LESSON 1.
1 READINGS IN PHILIPPINE HISTORY
WHICH HAPPENED FIRST?
 Liberation of the Philippines from the Japanese
 Declaration of the Philippine Independence at
Kawit, Cavite
 Battle of Mactan
WHAT IS HISTORY?
 Derived from the Greek word HISTORIA...which
means acquired Knowledge through INQUIRY
and INVESTIGATION
 History as a disciplined existed for around 2, 400
years and is as old as mathematics and
philosophy.
 This term was then adapted to classical Latin
where it acquired a new definition. Historia
became known as the account of the past of a
person or a group of people through written
documents and historical evidences. That
meaning stuck until the early parts of the
twentieth century.
 History became an important discipline.
 History is defined as a documented record of
man and his society.
 (Gray, 1956, pp.1-3)
 History is a study of man and his achievements
from the beginning of written records to the
present
KASAYSAYAN
 SALAYSAY na may SAYSAY para sa
SINASALAYSAYANG grupo ng Tao. (Meaningful
stories for a group of people.) -Zeus Salazar-
(Filipino Historian)
IMPORTANCE AND USES OF HISTORY
a) History provides a source of personal and social
identity.
b) History helps us understand the problems of the
present.
c) History – good history – corrects misleading
analogies and “lessons” of the past.
d) History can help one develop tolerance and
open-mindedness.
e) History helps us better understand all human
behaviors and all aspects of the human
condition.
HISTORIOGRAPHY
o Historiography is the history of history. History
and historiography should not be confused with
each other. The former's object of study is the
past, the events that happened in the past and
the causes of such events.
o Historiography the writing of history, especially
the writing of history based on the critical
examination of sources, the selection of
particular details from the authentic materials in
those sources, and the synthesis of those details
into a narrative that stands the test critical
examination
•How certain was a historical text written?
• Who wrote it?
• What was the context of its publication?
• What particular historical method was employed?
• What were the sources used?
• Thus, historiography lets the students have a better
understanding of history. They do not only get to learn
historical facts, but they are also provided with the
understanding of the facts and the historian's contexts.
The methods employed by the historian and the theory
and perspective, which guided him, will also be
analyzed. Historiography is important for someone who
studies history because it coaches the student to be
critical in the Lessons of history presented to him.
HISTORICAL SOURCES
 With the past as history's subject matter, the
historian's most important research tools are
historical sources.
 In general, historical sources can be classified
between PRIMARY and SECONDARY sources.
PRIMARY SOURCES
 Primary sources are those sources produced at
the same time as the event, period, or subject
being studied.
 For example, if a historian wishes to study the
Commonwealth Constitution Convention of
1935, his primary sources can include the
minutes of the convention, newspaper clippings
Philippine Commission reports of the U.S.
Commissioners, records of the convention, the
draft of the Constitution, and even photographs
of the event.
  Eyewitness accounts of convention delegates
and their memoirs can also be used as primary
sources. The same goes with other subjects of
historical study. Archival documents, artifacts,
memorabilia, letters, census, and government
records, among others are the most common
examples of primary sources.
SECONDARY SOURCES
 Secondary sources are 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.
 For example, on the subject of the Philippine
Revolution of 1896, students can read Teodoro
Agoncillo's Revolt of the Masses: The Story
ofBonifacio and the Katipunan published
originally in 1956.
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.
EXTERNAL CRITICISM
 External criticism is the practice of verifying the
authenticity of evidence by examining its
physical characteristics; consistency with the
historical characteristic of the time when it was
produced; and the materials used for the
evidence.
 Examples of the things that will be examined
when conducting external criticism of a
document include the quality of the paper, the
type of the ink, and the language and words
used in the material, among others.
• When was it written?
• Where was it written?
• Who was the author?
• Why did it survive?
• What were the words used/being used during those
times?
INTERNAL CRITICISM
 Internal criticism, on the other hand, is the
examination of the truthfulness of the evidence.
It looks at the content of the source and
examines the circumstance of its production.
Internal criticism looks at the truthfulness and
factuality of the evidence by looking at the
author of the source, its context, the agenda
behind its creation, the knowledge which
informed it, and its intended purpose, among
others.
 For example, Japanese reports and declarations
during the period of the war should not be
taken as a historical fact hastily.
