GE RPH Module 1

Republic of the Philippines
Surigao del Sur State University

Cantilan Campus
Cantilan, Surigao del Sur
Telefax No. 086-212-5132
Website: www.sdssu.edu.ph
1.0
GE-RPh Readings in Philippine
HISTORY
Second Semester
2021 - 2022
MODULE 1
PAUL IV Y. CUADRILLERO
Instructor
SURIGAO DEL SUR STATE UNIVERSITY
Cantilan Campus
Module Overview
What’s Inside?
 Module Overview
 An Introduction to History
 Content and Contextual Analysis of Selected Primary Sources in Philippine History
 Controversies and Conflicting Views in the Philippine History
In this module, you will learn about the different concepts related to Philippine
history. Aside from that, you will gain insights between the distinction of primary and secondary
sources as part of analyzing the content of the documents. Lastly, this will also give you the
impression that past generations tell us a valuable lesson.
At the completion of this module, you are able to:
• analyze and critic Philippine controversial events and histories; and
• craft a life history or documentary research that applies the primary documents.
Are you ready? Then, let’s get it on!
VISION
A leading “Global” University with widened academic perspectives that focus on
attaining food security, supporting poverty alleviation, developing renewable energy, and
conserving natural environment.
MISSION
GE-RPH – Readings in Philippine History

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SDSSU shall provide competency-based higher education training driven by relevant and
responsive instruction, research, extension and sustainable resource management.
Particularly, SDSSU is committed to:
1. Produce competent and skilled graduates prepared for gainful employment;
2. Develop graduates who shall not only foster economic progress but also care
for the environment, adhere to positive value system, and preserve cultural
heritage;
3. Engage in high-impact research for instruction and develop technology for
food security and renewable energy;
4. Collaborate with government and non-government agencies to help improve
the lives of the marginalized groups; and
5. Promote cooperation/partnership among regional, national, and ASEAN
institutions in Higher Education.
GOALS
These are the specific goals in the four (4)-fold functions of the University:
KRA 1. Instruction
Develop highly competent, globally-competitive and morally upright graduates.
KRA 2. Research
Produce research for the advancement of knowledge, new technology and innovative
approaches for competitive endeavors.
KRA 3. Extension
Empower the rural poor to improve their lives through transfer of technologies and knowledge.
KRA 4. Production
Sustain University operations through viable and profitable income generating projects.
CORE VALUES
Competence
A combination of observable and measurable knowledge, skills, abilities, and
personal attributes that contribute to enhance SDSSU employee and student
performance and ultimately result in organizational success.
Accountability
Responsibility for own actions, decisions and commitment to accomplish work in
an ethical, efficient, cost-effective and transparent manner manifesting the value of
sound stewardship in the wise use of resources for common good.
Responsiveness
A prompt action, consistent communication, quality information, and a focus on
providing a superior experience to stakeholders.
Excellence
The quality spectrum at exceptional levels demonstrated by learning outcomes and
the development of shared culture of quality consistent with the vision, mission
and goals of University.

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Service
Dedication for a continuous improvement of services, stakeholder’s relationships
and partnership which stresses interdependence and collaboration for a sustainable
success of clients and their communities in helping build a just, peaceful, stable
and progressive Filipino nation.
COURSE INFORMATION
Course Title : Reading in the Philippine History

Course Code : GE – RPH
No of Units : 3 units/3 hours every week for 18 weeks or 54 hours in a
semester
Course Description : The course analyzes Philippine history from multiple perspectives
through the lens of selected primary sources coming from various disciplines and
different genres. Students are given opportunities to analyze the author’s
background and main arguments, compare different points of view, identify biases
and examine the evidences presented in the document. The discussions will tackle
traditional topics in history and other interdisciplinary themes that will deepen
and broaden their understanding of Philippine political, economic, cultural, social,
scientific and religious history. Priority is given to primary materials that could
help students develop their analytical and communication skills. The end goal is
to develop the historical and critical consciousness of the students so that they
will become versatile, broad – minded, morally upright and responsible citizens.
Learning Outcomes
At the end of the course, the students would be able to:
Knowledge
1. Evaluate primary sources for their credibility, authenticity and provenance.
2. Analyze the context, content and perspective of different kinds of primary sources.
3. Determine the contribution of different kinds of primary sources in understanding
Philippine history.
Skills
1. Develop critical and analytical skills with exposure to primary sources.
2. Demonstrate the ability to use primary sources to argue in favor or against a particular
issue.
Values
1. Effectively communicate, using various techniques and genres, their historical analysis of
a particular event or issue that could help others understand the chosen topic.

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2. Propose recommendations/solutions to present – day problems based on their

understanding of root causes and their anticipation of future scenarios.
3. Manifest interest in local history and concern in promoting and preserving our country’s
national patrimony and culture heritage.
Grading System
Class Standing- 40%

Project - 20%
Exam - 40%
TOTAL 100%
General Instructions:
This module begins with an author’s note that encapsulates all the needed learning
materials the students of this course have to learn, understand and value. This module is
composed of four lessons. Each student taking this course is also required to answer all the
assessment tasks to measure whether the student have learned from the lessons. Links for other
supplementary reading materials are also provided in this module.
CLASS SCHEDULE
The class schedule is also our constitution period. Questions, queries and clarifications will only
be entertained during the following hours.
Monday/Wednesday/Friday
AM 8:00-9:00 (GE-RPH) BSBA 1C
9:00-10:00 (GE-RPH) BSBA 1D
10:00-11:00 (GE-RPH) BSBA 1A
PM 1:00-2:00 (GE-RPH) BSBA 1G
2:00-3:00 (GE-RPH) BSBA 1H
3:00-4:00 (GE-RPH) BSBA 1E
Note: There will be a group chat/page for every section. It will serve as an avenue for me to
inform you about the updates related to our subject, and also for you to ask questions.
EXPECTATIONS

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COURSE REQUIREMENTS
 Fully answered module

 General Reflection for the course
 Final Project: to be announced...
CLASS POLICIES
1. Academic honesty is expected to students enrolled in this course. Cheating on

examinations/activities, unauthorized collaboration, plagiarism, and undocumented use of
materials from any source constitute academic dishonesty.
2. All activities within each module are required.
3. Taking pictures of the module and uploading it to any social media platforms is highly
prohibited.
4. COVID 19 gives us constraints in doing the usual teaching and learning process. So, be
accountable with your own learning. If you think you do not fully understand the
concepts/ideas/information on the module, research and read more about it.
5. If you have questions, queries, and clarification about the activities in the module, feel
free to ask me through our group chat. You are only to do so in our official class
schedule.
COURSE OVERVIEW:
This self-instructional module is produced and intended for the students of Surigao Del Sur State
University (SDSSU). It covers the preliminary duration of the GE- Understanding The Self course, which
aims to enhance the ability of students in improving and understanding the self and the different concepts
and ideas with it. Via interdisciplinary and multimodal approaches, the course takes the students to deeper
understanding of which will help the students to understand more about themselves anchored on learner –
centeredness and other educational psychologies as these apply to facilitate various teaching – learning
delivery modes to enhance learning.
ACADEMIC INTEGRITY
Academic honesty is required to all students. Plagiarism or taking the works and ideas of others as one’s
own work will not be tolerated in this course. Penalties may be assigned for any form of academic
dishonesty (See Student Handbook/College Manual). Sanctions for breaches in academic integrity may
include receiving a grade of “5.0(Failed)” on a test or assignment. In addition, the Director of Student
Affairs may impose further administrative sanctions.

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INSTRUCTOR
INFORMATIONName : Paul IV Y. Cuadrillero
E-mail Address : pycuadz@gmail.com/cuadrillerop748@gmail.com

Contact Number : 0907 036 9290
AGREEMENT
I _________________________ have chosen to complete the following actions:

1. I will follow all the policies in this course.
2. I will answer the activities with all work completed.
3. I should be responsible for my own learning.
4. I will submit my module on time.
5. I will not share this module to others or post this module online.
I am taking part in this learning contract because the strategies listed here will help me to learn
the material and perform well in this course.
_____________________________
Signature over printed name
DISCLAIMER
This module is a compilation of the works from internet sources, manuals and books from
different authors and will be used for educational purposes only.
Due recognition is given to the authors who are the sources of some parts found in this module.
The compiler does not claim copyrights to any part taken from other sources.

