MODULE IN

GEC 2- READINGS IN
PHILIPPINE HISTORY
Collaborative Efforts of:
Mila F. Antalan Kenneth A. Abalos
Lea Joanna N. Adadnila Leonardo I. Cabauatan Jr.
Janeth Marites A. Brillantes Charibel Cagayan
Hydee G. Cuizon Nover D. Esteban
Judith Daracan Domer F. Macanang
Paul C. Esguera Nicka T. Narag
Julie A. Fabricante Clammie S. Silapan
Bernardo K. Gumarang Jr. Rachel Ann M. Surla
Cristopher C. Vea Josephine Liban
Table of Contents

Cover Page ....................................................................................................... 1

Table of Contents ............................................................................................. 2

Chapter 1: Meaning and Relevance of History .............................................. 3

Module 1: Learning History ................................................................ 3-8
Module 2: Understanding Sources ...................................................... 9-13
Chapter 2: Content and Contextual Analysis of Selected Primary
Sources……………………………………………………………14
Module 3: First Voyage around the World ....................................... 14-20
Module 4: Customs of Tagalog ......................................................... 21-24
Module 5: The Political Cartoons ..................................................... 25-30
Module 6: Works of Juan Luna and Fernando Amorsolo .................. 31-35
Module 7: Speech of Corazon Aquino before the US Congress ........ 36-38
Chapter 3: Controversies and Conflicting Views in Philippine History ..... 39
Module 8: The Site of the First Mass ................................................ 39-47
Module 9: Cavite Mutiny .................................................................. 48-59
Module 10: Retraction of Rizal ......................................................... 60-65
Module 11: Cry of Balintawak .......................................................... 66-72
Chapter 4: Social, Political, Economic, and Cultural Issues in Philippine
History ……………………………………………………………73
Module 12: Agrarian Reform Policies ............................................... 73-81
Module 13: Evolution of Philippine Constitution .............................. 82-88
Module 14: Taxation ......................................................................... 89-95
Chapter 5: Critical Evaluation and Promotion of Local and Oral
History……………………………………………………..……..96
Module 15: Local and Oral History as Field of Study Part 1 ........... 96-102
Module 16: Local and Oral History as Field of Study Part 2 …….103-110
CHAPTER I
Meaning and Relevance of History; Distinction of Primary Secondary
Sources; External and Internal Criticisms; Repositories and Diff

Module 1: (3hours)
Title: Learning History

Introduction:
This chapter exposes students to where our history comes from. It presents history as
an academic discipline. It discusses the definition, the importance of studying history.
History is defined and brought together by social scientists of many different interests
and specialties. History is not confined to the study of the past but, it is related to the past,
present, and future. It covers all aspects of human society. Political, social, economic,
cultural, scientific, technological, medical, and religious developments are all part of history.
Every happening has a specific context and it leads to specific effects. The present of today is
going to be the past of tomorrow. Today’s situation and current happenings are going to be
the past tomorrow. Yesterday has its influence on today on tomorrow. With these, history as a
discipline has already turned into a complex and dynamic inquiry.

Learning Outcomes:

At the end of this topic, you are expected to:

1. state and understand the meaning of history;
2. appreciate the importance of studying history;
3. engage deeper understanding with our country’s rich history and culture; and
4. study and analyze the sources and come up with an understanding of a historical truth.

Guide Questions:
1. What is your understanding of history? How is your view different from what is
explained in this lesson?
2. As a student of history, what do you think will be your duties?
3. Why is there a need to understand and realize the meaning and importance of
history?

Learning Content:

What is History
History is . . . .
-a recitation of unrelated facts that do not contribute to a larger story
-a simple acceptance of what is written about a historical topic, event, or person
-a story of past events, traces of past conditions arranged in chronological order
-a guide for action in the present and for plans in the future
-a continuous and unending process of interaction between the historian and his facts,
and between the past and present

History Defined by E.H. Carr

 It is the inquiry conducted by the historian and the series of past events into which
he inquires.
 It is the continuous process of interaction between the historian and his facts, an
unending dialogue between the present and the past
 It is what the historian makes
 It is the re-enactment in the historian’s mind of the thought whose history he is
studying. – Collingwood
 History is “a selective system” not only of cognitive, but of causal, orientations to
reality. - Parsons

Excerpts from Understanding History: A Primer of Historical Method by Louis

Gottschalk (1950, New York: Knopf, p.17)