 Internal criticism entails that the historian
acknowledge and analyze how such reports can
be manipulated to be used war propaganda.
Validating historical sources is important
because the use of unverified, falsified, and
untruthful historical sources can lead to equally
false conclusions.
 Was it written by eyewitness or not?
 Why was it written?
 Is there consistency?
 What are the connotations?
 What is the literal meaning?
 What is the meaning of the context?
LESSON 1.2
FACTS are very SMALL part of History, the GREATER part
of it are:
A) being made up of JUDGMENT of events, situations,
and characters which are ALWAYS DEBATABLE,
B) CHALLENGE existing BELIEFS,
C) and more ENGAGING discussion on what DID NOT
happen or what MIGHT HAVE HAPPENED, so one can
DRAW TENTATIVE CONCLUSIONS that DEVELOP
THINKING.
PRIMARY SOURCES
- Personally written or narrated by the individual
who directly experienced or participated in the
said event.
- Materials that are considered as original sources
that directly narrate the details of an event.
- May include unpublished works of individuals
that were discovered after some time such as
historical excavations and historical research
done in public and private libraries.
SIX POINTS OF INQUIRIES TO EVALUATE PRIMARY
SOURCES' AUTHENTICITY (Garraghan (1950)
1. DATE---When was it produced?
2. LOCALIZATION—Where did it originate?
3. AUTHORSHIP—Who wrote it?
4. ANALYSIS--What pre-existing material served as
the basis for its production?
5. INTEGRITY—What was its original form?
6. CREDIBILITY—What is the evidential value of its
content?
SECONDARY SOURCES
- Interpretations or Restatements of Primary
sources
- May also be based on interpretations of other
secondary sources.
- Not pieces of evidence but commentaries and
discussions of these pieces of evidence.
SUGGESTED USE OF SECONDARY SOURCES
(GOTTSCHALK, 1969)
1. DERIVING THE SETTING WHEREIN THE
CONTEMPORARY EVIDENCE WILL FIT IN THE GRAND
NARRATIVE OF HISTORY
2. GETTING LEADS TO OTHERBIBLIOGRAPHIC DATA,
3. ACQUIRING QUOTATIONS OR CITATIONS FROM
CONTEMPORARY OR OTHER SOURCES
4) DERIVING INTERPRETATIONS WITH A VIEW OF
TESTING AND IMPROVING THEM BUT NOT ACCEPTING
THEM AS OUTRIGHT TRUTH.
Before any source as considered as evidence in a
historical argument, it must satisfy these three (3)
preconditions:
1) contentions on the ACCEPTABILITY of the source and
for all the aspects of the debate
2) source must be carefully LOCATED in accordance with
PLACE and TIME
3) the authenticity of the source must be CHECKED and
COUNTERCHECKED before being accepted as a credible
source in any historical findings
INTERNAL AND EXTERNAL CRITICISM
When examining documents, historical researchers are
faced with not only the primary and secondary sources
but the external and internal criticism as well
INTERNAL CRITICISM –refers to the examination of the
TRUTHFULNESS of the evidence. It WEIGHS the
testimony of the document in relation to the TRUTH.
EXTERNAL CRITICISM- practice of VERIFYING the
authenticity of evidence by examining its PHYSICAL
CHARACTERISTICS consistent with the historical
characteristics of the time it was produced.
The historian should be able to conduct and EXTERNAL
and INTERNAL CRITICISM of the source, especially
primary sources which can age in centuries.
“EXTERNAL CRITICISM” is the practice of verifying the
authenticity of evidence by examining its physical
characteristics; consistency with the historical
characteristic of the time when it was produced; and the
materials used for the evidence. Examples of the things
that will be examined when conducting external
criticism of a document include the quality of the paper,
the type of the ink, and the language and words used in
the material among others
INTERNAL CRITICISM, on the other hand, is the
examination of the truthfulness of the evidence. It looks
at the content of the source and examines the
circumstances of its production. Internal criticism looks
at the truthfulness and factuality of the evidence by
looking at the author of the source , its context, the
agenda behind its creation, the knowledge which
informed it, and its intended purpose among others
LESSON 1.4
CONTENT ANALYSIS
- It identifies the historical importance of the text,
while contextual analysis examines the author’s
main argument or point of view.