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Introduction to History: Definition, Issues, Sources,

and Methodology
LESSON 1 Definition and Subject Matter
Objectives
At the end of the lesson, you should be able:
1. define history as an academic discipline;

2. distinguish between primary and secondary sources;
3. apply the knowledge of historical methodology and philosophy through existing local
or national history; and
4. appreciate the importance of history by creating a life history.
Introduction
This lesson provides learning in history as an academic discipline. It contains definition,
methodology and other philosophies of history that are fundamentally needed in studying the
lesson. You will also answer activities in order to assess your learning. This lesson hopefully
develops your skills in a learning process that is both fun and exciting.
___________________________________________________________________________
Activity& Analysis (will be posted on our group page)
Abstraction
Meaning of History
 Gottschalk (1969) suggests that culture has developed from its present connotation.
Etymologically, history has been taken from the Greek word iotopia, meaning "learning."
Nowadays the term connotes past events.
 Dr. Zeus Salazar defined history as “mga pangyayari na may saysay para sa grupo ng
taong sinasaysayan nito” (2000; Rosales, 2020).
 History as described by a foreign scholar is the record of what an era in another considers
worthy of notice.
 Edward H. Carr, defined history as a summary of human accomplishments. Whatever

differences historians may offer; the term still implies past occurrences.

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 History, as Medina defines it, is not just the past but also the present and the future. Past
is projection forwards. It is a construction of a potential existence in society. The writing
of history for these writers is a political undertaking.
 For Keith Jenkins, it's a type of power in which the course of past agreement is debated.
 Samuel Tan, a prominent historian, defined history as the dynamic process of dealing
with the past, in which the stages or aspects of development are interrelated, brought
about by an understanding of the present and future.
Why do we need to study history?
This is an ongoing topic of a rather inquisitive mind. As Sterns says, history needs
to be learned because it is important to both culture and people because it allows us to
better understand ourselves, our talents, shortcomings and ambitions. Historical events
remind us of the people's collective experience, their suffering, their joy and their
aspirations. All those things serve as a glue to a nation's realization. With the
development of writing the study of history became possible.
The invention of writing could be considered one of human civilization's most

important inventions, because it gave men the tool to record their achievements. The
significant human civilization discovery ended the primitive period and marked the
beginning of the modern era.
Different Branches of History
History can be divided into different branches as follows:
 General history covering political, cultural, diplomatic and military history, including
environmental issues and the economic system;
 Cultural history which covers local and ethnic history, social history, and myth history;
 History frequently collaborates with other disciplines as its auxiliary disciplines, in

addition to the divisions listed above. As in archeology, the archeologists help historians
to research ancient cultures through the use of artifacts in tracing.
 Linguistics is another historical aid, linguists and historians collaborate by researching

language and the changes it has experienced in identifying historical events, past relations
between various groups, and the flow of cultural influence.

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 Biologists and chemists are also valuable in history in the research and analysis of past
people 's genetic and DNA patterns.
Questions and Issues in History
Indeed, history as a discipline has already turned into a complex and dynamic inquiry. This
dynamism inevitably produced various perspectives on the discipline regarding different
questions like: What is history? Why study history? And history for whom? These questions can
be answered by historiography. The word historiography is etymologically derived from the
Greek word historia which means past and graphier which means to write (Rosales, 2020). In
short history is the “art of writing”.
Do not be confused with the two words of history and historiography. The former word is the
study about the past, the events that happened in the past, and the causes of such events. While
the latter word is history itself (i.e. how was a certain historical text written? Who wrote it? What
was the context of its publication? What was 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
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 teaches the student to be critical in the lessons of history presented to him.
History has played various roles in the past. States use history to unite a nation. It can be used as
a tool to legitimize regimes and forge a sense of collective identity through collective memory.
Lessons from the past can be used to make sense of the present. Learning of the past mistakes
can help people to not repeat them. Being reminded of a great past can inspire people to keep
their good practices to move forward.
The Development of Philippine Historiography
For so many years, Filipino historians became followers of a very rigid tradition in writing
history – a tradition based on positivism.
Positivism is the school of thought that emerged between the eighteenth and
nineteenth century. This thought requires empirical and observable evidence before
one can claim that a particular knowledge is true. Positivism also entails an objective
means of arriving at a conclusion. In the discipline of history, the mantra “no document,
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no history” stems from this very same truth, where historians were required to show
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written primary documents in order to write a particular historical narrative. Positivist
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Another new historical approach emerged – Postcolonialism.
History and the Historian
If history is written with agenda or is heavily influenced by the historian, is it possible to come
up with an absolute historical truth? Is history an objective discipline? If it is not, is it worthwhile
to study history? These questions have haunted historians for many generations. Indeed, an exact
and accurate account of the past is impossible for the very simple reason that we cannot go back
to the past. We cannot access the past directly as our subject matter. Historians only get to access
representation of the past through historical sources and evidences.
Therefore, it is the historian’s job not just to seek historical evidences and facts but also to
interpret these facts. “Facts cannot speak for themselves.” It is the job of the historian to give
meaning to these facts and organize them into timeline, establish causes, and write history.
Meanwhile, the historian is not a blank paper who mechanically interprets and analyzes present
historical fact. He is a person of his own who is influenced by his own context, environment,
ideology, education, and influences, among others. In that sense, his interpretation of the
historical fact is affected by his context and circumstances. His subjectivity will inevitably
influence the process of his historical research: the methodology that he will use, the facts that he
shall select and deem relevant, his interpretation, and even the form of his writings. Thus, in one
way or another, history is always subjective. If that is so, can history still be considered as an
academic and scientific inquiry?
Adapted from: Candelaria and Alporha (2018). Readings in Philippine History. Rex Book Store, Inc., Manila,
Philippines
Rosales et. Al., (2020). Understanding Philippine History: Readings and Discourse. Lorimar Publishing Inc.,Quezon
City, Manila, Philippines.

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Historical research requires rigor. Despite the fact that historians cannot ascertain absolute
objectivity, the study of history remains scientific because of the rigor of research and
methodology that historians employ. Historical methodology comprises certain techniques and
rules that historians follow in order to properly utilize sources and historical evidences in writing
The Annales School of History is a school of history born in France that challenged the
cannons of history. This school of thought did away with the common historical subjects
that were almost always related to the conduct of states and monarchs. Annales scholars
like Lucien Febvre, Marc Bloch, Fernand Braudel, and Jacques Le Goff studied other
subjects in a historical manner. They were concerned with social history and studied
longer historical periods. For example, Annales scholars studied the history of peasantry,
the history of medicine, or even the history of environment. The history from below was
pioneered by the same scholars. They advocated that the people and classes who were
not reflected in this history of the society in the grand manner be provided with space in
the records of mankind. In doing this, Annales thinkers married history with other
disciplines like geography, anthropology, archeology, and linguistics.
history. Certain rules apply in cases of conflicting accounts in different sources, and on how to
properly treat eyewitness accounts and oral sources as valid historical evidence. In doing so,
historical claims done by historians and the arguments that they forward in their historical
writings, while may be influenced by the historian’s inclinations, can still be validated by using
reliable evidences and employing correct and meticulous historical methodology.
Adapted from: Candelaria and Alporha (2018). Readings in Philippine History. Rex Book Store, Inc., Manila,
Philippines
For example, if a historian chooses to use an oral account as his data in studying the ethnic
history of the Ifugaos in the Cordilleras during the American Occupation, he needs to validate
the claims of his informant through comparing and corroborating it with written sources.
Therefore, while bias is inevitable, the historian can balance this out by relying to evidences that
back up his claim. In this sense, the historian need not let his bias blind his judgment and such
bias is only acceptable if he maintains his rigor as a researcher.
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. The classification of sources between these two categories depends on the historical
subject being studied.
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

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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.
On the other hand, 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 of
Bonifacio and the Katipunan published originally in 1956. The Philippine Revolution happened
in the last years of the nineteenth century while Agoncillo published his work in 1956, which
makes the Revolt of the Masses a secondary source. More than this, in writing the book,
Agoncillo used primary sources with his research like documents of the Katipunan, interview
with the veterans of the Revolution, and correspondence between and among Katipuneros.
However, a student should not be confused about what counts as a primary or a secondary
source. As mentioned 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 on the
subject of the historical research. For example, a textbook is usually classified as a secondary
source, a tertiary source even. However, this classification is usual but not automatic. If a
historian chooses to write the history of education in the 1980s, he can utilize textbooks used in
that period as a primary source.
Rosales et. Al., (2020). Understanding Philippine History: Readings and Discourse. Lorimar Publishing Inc.,Quezon
City, Manila, Philippines.
If a historian wishes to study the historiography of the Filipino-American War for example, he
can use works of different authors on the topic as his primary source as well.
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 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.

