GE 216 – Readings in Philippine History

Readings in Philippine History

Note to USeP Faculty:

This is a plain template allowing easy writing/preparation of course packs. For
this version, it is suggested to simply replace the text in the sections as indicated,
and copy-and-paste sections to duplicate them (e.g. to create a new lesson or
module). Use A4 paper size, with 1.5” left margin, and 1” on remaining sides. Use
Arial font at font size 12 and 1.5 spacing for paragraph lines.

Allan H. Navales

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 GE 216 – Readings in Philippine History

Welcome Message
It is with great privilege and pride to be of service to you dear students in
expanding your knowledge and honing your skills in this course GE 216, i.e.,
Readings in Philippine History. As a foundational course, it aims to provide you
with necessary principles, values and skills in order to embrace the love for truth,
freedom, justice, progress and harmony enshrined in our struggle for identity and
emancipation as a people, as a nation and as a global citizen.
The renowned author and literary man Ralph Waldo Emerson once
observed about the lofty duty of a scholar. He said, “The office of the scholar is to
cheer, to raise, and to guide men by showing them facts amidst appearances. He
plies the slow, unhonoured, and unpaid task of observation. He is the world’s eye.”
A scholar searches for the truth and embraces its ethical implication for the good
of scholarship itself and its practical application to our temporal existence.
It is in this perspective that this module is situated. It is not also a
coincidence, I believe that you are now part of the USeP System as “Iskolar ng
Bayan” since we are a state university. What a way to start your academic life with
this course! It is knowing yourself more by way of understanding your identity and
own-most possibility as a Filipino in today’s world through the lens of “Readings in
Philippine History.”
The value of this course and hence the learning that will be gained in it will
depend on your prudent and sincere participation in the tasks assigned to you by
your professor. This learning module has been carefully prepared in order to
maximize student’s learning. Since it takes two to tango, this also comes with the
professor’s guarantee of the same prudence and sincerity in ensuring the
achievement of learning outcomes desired for students in this course.
As we welcome you in this adventure, we also wish you good luck in the
tasks ahead we have designed for you. Remember that, the role of the professor
is mainly to guide and direct student’s capacities to fruition. But, I am confident that
the University has pooled the best professors who will not only do the main task
but also do the other tasks of teaching with excellence, fairness and compassion.
Lastly, in our locale of learning whether virtual or real classrooms, it is
always the desire of every well-meaning professor that there is meeting of the
minds for mutual improvement. That the student after attentively and
conscientiously participating in the learning activities, he or she emerges better
than before. Only in this instance that the professor’s mission is successfully
delivered. For, there is no art and no science, no guidance and no direction, can
be effectively imparted without a philosophical spirit behind it—that empowering
spirit learned from understanding well our own history as a nation!

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 GE 216 – Readings in Philippine History

Faculty Information:

Allan H. Navales
Faculty
College of Arts and Sciences

Getting help

For academic concerns (College/Adviser - Contact details)

For administrative concerns (College Dean – Dr. Ana P. Ocenar)
For UVE concerns (KMD - Contact details)
For health and wellness concerns (UAGC, HSD and OSAS - Contact details)

TABLE OF CONTENTS

CONTENTS PAGE

Cover page ………………………………… 1

Welcome Message ………………………………… 2

Table of Contents ………………………………… 3

USeP Vision, Mission and Goals ………………….. 4

USeP Graduate Attributes ………………………… 5

USeP Core Values ……………………………….... 5

Course Overview ………………………………… 6

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 GE 216 – Readings in Philippine History

Course Assessment ……………………………….. 7

Course Map ………………………………… 8

Module 1 Overview ………………………………… 9

The Lessons ………………………………… 10-13

Module 2 Overview ………………………………..

Lessons in Module 2……………………………….

Template for writing lessons …………………….. 14

Sample Lessons / modules ……………………... 15

Course Summary ……………………………… 34

References …………………………….. 35

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 GE 216 – Readings in Philippine History

UNIVERSITY OF SOUTHEASTERN PHILIPPINES

VISION

Premier Research University in the ASEAN.