- According to researcher Amy Lou (2021) , it is
the process of analyzing collected dialogue to
identify patterns
- Researchers use content analysis to learn about
the intentions, meanings, and impacts of
communication material. They can also form
opinions about the goods' authors and intended
audiences.
Content - the major point or meaning of the primary
source in its historical context.
• TITLE OF THE PRIMARY SOURCE
• BACKGROUND/BIOGRAPHY OF AUTHORS
• REASONS FOR WRITING THE PRIMARY SOURCE
• HIGHLIGHTS OF ITS CONTENT
CONTEXTUAL ANALYSIS
• According to researcher Behrendt (2008), Contextual
analysis is a study of a text that allows us to evaluate it
not only in terms of its historical and cultural context,
but also in terms of its textuality, or the traits that
distinguish the work as a text.
• In contextual analysis, histories, events, and
individuals have less value without historical context,
which is a vital component of life and literature. Context
can assist us to comprehend what inspires individuals to
behave the way they do when we analyze historical
events.
Context - the historical situation in which the primary
source was produced.
• TITLE OF THE PRIMARY SOURCE
• THE MAIN ARGUMENTS OF THE PRIMARY SOURCE
• THE BIAS OF THE PRIMARY SOURCE
• THE IMPORTANCE OF THE PRIMARY SOURCE IN
UNDERSTANDING PHILIPPINE HISTOR
LESSON 2 MAGELLAN
that an impact crater in the southern time of Mars
located at 32.36°south latitude and 185.42°east
longitude, witha diameter of 105 km was named after
Ferdinand Magellan? This happened in 1976.
that the Strait of Magellan a navigable sea route in
southern Chile separating mainland South America to
the north and Tierra del Fuego to the south was also
named after Ferdinand Magellan? The strait is
considered the most important natural passage
between the Atlantic and Pacific Oceans. It was
discovered and first traversed by the Spanish expedition
of Magellan in 1520
that the Pacific Ocean which is the largest and deepest
of Earth's five oceanic divisions was coined by Ferdinand
Magellan during the Spanish voyage of the world
in1521? He encountered favorable winds on reaching
the ocean so he called it Mar Pacífico, which in both
Portuguese and Spanish means 'peaceful sea'.
AGEOFEXPLORATION/DISCOVERY
The Age of Exploration (also called the Age of Discovery)
began in the 1400s and continued through the 1600s. It
was a period of time when the Europeans began
exploring the world. They discovered new routes to
India, much of the Far East, and the Americas.
FERDINAND MAGELLAN
Born into an aristocratic Portuguese family in 1480,
Ferdinand Magellan was orphaned as a young boy and
at the age of 12 he entered the royal court in Lisbon as a
page of Eleanor of Viseu, consort of King John II.
Thirteen years later, he enlisted in the fleet of the
Portuguese viceroy to the Indies and spent seven years
learning the ropes of his future career during action-
packed voyages in Asia and Africa
A dedicated student of maps and charts, consumed with
an urge to explore, Magellan had hatched a plan to
pioneer a westward route to the Spice Islands, avoiding
the perilous route around the Cape of Good Hope.
However, the 1494 Treaty of Tordesillas and the
expeditions and achievements of explorers such as
Vasco da Gama had already granted Portugal full control
of the eastwards route around southern Africa, and
Manuel was disinterested in Magellan’s ideas
The 18-year-old Spanish king was desperate to make his
mark and smash the dominance his Iberian rivals had
over the enormously lucrative spice trade. He seized the
potential opportunity to bypass Africa, while avoiding
breaking the terms of the treaty with the powerful
Portuguese, and commissioned Magellan to undertake
the expeditionary mission he had been itching to pursue
In September 1519, Magellan led five vessels, manned
by a multinational, 270-strong crew, into the Atlantic –
his flagship the Trinidad, plus the Santiago, San Antonio,
Concepción and Victoria. Word of his mission reached
Manuel I, who jealously dispatched a Portuguese naval
detachment to follow the expedition, but Magellan
outran them
A Brief Timeline of the First Voyage around the World
• 1513
• Requests permission from King Manuel of Portugal to
sail to the Spice Islandsin the Far East but is refused
following the unfavorable reports from Morocco.
• Resumes his studies in Portugal for a couple more
years but fails to gain favor with the Portuguese court
and therefore renounces his Portuguese nationality.