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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 as war
propaganda. Validating historical resources is important because the use of unverified, falsified,
and untruthful historical sources can lead to equally false conclusions. Without thorough
criticisms of historical evidences, historical deceptions and lies will be highly probable.
One of the most scandalous cases of deception in Philippine history is the hoax Code oF
Kalantiaw. The code was a set of rules contained in an epic, Maragtas which was allegedly
written by a certain Datu Kalantiaw. The document was sold to the National Library and was
regarded as an important precolonial document until 1968, when American historian William
Henry Scott debunked the authenticity of the code due to anachronism and lack of evidence to
prove that the code existed in the precolonial Philippine society.
Ferdinand Marcos also claimed that he was a decorated World War II soldier who led a guerilla
unit called Ang Maharlika. This was widely believed by students of history and Marcos had war
medals to show. This claim, however, was disproven when historians counterchecked Marcos’s
claims with the war records of the United States. These cases prove how deceptions can
propagate without rigorous historical research.
(will be posted on our group page)
Application
References:
Books
Candelaria and Alporha (2018). Readings in Philippine History. Rex Book Store,
Inc., Manila, Philippines
Rosales et. Al., (2020). Understanding Philippine History: Readings and Discourse.
Lorimar Publishing Inc.,Quezon City, Manila, Philippines.
Web Sites
https://www.youtube.com/watch?v=D7VbTrjuihA
https://joylez.files.wordpress.com/2011/10/golden-tara-ng-agusan.jpg
https://umb.libguides.com/PrimarySources/secondary
https://www.rexestore.com/1898-thickbox_default/textbook-on-the-philippine-constitution.jpg

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Congratulations, well done! You have just finished 1 activity, 1 analysis and the four (4) tasks
of this module.
Now if you are ready, please proceed to Lesson 2.
Rubric for Essay
https://www.ccd.edu/download/file/fid/16929

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LESSON 2 Content and Contextual Analysis of Selected Primary Sources
Objectives
1. Analyze the context, content and perspective of different kinds of primary source;
2. Determine the contribution of different kinds of primary sources in understanding
Philippine history;
3. Develop critical and analytical skills with exposure to primary.
Introduction:
The complete knowledge of the past through credible and reliable sources is essential to
the understanding and learning of the students of their own history. History must be studied
carefully; hence it necessitates the application of historical method. Historical method is the
process of critically examining and analyzing the records and survivals of the past (Gottschalk
1969).
The intent of the application of historical method is to make students competent in their
interpretation of facts and critical analysis of historical narrative or account. For this to be
achieved, the student will be engaged in content and contextual analysis of the selected primary
sources.

Activity And
Abstraction
Analysis
Content & Contextual Analysis of Selected Primary Sources
Content analysis is a systematic evaluation of the primary source be it a text, painting,

caricature, and/or speech that in the process students could develop and present and argument
based on their own understanding of the evidences from their readings. The student will identify
pertinent information from the text/document and explain its importance to their understanding
of history in the Philippine setting. Contextual analysis on the other hand, considers specifically
the time, place, and situation when the primary source was written. The analysis as well includes
the author’s background, authority on the subject and intent perceptible, and its relevance and
meaning to people and society today.
The approach is essential to the enhancement of student’s analytical and critical thinking
skills and their ability to articulate their own views on the specific primary source in this chapter.

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Moreover, for this to be realized, the selected primary sources which will be utilize are provided
and introduced separately with a brief description for each.
The First Voyage Around the World 1519-1522 (An Account of Magellan’s Epedition) by
Antonio Pigafetta
Who is Antonio Pigafetta?
Antonio Pigafetta is a famous Italian traveller born in

Vicenza around 1490 and died in the same city in 1534, who is also
known by the name of Antonio Lombardo or Francisco Antonio
Pigafetta. Initially linked to the order of Rhodes, which was
Knight, went to Spain in 1519, accompanied by Monsignor
Francisco Chiericato, and was made available from Carlos V to
promote the company initiated by the Catholic Monarchs in the
Atlantic. Soon he became a great friend of Magallanes, who,
together with Juan Sebastián Elcano, partook in the famous
expedition to the Moluccas which begun in August of 1519 and ended in September 1522.
He was wounded at the battle of the island of Cebu (Philippines) in which Magellan was
found death. In the last years of his life, he traveled by land from France to finally return to Italy
in 1523. He wrote his accounts of that trip, which was the first voyage around the world.
The account of Pigafetta is the single most important source about the voyage of
circumnavigation, despite its tendency to include fabulous details. He took notes daily, and his
account includes descriptions of numerous animals and is rich in ethnographic details. He
practiced as an interpreter and came to learn at least in two Indonesian dialects.
Pigafetta’s work instantly became a classic that prominent literary men in the West like
WILLIAM SHAKESPEARE, MICHEL de MONTAIGNE, and GIAMBATTISTA VICO
referred to the book in their interpretation of the New World. Pigafetta’s travelogue is one of the
most important primary sources in the study of the precolonial Philippines.
A Brief Summary of the First Voyage Around the World
In Pigafetta’s account, their fleet reached what he called the LADRONES ISLANDS or the “Islands 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 call these three islands
the Ladrones Islands.”
The Ladrones Islands is presently known as the Marianas Islands. Ten days after they have reached

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Ladrones Islands, Pigafetta reported that they reached what he called 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.
On MARCH 18, nine men came to them and showed joy and eagerness in seeing them. Magellan
realized that the men were reasonable and welcomed them with food, drinks and gifts.
Pigafetta detailed in amazement and fascination the palm tree which bore fruits called cocos and wine. –
He characterized the people as “very familiar and friendly” and willingly showed them different islands
and the names of these islands. The fleet went to Humunu Island (Homonhon) and there they found what
he referred to as the “Watering Place of Good Signs.” for it is in this place that they found the first signs
of gold in the island. They named the island together with a nearby island as the archipelago of St.
Lazarus.
On March 25th, Pigafetta recounted that they saw two balanghai (balangay), a long boat full of people in
Mazzava/Mazaus. The leader whom he referred to as the king became closely bonded with Magellan as
they both exchanged gifts with one another.
After a few days, Magellan was introduced to the king’s brother who was also a king of another island
where Pigafetta reported that they saw mines of gold. The gold was abundant that parts of the ship and
of the house of the king were made of gold. This king was named Raia Calambu, king of Zuluan and
Calagan (Butuan and Caragua), and the first king was Raia Siagu.
On March 31st (Easter Sunday), Magellan ordered the chaplain to preside a Mass by the shore. The king
heard about this plan and sent two dead pigs and attended the Mass with the other king. Pigafetta then
wrote: “…when the offertory of the mass came, the two kings, went to kiss the cross like us, but they
offered nothing, and at the elevation of the body of our Lord they were kneeling like us, and adored our
Lord with joined hands.” This was the first Mass in the Philippines, and the cross would be famed
Magellan’s Cross which is still preserved at present day. This was the same cross which Magellan
explained to the kings as a sign of his emperor who ordered him to plant it in the places where he would
reach and further explained that once other Spaniards saw this cross, then they would know that they had
been in this island and would not cause them troubles.
By April 7th, Magellan and his men reached the port of Zubu (Cebu) with the help of Raia Calambu
who offered to pilot them in going to the island. The king of Cebu demanded that they pay tribute as it
was customary but Magellan refused. By the next day, Magellan’s men and the king of Cebu, together
with other principal men of Cebu, met in an open space. There the king offered a bit of his blood and
demanded that Magellan do the same.
On April 14, Magellan spoke to the king and encouraged him to be a good Christian by burning all of
the idols and worship the cross instead. The king of Cebu was then baptized as a Christian. After 8 days,
all of the island’s inhabitant were already baptized.
When the queen came to the Mass one day, Magellan gave her an image of the Infant Jesus made by
Pigafetta himself.

