts and the bananas and the naked, beautiful people. It’s happening even now in the text, as the Filipino pilots are captured to direct the way to the Moluccas, the way to the spices. There is Pigafetta, roaming and cataloging and recording, caught up in the first flush of a new world, and as I read | can start to hear my father describing his country, wondering at it, my father traveling as ayoung man up and down Luzon, across the sea to the Visayas, across the sea to Mindanao. I can hear the ardor and the sadness and the terror and the delight. I can hear the wonder. I can feel the pulse to move. I suppose this is what great travel writing gives us: a way to wholly enter a moment, a feeling, and a body. A way to be changed. ! can be my father, marveling at his country, our country, transformed by itsvast expanse. Ican be Pigafetta, on the deck of the Trinidad, moved to write from shack and wonder. And I can be the woman on a boat in the Marianas, crying out of love for the dead. Course ModuleThis was taken from the chronicles of contemporary voyagers and navigators of the sixteenth century. One of them was Italian nobleman Antonio Pigafetta, who accompanied Ferdinand Magellan in his fateful circumnavigation of the world. Pigafetta's work instantly became a classic that prominent literary men in the west like William Shakespeare, interpretation of the new world. References and Supplementary Materials Books and Journals 1. Pigafetta, Antonio. The First Voyage Around the World, 1519-1522: An Account of Magelian’s Expedition. Ed. Theodore J. Cachey, Jr. Toronto: University of Toronto Press 2. History of Micronesia: A Collection of Source Documents. Ed. Rodrigue Levesque. vol. 1: European Discovery, 1521-1560. Honolulu: University of Hawai'i Press, 1994. 3. Candelaria, John Lee P., Alporha, Veronica C.: Reading in Philippine History; Sampaloc Manila : REX Book Store, Inc. Online Supplementary Reading Materials 1. https://www.essaydaily.org/2013/11/antonio-pigafettas-first-voyage-around6 ONLINE education: | ed Readings in Philippine History ‘ Content and Contextual Analysis for Selected Primary Resources Module 4 Week 4 Content and Contextual Analysis for Selected Primary Resources At the end of this module, you are expected to: 1. Discuss and Determine the Content and Contextual Analysis for Selected Primary Resources a) The KKK and the “Kartilya ng Katipunan’ b) “Proclamation of the Philippine Independence” 2. Analyze the Content and Contextual Analysis for Selected Primary Resources. a) The KKK and the “Kartilya ng Katipunan” b) “Proclamation of the Philippine Independence” Content and Contextual Analysis for Selected Primary Resources A. The KKK and the “Kartilya ng Katipunan” Kataastaasan, Kagalanggalangan Katipunan ng mga Anak ng Bayan (KKK) or Katipunan is ostensibly the most imperative association that shaped Philippine history. While hostile to frontier developments, endeavors, and associations had just been built up hundreds of years preceding the establishment of the Katipunan, it was just this association that imagined the accompanying; 1.A united Filipino nation that would revolt against the Spaniards for the total independence of the country from Spain. 2. Previous armed revolts had already occurred before foundation of the Katipunan, but none of them envisioned a unified Filipino nation revolting against colonizers Katipunan created a complex structure and a defined value system that would guide the organization as a collection aspiring for single goal. One of the most important Katipunan documents was the Kartilya ng Katipunan. The original title of the document was “Manga Aral Nang Katipunan.” The document was written by Emilio Jacinto in the 1896. Jacinto was only 18 years old when he joined the movement. He was a law student at the Universidad de Santo Tomas. Despite his youth, Bonifacio recognized the value and intellect of Jacinto that upon seeing that Jacinto’s Kartilya was much better than the Decalogue he wrote, he willingly favored that the Kartilya be distributed to their fellow Katipuneros. Jacinto became the secretary of the organization and took charge of the short-lived printing press of the Katipunan. Course ModuleBonifacio then formed an underground secret society through the use of secret codes and passwords called the Katipunan in 1892. The Kataas-taasang, Kagalang-galangang Katipunan ng mga Anak ng Bayan (Supreme and Venerable Society of the Children of the Nation) provided the rallying point for the people's agitation for freedom, independence and equality. Figures Bonifacio Cry of Pugaslawin 1896 The Katipunan patterned its initiation rites after the Freemasonry, which Bonifacio was a Freemason. The organization had its own structure, law system and system of government. ‘Symbols, crypto logic languages, clandestine rituals marked the Katipunan’s operations. From the society's inception, Bonifacio was one of the Chief Officers and in 1895, he became the Presidente Supremo. igre 2. Kaxpuran seal with Andres Boniface’ The Katipunan rapidly developed in fame and by 1896 had in excess of 30,000 individuals. It was on this same year that the Spanish provincial experts found the presence of the mystery society and were thinking about strides to destroy it. Bonifacio then again together with his different individuals were arranging how best to rebel against the Spanish. On August 23, 1896, Bonifacio and his kindred Katipuneros tore their cedulas (living arrangement authentication) which was set apart as the noteworthy “Cry of Balintawak" which really happened in Pugadlawin. Along these lines, it is additionally called “Sigaw ng Pugadlawin’. This denoted the start of the Philippine unrest. Be that as it may, the Katipuneros endured a noteworthy annihilation when they met the capability of the Spaniards. They understood they gravely required weapons and ammo. Clearly the underlying clashes of the Katipunan were strategic botches.a OnLine education C9 Readings in Philippine History 3 Content and Contextual Analysis for Selected Primary Resources The Katipunan Organizational Structure The commanding structure of the Katipunan involved three positions of enrollment, with new individuals beginning as "katipon," at that point climbing to "kawal” and in the end to "bayani.” Members were to pay an extra charge of one genuine fuerte, a unit of money equivalent to 1/8 of a silver genuine peso, and month to month duty and different expenses paid only to the Benefit Fund and gathered at each session or meeting. Katipon aemven e— wn Ree Hood anglad TN SNENT ETT ES a a Kawall wotie MonTHLy oues: ee Bayani anc Course Module7+? Ns Kataastasang Sanggunian ch ih Sangguniang Balangay MGA ARAL NG KARTILYA NG KATIPUNAN (The Katipunan Code of Conduct) © The life that is not consecrated to a lofty and reasonable purpose is a tree without a shade, if not a poisonous weed. © To do good for personal gain and not for its own sake is not virtue. © Itis rational to be charitable and love one's fellow creature, and to adjust one's conduct, acts and words to what is in itself reasonableae ONLINE Education| loed Readings in Philippine History 5 Content and Contextual Analysis for Selected Primary Resources Whether our skin be black or white, we are all born equal: superiority in knowledge, wealth and beauty are to be understood, but not superiority by nature. ‘The honorable man prefers honor to personal gain; the scoundrel, gain to honor. To the honorable man, his word is sacred. Do not waste thy time: wealth can be recovered but not time lost. Defend the oppressed and fight the oppressor before the law or in the field. ‘The prudent man is sparing in words and faithful in keeping secrets. On the thorny path of life, man is the guide of woman (“parents”) and the children, and ifthe guide leads to the precipice, those whom he guides will also go there. ‘Thou must not look upon woman as a mere plaything, butas a faithful companion who will share with thee the penalties of life; her (physical) weakness will increase thy interest in her and she will remind thee of the mother who bore thee and reared thee What thou dost not desire done unto thy wife, children, brothers and sisters, that do not unto the wife, children, brothers and sisters of thy neighbor. Man is not worth more because he is a king, because his nose is aquiline, and his color white, not because he is a priest, a servant of God, nor because of the high prerogative thathe enjoys upon earth, but he is worth most who is a man of proven and real value, who does good, keeps his words, is worthy and honest; he who does not oppress nor consent to being oppressed, he who loves and cherishes his fatherland, though he be born in the wilderness and know no tongue but his own. When these rules of conduct shall be known to all, the longed-for sun of Liberty shall rise brilliant over this most unhappy portion of the globe and its rays shall diffuse everlasting joy among the confederated brethren of the same rays, the lives of those who have gone before, the fatigues and the well-paid sufferings will remain. If he who desires to enter (the Katipunan) has informed himself ofall this and believes he will be able to perform what will be his duties, he may fill out the application for admission Course ModuleGas Figure 5 xaupunan Flag B, “The Proclamation of the Philippine Independence” ‘The Philippine Declaration of independence was proclaimed on June 12, 1898 in Cavite II el Viejo (present-day Kawit, Cavite), Philippines. With the public reading of the Act of the Declaration of independence (Spanish: Acta de la proclamacién de independencia del pueblo Filipino), Filipino revolutionary forces under General Emilio Aguinaldo proclaimed the sovereignty and independence of the Philippine Islands from the colonial rule of Spain. The Proclamation on June 12 Independence was declared on June 12, 1898 around four and five in the evening in Cavite at the ancestral home of General Emilio Aguinaldo somewhere in the range of 30 kilometers South of Manila. The occasion saw the spreading out of the National Flag of the Philippines, made in Hong Kong by Marcela Agoncillo, Lorenza Agoncillo, and Delfina Herboza, and the execution of the Marcha Filipina Magdalo, as the national song of praise, now known as Lupang Hinirang, which was formed by Julidn Felipe and played by the San Francisco de Malabon marching band. The Act of the Declaration of Independence was organized, written, and read by Ambrosio Rianzares Bautista in Spanish. The Declaration was signed by ninety-eight people, among them an American army officer who witnessed the proclamation. The last passage expresses that there was a “stranger” (stranger in English translation — extrangero in the original Spanish, meaning foreigner) who joined the proceedings, Mr. L. M. Johnson, described as "a citizen of the U.S.A, a Coronel of Artillery’. The proclamation. of Philippine independence was, however, propagated on 1 August, when many towns had already been organized under the rules laid down by the Dictatorial Government of General Aguinaldo] Later at Malolos, Bulacan, the Malolos Congress modified the declaration upon the determination of Apolinario Mabini who objected to that the original proclamation fundamentally placed the Philippines under the protection of the United States.eration O88 Readings in Philippine History Content and Contextual Analysis for Selected Primary Resources The original flag by Gen. Aguinaldo. 1919 to 1981 Note the mythical face of the sun. {From 1901 to 1919, the Philippines 1898 - 1901 was @ US territory and flew the US flag) The blue is Navy blue, per USA's flag * 1981 - 1986. The light blue is referred 1998 - present. The blue is Royal, to as “Cuban blue” though the flag of somewhat of a compromise between Cuba has no such blue in it! the deep navy blue and the light blue of previous flags Figure. Pippine Flag ‘The statement introduced with a portrayals of the conditions in the Philippines amid the Spanish frontier time frame. The report particularly said misuse and disparities in the province. The affirmation says: taking into consideration, that their inhabitants being already weary of bearing the ominous yoke of Spanish domination, on account of the arbitrary arrests and harsh treatment practiced by the Civil Guard to the extent of causing death with the connivance and even with the express orders of their commanders, who sometimes went to the extreme of ordering the shooting of prisoners under the pretext that they were attempting to escape, in violation