Here are some other definitions of the nature of history:

a. History is interpretive; it invites students to debate multiple perspectives, offer their
opinions and educated interpretations, and challenge existing beliefs.
b. History is revisionist in scope; it is an on-going and constant process of reexamining
the past based on new discoveries, evidence, and perspectives
c. History is a constant process of questioning; it requires questioning the text,
examining them critically, and asking new questions
d. History is integrative; it is related to other disciplines like geography, sociology,
literature, economics etc.
e. History is inclusive; it includes experiences of all classes, regions, racial groups as
well as both genders.
f. History incorporates historiography; it includes all interpretations of historical events
g. History is relevant; it uses past experience to help solve present problems

Why Study History?

Looking at the past teaches us to see the world through different eyes – appreciating
the diversity of human perceptions, beliefs and cultures. Different and/or new perspectives
will enable us to analyze critically the present contexts of our society.
1. To learn about the past.
History enables people to discover and learn about the challenges of people
around the world in different periods of time. The satisfaction you will gain from
examining these records is the initial reason for studying history.
2. To understand the present.
Links between the past and the present are all around us. The more knowledge we
gain of the past the more insights we have into the present. We can learn valuable
lessons from the past to help solve present problems.
3. To appreciate your heritage.
Understanding history will give us greater appreciation of our heritage. It helps us
to value these contributions that are foundation of our culture and tradition, and is
the foundation of our future generation.
4. To broaden your perspectives.
5. To acquire background for critical thinking and analysis.
Activity 1

True or False. Write T if the statement is correct and F if it is not.

_____1. An examination of the past can tell us a great deal about how we came to be who we
are.
_____2. History means “the present of mankind”.
_____3. History includes people’s beliefs, desires and practices.
_____4. The English word history is derived from the Latin word istoia.
_____5. Different and new perspectives will enable us to analyze critically the present
contexts of society and beings.
_____6. Historicity is the authentication of characters in history, as opposed to legend or
myth.
_____7. Herstory is the writing of history and the understanding of how the interpretations of
historians.
_____8. The historians are the only source of history.
_____9. The subject of historiography is history itself.
_____10. History has no use for the present, thus, the saying “ past is past” is true.

Activity 2

Essay. Respond to the given question comprehensively.

What role does history take in the study of Philippine society, culture and identity.

Scoring Rubrics for Essay

Category Exemplary Superior Unsatisfactor

Satisfactory y
Knowledge/ Demonstrates Demonstrate Demonstrate Demonstrates
Comprehensio thorough s s limited
n 25% understanding considerable understandin understanding
of topic. understandin g of topic
g of the topic
of the topic.
Content Response Response Response Response is
25% indicates depth indicates lacks focus unclear,
& complexity of simplistic or or illogical or
thought in answering repetitive demonstrates incoherent.
the essay. thoughts in confused or
answering conflicting
the essay thinking.
question.
Quality of Response was Response Response Response had
Writing written in an was written had a little no style or
25% extraordinary style in an style or voice voice.
& voice. interesting
style.
Gives some
Very information & Somewhat new Gives no new
well organized. informative information information &
& organized. but poorly very poorly
organized. organized.
Grammar, Almost no spelling, Few spelling A number of So many
Punctuation & punctuation or & spelling, spelling,
Spelling grammatical errors. punctuation punctuation punctuation &
25% errors, minor or grammatical
grammatical grammatical errors that it
errors. errors. interferes with
the meaning.
Sub Totals
100%
Over-all-
Score 100%

Evaluation:

Think about or reflect on your past. Has your past influenced you in a way or another?
How does your past shape your identity and behavior?
Scoring Rubric for Reflection Paper

Category Exemplary Superior Satisfactory Unsatisfactory

Depth 25% Response Response Response Response
demonstrates an demonstrates a demonstrates a demonstrates a
in-depth general reflection minimal lack of reflection
reflection on the on the concepts. reflection on the on the concepts/
concepts. Viewpoints and concepts. Viewpoints and
Viewpoints and interpretations are Viewpoints and interpretations are
interpretations are supported. interpretations are missing,
insightful and unsupported or inappropriate
well supported. supported with and/or
flawed unsupported.
arguments.
Structure 25% Writing is clear, Writing is mostly Writing is unclear Writing is unclear
concise, and well clear, concise, and and/or and disorganized.
organized with well organized disorganized. Thoughts ramble
excellent sentence with good Thoughts are not and make little
and paragraph sentence/paragraph expressed in a sense.
construction. construction. logical manner.