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On 26th of April, Zula, a principal man from the island of Matan (Mactan) went to see Magellan and
asked him for a boat full of men so that he would be able to fight the chief name Silapulapu (Lapulapu).
Magellan offered 3 boats instead and went to Mactan to fight the said chief.
They numbered 49 in total and the islanders of Mactan were estimated to number 1,500. Magellan died
in battle. He was pierced with a poison arrow in his right leg. The king of Cebu who was baptized
offered help but Magellan refused so that he could see how they fought.
The king also offered the people of Mactan gifts of any value and amount in exchange for Magellan’s
body but the chief refused and wanted to keep Magellan’s body as a memento of their victory.
Magellan’s men then elected Duarte Barbosa as the new captian.
Pigafetta also accounted how Magellan’s slave and interpreter named Henry betrayed them and told the
king of Cebu that they intended to leave as soon as possible. Henry and the king of Cebu conspired and
betrayed what was left of Magellan’s men. The king invited these men to a gathering where he said he
would present the jewels that he would send for the King of Spain.
Pigafetta was left on board the ship and was not able to join the 24 men who went to the gathering
because he was nursing his battle wounds.
The natives had slain all the men except the interpreter and Juan Serrano who shouted at the men on this
ship to pay ransom so that he would be spared but he was left on the island for they refused to go back to
shore.
The fleet abandoned Serrano and departed. They left Cebu and continued their journey around the world.
The KKK and the “Kartilya ng Katipunan”
The Kataastaasan, Kagalanggalangang Katipunan ng mga Anak ng Bayan (KKK) or

Katipunan is arguably the most important organization formed in the Philippine history. The two
principal aims of the KKK as gathered from the writings of Bonifacio were:
1. Unity of the filipino people;

2. Separation from Spain by means of revolution
Bonifacio came out after the failure of the reform movement headed by Rizal and M. Del
Pilar. This paved way for a more radical and more active lines. He formed the Katipunan, a
secret society which was founded at Tondo Manila, in a house on Azcarraga Street then
numbered 314, on July 7, 1892, the same date on which Rizal was decreed to be banished to
Dapitan.

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Rizal doubtlessly approved the first aim but refused to accept the second and this was the
reason that he refused to go along with the “Katipuneros” (soldiers of the Katipunan) and
voluntarily surrendered that leads him to prison and death.
To achieve unity of the Filipinos, propaganda work must be done and this was through
massive education and civic trainings of the Katipuneros. To that end, Bonifacio prepared his
now well-known decalogue, and Jacinto his famous “Kartilya ng Katipunan” (Primer of the
Katipunan). The Kartilya can be treated as the Katipunan’s Code of conduct which contains 14
rules that instruct the way a Katipunero should behave.
Mga Aral nang Katipunan
1. Ang kabuhayang hindi ginugugol sa isang malaki at banal na kadahilanan ay kahoy na walang
lilim, kundi damong makamandag
2. Ang gawang magaling na nagbubuhat sa pagpipita sa sarili, at hindi sa talagang nasang gumawa
ng kagalingan, ay di kabaitan.
3. Ang tunay na kabanalan ay ang pagkakawang gawa, ang pagibig sa kapua at ang isukat ang
bawat kilos, gawa’t pangungusap sa talagang Katuiran.
4. Maitim man at maputi ang kulay ng balat, lahat ng tao’y magkakapantay; mangyayaring ang
isa’y higtan sa dunong, sa yaman, sa ganda…; ngunit di mahihigtan sa pagkatao.
5. Ang may mataas na kalooban inuuna ang puri sa pagpipita sa sarili; ang may hamak na kalooban
inuuna ang pagpipita sa sarili sa puri.
6. Sa taong may hiya, salita’y panunumpa.
7. Huwag mong sasayangin ang panahun; ang yamang nawala’y magyayaring magbalik; nguni’t
panahong nagdaan na’y di na muli pang magdadaan. Value of time
8. Ipagtanggol mo ang inaapi, at kabakahin ang umaapi.
9. Ang taong matalino’y ang may pagiingat sa bawat sasabihin, at matutong ipaglihim ang dapat
ipaglihim.
10. Sa daang matinik ng kabuhayan, lalaki ay siyang patnugot ng asawa’t mga anak; kung ang
umaakay ay tungo sa sama, ang patutunguhan ng iaakay ay kasamaan din.
11. Ang babai ay huag mong tignang isang bagay na libangan lamang, kundi isang katuang at
karamay sa mga kahirapan nitong kabuhayan; gamitan mo ng buong pagpipitagan ang kaniyang
kahinaan, at alalahanin ang inang pinagbuhata’t nagiwi sa iyong kasangulan.
12. Ang di mo ibig na gawin sa asawa mo, anak at kapatid, ay huag mong gagawin sa asawa, anak,
at kapatid ng iba.
13. Ang kamahalan ng tao’y wala sa pagkahari, wala sa tangus ng ilong at puti ng mukha, wala sa
pagkaparing kahalili ng Dios wala sa mataas na kalagayan sa balat ng lupa; wagas at tunay na mahal na
tao, kahit laking gubat at walang nababatid kundi ang sariling wika, yaong may magandang asal, may
isang pangungusap, may dangal at puri; yaong di napaaapi’t di nakikiapi; yaong marunong magdamdam
at marunong lumingap sa bayang tinubuan.
14. Paglaganap ng mga aral na ito at maningning na sumikat ang araw ng mahal na Kalayaan dito sa
kaabaabang Sangkalupuan, at sabugan ng matamis niyang liwanag ang nangagkaisang magkalahi’t
magkakapatid ng ligaya ng walang katapusan, ang mga ginugol na buhay, pagud, at mga tiniis na

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kahirapa’y labis nang natumbasan. Kung lahat ng ito’y mataruk na ng nagiibig pumasuk at inaakala
niyang matutupad ang mga tutungkulin, maitatala ang kaniyang ninanasa sa kasunod nito.
“The Proclamation of the Philippine Independence” by Ambrosio R. Bautista
The Philippine Declaration of Independence (Spanish: Acta de la proclamación de

independencia del pueblo Filipino, 'An Act of the Proclamation of the Independence of the
Filipino People') was written by Ambrosio R. Bautista, “War Counselor and Special Delegate-
Designate” of the revolutionary Philippine government. It was read by Bautista during the
proclamation of Philippine Independence on June 12, 1898. The event took place between four
and five in the afternoon at the ancestral home of Aguinaldo in Kawit, Cavite; which featured the
unfurling of the first Philippine flag (sewn in Hong Kong by Marcela Agoncillo, Lorenza
Agoncillo, and Delfina Herboza) and the playing of the Marcha Filipina Magdalo (composed by
Prof. Julian Felipe) by the San Francisco de Malabon Marching Band. This would eventually
become the Philippine National Anthem, the Lupang Hinirang (lyrics composed by Prof. Jose I.
Palma).
Emilio Aguinaldo, leader of the

Philippine revolutionary forces, was in
exile in Hong Kong after signing
the Pact of Biak-na-Bato with Spain in
December 1897. Because of the
outbreak of the Spanish-American
War in December 1897, the Asiatic
Squadron of the US Navy, under the
command of Commondore George
Dewey, abroad the USS Olympia,
sailed into Manila Bay and defeated
the Spanish navy in the Battle of Manila Bay. Aguinaldo returned home abroad the USS
McCullogh in May 1898.
The document declares the independence of the Filipino people from Spain. It lists down
the abuses of the Spanish colonial regime starting from the time of the arrival of Ferdinand
Magellan in 1531. Unfortunately, the Declaration was recognized by neither the United States
nor Spain because Spain had ceded the Philippines to the United States through the Treaty of
Paris. The Philippines would be a colony of the United States and of Japan, and was eventually
granted independence on July 4, 1946.