of the provisions of the Regulations of their Corps, which abuses were unpunished and on account of the unjust deportations, especially those decreed by General Blanco, of eminent personages and of high social position, at the instigation of the of the Archbishop and friars interested in keeping them out of the way for their own selfish and avaricious purpose, deportations which are quickly brought about by a method of procedure more execrable than that of the Inquisition and which every civilized nation rejects on account of a decision being rendered without a hearing of the personal accused.” Course Module‘The above passage demonstrates the justifications behind the revolution against Spain. ‘The statement of the autonomy likewise summons that the built up republic would be driven under the oppression of Emilio Aguinaldo. The primary specify was at the absolute starting point of the statement. It stated: “In the town of Cavite Viejo, in this province of Cav ite, on the twelfth day of June eighteen hundred and ninety-eight, before me, Don Ambrosio Rainzares Bautista, Auditor of war and Special Commissioner appointed to prociaim and sotemnize this act by the Dictatorial Government of these Philippine Islands, for the purpose and by virtue of the circular addressed by the Eminent Dictator of the same Don Emilio Aguinaldo y Famy." ‘The same was reused toward the last piece of the declaration. It stated: “We acknowledge, approve and confirm together with the orders that have been issued therefrom, the Dictatorship established by Don Emilio Aguinaldo, whom we honor as the Supreme Chief of this Nation, which this day commences to have a life of ts own, in the belief that he is the instrument selected by God, in spite of his humble origin, to effect the redemption of this unfortunate people, as foretold by Doctor Jose Rizal in the magnificent verses which he composed when he was preparing to be shot, liberating them {from the yoke of Spanish domination in punishment of the impunity with which their Government allowed the commission of abuses by its subordinates.” There are some other details in the proclamation that is worth looking at its explanation on the Philippine flag that was first waved on the same day. The document explained: “And finally, it was unanimously resolved that this Nation, independent from this day, mustuse the flag used herefore, whose design and colors and described in the accompanying drawing, with design representing in natural colors the three arms referred to. The white triangle represents the distinctive emblem of the famous Katipunan Society, which by means of its compact of blood urged on the masses of the people to insurrection; the three stars represent the three principal Islands of this Archipelago, Luzon, Visayas, Mindanaoand Panay, in which this is insurrectionary movement broke out; the sun represents gigantic strides that have been made by the sons of this land on the road of progress and civilization, its eight rays symbolizing the eight provinces of Manila, Cavite, Bulacan, Pampanga, Nueva Ecija, Bataan, Lagunaand Batanga, which were declared in a state of war almost as soon as the first insurrectionary movement was initiated; and the colors blue, red and white, commemorate those of the flag of the United States of North America, in manifestation of our profound gratitude towards that great nation for the disinterested protection she is extending to us and will continue to extend to us.” This regularly neglected detail uncovers much about the recorded exact importance behind the most broadly known national image in the Philippines. Figure 5, Embroidery ofthe Philippine igure 6, The Prosiamaton ofthe PlinpineGatos 088 Readings in Philippine History 9 Content and Contextual Analysis for Selected Primary Resources References and Supplementary Materials Books and Journals 1. Antonio, Eleonor D., Dallo, Evangeline M. at et al...; 2010; Kayamanan (kasaysayan ng Pilipinas); Sampaloc, Manila; Rex Book Store, Inc. 2. Agoncillo, Teodoro A; 2010; Philippine History; South Triangle, Quezon City; € & E Publishing, Inc. 3. Candelaria, John Lee P., Alporha, Veronica C.: Reading in Philippine History; Sampaloc Manila : REX Book Store, Inc. Online Supplementary Reading Materials 1. http://philippinefolldifemuseum.org/collection /andres-bonifacio/ Course ModuleGACrate|O€d Readings in Philippine History " Distinction of Primary and Secondary Resources Module 2 Week 2 Distinction of Primary and Secondary Resources At the end of this module, you are expected to: 1. Discuss the primary and secondary resources of history 2. Determine the different primary and secondary resource of history 3. Appreciate the importance history in social and national life of the Philippines 4, Determine the branches of social sciences Historical Resources Historian's mostimportant research tools are historical sources. In general, historical can be classified between primary and secondary sources. The classification of sources between these two categories depends on the historical subject being studied. Category of Historical Resources A. PRIMARY RESOURCES > Primary sources are usually defined as first-hand information or data that is generated by witnesses or participants in past events. > Those sources produced at same time as the event, period, or subject being studied. These materials are often located in the Special Collections of a library, rather than in the general collection. > Are characterized not by their format but rather by the information they convey and their relationship to the research question, They include letters, diaries, journals, newspapers, photographs, and other immediate accounts. The interpretation and evaluation of these sources becomes the basis for research Examples: If a historian wishes to study the Commonwealth Constitution Convention of 1935, his primary resources can include the minutes of the convention, newspaper clipping, Philippine Commission reports of the US Commissioners, records of the convention, the draft of the constitution, and even photographs of the events. The same goes with other subjects of historical study. Archival documents, artifacts, memorabilia, letters, census, and government record, among others are the most common examples of primary