Thoughts are Thoughts are

fully expressed in expressed in a
coherent and coherent and
logical manner. logical manner.
Quality of Response was Response was Response had a Response had no
Writing 25% written in an written in an little style or style or voice.
extraordinary interesting style. voice.
style and voice.

Very Informative Somewhat Gives some new Gives no new

and well informative and information but information and
organized. organized. poorly organized. very poorly
organized.
Grammar, Almost no Few spelling and A number of So many spelling,
Punctuation and spelling, punctuations errors spelling, punctuation and
Spelling 25% punctuation or and minor punctuation or grammatical
grammatical grammatical grammatical errors that
errors. errors. errors. interferes with the
meaning.
Sub Totals
100%
Over-all-Score
100%
Strategy:

 Reflection regarding interesting highlights in Philippine history.

 Research on what Teodoro Agoncillo, Reynaldo Ileto and Renato Constantino said
about history.

References:

Candelaria, et.al. (2018). Readings in the Philippine History. Rex Printing Company, Inc.
Manila, Philippines.
Ligan, et.al., (2018). Readings in the Philippine History. Mutya Publishing House, Inc.
Malabon City.
Torres, J. V., (2018) BATIS: Sources in Philippine History. Quezon City.

Module 2 (3 hours)
Title: Understanding Sources
Introduction:
Historians and students encounter a large variety of sources during the course of their
studies about history. Sources can be classified or labelled as primary or secondary. With the
past as history’s subject matter, the historian’s most important research tool are historical
sources.
In general, historical sources can be classified between primary and secondary
sources. These sources are useful in learning, understanding and writing history. Students
especially historians and writers should/need to conduct examine and validate carefully the
sources. External and internal criticism should be conducted. External criticism is the
examination of the authenticity of evidence while internal criticism is the examination of
truthfulness.
The study of history depends greatly on written records, which people have set down
on wood, stone, clay, bone and paper. One of the riches sources relies on remains, these
offers the researchers a clue about the past simply by virtue of their existence. The wooden
columns found at the date of a prehistoric settlement testify for example to the existence of
people and tell to historians something about their culture. The pegs or dowels they used to
fasten building materials further enlighten scholars about their technical skills and artistic
capacities. By comparing their artifacts with those with other places historians can further
learn something of their commercial or intellectual relations.

Guide Questions:
1. What is the main distinction between primary and secondary source?
2. Why is primary source and secondary source important in the study of history?
3. What is the purpose of a secondary source?

Learning Outcomes:
At end of this topic, you are expected to:
1. Recognize the distinction between primary and secondary sources.
2. Evaluate primary sources for their credibility, authenticity, and tertiary sources.
3. Enumerate materials which can be considered primary sources and secondary sources.
4. Discuss the difference between internal and external criticism.

Learning Content:

What are Primary Sources?

 Testimony of an eyewitness
 A primary source must have been produced by a contemporary of the event it narrates
 Primary sources are materials produced by people or groups directly involved in the
event or topic being studied.
 They are either participants or witness.

Formally, there are eight types of these primary sources:

1. Autobiographies and memoirs
2. Diaries, personal letters, and correspondence
3. Interviews, surveys, and fieldwork
4. Photographs and posters
5. Works of arts and literature
6. Speeches and oral histories
What are Secondary Sources?
Gottschalk simply defines secondary sources as the testimony of anyone who is not an
eyewitness – that is of one who was not present at the event of which he tells. Secondary
information is filtered through someone else’s perspective.
These are books, articles and scholarly journals that had interpreted primary sources
or had used them to discuss certain subjects of history.

Types of Secondary Sources

1. Bibliographies
2. Biographical works
3. Periodicals (Newspaper, magazine and journal)
4. Literature reviews and review articles

What is External Criticism and Internal Criticism?

Historical data has to be examined to verify its authenticity and truthfulness through
external and internal criticism.
1. External Criticism
External criticism refers to the genuineness of the documents. It is looking
into the authenticity of evidence by examining the physical characteristics and
historical characteristics of the documents.