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The Declaration is now housed in the National Library of the Philippines. It is not on
public display but can be seen upon request. During the Philippine-American War, about
400,000 documents were seized and sent to the US. These were returned in 1958. Sometime in
the 1980's or the 1990's the Declaration was stolen from the National Library, but was returned
by a professor from the University of the Philippines in 1994.
Application
References:
Candelaria, John Lee P. (2018). Readings in Philippine History. Rex Bookstore, Manila
Philippines.
Ligan, V.O. et. al. (2018). Readings in Philippine History. Publishing House Inc., Malabon
City.
Supplemental Readings/Assignments
Watch Raiders of the Sulu Sea (accessible at https://www.youtube.com/watch?v=CEtJ1mZdX10)
https://www.inkroci.com/culture_movie/review-from-the-world/literatures-from-the-world/first-voyage-
around-the-world-by-antonio-pigafetta.html
https://instructionalminutes.blogspot.com/2014/09/the-philippine-declaration-of.html
Other print materials (if any)
Pigafetta, Antonio, Translated by Theodore J. Cachey Jr. (1995). The First Voyage Around the World,
Marsilio Publishers, New York City.
LESSON 3 Controversies and Conflicting Views in the Philippine History
Objectives

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1. React and reflect on controversial issues and conflicting views concerning historical
events; and,
2. Demonstrate the ability to formulate argument in favor of or against a particular historical
issue using primary source.
The Need for Studying Controversies and Conflicting Views

Many years ago, an NFO Trends Survey showed that only 37 percent of the 1,420
respondents aged 7 to 12 years old, were able to sing the Philippine National Anthem and only
28 percent could recite the old version of “Panatang Makabayan”. Of the many Filipino heroes,
they could only name up to 2 heroes-and other matters. The conclusion is that the Filipino youth,
in general, had a “very shallow knowledge and appreciation” of the country’s history and
cultural heritage.
Every student in the Philippine History should therefore be able to know, understand and
critically analyze various controversies and conflicting views because these may affect their lives
as Filipinos and citizens of contemporary society.
Controversies and Conflicting Views

It has been said that the Philippine had “one past but may histories” is true in this case.
Different authors and writers of Philippine History books vary in their description of the
Philippine’s physical features, its location, number of islands, land area, river systems,
mountains, site of the first mass, cry of Balintawak among others. With these conflicting views
in certain events and situations, they are subject for debate.
The following are the controversial issues:
The Philippine Physical Features

Pepito M. Capito prepared a list of controversial issues in the Philippine history. He got the
information from the book of Pedro H. Gagelonia – who happened to be the author’s history
professor in FEU in 1963. These controversies are:
1. Number of Islands and Islets in the Philippines
Different authors of history books had different views on the number of islands and islets.
Here are the conflicting views on the number of islands and islets.
a. Molina – 7,083 islands
b. Agoncillo and Alfonso – 7,000
c. Alip – 7,100
d. Zaide – 7,083
e. Ariola – 7,100
2. Number of Named Islands and Unnamed Islands
a. Agoncillo and Alfonso – 3,000 named islands and 4,000 unnamed islands
b. Alip-2,773 named islands, the rest are still unnamed islands
c. Zaide-different data in his own books

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1) Philippine History for Catholic Schools and the Republic of the Philippines,
1963 – 2,773 (named islands?)
2) Philippine Political and Cultural History, 1957 – 2,782 (named islands?)
d. Gagelonia, The Filipino Historian – 2,000 islands have been named
e. Google, Wikipedia – 5,000 islands are yet to be named.
3. Location of the Philippines
a. Zafra- Philippines is located about 700 miles or 1126.54 kms. From the mainland
of China
b. Molina- Philippines is located southeast of the Asiatic Mainland
c. Alip – Philippine lies about 700 miles or 1126.54 km to the southeast of the Asia
mainland
d. Zaide- Philippines is a sprawling archipelago fringing the southeastern rim of the
Asian continent.
4. Location of the Philippine Deep or sometimes called
Philippine Trench, Mindanao Trench or Mindanao Deep. This is the third deepest
in the world which is located on the east of the Philippines. Its length is 1,320 km
(820 miles) and a width of about 30 km (19 miles). This is located in Luzon
trending southeast to the northern Maluku Island of Haimahera, Indonesia.
Galathea Depth, its deepest point has a depth of 10,540 meters (5, 760 fathoms;
34, 580 feet)
a. Molina – Philippine Deep or Philippine Trench which is found east of Mindanao is
the second lowest region of the earth.
b. Zaide- it is the lowest region in the world, an ocean depth east of Mindanao (cited in
his book, Philippine History for Catholic High Schools).
c. Zaide – it is the lowest part of the Earth situated about 15miles (24,1420 kms)
Northeast of Mindanao. It is 34,218 feet (10,429646 kms) below sea level. (cited in
his book, Philippine History for Catholic High Schools).
d. Zaide – it is the second lowest place in the world and is located 72.4205 kms (45
miles) east of NorthernMindanao. It is 35,400 feet or 10,78992 kms deep. (cited in his
book, Philippine History for Catholic High Schools).
e. Agoncillo- It’s the second deepest sea in the world which is located east of Mindanao
with a deth of 35,440 feet (10.802.112 kms)
f. Google- The Philippine Deep Sea has a depth of 34,580 feet or 10.539984 kilometers.
5. Longest River in the World
Fact: the largest, longest, and widest river in the Philippines is the Cagayan River or Rio
Grande de Cagayan. It is located in the Northeastern part of Luzon that traverses the
provinces of Nueva Vizcaya, Quirino, Isabela and Cagayan. Small streams that originate
from Balete Pass, Cordillera, Caraballo and Sierra Mountains meet other streams and rivers
and flow to the Cagayan River.
The Rio Grande de Mindanao or Mindanao River is the second largest river located on
the southern part of Mindanao. It has a length of 373 kilometers (232 meters). Its headwaters
are in the mountains of Impasugong, Bukidnon, south of Gingoog City in Misamis Oriental,

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what it is called the Pulangi River joining the Kabacan River where it becomes the Mindanao
River.
Disagreement Among the Authors of the Philippine History

a. Alip- Cagayan River is the longest river in the Philippines
b. Molina- Rio Grande de Mindanao is the longest river in the Philippines
c. Benitez – Rio Grande de Mindanao is the longest river in our country
d. Zaide – the longest river is the Rio de Mindanao (cited in his book, Philippine
History for Elementary Schools).
e. Zaide – the longest river is the Rio de Mindanao (cited in his book, Philippine
History for High Schools).
f. Google – Rio Grande de Cagayan is the longest and widest river in the
Philippine whereas, Rio Grande de Mindanao or Mindanao River is he
country’s second largest river system with a length of 373 kilometers.
6. Straits it is a naturally formed, narrow but navigable waterway that connects two larger
bodies of water.
Disagreements among Authors in the Philippine History as to the number of straits in the
Philippines.
a. Molina- there are 8 landlock straits in the Philippines
b. Agoncillo – there are 20 landlock straits
c. Zaide – there are 8 landlock straits
d. Google- there are 22 straits.
7. Coastline it is also called seashore where land meets the sea or ocean, or a line that forms
the boundary between the land and the ocean, sea, or lake.
Disagreements among the Authors
a. Zaide – The Philippine coastline is thrice longer than the U.S. coastline with
10,850 statue miles or 17,461.382 statute kilometers
b. Molina – The Philippines coastine is 11,446 statute miles or 18,470,605 statue
kilometers
c. Alip- The Philippines coastine is 11,000 miles or 17,702.784 kilometers
d. Benitez - The Philippines coastine is 11,440 statute miles or 18,419,895 statue
kilometers
8. Mountains - Mt. Apo is the highest mountain in the Philippines but historians disagree or
differ in their data on the height of Mt. Apo.
a. Agoncillo – Mount Apo is 9,600 feet or 2.92608 kilometers high
b. Alip – Mount Apo is 9,699 feet or 2.956 plus kilometers high
c. Zaide - Mount Apo is 9,690 feet or 2.9535 kilometers high
d. Google - Mount Apo is 2,954 kilometers high
9. Mount Pulag or sometimes called as Mount Pulog is the third highest mountain in the
Philippines and Luzon’s highest peak at 2.922 meters above sea level. It borders between
the province of Benguet, Ifugao and Nueva Vizcaya:

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a. Agoncillo – Mount Pulag is the second highest peak in Luzon with 8,481 feet
(2.585009 kms) high
b. Alip – Mt. Pulag is 9,606 feet high (2.927 kms) high
c. Google – Mt.Pulag is 2.9222 kilometers high
The second highest mountain is Mt. Dulong-dulong with a peak of 2,936
meters. The fourth is Mt. Kitanglad Ranges (2899 meters) with Mt.
Piapayungan Range (2,890 meters)
Site of the First Mass
Proclamation of the national shrine
On June 19, 1960, Republic Act No. 2733, called the Limasawa Law, was enacted
without Executive approval on June 19, 1960. The legislative fiat declared The site in
Magallanes, Limasawa Island in the Province of Leyte, where the first Mass in the Philippines
was held is hereby declared a national shrine to commemorate the birth of Christianity in the
Philippines. Magallanes is east of the island of Limasawa. In 1984 Imelda Marcos had a multi-
million pesos Shrine of the First Holy Mass built, an edifice made of steel, bricks and polished
concrete, and erected on top of a hill overlooking barangay Magallanes, Limasawa. A super
typhoon completely wiped this out just a few months later. Another shrine was inaugurated in
2005.
Limasawa celebrates the historic and religious coming of the Spaniards every March 31
with a cultural presentation and anniversary program dubbed as Sinugdan, meaning "beginning."
Yet this has no reference at all to a Catholic mass being held on March 31, 1521.
Historical controversies:
Masao
Some Filipino historians have long contested the idea that Limasawa was the site of the
first Catholic mass in the country. Historian Sonia Zaide identified Masao (also Mazaua)
in Butuan as the location of the first Christian mass. The basis of Zaide's claim is the diary
of Antonio Pigafetta, chronicler of Magellan's voyage. In 1995 then Congresswoman Ching
Plaza of Agusan del Norte-Butuan City filed a bill in Congress contesting the Limasawa
hypothesis and asserting the "site of the first mass" was Butuan. The Philippine Congress
referred the matter to the National Historical Institute for it to study the issue and recommend a
historical finding. Then NHI chair Dr. Samuel K. Tan reaffirmed Limasawa as the site of the first
mass.
Bolinao

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Odoric of Pordenone, an Italian and Franciscan friar and missionary explorer, is heartily
believed by many Pangasinenses to have celebrated the first mass in Pangasinan in around 1324
that would have predated the mass held in 1521 by Ferdinand Magellan. A marker in front
of Bolinao Church states that the first Mass on Philippine soil was celebrated in Bolinao Bay in
1324 by a Franciscan missionary, Blessed Odorico.
However, there is scholarly doubt that Odoric was ever at the Philippines. Ultimately,
the National Historical Institute led by its chair Ambeth Ocampo recognized the historical
records of Limasawa in Southern Leyte as the venue of the first Mass, held on March 31, 1521.
Confusion on meeting the king of Butuan
According to Bernad (2002), the confusion originated on the misinterpretation of some of

the 17th century historians such as Colin and Combes, often yielding incorrect representation of
Magellan's voyage, which ultimately led to the misconception of the first mass being held
at Butuan, rather than Limasawa. The writings of the previous historians failed to depict the
correct route of Magellan's ships toward the Philippines. Some write-ups accounted for the
entrance of the ships from the southern part of the country whereas the account of Antonio
Pigafetta revealed the entrance from the eastern part of the country, from the direction of the
Pacific region.
Of utmost significance other than the non-verisimilar picture of the route of the voyage is
the confusion on the encounter between the explorer Ferdinand Magellan and the two datus when
the former reached the island of Limasawa, formerly called "Mazaua". According to the previous
writings, after the Spaniards visited the island, they went, together with the two native kings
to Butuan and there erected a cross on top of a hill to symbolize friendship with the natives and
to serve as a sign to future Spanish explorers. After the erection of the cross and going about the
events in the first mass, the men went to Cebu, by the initiative of Magellan, in search for
resources.
This account rooted from the misunderstanding of the meeting between the three persons.
According to Pigafetta, Magellan met the datu of Limasawa, and another datu, whom the scribe
himself called "one of his brothers", namely the king of Butuan. This highlights the origin of the
confusion – Magellan in fact never went to Butuan; he and his men celebrated the first mass on
the island of Limasawa, together with the two datus: one from the island and another
from Butuan, before proceeding to Cebu.
Previous historians, in difference from Pigafetta's account, thought that Magellan went
to Butuan and there held the first mass on the basis of the explorer's meeting with the island's
king. In reality, Magellan's route never included Butuan as one of its destinations. From the
eastern part of the Philippines, reaching the island of Homonhon, Magellan proceeded
to Limasawa and thereupon met two kings, namely the datu of Limasawa and the datu of Butuan.

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After celebrating the first mass in that same island, the explorer and his men set out for Cebu in
search for greater resources.
Supplemental reading: https://journals.ateneo.edu/ojs/index.php/budhi/article/view/582/579
The Cry of Balintawak
Cry of Balintawak or Cry of Pugad Lawin, where did Andres Bonifacio “Cry”? The Cry of
Balintawak is a contrived controversy. For nearly a century, the Cry of Balintawak or Cry of
Pugadlawin has been the subject of many controversies. It is considered as a turning point of
Philippine history. The main focus of controversy is the date and place of Bonifacio Cry. There
were five dates for the Cry-August 20,23,24,25, and 26 and five different venues for the first cry:
Balintawak, Pugadlawin, Kangkong, Bahay-Toro and Pasong Tamo.
The first issue: it has been widely accepted and believed that the first cry of the revolution took
place in Balintawak, Caloocan in August 23, 1896.
The second issue: the first cry was in August 23, 1896 but the exact place is not in Balintawak
but Pugadlawin. Between these two controversies, the Balintawak tradition continues to thrive.
The third issue: the cry occurred towards the end of August 1896 and that all the places
mentioned above are in Caloocan (now a big City) which in those times was a district of
Balintawak.
But these controversies remain unresolved except in the Philippine History books.
The Cavite Mutiny Controversy
Jose Rizal dedicated his novel “El Filibusterismo” to the three priests, Mariano Gomez, 85 years
old, Jose Burgos, 30 and Jacinto Zamora, 35 who were executed at Bagumbayan Field in the
morning of February 17, 1872 (Ariola, 2012; Agoncillo, 2010 and Zaide, 2004). The three priests
were summarily tried and sentenced to death by the garrote for being linked as instigators of the
Cavite Arsenal Revolt of January 20, 1872. The three priests were very active in the
secularization (or nationalization) of the clergy (Nuguid, 2012).
However, not all Filipinos, including college students knew that there were two accounts or
perspectives in reference to the death of the three Filipino Martyrs, according to Chris Antonette
Piedad-Pugay (a history writer).
a. The Spanish Perspective of the 1872 Cavite Mutiny (based on Pugay’s historical
account)

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Jose Montero y Vidal, a prolific Spanish historian documented the event and highlighted it as
an attempt of the Indios to overthrow the Spanish government in the Philippines. Meanwhile,
Gov. Gen. Rafael Izquierdo’s official report magnified the event and made use of it to
implicate the native clergy, which was then active propagandists proliferated by unrestrained
press, democratic, liberal and republican books and pamphlets reaching the Philippines, and
most importantly, the presence of the native clergy who out of animosity against the Spanish
friars, “conspired and supported” the rebels and enemies of Spain.
In particular, Izquierdo blamed the unruly Spanish Press for “stockpiling” malicious
propagandas grasped by the Filipinos. He reported to the King of Spain that the “rebels”
wanted to overthrow the Spanish government to install a new “hari” in the likes of Fathers
Burgos and Zamora.
On 17 February 1872 in an attempt of the Spanish government and Frailocracia to instill fear
among the Filipinos so that they may never commit such daring act again, the GOMBURZA
were executed. This event was tragic but served as one of the moving forces that shaped
Filipino nationalism.
b. The Filipino Version of the Cavite Incident

Dr. Trinidad Hermenigildo Pardo de Tavera, a Filipino scholar and researcher, wrote the
Filipino version of the bloody incident in Cavite. In his point of view, the incident was a
mere mutiny by the native Filipino soldiers and laborers of the Cavite arsenal who turned out
to be dissatisfied with the abolition of their privileges.
Tavera believed that the Spanish friars and Izquierdo used the Cavite Mutiny as a powerful
lever by magnifying it as a full-blown conspiracy involving not only the native army but also
included residents of Cavite and Manila, and more importantly the native clergy to overthrow
the Spanish government in the Philippines. Its is noteworthy that during the time, the Central
Government in Madrid announced its intention to deprive the friars of all the powers of
intervention in matters of civil government and the direction and management of educational
institutions. This turnout of events was believed by Tavera, prompted the friars to do
something drastic in their dire sedire to maintain power in the Philippines.
The friars, fearing that their influence in the Philippines would be a thing of the past, took
advantage of the incident and presented it to the Spanish Government as a vast of conspiracy
organized throughout the archipelago with the object of destroying Spanish sovereignty.
Tavera sadly confirmed that the Madrid government came to believe that the scheme was
true without any attempt to investigate the real facts or extent of the alleged “revolution”
reported by Izquierdo and the friars.