MISSION

USeP shall produce world-class graduates and relevant research and extension
through quality education and sustainable resource management.

GOALS

At the end of the plan period, the University of Southeastern Philippines (USeP)
aims to achieve five comprehensive and primary goals:

1. Recognized ASEAN Research University

2. ASEAN Competitive Graduates and Professionals
3. Vibrant Research Community
4. Proactive Research-based Economic Empowering
Extension Services
5. Capacity for Innovative Resource Generation

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 GE 216 – Readings in Philippine History

INSTITUTIONAL GRADUATE ATTRIBUTES

LEADERSHIP SKILLS

Creates and inspires positive changes in the organization; exercises

responsibility with integrity and accountability in the practice of one’s profession
or vocation.

CRITICAL AND ANALYTICAL THINKING SKILLS

Demonstrates creativity, innovativeness, and intellectual curiosity in optimizing

available resources to develop new knowledge, methods, processes, systems,
and value-added technologies.

SERVICE ORIENTED

Demonstrates concern for others, practices professional ethics, honesty, and

exemplifies socio-cultural, environmental concern, and sustainability.

LIFELONG LEARNING

Demonstrates enthusiasm and passion for continuous personal and professional

development.

PROFESSIONAL COMPETENCE

Demonstrates proficiency and flexibility in the area of specialization and in

conveying information in accordance with global standards.

CORE VALUES OF THE UNIVERSITY

UNITY
STEWARDSHIP
EXCELLENCE
PROFESSIONALISM

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 GE 216 – Readings in Philippine History

THE COURSE OVERVIEW

COURSE TITLE : GE 216

CREDIT : 3 units
SEMESTER : 1st Semester
TIME FRAME :
COURSE DESCRIPTION : The course analyzes Philippine History from multiple
perspectives through the lens of selected primary sources coming from various
disciplines and of different genres. Students are given opportunities to analyse
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 historical and critical
consciousness of the students, so that they will become versatile, articulate,
broadminded, morally upright and responsible citizens. This course includes
mandatory topics on the Philippine constitution, agrarian reform, and taxation.

COURSE OUTCOMES : On the completion of the course, student is expected

to be able to do the following:
1. Analyze texts critically whether in written, visual, and oral forms;
2. Examine the contemporary world from both Philippine & global
perspectives;
3. Contribute personally and meaningfully to the country’s development;
4. Use current technology to assist and facilitate learning and research

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 GE 216 – Readings in Philippine History

COURSE ASSESSMENT

Learning Evidence and Measurement Rubrics

LE1: Assessment Rubric for Group Presentation

Criteria Outstanding Very Good Good Fair/Pass Failure
91-100 81-90 71-80 61-70 Below 60
Background of the  The  The  The  The
primary source presentation presentation presentation introduction
(20%) includes a includes a includes a is somewhat
clear, clear clear inadequate
interesting introduction introduction in
and effective that identifies that identifies communicati
introduction how the how the ng how the
that identifies material is material is material is
how the related to the related to the related to the
material is topic under topic under topic under
related to the discussion, discussion. discussion.
topic under as well as to  The  Information
discussion, previously- introduction provided
as well as to discussed provides a about the
previously- topics. sufficient background
discussed  The background of the
topics. introduction on the material is
 The provides the material incomplete
introduction important (who, what, or incorrect.
effectively background when,  The
provides all information where). introduction
important on the  The identifies
background material introduction some
information (who, what, discusses relevance of
on the when, the the material
material where). relevance of in
(who, what,  The the material understandin
when, introduction in g major
where) in an discusses understandin episodes/the
accurate and the g major mes in
detailed relevance of episodes/the Philippine
manner. the material mes in history, but
 The in Philippine the
introduction understandin history. discussion is
effectively g major largely
discusses episodes/the superficial or
the mes in incomplete.
relevance of Philippine
the material history, and
in also attempts
understandin to relate the
g major material to
episodes/the contemporar
mes in y
Philippine events/them
history, as es/issues.
well as in
developing a
historically-
grounded
understandin
g of
contemporar
y
events/them
es/issues.
Contextual  The  The  The  The  There is no
Analysis (30%) presentation presentation presentation discussion of discussion of
of the of the of the the historical the historical
author’s author’s author’s context and context of
background background background importance the
and context and context and context of the document.
is is clear and is clear and document is
exhaustive, accurate. accurate. too general