resources. Course ModuleFigure. Alibata NO Pros) EOUTE we DFUnE Ne Figure3. Philippine Event B, SECONDARY RESOURCES > Those sources, which were produced by an author who used primary sources to produce the material. In other words, secondary sources are historical sources, which studied a certain historical subject. Example: The subject of Philippine Revolution of 1896, students can read Teodoro Agoncillo’s Revolt of Masses: The Story of Bonifacio and the Katipunan published originally in 1956.or NE! education C69 Readings in Philippine History 3 Distinction of Primary and Secondary Resources Figure 4. The Revolt of the Masses by Teodoro Agoncillo We should not he confused between the difference of primary and secondary resources, as mention above, the classification of sources between primary and secondary depends not on the period when the source was produced or the type of the source but not on the subject of the historical research. Both primary and secondary sources are useful in writing and learning history. However, historians and students of history need to thoroughly scrutinize these historical sources to avoid deception and to come up with the historical truth, The historian should be able to conduct an external and internal criticism of the sources especially primary resources which can age in centuries. A. External Criticisms - sometimes called as “lower criticism” + is the practice of verifying the authenticity of evidence by examining its physical characteristics; consistency with the historical characteristics of the time when it was produced: and materials used for evidence. - Form and appearance and more particularly to question of authorship and textual circumstances such as time, place and purpose. - External criticism applies “science to a document.” It involves such physical and technical tests as dating of paper a document is written on, but it also involves a knowledge of when certain things existed or were possible, e.g. when zip codes were invented.* Course ModuleB. Internal Criticism- Sometimes called as “higher criticism” - The examination of the honesty of the proof, it takes a gander at the substance of the source and analyzes the condition of its generation. It takes a gander at the honesty and factuality of the confirmation by taking a gander at the creator of the source, its unique situation, the motivation behind its creation, the information which educated it, and its planned reason among others - Inner feedback searches inside the information itself to endeavor to decide truth-- realities and "sensible" understanding. Itincorporates taking a gander at the evident or conceivable thought processes of the individual giving the information. External Criticism Internal Criticism Eyewitness or m4 fal eee Secondhand Account? Where Was Oo Why Was * ft Written? It Written? Primary Primary Literal 2 Document |__Why Did It > Document [~ Meaning? ‘Survive? ® wae Pe hen Consistency? Who Was the Real Author? Connotations? References and Supplementary Materials Books and Journals 1. Antonio, Eleonor D., Dallo, Evangeline M. at et al. Pilipinas); Sampaloc, Manila; Rex Book Store, Inc. 2, Agoncillo, Teodoro A.; 2010; Philippine History; South Triangle, Quezon City; C & E Publishing, Inc. 3. Candelaria, John Lee P., Alporha, Veronica C.: Reading in Philippine History; Sampaloc Manila : REX Book Store, Inc. Online Supplementary Reading Materials 4 Fie ki eee ; 2010; Kayamanan (kasaysayan ngONLINE) education! OCF Reading in Philippine History ‘ Content and Contextual Analysis for Selected Primary Resources Module 6 Week 6 Content and Contextual Analysis for Selected Primary Resources Atthe end of this module, you are expected t0: 1. Discuss and Determine the Content and Contextual Analysis for Selected Primary Resources a) Cory Aquino’s Speech 2. Analyze the Content and Contextual Analysis for Selected Primary Resources. a) Cory Aquino’s Speech Re ting Corazon Aquino’s Speech before the U.S. Congress Corazon “Cory” Cojuangco Aquino - She was the symbol of the restoration of democracy and the takeover of the Marcos Dictatorship in 1956. - _EDSA People Power was the reason why Cory Aquino was designated in presidency that put the Philippines in the international spotlight for dethroning a dictator through peaceful means. + On September 18, 1986, seven months as a president, she went to the United States and spoke before joining the session of the US. Congress. - She faced the new challenges as a president of the new republic. - Began her speech and told everything what happened to her and her husband and other circumstances happened to their life. She quoted the following: Figure 7. President Corazon “Cory” Cojuangco Aquino as she deliver her speech, Course Module“Three years ago I left America in grief, to bury my husband, Ninoy Aquino. I thought 1 had left it also, to lay to rest his restless dream of Philippine freedom. Today, I have returned as the President of a free people. In burying Ninoy, a whole nation honored him by that brave and selfless act of giving honor to a nation in shame recovered its own. A country that had lost faith in its future, founded in a faithless and brazen act of murder. So, in giving we receive, in losing we find, and out of defeat we snatched our victory. For the nation, Ninoy became the pleasing sacrifice that answered their prayers for freedom. For myself and our children, Ninoy was a loving husband and father. His loss, three times in our lives was always a deep and painful one. Fourteen years ago this month, was the first time we lost him. A president-turned-dictator and traitor to his oath, suspended the constitution and shutdown the Congress that was much like this one before which I'm honored to speak. He detained my husband along with thousands of others - Senators, publishers, and anyone who had spoken up for the democracy as its end drew near. But for Ninoy, a long and cruel ordeal was reserved. The dictator already knew that Ninoy was not a body merely to be imprisoned but a spirit he must break. For even as the dictatorship demolished one-by-one; the institutions of democracy, the press, the congress, the independence of a judiciary, the protection of the Bill of Rights, Ninoy kept their spirit alive in himself The government