The following are series of questions to establish the genuineness of a

document or relic according to Key (1997).
a. Does the language and writing style conform to the period in question
and is it typical of other work done by the author?
b. Is there evidence that the author exhibits ignorance of things or events
that man of his training and time should have known?
c. Did he report about things, events, or places that could have been
known during the period?
d. Has the original manuscript been altered either intentionally or
unintentionally by copying?
e. Is the document an original draft or a copy?
2. Internal Criticism
Internal criticism refers to the meaning and truthfulness of the documents. It
talks about the value and worth of its contents.

Key (1997), provides the following questions to check the content of a source
of information:
a. What was meant by the author by each word and statement?
b. How much credibility can the author’s statements be given?

Suggested Readings:

o Understanding History: A Primer of Historical Method by Louis Gottschalk (New

York, 1950)
o Writings of Teodoro Agoncillo, Reynaldo Ileto and Renato Constantino about history
o Robert B. Fox. The Tabon Caves: Archaeological Explorations and excavations on
Palawan Island, Philippines (Manila, 1970) p. 40
o William Henry Scott. Prehispanic Source Materials for the Study of Philippine
History (Revised Edition) Quezon City, 1984) pp. 14-15

Activity 1

True or False. Write T if the statement is correct and F if it is false.

____1. It is from our historical sources that our history is studied and written.
____2. Primary sources are materials produced by people or groups directly involved in the
event or topic being studied.
____3. Photographs, old sketches and drawings are examples of secondary sources.
____4. Secondary source is a testimony of anyone who is not an eyewitness.
____5. Examples of primary sources are books, articles and scholarly journals.
____6. Only primary sources may be used in writing history.
____7. Internal criticism is done by looking at a source’s quality of paper and type of ink,
among others.
____8. There are three types of sources: primary, secondary, and tertiary.
____9. Only secondary sources may be used in writing history.
____10. The historian’s most important research tools are historical sources.

Activity 2
Essay. Answer the following:

1.List the categories of sources that historical researchers use and give examples for each.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________________.

2.What criteria do historical researchers use to validate their sources of data?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

Scoring Rubrics for Essay

Category Exemplary Superior Unsatisfactor
Satisfactory y
Knowledge/ Demonstrates Demonstrate Demonstrate Demonstrates
Comprehensio thorough s s limited
n 25% understanding considerable understandin understanding
of topic. understandin g of topic
g of the topic
of the topic.
Content Response Response Response Response is
25% indicates depth indicates lacks focus unclear,
& complexity of simplistic or or illogical or
thought in answering repetitive demonstrates incoherent.
the essay. thoughts in confused or
answering conflicting
the essay thinking.
question.
Quality of Response was Response Response Response had
Writing written in an was written had a little no style or
25% extraordinary style in an style or voice voice.
& voice. interesting
style.
Gives some
Very information & Somewhat new Gives no new
well organized. informative information information &
& organized. but poorly very poorly
organized. organized.
Grammar, Almost no spelling, Few spelling A number of So many
Punctuation & punctuation or & spelling, spelling,
Spelling grammatical errors. punctuation punctuation punctuation &
25% errors, minor or grammatical
grammatical grammatical errors that it
errors. errors. interferes with
the meaning.
Sub Totals
100%

Over-all-
Score 100%

Evaluation:
Test l. Direction. Determine if the source would be a Primary Source (P) or a Secondary
Source (S).
1. Statistical tables, graphs and charts.
2. A YouTube video describing how the rice terraces were built.
3. A biography of Ferdinand Marcos written by a foreigner.
4. A book describing Ferdinand Magellan sailing to the Philippines.
5. A contemporary artist's painting of what life was probably like in the 19 th century.
6. A history book describing the life of Gregorio del Pilar in the Battle of Tirad Pass.
7. Nestor Mata describing his experience about the plane crash of 1957 that took the life
of former Pres. Magsaysay.
8. A legal document signed by two contracting parties.
9. A text book describing the EDSA Revolution 1.
10. A student reading an official report about the cause of Pinatubo’s crash in 1957.

Test ll. Enumeration:

Enumerate the following:

11-15 Enumerate examples of primary sources used in studying history.
16-20 Enumerate examples of secondary sources that had interpreted primary sources.

References:
Candelaria, et.al. 2018. Readings in the Philippine History. Rex Printing Company, Inc.
Manila, Philippines.
Ligan, et.al.,2018. Readings in the Philippine History. Mutya Publishing House, Inc.
Malabon City.
Solmenaro, et.al. 2018. Readings in Philippine History. Fastbooks Educational Supply, Inc.
Sampaloc, Manila, Philippines.
Torres, J. V., 2018. BATIS. Sources in Philippine History. Rex Printing Company, Inc.