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 GE 216 – Readings in Philippine History

clear and  The students  The students and lacks

accurate. identify and identify the specific
 The students analyse the problems details.
identify and problems that the  The
analyse the that the document background
problems document wants to of the author
that the wants to address. was not
document address.  There is an clearly
wants to  The students attempt to explained.
address. explain the explain the
 The students importance importance
explain of the of the
clearly the document in document in
importance understandin understandin
of the g the issues g the issues
document in of the given of the given
understandin period. period.
g the issues
of the given
period.
 The
document is
correlated
with the
other
documents
dealing with
the same
period.
Content Analysis  The  The  The  Some of the  There is no
(30%) important important important important adequate
elements are elements are elements are elements of discussion of
correctly identified and identified and the the content
identified and analysed. explained. document of the
analysed.  There is a  There is a are identified document.
 There is a discussion of discussion of and
thorough the value the value explained.
discussion of and and  There is an
the value contributions contributions attempt to
and of the of the discuss the
contributions contents of contents of value and
of the the the contributions
contents of document in document in of the
the understandin understandin contents of
document in g the issues g the issues the
understandin prevalent prevalent document in
g the issues during the during the understandin
prevalent period. period. g the issues
during the  The contents  There is an prevalent
period. of the attempt to during the
 The contents document correlate the period.
of the are contents of
document correlated the
are with the document
correlated events that with the
with the happened events that
event that before it was happened
happened written. before it was
before it was written.
written.
 The students
are able to
identify the
inconsistenci
es and
shortcomings
of the
document.
Organization &  The  The  The  The  The
Presentation Style presentation presentation presentation presentation presentation
is very well- is very well- is adequately is loosely is done in a
structured, structured, structured. organized. It haphazard
providing a there is a Transitions is not evident manner,
logical logical between how one lacking a
sequence to sequence to topics help in topic is clear

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 GE 216 – Readings in Philippine History

the the understandin related to organization

discussion discussion. g the overall another in and
within the  Presenters discussion. the structure.
prescribed are  Presenters presentation.  Presenters
time period. confident, are  Presenters were unable
 Presenters sometimes somewhat lack to capture
are using confident, confidence, the attention
confident, gestures, using but there is of students.
effectively eye contact, occasional occasional  Audio-visual
using and tone of gestures, use of aids are not
gestures, voice that eye contact, gestures, used, or are
eye contact, keep the and tone of eye contact, not really
and tone of class voice to and tone of helpful in the
voice that engaged in engage the voice to try to presentation.
keep the the class in the capture the  Presenters
class discussion. discussion. attention of cannot
engaged in  Audio-visual  Audio-visual students. effectively
the aids are aids are  Audio-visual communicate
discussion. effective helpful in aids are information
 Audio-visual leading to an generating mostly and ideas,
aids are well- appropriate an helpful in the relying on a
executed, understandin understandin presentation. verbatim-
paying g of key g of key Visual aids reading of
careful information information either lack notes or text-
attention to and ideas. and ideas. important heavy visual
the  Presenters  Presenters information, aids to
combination are largely are or are too convey
on elements articulate. In articulate. In text-heavy. information
(e.g., text general, general,  Presenters and ideas.
and there is use there is use encounter The use of
graphics) of of some grammaticall
that lead to grammaticall grammaticall difficulties in y incorrect
both an y-correct y-correct communicati language is
effective language language. ng pervasive.
understandin that is also Occasional information
g of key respectful of grammatical and ideas.
information diversity, and lapses do not The use of
and ideas, sensitive to prevent grammaticall
and the understandin y incorrect
continuing conditions of g of language
interest in different information tends to be
the groups. and ideas pervasive.
discussion. that are
 Presenters conveyed.
are highly
articulate,
using precise
and
grammaticall
y-correct
language.
Language
used is also
respectful of
diversity, and
sensitive to
the
conditions of
different
groups.