• 1518
• Magellan leaves Portugal and heads for Spain.
•1519
• March 22: Magellan convinces King Charles I of Spain
to support his to the Spice Islands and the King promises
Magellan one-fifth of the profits from the voyage to the
Spice Islands
• Spain provides five ships for the expedition:
• Magellan commands the Trinidad
• Juan de Cartagena commands the San Antonio
• Gaspar de Quesada commands the Conception
• Luis de Mendoza commands the Victoria
- A Brief Timeline of the First Voyage around the
World
1519
- Juan Serrano commands the Santiago
- Leads the five Spanish ships with 251 men in
what was to become the first voyage around the
World.
- 20 September: The fleet sail across the Atlantic
Ocean to South America and Rio de Janeiro and
then start to search for a passage to the Pacific
Ocean
• 1521
• 3 February: Ferdinand Magellan reaches the Equator
• 6 March : Magellan reached the Pacific island of Guam
• 16 March: Discovers the Philippines
• April 27: Ferdinand Magellan was killed by natives on
the island of Mactan
• Only 110 of the original crew members remained so
they abandoned one of the ships -the Conception. The
Trinidad tried to return back to Spain the same way they
had came but was forced to return to the Spice Islands
where they were imprisoned by the Portuguese. The
Victoria was the last remaining ship.
• 1522
• September 6: The Victoria reached San Lucar de
Barrameda in Spain with only 18 survivors
ANTONIO PIGAFETTA
Antonio Pigafetta was an Italian scholar and explorer
born between 1491 and died in1531. He joined the
expedition to the Spice Islands led by explorer
Ferdinand Magellan.
In Pigafetta's account, their fleet reached what he called
the Ladrones Island or the Island of the Thieves. He
recounted.
"These people have no arms, but use sticks, which have
a fish bone at the end. They are poor, but ingenious, and
great thieves, and for the sake of that we called these
three islands the Ladrones Islands.
The Ladrones Islands is presently known as the
Marianas Islands. These islands are located south
southeast of Japan. West-southwest of Hawaii north of
New Guinea, and east of Philippines.
MAGELLAN'S VOYAGE BY PIGAFETTA
• MARCH 16, 1521
• Pigafetta reported that they reach the isle of Zamal,
now Samar, but Magellan decided to land in another
uninhabited island for greater security where they could
rest for a few days.
• After two days, March 18, nine men came to them and
show joy and eagerness in seeing them and welcomed
them with food, drinks, and gifts.
• The natives gave them:
• -Fish, Palm, wine ( uraca), figs, 2 cochos, Rice (umai),
cocos
• Pigafetta described what seemed like a coconu
• Pigafetta characterized the people as "very familiar
and friendly" and willingly showed them different
islands and the names of these islands
• They went to Humunu Island (Homonhon) (Watering
Place of Good Signs) where they found the first signs of
gold in the island.
• They named the island with the nearby islands as the
Archipelago of St. Lazarus
• March 25, they saw two ballangai (balangay)
• RAJA CALUMBA
• King of Zuluan and Calagan ( Butuan and Caragua)
• Pigafetta described him as the most handsome of all
men that he saw in this place.
• He was adorned with sick and golden accessories like
golden dagger, which he carried with him in a wooden
polished sheath
• MARCH 31 (Easter Sunday)
• Magellan ordered the chaplain to preside a Mass by
the shore.
• The king sent two dead pigs and attended the Mass
with the other king.
• APRIL 7, 1521
• Magellan and his men reached the port of Cebu, the
largest and the richest of the islands with the helped of
Raia Calambu.
• The king of Cebu (Rajah Humabon) demanded that
they pay tribute as it was customary but Magellan
refused.
• Magellan said that he was the captain himself and
thus would not pay tribute to the other king
• APRIL 14
• The people gathered with the king and other principal
men of the island.
• Magellan spoke and encouraged the king to be a good
Christian by burning all the idols and worship the cross
instead.
• The king of Cebu was baptized as Christians
• APRIL 26
• Zula, a principal man from the island of Matan
(Mactan) went to see Magellan and ask him a boat full
of men so that he could fight the chief name
Silalapulapu (Lapulapu)
• According to Zula, Lapulapu refused to obey the king
and was also preventing him from doing so.