sought to break him by indignities and terror. They locked him up in a tiny, nearly airless cell in a military camp in the north, They stripped him naked and held a threat of a sudden midnight execution over his head. Ninoy held up manfully under all of it. I barely did as well. For forty-three days, the authorities would not tell me what had happened to him. This was the first time my children and i felt we had last him. When that didn’t work, they put him on trial for subversion, murder and a host of other crimes before a military commission. Ninoy challenged its authority and went on a fast. If he survived it, then he felt God intended him for another fate. We had lost him again. For nothing would hold him back from his determination to see his fast through to the end. He stopped only when it dawned on him that the government would keep his body alive after the fast had destroyed his brain, And so, with barely any life in his body, he called off the fast on the 40th day. God meant him for other things, he felt. He did not know that an early death would still be his fate, that only the timing was wrong. At any time during his long ordeal, Ninoy could have made a separate peace with a dictatorship as so many of his countrymen had done, But the spirit of democracy that inheres in our race and animates this chamber could not be allowed to die. He held out in the loneliness of his cell and the frustration of exile, the democratic alternative to the insatiable greed and mindless cruelty of the right and the purging holocaust of the left. And then, we lost him irrevocably and more painfully than in the past. The news came tous in Boston. It had to he after the three happiest years of our lives together. But his death was my country’s resurrection and the courage and faith by which alone they could be free again, The dictator had called him a “nobody”. Yet, two million people threw aside their passivity and fear and escorted him to his grave. And so began the revolution that has brought me to democracy's most famous home, The Congress of the United States.ONLINE ducation joes Reading in Philippine History B Content and Contextual Analysis for Selected Primary Resources The task had fallen on my shoulders, to continue offering the democratic alternative to our people. Archibald Macleish had said that democracy must be defended by arms when it is attacked by arms, and with truth when it is attacked by lies. He failed to say how it shall be won. | held fast to Ninoy’s conviction that it must be by the ways of democracy. I held out {for participation in the 1984 election the dictatorship called, even if I knew it would be rigged. I was warned by the lawyers of the opposition, that I ran the grave risk of legitimizing the foregone results of elections that were clearly going to be fraudulent. But 1 was not fighting for lawyers but for the people in whose intelligence, | had implicit faith. By the exercise of democracy even in a dictatorship, they would be prepared for democracy when it came. And then also, it was the only way 1 knew by which we could measure our power even in the terms dictated by the dictatorship. The people vindicated me in an election shamefully marked by government thuggery and fraud. The opposition swept the elections, garnering a clear majority of the votes even if they ended up (thanks to.a corrupt Commission on Elections) with barely a third of the seats in Parliament. Now, I knew our power. Last year, in an excess of arrogance, the dictatorship called for its doom in a snap election. The people obliged. With aver a million signatures they drafted me to challenge the dictatorship. And I, obliged. ‘The rest is the history that dramatically unfolded on your television screens and across the front pages of your newspapers. You saw a nation armed with courage and integrit stand fast by democracy against threats and corruption. You saw women poll watchers break out in tears as armed goons crashed the polling places to steal the ballots. But just the same, they tied themselves to the ballot boxes. You saw a people so committed to the ways of democracy that they were prepared to give their lives for its pale imitation. At the end of the day before another wave of fraud could distort the results, | announced the people's victory. Many of you here today played a part in changing the policy of your country towards ours, We, the Filipinos thank each of you for whatyou did, For balancing America's strategic interest against human concerns illuminates the American vision of the world. The co- chairman of the United States observer team, in his report to the President said, "I was witness to an extraordinary manifestation of democracy on the part of the Filipino people. The ultimate result was the election of Mrs. Corazon Aquino as President and Mr. Salvador Laurel as Vice-President of the Philippines.” When a subservient parliament announced my opponent's victory, the people then turned out in the streets and proclaimed me the President of all the people. And true to their word, when a handful of military leaders declared themselves against the dictatorship, the people rallied to their protection. Surely, the people take care of their own. Itis an that faith and the obligation it entails that I assumed the Presidency. Course ModuleAs I came to power peacefully, so shall ! keep it. That is my contract with my people and my commitment to God. He had willed that the blood drawn with a lash shail not in my country be paid by blood drawn by the sword but by the tearful joy of reconciliation. We have swept away absolute power by a limited revolution that respected the life and freedom of every Filipino. Now, we are restoring full constitutional government. Again as we restore democracy by the ways of democracy, so are we completing the constitutional structures of our new democracy under a constitution that already gives full respect to the Bill of Rights. A jealously independent constitutional commission is completing its draft which will be submitted later this year to a popular referendum. When it is approved, there will be elections for both national and local positions. So, within about a year from a peaceful but national upheaval that overturned a dictatorship, we shall have