LE2: Assessment Rubric for Research Output

Criteria Outstanding Very Good Good Fair/Pass Failure

91-100 81-90 71-80 61-70 Below 60
Use of  Uses a wide  Uses many  Uses several  Provides  No primary
variety of relevant and relevant some sources sources
Primary relevant, accurate sources to but evidence are used
Sources accurate and sources to provide presented are and
(30%) updated provide evidence in vague and not evidences
sources to evidence in support of key always presented
provide support of key arguments. relevant. are
evidence in arguments. irrelevant

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support of key and

arguments. insufficient.
Effective  Supporting  Supporting  Evidences used  Evidences  Arguments
arguments arguments to support used to are not
and use specific, are relevant arguments are support supported
Appropriate relevant, and and mostly specific, arguments are by primary
Use of highly persuasive relevant and vague and and
persuasive evidence persuasive. unpersuasive. secondary
Sources evidence coming from  Uses  Quotations sources.
(30%) based on a both primary quotations and and  Paper was
critical and paraphrases paraphrasing directly
evaluation of secondary appropriately to are copied
primary and sources. make an inappropriately from
secondary  Uses argument. used to sources
sources. quotations  An explanation support without
 Uses the and is provided of arguments quoting,
most relevant paraphrases how the  The paraphrasi
quotations appropriately evidence explanation of ng, and
and and presented how the acknowled
paraphrases accurately to supports each evidence ging
appropriately make an argument. presented sources
and argument.  Evidence for supports each used.
accurately to  A clear and alternative argument is  Evidence
present new thoughtful arguments are not clear and supporting
perspectives explanation is presented and thorough. or
on an provided of considered.  Evidence opposing
argument. how the supporting or the
 Clearly, evidence opposing the arguments
thoughtfully, presented arguments are is missing.
and supports each poorly
thoroughly argument. integrated.
explains or  Evidence for
analyzes the alternative
relationship arguments
between the are presented
arguments and
and compared.
supporting
evidences.
 Evidence for
alternative
arguments
are presented
and critically
examined to
justify the
chosen
position.
Effective  A synthesis  A synthesis  A synthesis  A synthesis  No
effectively adequately identifies a identifies a synthesis
Synthesis examines examines common theme common or a
and how a how a and how it is theme and “synthesis”
Application common common reflected in how it is does not
theme has theme has different reflected in connect the
(20%) evolved in the evolved in the periods. different different
three periods three periods  The synthesis periods. periods.
covered. covered. identifies the  The synthesis
 The synthesis  The synthesis multiple facets identifies a
critically examines the of an important few facets of
examines the multiple problem in an important
multiple facets of an contemporary problem in
facets of an important times relevant contemporary
important problem in to the common times relevant
problem in contemporary theme. to the
contemporary times relevant  Offers solutions common
times relevant to the and alternatives theme.
to the common rooted in a  Offer some
common theme. historical solutions but
theme.  Offers understanding their basis on
 Offers plausible of the problem. historical
plausible solutions and understanding
solutions and alternatives of the problem
alternatives rooted in a is unclear.
rooted in an historical
appropriate understanding