CHAPTER 2
Content and Contextual Analysis of Selected Primary Sources
What is Content and Contextual Analysis?

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

caricature, and or/speech that in the process students could develop and present an argument
based on their own understanding of the evidences form their readings. The students will
identify pertinent information from the texts/documents and explain its importance to their
understanding of history in the Philippine setting. While, Contextual analysis 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 (Ligo, et.al., 2018)
Content and contextual analysis is an indispensable approach to strengthen the students
critical and analytical thinking skills and their ability to articulate their own ideas, views and
perspectives on a certain primary data or source. In order to achieve this, primary sources will
be used and utilized for analysis.

Module 3 (3 hours)
Title: First Voyage Around the World
Introduction:

The 15th and 16th centuries brought an era of worldwide exploration and expansion
that resulted from the desire to gain new lands, power, and wealth for the explorers and their
countries. Henceforth, the fall of Constantinople (1453) and the emergence of the Ottoman
Turks led to the exploration of new trade routes for spices among European countries
primarily Spain and Portugal. These events eventually resulted in the historical occurrence of
the first voyage around the world.
To have an accurate glimpse of this historical event, a content and contextual analysis
of a primary source is needed. Subsequently, the most accurate account of the said voyage as
regarded by many historians was the account written by Antonio Pigafetta, the chronicler of
Magellan’s Expedition.
Studying such primary source would give us a clear foretaste of the forgotten past
happened hundreds of years ago. However, it is imperative not just to agree on everything
what has been written on the account but to critically analyze this to have a deeper
understanding of our history. Were there any biases made by the author? What makes the
account credible? Did the descriptions in the account match the actual geographical,
demographic, and cultural characteristics of the people and the archipelago? Did Magellan
really circumnavigate the world first? Did Lapu-lapu kill Magellan in the Battle of Mactan?
Did Magellan really “discover” the Philippines? etc.
You are expected to examine the content and context of the primary account of the
first voyage around the world written by Antonio Pigafetta. However, a brief discussion on
the route and timeline of the voyage is suggested before studying the excerpt of the
Pigafetta’s account to facilitate easier understanding. A quiz bowl may be conducted to
affirm their understanding about the content of the account and a worksheet is to be answered
by the students to evaluate their understanding about its context.

Learning Outcomes:
At the end of this topic, you are expected to:
1. identify the people who participated in the first voyage around the world;
2. discuss the route of the Magellan’s voyage, and
3. properly interpret the primary source through examining the content and context of
the document.

Learning Content:

A Brief Timeline of the First Voyage around the World

Ferdinand Magellan is a famous as the great explorer who led 5 Spanish ships and 251 men
in the first voyage around the World.
Short Biography of Ferdinand Magellan
 Date of Birth: Born in 1480
 Place of Birth : Saborosa in Villa Real, Province of Traz os Montes in Portugal
 Parents: Mayor Pedro Ruy de Magalhaes (Father) and Alda de Mezquita (Mother)
 Background Facts, Information & Ancestry : Came from a wealthy family who had
strong connections with the Portuguese court.
1480  Born at Saborosa in Villa Real, Province of Traz os Montes in Portugal.
 Well tutored at home and then spent his early years at the Portuguese court.

1505  Ferdinand Magellan joined the expedition of Francisco d'Almeida to India.

1512  Took part in the Portuguese expedition to Morocco and was badly
wounded.
 Has a serious disagreement with a commanding officer and leaves the
service without prior permission.

1513  Requests permission from King Manuel of Portugal to sail to the Spice
Islands in the Far East but is refused following the unfavourable reports
from Morocco.
 Resumes his studies in Portugal for a couple more years but fails to gain
favor with the Portuguese court and therefore renounces his Portuguese
nationality.