returned to full constitutional government, Given the polarization and breakdown we inherited, this is no small achievement. My predecessor set aside democracy to save it from a communist insurgency that numbered less than five hundred, Unhampered by respect for human rights he went at it with hammer and tongs. By the time he fled, that insurgency had grown to more than sixteen thousand. | think there isa lesson here to be learned about trying to stifle a thing with a means by which it grows. | don't think anybody in or outside our country, concerned for a democratic and open Philippines doubts what must be done. Through political initiatives and local re- integration programs, we must seek to bring the insurgents down from the hills and by economic progress and justice, show them that which the best-intentioned among them fight. As president among my people, | will not betray the cause of peace by which Icame to power. Yet, equally and again, no friend of Filipino democracy will challenge this. Iwill not stand by and allow an insurgent leadership to spurn our offer of peace and kilt our young soldiers and threaten our new freedom, Yet, 1 must explore the path of peace to the utmost. For at its end, whatever disappointment I meet there is the moral basis for laying down the Olive branch of peace and taking up the sword of war. Still, should it come to that, I will not waiver from the course laid down by your great liberator. "With malice towards none, with charity for all, with firmness in the right as God gives us to see the right, let us finish the work we are in to bind up the nation’s wounds. To care {for him who shail have borne the battle and for his widow and for his orphans to do all which may achieve and cherish a just and lasting peace among ourselves and with all nations.” Like Abraham Lincoln, | understand that force may be necessary before mercy. Like Lincoln, I don't relish it. Yet, I will do whatever it takes to defend the integrity and freedom of my country. Finally may 1 turn to that other slavery, our twenty-six billion dollar foreign debt. 1 have said that we shall honor it. Yet, the means by which we shall be able to do so are kept from us. Many of the conditions imposed on the previous government that stole this debt, continue to be imposed on us who never benefited from it.ONLINE Education| fol] Reading in Philippine History 5 Content and Contextual Analysis for Selected Primary Resources And no assistance or liberality commensurate with the calamity that was vested on us have been extended. Yet ours must have been the cheapest revolution ever. With little help from others, we Filipinos fulfilled the first and most difficult condition of the debt negotiation, the full restoration of democracy and responsible government. Elsewhere and in other times, a more stringent world economic conditions, marshal plans and their like were felt to be necessary companions of returning democracy. When I met with President Reagan, we began an important dialogue about cooperation and the strengthening of friendship between our two countries. That meeting was both a confirmation and a new beginning. | am sure it will lead to positive results in all areas of common concern, Today, we face the aspiration of a people who have known so much poverty and massive unemployment for the past 14 years. And yet offer their lives for the abstraction of democracy. Wherever I went in the campaign, slum area or impoverished village. They came to me with one cry, DEMOCRACY. Not food although they clearly needed it but DEMOCRACY. Not work, although they surely wanted it but DEMOCRACY. Not money, for they gave what little they had to my campaign. They didn't expect me to work a miracle that would instantly put ‘food into their mouths, clothes on their back, education in their children and give them work ‘that will put dignity in their lives. But I feel the pressing obligation to respond quickly as the leader of the people so deserving of all these things. We face a communist insurgency that feeds on economic deterioration even as we carry @ great share of the free world defenses in the Pacific. These are only two of the many burdens my people carry even as they try to build a worthy and enduring house for their new democracy. That may serve as well as a redoubt for freedom in Asia. Yet, no sooner as one stone laid than two are taken away. Half our export earnings, two billion dollars out of {four billion dollars which is all we can earn in the restrictive market of the world, must go to pay just the interest on a debt whose benefit the Filipino people never received. Still we fought for honor and if only for honor, we shall pay. And yet, should we have to ring the payments from the sweat of our men's faces and sink all the wealth piled by the bondsman's two-hundred fifty years of unrequited toil. Yet, to all Americans, as the leader to a proud and free people, | address this question, “Has there been a greater test of national commitment to the ideals you hold dear than that my people have gone through? You have spent many lives and much treasure to bring freedom to many lands that were reluctant to receive it. And here, you have a people who want it by themselves and need only the help to preserve it.” Three years ago Isaid, Thank you America for the haven from oppression and the home you gave Ninoy, myself and our children and for the three happiest years of our lives together. Today I say, join us America as we build a new home for democracy; another haven for the oppressed so it may stand asa shining testament of our two nations’ commitment to freedom.” Course ModuleShe ended her speech by thanking the America for serving as home to her family and joined America in building the Philippines as a new home for democracy. Note: please click the following link to watch the full video of the speech of President Corazon “Cory” Cojuangco Aquino. 