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historical of the
understanding problem.
of the
problem.
Effective  Clear  Clear  Introduction is  Introduction  Thesis and
introduction, introduction; mostly clear and main introduction
Organization thesis is thesis is and thesis is thesis are are
(20%) presented in a presented in presented in a present but missing.
highly an engaging coherent, not clear.  No clear
engaging and manner. comprehensible  Arguments arguments
compelling  Each manner. presented do to support
manner. argument  Most not support the overall
 Each presented arguments the overall structure.
argument supports an presented structure.  Transitions
clearly overall clearly support  Transitions between
supports an structure. the overall between arguments
overall  Usually uses structure. arguments are are
structure. effective  Transitions are largely missing.
 Paper uses transitions to sometimes unclear.  Conclusion
consistent connect ideas abrupt, but the  Conclusion is is poorly
and effective and arguments and either vague connected
transitions to arguments conclusion or unclear. to the
develop ideas that leads to a mostly connect. paper’s
and persuasive  Conclusion major
arguments conclusion. represents arguments.
logically; has  Conclusion major
a compelling partly arguments and
and synthesizes, connects them
persuasive but it mostly to thesis.
conclusion. presents the
 Conclusion major
synthesizes arguments to
arguments support the
that support main
the main idea/thesis.
idea/thesis.

LE3: Assessment Rubric for Online Portfolio

Very Competent Fairly Not Yet
Sophisticated (A)
(B) Competent (C) Competent (D)
Output
misrepresents the
The output represents The output
authors’ ideas,
the authors’ ideas, represents the
The output evidence, and/or
Accuracy evidence, or authors’ ideas,
represents the conclusions.
conclusions accurately, evidence, and
author’s ideas, Major
fairly, and eloquently. conclusions
(Grasp of evidence, and inaccuracies. Or
Shows a firm accurately but not
readings) conclusions does not
understanding of the sufficiently clear.
accurately. distinguish
implications of each Minor
between major
author’s argument(s). inaccuracies.
ideas and less
relevant points.
Paper fully meets the Paper does not Paper does not
requirements of the Paper fully meets
address some address the
assignment. Explores the requirements
aspects of the assignment
the implications of but does not
assignment.
chosen ideas for the exceed them.
arts in classical Greece Selects minor
Argument Makes a rather than key
or today in thoughtful Makes a good case
and/or original ways. somewhat ideas,and/or does
for why selected
(depth of Makes a convincing unconvincing not show why the
key ideas connect
analysis) case for why selected case for why selected ideas
(or contradict) two
key ideas connect (or selected ideas connect (or
texts, and/or
contradict) two texts, connect contradict) texts,
connect
and/or connect (contradict) two and/or connect
(contradict) texts
(contradict) texts and texts, and/or (contradict) texts
and lectures.
lectures. connect and lectures.

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(contradict) texts
and lectures.
Imprecise or Consistently
Mostly precise and
Consistently precise ambiguous imprecise or
unambiguous
and unambiguous wording. ambiguous
wording, mostly
wording, clear and Confusing wording,
clear sentence
lucid sentence sentence confusing sentence
structure. Mostly
structure. All structure. Poorly structure.
Clarity effective choice of
quotations are well- chosen Quotations
quotation. Mostly
chosen, effectively quotations, or contradict or
effective framing
framed in the text, and ineffective confuse student’s
and explication of
explained where framing and text. Quotations
quotation where
necessary. explication of used to replace the
necessary.
quotations. student’s writing.
The output is
The output is not
The output is written in full
written in full
The output is written in written in full sentences. Some
sentences. Many
full sentences. sentences. improperly
improperly
Presentation Quotations are all Quotations are all attributed
attributed
properly attributed and properly attributed quotations and/or
quotations or
cited in a consistent and cited in a inconsistent
inconsistent style
style. Virtually no consistent style. A citation styles. A
of citation. Many
spelling or grammatical few minor spelling number of
spelling or
errors. or grammatical spelling or
grammatical
errors. grammatical
errors.
errors.