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Convicted educated men who participated in the mutiny were sentenced to life imprisonment
while members of the native clergy headed by the GOMBURZA were tried and executed by
garrote. This episode leads to the awakening of nationalism and eventually to the outbreak of
Philippine revolution of 1896. The French writer Edmund Plauchut’s account complimented
Tavera’s account by confirming that the event happened due to discontentment of the arsenal
workers and soldiers in Cavite fort. The Frenchman, however, dwelt more on the execution
of the three martyr priests which he actually witnessed.
The Philippine National Flag
Before the 1896 revolution, the Filipinos had no common flag. It was only on the height of
revolution that started to exist. The Katipunan generals designed different flags to signify the
unit or battalion where they belong. But the flags that they created cannot be called as a national
flag.
Here is Pugay’s detailed historical account in the controversial Philippine National Flag.
Gen. Emilio Aguinaldo aspired to establish a new nation to be signified by a flag and an anthem
during the second phase of the Philippine Revolution. With this, he himself made the sketch of
the flag that he submitted to Doña Marcela Agoncillo who was then living at 535 Morrison Hill
Road in Hong Kong. In sewing the flag, Mrs. Agoncillo was assisted by her daughter Lorenza
and by Delfina Herbosa Natividad. After five days of hard work, the flag was delivered to
Aguinaldo who went back to the Philippines on 17 May 1898 through S.S. McCulloch. The flag
as described by the marker himself was “made from fine silk with a white triangle at the left
containing a sunburst with eight rays at the center, a five-pointed star at each angle of the
triangle, an upper stripe of dark blue and a lower stripe of red. The white triangle stood for the
Filipinos hope for equality; the blue color stood for peace, truth and justice; and the red stood for
patriotism and valor. The sunburst of eight rays represented the first eight province to take up
arms against Spain, and the three stars symbolized Luzon, Visayas and Mindanao”.
Philippine Flag was Banned!
Just like our country and its constitution, the Philippine flag also experienced different
controversies. When the Americans took over the Philippines in 1898, mutual distrust among the
Filipinos and Americans started. This prompted the Philippine Commission to enact the Flag
Law of 1907 that forbade the Filipinos to use or display the Philippine flag anywhere, even
inside Filipino homes. The Filipinos responded with bitter protests as they saw the Flag Law as a
violation of the fundamental principle of free expression.
Several efforts were done by Filipinos legislators to repeal the law, but to no avail. In 1919,
Senator Rafael Palma sponsored the Senate Bill No. 1, a bill repealing the Flag Law of 1907
following Gov. Gen. Francis Harrison’s recommendation that the law should be repealed since
the distrust between the Filipinos and the Americans no longer exists. On 24 October 1919, Act
No. 2871 was approved and signed by Gen. Harrison; thus, the Flag Law of 1907 was repealed.
Inclusion of a 9th ray or Crescent in the Flag

Cantilan Campus
In the early part of 1970, appeals for the inclusion of an additional ray or a crescent in the
Philippine flag created another issue. House bill no. 7725 sponsored by Rep. Sultan Omar
Dianalan of the 1st District of Lanao del Sur petitioned for the addition of 9 th ray in the rays of the
sun in the Philippine flag to symbolize the Moslems and the cultural minorities who fought the
Spaniards and waged war against them. Other groups proposed that a crescent be placed beside
the sun as a form of tribute to the pre-colonial past. However, historians, headed by Teodoro
Agoncillo singled out that when Aguinaldo himself designed the flag, he had in his mind the
eight provinces which rise in arms against Spain during the Philippine Revolution namely:
Manila, Cavite, Bulacan, Pampanga, Nueva Ecija, Tarlac, Laguna and Batangas. He also pointed
out that one of the three stars in the flag already represents the Moslem and the Moslem lands.
Where is the Original Flag?
In his letter to Captain Baja dated 11 June 1925, Aguinaldo mentioned that in their Northward
retreat during the Filipino-American War, the original flag was lost somewhere in Tayug,
Pangasinan. Some people believed that the original flag that was hoisted during the proclamation
of independence on 12 June 1898 was the one stored in the Aguinaldo Museum at Baguio City. It
cannot be denied that the said flag was authentic and a contemporary of the original flag but
experts found out that its materials was made of combined silk and cotton fabric, not fine silk as
stated by flag-maker herself in “Philippine Herald” published in October 1929. There were also
reports that the first original flag of the Philippines was returned in July 1957 by US Ambassador
Charles E. Bohlen.
Every year, the Filipino people celebrate the Flag Day to pay respect to the existing Philippine
Flag. Controversies concerning the Philippine flag in the past should not be a hindrance on how
every Filipino citizen should look up to the flag. No matter what happens to this flag, the
Philippine national flag is the unifying symbol of all Filipinos and this is the same flag that
revolutionaries served in war and in peace.
In short, the Philippine flag symbolizes the Filipinos as one nation and as a people.
Antonio Luna’s Assassination
Who really ordered Luna’s murder? Is Aguinaldo a hero or a traitor? History books blamed
Aguinaldo as the mastermind in the death of General Antonio Luna. Luna suffered over 30
wounds from bolos, bayonets, and bullets. Was the death of Luna under the command and order
of Aguinaldo?
1) General Antonio Luna, lieutenant commander of the Filipino Army has been assassinated
by order of Aguinaldo. He was stabbed to death by a guard selected by Aguinaldo to kill
him. Investigation of the incident proved that Luna had been killed and General Otis, the
American Governor-General, had authentic information regarding the death of the
“insurgent general”.
2) Another information says that Nevy, a guard of Aguinaldo, by order of General
Aguinaldo purposely insulted Luna and forced a quarrel. One report says that Luna was
shot before Ney stabbed him.

Cantilan Campus
3) Pedro Paterno, one of the Filipino leaders believed that Aguinaldo ordered the killing of
Luna. The assassination, he recalled, was similar to the fate of Bonifacio in Cavite
province. Both Luna and Bonifacio were rivals of Aguinaldo for the leadership of the
Filipinos.
4) General Luna was exceedingly unpopular among the Filipino troops on account of his
stubborn and dictatorial manners, and very little regret was expressed at his death. Luna
and Aguinaldo were unable to agree as to the manner of conducting the campaign against
the Spanish authorities and it is said that Aguinaldo was afraid, he would be assassinated
by Luna’s orders.
On the other hand, those who believed that it was not Aguinaldo who ordered the death of Luna,
but it was Luna’s fault and men who assassinated him expressed the following views:
1) Emilio “Jun” Abaya, former transportation secretary and great grandson of Aguinaldo
had to defend his great grandfather. He said that Luna was not assassinated on order of
Aguinaldo.
2) Professor Xiao Chua of De La Salle University noted that there is no valid evidence to
support the claims that Aguinaldo had Luna killed. According to Professor Chua, there
are various accounts on Luna’s death, including one by Pedro Janolino, Aguinaldo’s men
from Kawit who was one of the people who killed Luna.
3) Antonio Abad who interviewed Pedro Janolino said that it was he who killed Luna by
self-defense. This was the statement of Janolino:
“when Antonio Luna was coming down the stairs, Nakita nya nag alit nag alit si
Antonio? (referring to Luna). Sino ang nagpaputok?” asked Luna.
According to the interview with Janolino, Janolino was so afraid that Luna might
kill him and his men that they killed him first.
Is Aguinaldo still be considered a hero or a traitor?
It is not easy to dismiss Aguinaldo’s role in the Philippine history given the controversies
surrounding his leadership. If one looked at it, he has roles in the making of the Philippine flag,
the production of the national anthem, and his role in the revolution against the Spaniards and
Americans. But just like other men, he had also some mistake, and the mistakes must be taught
and analyzed by every Filipino. Let us learn from the mistakes of Aguinaldo.
It is dangerous to make conclusions based only on the movies. Every young Filipinos must
revisit the primary source to say that Aguinaldo is a hero or a traitor after critically analyzing and
evaluating the primary source of primary document, instead of just basing the conclusions from
the movies.
Professor Chua finally explained that he does not personally consider Aguinaldo a hero. “I
consider him a great Filipino, not a hero”,
Rizal’s Retraction Controversy