1. Corazon “Cory” Cojuangeo Aquino Speech Part 1 of 3; av ists 2. Corazon “Cory” Cojuangco Aquino Speech Part 2 of 3; 20454 3. Corazon “Cory” Cojuangco Aquino Speech Part 3 of 3; 2 secede inetilae RANE SCeIaTETANS dex=3 References and Supplementary Materials Books and Journals 1. Antonio, Eleonor D., Dallo, Evangeline M. at et al... ; 2010; Kayamanan (kasaysayan ng Pilipinas}; Sampaloc, Manila; Rex Book Store, Inc. 2. Agoncillo, Teodoro A,; 2010; Philippine History; South Triangle, Quezon City; C & E Publishing, Inc. 3. Candelaria, john Lee P., Alporha, Veronica C.: Reading in Philippine History; Sampaloc Manila : REX Book Store, Inc. Online Supplementary Reading Materials 1. Corazon “Cory” Cojuangco Aquino Speech; Online Instructional Videos 4. Corazon “Cory” Cojuangco Aquino Speech Part 1 of 3; 5. Corazon “Cory” Cojuangco Aquino Speech Part 2 of 3; 20484 6. Corazon “Cory” Cojuangco Aquino Speech Part 3 of 3; dex=3Mindanao State University College of Social Sciences and Humanities Marawi City 9700, Philippi HISTORY DEPARTMENT GEC 105- READINGS IN PHILIPPINE HISTORY MODULE 2: SOURCES OF HISTORY AND HISTORICAL CRITICISMS LEARNING OUTCOMES Distinguish between primary and secondary sources; Develop crical ard analytical sk with exposure to primary sources Evaluate historical sources fr their credibly, autnontcty, and provenance; and Understand the contoxt behind lflerent sources CONTENT. 1, Sources of History Historians study the sources that the past has left behind. No statement about the past can carry conviction unless it can be supported by reference tothe historical sources, the evidence upon which historians base their ideas ard interpretations. Historians. inevitably spend a lo of ime reading each other's writings, bul the real historical work is done - and the eal enjoyment isto be had — in studying the sources, the actual stuf" of histery.@ Historical evidence is important proof of the truthfulness of the past. In the aim towards objectivity ofthe writing of history, these evidences become the sources of histoncal data, "Sources/ "Batis? "Sanggurian” refers to the basis cf claims or analysis af the historian. They serve as the evidence utlized in the study of history. In history, sources are elassiied mainly into- Primary and Secondary Sources. Primary and secondary sources form the ‘comerstones of historical esearch. A modem-day work of history's essentially a descrpton and interpretation of primary sources, along with commentary of secondary sources, boll using them in reference to the subjeci matter at hand. and agreeing and clisagreeing with them, A.Primary Sources [A primary source provides direct or firsthand evidence about an event, object, person, or work of art. These are the evidences by ‘eyewitnesses or ereated by people who experienced the sald event oF phenomena. The historian's responsibly is 10 organize the primary sourees into a caherent accaunt a become saoandary souree, @ Aprimary source is a direct source of historical information dating from the period in question. @ In the natural and social sciences, primary sources are often empirical studios-research where an experiment was performed or a direct cbservation was made. @ Examples of Primary Sources includes A baptismal register, A Philippine eoin minted in 1810 would be a primary source about the American colonial period. A newspaper printed in 1943 would be a primary source from the Japanese period. historical and legal documents, eyewitness accounts, results of experiments, statistical data, pieces of creative wniting, audio and video recordings, speeches, and art objects, Interviews, surveys, fieldwork, ‘and Internet communications via email, blogs, and newsgroups B, Secondary SourcesSecondary sources, on the other hand, ate interpretations of history They describe, clscuss, interpret, comment upon, analyze, evaluate, summarize, and process primary sources. These are the products of people or waters who were nat part ofthe event or phenomena, @ One can consider them as history books, although this is a bit misleading, as secondary sources can include arlicles, movies, aucio recordings, or any ather source of media thal interpreis history. Teadora Agoneillo's Malolos: ‘The Crisis of the Republic, though deals with the evonts of 1890 is a secondary source because it interprets facts ‘of the past though dealing with the time-frame, «Is not from the period in question. @ Secondary source materials ean be articles in newspapers or popular magazines, book or movie reviews, or atiles found in scholarly eurnals that discuss or evaluate someone else's original research, C. Tertiary Sources Tertiary sources contain information that has been compiled from primary and secondary sources. © Tertiary sources include almanacs, chronologies, dictionaries and encyclopedias, direclories, guidebooks, indexes, abstracts, manuals, and textbooks. D. Types of Historical Sources ‘Students of History and Histarians can get their historical sources, primary or secondary, from the folowing 1, Archival Material. Manuscripts and archives are primary sources, @ ‘Including business and personal correspondence, ‘diaries and journals, {egal and financial documents, photographs, maps. architectural drawings. objects, @ oral histories, computer tapes, and video and audio cassettes. ‘@ Some archival materials are published and available in print or online.Government Documents. Government documents provide evidence of activities, functions, and policies at all ‘government levels. For research that relates to the workings of government, goverment documents are primary ‘These documents include hearings and denates of legisiative bodies; the eficial text of laws. regulations and treaties, records of government expenditures and finances; and ‘statistical compilations of economic, demographic, and sciontific data Serials. Journals. magazines, and newspapers are serial publications that are published on an ongoing basis. Many scholerly journals in the seienoas and social sciences include primary source articles where the ‘authors report on research thay have undertaken, Serials may also include book reviews, editorials, and review articles. Review articles summarize research on a particular topic, but they do not present any new findings; therefore, they are considered secondary sources. Their bibliographies, however, can be used to identify primary sources. BOOKS. Most books are MOSTLY secondary sources, where authors reference primary source materials and add their own analysis. HOWEVER, Books can also function as primary sources. For example, Jose Riza’s own letters ‘and essays would bo primary