Grading System

The final grade in this course will be composed of the following items and their weights in
the following items and their weights in the final grade computation:

Assessment Grade Score (Score or Rubric Percentage of Final

Item Grade) Grade
AA1 Major Exam (Score) 40 %
AA2 Class Reporting (Score) 10 %
AA3 Recitation (Score) 10 %
AA4 Quizzes (Score) 20 %
LE1 Group Presentation (Rubric) 10 %
LE2 Research Output (Rubric) 10 %
100 %

Passing Grade: 3.0

Passing Grade Conditions: Submission of complete requirement

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 GE 216 – Readings in Philippine History

Course Map
GE 216 -- Readings in Philippine History

Module 1 Module 2 Module 3 Module 4 Module 5

Introduction to Content and
History: Definition, Contextual Analysis
Issues, Sources, and of Selected Primary
Methodology Sources in
Philippine History
Spaces for Conflict Social, Political, Doing History: A Guide
and Controversies in Economic, and for Students
Philippine History Cultural Issues in
Philippine History

Lesson 1: A Brief Summary of the Lesson 1: Making Sense of the

First Voyage Around the World by
Magellan by Antonio Pigafetta
Lesson 1: Definition Lesson 2: The KKK and the “Kartilya
ng Katipunan”
and Subject Matter
Lesson 3: Reading the
Lesson 2: Questions “Proclamation of the Philippine
and Issues in History Independence”
Lesson 4: A Glance at Selected
Lesson 3: History and
Philippine Political Caricature in
the Historian Alfred McCoy’s Philippine Cartoons:
Lesson 4: Historical Political Caricature of the American
Era (1900-1941)
Sources
Lesson 5: Revisiting Corazon
Aquino’s Speech Before the U.S.
Congress
Past Historical Interpretation
Lesson 2: Multiperspectivity
Lesson 3: Case Study 1: Where
Did the First Catholic Mass
Take Place in the Philippines?
Lesson 4: Case Study 2: What
Happened in the Cavite
Mutiny?
Lesson 5: Case Study 3: Did
Rizal Retract?
Lesson 6: Case Study 4: Where
Did the Cry of Rebellion
Happen?
Lesson 1: Doing Historical
Lesson 1: Evolution Research Online
Lesson 2: Doing Historical
of the of the Research in Libraries and
Philippine Archives
Constitution Lesson 3: Doing Life
Lesson 2: Policies Histories and Biographical
Research
on Agrarian Reform
Lesson 4: Doing Local and
Lesson 3: Evolution
Oral History
of Philippine
Lesson 5: Interacting with
Taxation History through Historical
Shrines and Museums

Outcome: Learner who demonstrates the qualities and skills

of a historian that assesses narratives in Philippine History
using primary sources & robust methods of interpretation.

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Module 2

Context and Content Analysis A (Synchronous)

Module Overview:

We have discussed in the preceding module the importance of familiarizing

oneself about the different kinds of historical sources. As historian’s primary tool of
understanding and interpreting the past, historical sources ascertain historical
facts. By way of analysing and interpreting these so-called facts, a historical
narrative is generated. Historians who study certain historical subjects and events
have to make use of various primary sources in order to create the narrative.
Primary sources, as discussed previously, consist of documents, memoir,
accounts, and other materials that were produced at the period of the event or
subject being studied.
In this module, we are going to look at a number of primary sources from
different historical periods and evaluate these documents’ content in terms of
historical value, and examine the context of their production. The primary sources
that we are going to examine are as follows. To wit:
1) First Voyage Around the World by Antonio Pigafetta;
2) “Kartilya ng Katipunan,” by Emilio Jacinto;
3) The 1898 Declaration of Philippine Independence;
4) Political Cartoon’s Alfred McCoy’s Philippine Cartoons: Political
Caricature of the American Era (1900-1941);
5) Corazon Aquino’s Speech Before the U.S. Congress.
These primary sources range from chronicles, official documents,
speeches, and cartoons to visual arts. Furthermore, they necessitate different
kinds of analysis and contain different levels of importance. It will be explored in
this module.

Module Outcome:

In this module, the learners are expected to:

 Familiarize oneself with the primary documents in different historical
periods of the Philippines;
 Learn history through primary sources;
 Properly interpret primary sources through examining the content
and context of the document;
 Understand the context behind each selected document.