Cantilan Campus
THE DEBATE continues.
Since Rizal’s retraction letter was discovered by Father Manuel Garcia, C.M. in 1935, its content
has become a favorite subject of dispute among academicians and Catholics. The letter, dated
December 29, 1896, was said to have been signed by the National Hero himself.
It stated: “I declare myself a Catholic and in this religion in which I was born and educated I
wish to live and die. I retract with all my heart whatever in my words, writings, publications and
conduct has been contrary to my character as son of the Catholic Church.”
The controversy whether the National Hero actually wrote a retraction document only lies in the
judgment of its reader, as no amount of proof can probably make the two opposing groups—the
Masonic Rizalists (who firmly believe that Rizal did not withdraw) and the Catholic Rizalists
(who were convinced Rizal retracted)—agree with each other.
Proofs, documents
History books tell most people that the first draft of the retraction was sent by Archbishop
Bernardino Nozaleda to Rizal’s cell in Fort Santiago the night before his execution in
Bagumbayan. But Rizal was said to have rejected the draft because it was lengthy.
According to a testimony by Father Vicente Balaguer, a Jesuit missionary who befriended the
hero during his exile in Dapitan, Rizal accepted a shorter retraction document prepared by the
superior of the Jesuit Society in the Philippines, Father Pio Pi.
Rizal then wrote his retraction after making some modifications in the document. In his
retraction, he disavowed Masonry and religious thoughts that opposed Catholic belief.
“Personally, I did not believe he retracted, but some documents that was purchased by the
Philippine government from Spain in the mid-1990s, the Cuerpo de Vigilancia de Manila,”
showed some interesting points about the retraction, said Jose Victor Torres, professor at the
History department of the De La Salle University.
Popularly known as the Katipunan and Rizal documents, the Cuerpo de Vigilancia de Manila is a
body of documents on the Philippine revolutions that contains confidential reports, transcripts,
clippings, and photographs from Spanish and Philippine newspapers.
Despite this, Torres said his perception of the Filipino martyr would not change even if the
controversies were true.
“Even though it would be easy to say he retracted all that he wrote about the Church, it still did
not change the fact that his writings began the wheels of change in Philippine colonial society

Cantilan Campus
during the Spanish period—a change that led to our independence,” Torres said. “The retraction
is just one aspect of the life, works, and writings of Rizal.”
But then, Torres noted that the controversy is irrelevant today.
“The way Rizal is taught in schools today, the retraction means nothing,” he said.
‘Unadorned fact’
Filipino historian Nicolas Zafra considered the controversy as “a plain unadorned fact of history,
having all the marks and indications of historical certainty and reality” in his book The
Historicity of Rizal’s Retraction.
Dr. Augusto De Viana, head of UST’s Department of History, also believes that Rizal retracted
and said the National Hero just renounced from the Free Masonry and not from his famous
nationalistic works.
“He (Rizal) retracted. He died as a Catholic, and a proof that he died as a Catholic was he was
buried inside the sacred grounds of Paco Cemetery,” said De Viana, who compared the martyr
with Apolinario Mabini, a revolutionary and free mason who was buried in a Chinese cemetery.
De Viana said it is not possible that the retraction letter had been forged because witnesses were
present while Rizal was signing it.
He added that the evidence speaks for itself and moves on to the question on Rizal’s character as
some argue that the retraction is not in line with Rizal’s mature beliefs and personality.
“Anti-retractionists ask, ‘What kind of hero is Jose Rizal?’ They say he was fickle-minded. Well,
that may be true, but that is human character. Rizal was not a perfect person,” De Viana said.
He also mentioned that just like any person, Rizal was prone to flip-flop. He believes that Rizal
retracted because the national hero wanted to be at peace when he dies.
But would Rizal’s works deem irrelevant and futile because of his retraction?
De Viana answered, “Rizal awakened our knowledge of nationalism. For me, that is enough. The
issue will not invalidate his works in any way.”
supplemental readings:
https://nhcp.gov.ph/the-rizal-retraction-and-other-cases/

Cantilan Campus
http://ournativehero.weebly.com/the-retraction.html
Application (will be posted on our group page)
References:
"Republic Act No. 2733". lgu.ph. June 19, 1960.
^ "REPUBLIC ACT NO. 2733 – AN ACT TO DECLARE THE SITE IN MAGALLANES, LIMASAWA
ISLAND IN THE PROVINCE OF LEYTE, WHERE THE FIRST MASS IN THE PHILIPPINES WAS
HELD AS A NATIONAL SHRINE, TO PROVIDE FOR THE PRESERVATION OF HISTORICAL
MONUMENTS AND LANDMARKS THEREAT, AND FOR OTHER PURPOSES". Chanrobles Law
Library. June 19, 1960. Retrieved February 4, 2021.
Borrinaga, Rolando O. (April 14, 2007). "The right place for disputed first Mass in Limasawa". Inquirer
Visayas. Inquirer.net. Archived from the original on February 13, 2009. Retrieved February 4, 2021.
"Southern Leyte Is Famous For..." Wow Philippines. Tourism.gov.ph. Archived from the original on
February 12, 2008. Retrieved February 4, 2021.
"Butuan to pursue claim it was site of First Mass in RP, 485 years age". The Philippine Star. February 4,
2021.
Ben Serrano (April 4, 2006). "Butuan reclaims part as first mass venue". sunstar.com.ph.
Retrieved February 4, 2021.
Isagani Medina (1981). An Evaluation of the Controversy on the First Mass in the Philippines. Manila:
National Historical Institute. pp. 31–35. ISSN 0115-3927.
Retrieved February 4, 2021 from https://varsitarian.net/news/20111004/rizals_retraction_truth_vs_myth

Cantilan Campus


GE RPH Module 1

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GE RPH Module 1

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Republic of the Philippines

Surigao del Sur State University

At the completion of this module, you are able to:

• analyze and critic Philippine controversial events and histories; and

Are you ready? Then, let’s get it on!

GE-RPH – Readings in Philippine History

GE-RPH – Readings in Philippine History

Course Title : Reading in the Philippine History

GE-RPH – Readings in Philippine History

2. Propose recommendations/solutions to present – day problems based on their

Class Standing- 40%

AM 8:00-9:00 (GE-RPH) BSBA 1C

9:00-10:00 (GE-RPH) BSBA 1D

10:00-11:00 (GE-RPH) BSBA 1A

PM 1:00-2:00 (GE-RPH) BSBA 1G

2:00-3:00 (GE-RPH) BSBA 1H

3:00-4:00 (GE-RPH) BSBA 1E

GE-RPH – Readings in Philippine History

 Fully answered module

1. Academic honesty is expected to students enrolled in this course. Cheating on

GE-RPH – Readings in Philippine History

E-mail Address : pycuadz@gmail.com/cuadrillerop748@gmail.com

I _________________________ have chosen to complete the following actions:

GE-RPH – Readings in Philippine History

Introduction to History: Definition, Issues, Sources,

LESSON 1 Definition and Subject Matter

1. define history as an academic discipline;

Activity& Analysis (will be posted on our group page)

 Edward H. Carr, defined history as a summary of human accomplishments. Whatever

GE-RPH – Readings in Philippine History

Why do we need to study history?

The invention of writing could be considered one of human civilization's most

Different Branches of History

History can be divided into different branches as follows:

 History frequently collaborates with other disciplines as its auxiliary disciplines, in

 Linguistics is another historical aid, linguists and historians collaborate by researching

GE-RPH – Readings in Philippine History

The Development of Philippine Historiography

Another new historical approach emerged – Postcolonialism.

History and the Historian

GE-RPH – Readings in Philippine History

GE-RPH – Readings in Philippine History

GE-RPH – Readings in Philippine History

(will be posted on our group page)

GE-RPH – Readings in Philippine History

Now if you are ready, please proceed to Lesson 2.

Rubric for Essay

GE-RPH – Readings in Philippine History

LESSON 2 Content and Contextual Analysis of Selected Primary Sources

(will be posted on our group page)

Content analysis is a systematic evaluation of the primary source be it a text, painting,

GE-RPH – Readings in Philippine History

Antonio Pigafetta is a famous Italian traveller born in

A Brief Summary of the First Voyage Around the World

GE-RPH – Readings in Philippine History

GE-RPH – Readings in Philippine History

Magellan’s men then elected Duarte Barbosa as the new captian.

The KKK and the “Kartilya ng Katipunan”

The Kataastaasan, Kagalanggalangang Katipunan ng mga Anak ng Bayan (KKK) or

1. Unity of the filipino people;

GE-RPH – Readings in Philippine History

Mga Aral nang Katipunan

GE-RPH – Readings in Philippine History