sources. Visual and Auaio Materiats Visual materials such as maps, photographs, prints, graphic arts, and original art forms ‘can provide insights into hew people viewed and/or were viewed the world in which they existed, Films, videos, TV programs, and digital recordings can be primary sources. Documentaries, feature films, and TV ‘news broadcasts can provide insighis into the fantasies, biases, politcal attitudes, and material culture of the times. in whien they were created, Radio broadcast recardings, oral histories, and the recorded music of a particular era can also serve as primary ‘source material2. Historical Criticism. ‘The histerian's role in wring history, to reterat, is to previde meanings to facts that he gathered from primary sources (tects trom manuscripts, documenis} or those that have been gathered by archaeologists or anthropologists (arlifacts). He can nly make fcanehisions and generalizations based on them. €@ itis thereiore his duly to check on the authenticity of the sources that are presented to him to be used as basis in writing history. Sources have to undergo doubting and therefore should be critically tested for validity. There are two kinds of erilessme that a historian ean use in the process; hese are Exiornal and Internal Criicisme, A, External Criticism ‘The ‘External Criticism’ covers the physical examinations of sources like documents, manuscripts, books, pamphlets, maps, inscriptions and monuments. In original documents it includes looking al the paper and ink used whether or rot tis witin the same ‘tea as the content of the work, Oftentimes itis more dificult lo establish the authenticity of maruscrpts and records rather than ocumenis simply because the printed dacumert has alteady been aulherticated by the vate. Following are the elements that have to be taken into consideration in doing validation: a. Authorship. The name of the author of the document usually provides eredonce in the establishment of validity ef a certain document. The author's name in sell can provide fer the test of authenticily. In cases of anonymous writings when the exact name of the author is not known then the office that holds the record should also be taken into ‘consideration. For example. if we are studying population records and we use documents from the civil registrar's ‘office then that wil lead to the consideration that the documents are authentic, b. Date and place of publication. The date of the document including the time and place of publication should be property analyzed in order to establish its authenticity. Modern day documents and publications have their date and place of publication usually printed at the back of the title page. However, for manuscripts there is usualy no date and place of publications indicated. In such cases, the historian should look for dates mentioned within the manuscript‘or cross check with other records. Sometimes an analysis of the language used or the date of birth and death of the ‘author can also be used as the basis forthe establishment of iis rue date © Textual errors. The historian should always be on the lookout for errors in the text of documents and manuscripts ‘There are two kinds of errors in documents: unintentional or intentional, Unintentional errors are mistakes that are caused by typists or scribes usually in spelling, omitted words or phrases. Intentional errors are often made when there is an effort to modify or supplement existing records or ariginal manuscript for personal intention or interest of the record Keoper or editor. In such cases, efforts should be made by tho historian to get the original document and ‘compare or crass check with other related records or documents. Sometimes, the style of wring of the author can ‘algo be used to authenticate the eriginalty of the document. Ifthe siyle of writing does not match the authar’s style of writing thon the document is dubious, d. Meanings of words used. The meaning of words used usually changes from generation to generation, therefore historians have to interpret the words used based on the time when the document was made. Also, there are instances when words mean differently in different places. In this case, the historian has to take into consideration the pplace and culture when the document was made. He must be very eareful in understanding the terms, inet any tmisinterpretation will ead to historical misunderstandings. B. Internal Critici m Pstve cricism refers to understanding ofboth literal and real meaning of words. historian therefore must be able to analyze and interpret the contents of documents in their eal meaning. Document contains the idea of the perscn who wrole or made the evidences, therefore they should be understood within tha context, © Historians should retrain from making tholr own conclusions so as not to convoy their own interpretation rathor than the irue meaning of the content. One important characteristic that a historian should possess is the capacily to doubt all documents and facts when these are not yet subjected to authentication. (© The historian should question the motive of the writer and question the accuracy of the document.@ Likewise, the historian should veriy if the writer of the document has firsthand information or had experlenced the phenomena he wrote and how long the ime elapsed between the occurrence of the event and the time the socument was written @ In cases of contradicting records, the historian should corroborate the facts from cther claims or documents. The truthfulness or veracity of the dacument should be established Question: 1. How isa ortical evaluation of a source relevant in writing history? 2. What is an intornal and external eriticism? Why the need to study this? 2. In today's easy click bei of feke news, how did those lessons help you to identify factual arguments? References {Gottschalk Luis. Understanding History: A Primer of Historical Method. New York: Alfed A. Knopf, 1950. (pp. 41-61; 117-170}, 2. Candelaria, John Lee. Readings in Philippine History. Fist Edition. Rex Book Store, 2018, 2. Howel, Martha and Water Prevenier. From Reliable Sources: An Introduction to Historical Method. Corel University Press 2001 4 Toes, Jose Victor, Batis: Sources in Philippine History. C&E Publishing, Inc. 2018