1518  Magellan leaves Portugal and heads for Spain.

1519  March 22: Magellan convinces King Charles I of Spain to support his
voyage to the Spice Islands and the King promises Magellan one-fifth of
the profits from the voyage to the Spice Islands
 Spain provides five ships for the expedition:
 Magellan commands the Trinidad
 Juan de Cartagena commands the San Antonio
 Gaspar de Quesada commands the Conception
 Luis de Mendoza commands the Victoria
 Juan Serrano commands the Santiago
 Leads the five Spanish ships with 251 men in what was to become the first
voyage around the World
 20 September: The fleet sail across the Atlantic Ocean to South America
and Rio de Janeiro and then start to search for a passage to the Pacific
Ocean

1520  March: The fleet anchor for the winter at Puerto San Julian in Southern
Argentina
 September: A storm destroys the Santiago and a mutiny breaks out
 October: Ferdinand Magellan and his crew resume their voyage on the
remaining ships
 21 November: Enters the straits which would be named the Magellan Straits
becoming the first Europeans ever to sail across the Pacific Ocean

1521  3 February: Ferdinand Magellan reaches the Equator

 1521 March 6: Magellan reached the Pacific island of Guam
 16 March: Discovers the Philippines
 April 27: Ferdinand Magellan was killed by natives on the island of Mactan
 Only 110 of the original crew members remained so they abandoned one of
the ships - the Conception. The Trinidad tried to return back to Spain the
same way they had came but was forced to return to the Spice Islands
where they were imprisoned by the Portuguese. The Victoria was the last
remaining ship.

1522  September 6: The Victoria reached Sanlucar de Barrameda in Spain with

only 18 survivor

Source: http://www.datesandevents.org/people-timelines/13-ferdinand-magellan-timeline.h

An excerpt of Antonio Pigafetta’s The First Voyage Around the World

https://www.google.com/url?sa=i&source=images&cd=&ved=2ahU https://www.google.com/url?sa=i&source=
KEwig- images&cd=&ved=2ahUKEwig-
cjDtvniAhXYc94KHYbZCUYQjRx6BAgBEAU&url=https%3A%2F%2Fen cjDtvniAhXYc94KHYbZCUYQjRx6BAgBEAU&
ANTONIO PIGAFETTA, Patrician of Vicenza, and Knight of Rhodes, to the very illustrious and
excellent LORD PHILIP DE VILLIERS LISLEADEN, the famous Grand Master of Rhodes, his most
respected Lord.

The narrative of the voyage which was translated by Lord Stanley is presented on cited
reference below. However, only the necessary and important details of the narrative were
taken based on what is useful for the students. In brief, the narrative as it was written began
with the description of the preparation for the voyage, the captain and his men, the dates as to
when it left Spain, the time when they crossed the Atlantic Ocean, Pacific Ocean, and Indian
Ocean. In particular, Pigafetta wrote relating to the description of the different places he had
seen, the people he met and their diverse and fascinating culture. The historic expedition
began in 1519 and was successfully completed in 1522 (Ligan, et.al. 2018)
Read the excerpt of The First Voyage Around the World written by Antonio Pigafetta cited
on this book - Ligan, et.al., (2018). Readings in the Philippine History. Mutya Publishing
House, Inc. Malabon City. pp. 18-26.
 The fourth copy was written in mixed
Italian, Spanish and Venetian language
and could be found in Ambrosian
Library in Milan.
 In 1800, Carlo Amoretti published an
Italian version of it and the following
year a French version came out in Paris.
 Pinkerton of his part translated it to
English and published it in 1819.
 James A. Richardson made his own
English version of the Ambrosian copy
and it appeared in The Philippine
Islands.
 This is the copy the is widely circulated
in the Philippines.
 Pigafetta’s travelogue contributed
immensely to the enrichment of
Philippine historiography.
 His writing described vividly the
physical appearance, social life,
religious beliefs and cultural practices
 Antonio Pigafetta was one of the of the people they encountered in the
survivors who kept a journal that islands of Samar, Leyte and Cebu.
became the main source about the first  His account also contains information
encounter of the Spaniards and the about the economic activities of the
Filipinos. local folks and the goods they offered
 The original journal of Pigafetta did for trade.
not survive in history and what was  He got all this information through the
handed down to us are copies of the help Enrique de Malaccca, Magellan’s
manuscript that never came out of the slave/interpreter.
press during his life time.  Lastly, Pigafetta gave us an eyewitness
 Three of them were in French and two account of the Battle of Mactan which
are kept in the Bibliotheque Nationale resulted to the death of Magellan and
in Paris. him getting wounded.
 The third one was originally owned
by the British Collector Sir Thomas
Phillipp.
 Later, Beinecke Rare Book bought it
and it is now kept in the Manuscript
Library of Yale University in New
Haven.