Lesson 1: Content and Contextual Analysis of Selected Primary Source A in

Philippine History (Synchronous)

Learning Outcomes:
By the end of this lesson, students will be able to:
 Understand and differentiate the different kinds of criticism of
primary sources;
 Identify the context behind primary documents;
 Juxtapose the content of primary sources alongside context, and

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 Interpret primary sources by examining the content and context of

the document.

Time Frame: 1 week

Introduction

The use of primary sources in historical research entails two kinds of

criticism. The first is the external criticism, and the second one is the internal
criticism. External criticism examines the authenticity of the document or the
evidence being used. This is important in ensuring that the primary source is not
fabricated. On the other hand, internal criticism examines the truthfulness of the
content of the evidence. However, this criticism requires not just the act
establishing truthfulness and/or accuracy but also the examination of the primary
sources in terms of the context of its production. For example, a historian would
have to situate the document in the period of its production, or in the background
of its authors. In other words, it should be recognized that facts are neither existing
in a vacuum nor produced from a blank slate. These are products of the time and
of the people.

Activity (Let’s Get Started!)

Activating prior knowledge

a) Case A: A Brief Summary of the First Voyage Around the World by

Magellan by Antonio Pigafetta.1

b) Read and observe the way Antonio Pigafetta chronicled the first
circumnavigation of the world by Ferdinand Magellan.

 Analysis (Let’s Think About it!)

1.) Who was Ferdinand Magellan?
2.) Why did he set out for such dangerous expedition?
3.) Who was Antonio Pigafetta?
4.) What was his role in Magellan’s expedition?
5.) How did Pigafetta carry out his job in Magellan’s expedition?
6.) How did Pigafetta portray the native population, their system of
governance and their culture as they encountered them in the
Philippine Islands?

1This version of primary source is lifted from our main reference, Readings In Philippine History
by J.P. Candelaria and V.C. Alporha, found on pages 14-20. You may have other reference of the
said primary source and perhaps commentaries as well about it by other authors. However, it is
recommended that students use the said reference for purposes of uniformity of learning
experience.

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 GE 216 – Readings in Philippine History

7.) What was the prevailing intellectual regime2 from which Magellan
and Pigafetta came from during their circumnavigation of the
world?
8.) What was the perspective of the author in writing his account?
9.) Do you agree with Pigafetta’s view about us? Why?
10.) Does this account of Pigafetta resonate with me as a person,
a Filipino and a global citizen? Why?

 Abstraction (Let’s Explore!)

The chronicle of Pigafetta was one of the most cited documents by

historians who wished to study the precolonial Philippines. As one of the
earliest written accounts, Pigafetta was seen as a credible source for a
period, which was prior unchronicled and undocumented. Moreover,
being the earliest detailed documentation, it was believed that
Pigafetta’s writings account for the “purest” precolonial society. Indeed,
Pigafetta’s work is of great importance in the study and writing of
Philippine history. Nevertheless, there needs to have a more nuanced
reading of the source within a contextual backdrop.
A student of history should recognize certain biases accompanying
the author and his identity, loyalties, and the circumstances that was in;
and how it affected the text that he produced. In the case of Pigafetta,
the reader needs to understand that he was a chronicler commissioned
by the King of Spain to accompany and document a voyage intended to
expand the Spanish empire. He was also of noble descent who came
from a rich family in Italy. These attributes influenced his narrative, his
selection of details to be included in the text, his characterization of the
people and of the species that he encountered, and his interpretation
and retelling of the events. Being a scholar of cartography and
geography, Pigafetta was able to give details on geography and climate
of the places that their voyage had reached.
In reading Pigafetta’s description of the people, one has to keep in
mind that he was coming from a 16th century European perspective.
Hence, the reader might notice how Pigafetta, whether implicitly or
explicitly, regarded the indigenous belief systems and way of life as
inferior to that of Christianity and of the Europeans. He would always
remark on the nakedness of the natives or how he was fascinated by
their exotic culture. Pigafetta also noticeably emphasized the native’s
amazement and illiteracy to the European artillery, merchandise, and
other goods, in the same way that Pigafetta repeatedly mentioned the
abundance of spices like ginger, and of precious metals like gold. His
observations and assessments of the indigenous cultures employed the
European standards. Hence, when they saw the indigenous attires of
the natives, Pigafetta saw them as being naked because from the