Process Questions:
1. Did Pigafetta accurately recorded the voyage free from biases? Why or Why not?
2. How did Pigafetta describe the inhabitants of the places they have been through? Did
he look at them as an inferior race? What are the factors that affect his views about
these people?
3. Why do we need to study his account?

Name: _______________________________________ Score ________________

Course & Year:
Give a concise explanation/discussion on the following items.
1. What is the primary reason of the author in writing the document? How was it
produced?
2. What is the main theme in the document? Explain briefly.
3. What specific information of importance is provided in the text? Explain its
importance
to the understanding of Philippine history.
4. What light does it shed on people, their politics and economy, religious and
cultural practices? Analyze the text.
5. What is your personal evaluation on the impact of the document in the
understanding of the 16th century people and their culture in the islands?

Adopted from: Readings in the Philippine History by Ligan, et.al (2018)

Further Readings and Resources:
1. The Fall of Constantinople and the Emergence of the Ottoman Turks
(https://impactofthefallofconstantinople.weebly.com/annotated-bibliography.html)
2. The Expansion of Europe (https://courses.lumenlearning.com/boundless-
ushistory/chapter/the-expansion-of-europe/)
3. Inter Caetera and Treaty of Tordesillas
(https://libweb5.princeton.edu/visual_materials/maps/websites/pacific/spice-
islands/demarcation-lines.html)
4. Spice Islands
(https://libweb5.princeton.edu/visual_materials/maps/websites/pacific/spice-
islands/spice-islands-maps.html)
Strategy:
 Have a brief discussion on the timeline of Magellan’s Voyage.
 Read and identify pertinent information from the primary source.
 Process what has been read through a discussion.
 Answer the following questions (Essay) for the contextual analysis

Evaluation:
Essay: Direction. Give a concise explanation/discussion on the following items.
1. Is the account of Pigafetta a credible source of the first voyage? Why or why not?
2. Were there any biases made by Pigafetta that would sugar-coat or cover up what had
really happened in past? Why do you think so?
3. Based on the account, did Magellan really circumnavigate the world first?
4. “Magellan discovered the Philippines.” Is the term “discovery” appropriate to
describe the arrival of Magellan in our country? Why or why not?
5. What is the significance of Magellan’s Voyage?

Scoring Rubrics for Essay

Category Exemplary Superior Unsatisfactor

Satisfactory y
Knowledge/ Demonstrates Demonstrate Demonstrate Demonstrates
Comprehensio thorough s s limited
n 25% understanding considerable understandin understanding
of topic. understandin g of topic
g of the topic
of the topic.
Content Respoates depth Response Response Response is
25% & complexity of indicates lacks focus unclear,
thought in answering simplistic or or illogical or
the essay. repetitive demonstrates incoherent.
thoughts in confused or
answering conflicting
the essay thinking.
question.
Quality of Response was Response Response Response had
Writing written in an was written had a little no style or
25% extraordinarystyle in an style or voice voice.
& voice. interesting
style.
Gives some
Very information & Somewhat new Gives no new
well organized. informative information information &
& organized. but poorly very poorly
organized. organized.
Grammar, Almost no spelling, Few spelling A number of So many
Punctuation & punctuation or & spelling, spelling,
Spelling grammatical errors. punctuation punctuation punctuation &
25% errors, minor or grammatical
grammatical grammatical errors that it
errors. errors. interferes with
the meaning.
Sub Totals
100%

Over-all-
Score 100%

References:
Candelaria, et.al. 2018. Readings in the Philippine History. Rex Printing Company, Inc.
Manila, Philippines.
Ligan, et.al., 2018. Readings in the Philippine History. Mutya Publishing House, Inc. Malabon
City.
Torres, J. V.,2018. BATIS: Sources in Philippine History. Rex Printing Company, Inc.
http://www.datesandevents.org/people-timelines/13-ferdinand-magellan-timeline.htm
https://impactofthefallofconstantinople.weebly.com/annotated-bibliography.html
https://courses.lumenlearning.com/boundless-ushistory/chapter/the-expansion-of-europe/
https://libweb5.princeton.edu/visual_materials/maps/websites/pacific/spice-
islands/demarcation-lines.html
https://libweb5.princeton.edu/visual_materials/maps/websites/pacific/spice-islands/spice-
islands-maps.html
https://archive.org/details/firstvoyageroundOOpiga