2A term I coin equivalent to frame of mind. It is intended to evoke that phenomenal spirit that
seems to dictate how we live our lives as a people or as a society.

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European standpoint, they were wearing fewer clothes indeed.

Pigafetta’s perspective was too narrow to realize that such attire was
only appropriate to the tropical climate of the islands. The same was true
for materials that the natives used for their houses like palm and
bamboo. These materials would let more air come through the house
and compensate for the hot climate in the islands.
It should be understood that such observations were rooted from the
context of Pigafetta and of his era. Europe, for example, was dominated
by the Holy Roman Empire, whose loyalty and purpose was the
domination of the Catholic Church all over the world. Hence, other belief
systems different from that of Christianity were perceived to be
blasphemous and barbaric, even demonic. Aside from this, the 16 th
century European economy was mercantilist.3 Such system measures
the wealth of kingdoms based on their accumulation of bullions or
precious metals like gold and silver. It was not surprising therefore that
Pigafetta would always mention the abundance of gold in the islands as
shown in his description of leaders wearing gold rings and golden
daggers, and of the rich gold mines. An empire like that of the Spain
would indeed search for new lands where they could acquire more gold
and wealth to be on top of all the European nations. The obsession with
spices might be odd for Filipinos because of its ordinariness in the
Philippines, but understanding the context would reveal that spices were
scarce in Europe and hence were seen as prestige goods. In that era,
Spain and Portugal coveted the control of Spice Islands because it would
have led to a certain increase in wealth, influence, and power. These
contexts should be used and understood in order to have a more
qualified reading of Pigafetta’s account.4

 Application (Let’s Do It!)

1. Online Portfolio Writing Prompt. In 200 words or more, write
an essay that reflects on the observations of Pigafetta about the
native population of the archipelago.

2. My Primary Source. Each group shall present in a class a

primary document from any historical period. They can acquire
this in both physical and online archives. The links below are
examples of websites that contain primary sources:

A. University of Michigan Library Digital Collection

B. Internet Archive

3 As per economics, mercantilism is the conventional economic wisdom of the 17th century that
pursued economic prosperity and political power via accumulation of stocks of precious metals. In
this case, powerful countries like Spain and Portugal competed for dominance by sending daring
explorers who would engender more raw materials and cheap labour from discovered territories.

4 Following the line of thought and the beautiful exposition of J.P. Candelaria and V.C. Alporha on
this account, I totally subsume for such an incisive interpretation. This substantive historical
account is really worth sharing as it is—in its unadulterated form!

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C. National Library of the Philippines Digital Collection

The group should be able to conduct external and internal

criticism of their primary document of choice.

 Closure
Good job! You have already learned the way a pro chronicler like
Pigafetta render a thought-provoking historical narrative. His extraordinary
sensibility to spot significant features and details of events, people and
related things as well as his assiduousness in putting them into writing has
not only brought him fame but also provided lasting imprint in the social fund
of historical research.
By this time, it is hoped that you have a finer picture and appreciation
of pre-colonial Philippines as viewed from the lens of the chronicler and the
world that he represented. In this vein, it is likewise desired that you have
deepen your insights about our provenance as a nation. Perhaps, you are
now ready to embark on another journey of exploring further another aspect
of our provenance—our indomitable spirit as a people for self-rule!

References:

Candelaria, JL P. & Alphorha, V.C. Readings in Philippine History. (2018). First

Edition. Manila: Rex Book Store, Inc.

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