Republic of the Philippines

QUIRINO STATE UNIVERSITY

Zamora, Cabarroguis, Quirino

READINGS IN
PHILIPPINE
HISTORY
Compiled by:
Cipriano D. Agustin

Reference:
Rumero, I. p., Mamaril, L. P., & Anasco, D. (2018). Readings in Philippine History (HIS 011).
Dagupan, Pangasinan
INTRODUCTION

What is History?

History is the written record of past events. According to Dr. Jose Rizal in order to
understand the people it is necessary to open the book of its past. It begins with land, people,
society and different changes of its political, social, economic and cultural dimensions. It
connects the dramatic epic and cultural heritage of the Filipino people to quest for justice,
security, peace and order, economy, freedom from dictators and the principle of equality. The
history of our Nation had been abused by people in power that’s why our history was written in
the nobility of our race in the blood of our heroes and martyrs and the tears and sweat of our
people who had risen against the reign of oppressive administration.

The significant events, people places and concept serves as easy reference provided for
students in order for them to know the past and be able to understand the present. It is expected
that through this hand book it develops the interest and awareness of the students regarding
issues affecting our lives as Filipino people.

Lastly, the spirit of Nationalism [Art. III sec 13, Art. XIV sec 3-2] of the 1987 constitution
means the love of country and the people as a unique political unit bond by a common history
[the past] committed to a common cause [the present] and share a common destiny [the future]
Filipino whether belong to the majorities, ethnic group Muslims, Christians, whether Europeans,
Americans, Chinese, Spanish, share a common identity and reason of their common sense of
steem of our national heroes whose lives and deeds are part of our Heritage.
PRELIM
I. Objectives
 To be able to understand the meaning of history as an academic discipline and to be
familiar with the underlying philosophy and methodology of the discipline
 To apply the knowledge in historical methodology and philosophy in assessing and
analysing existing historical narratives.
 To examine and assess critically the value of historical evidences and sources
 To appreciate the importance of history in the social and national life of the
Philippines

II. Reference:
Candelaria, J.L et. al (2018). Readings in Philippine History. Rex Book Store, Manila

III. Concept Notes:

1. Definition and etymology of history
The origin of the word History is associated with the Greek word “historia” which
means “information” or “an enquiry designed to elicit truth”. History has been defined
differently by different scholars. Following are the definitions indicating the meaning and
scope of history.

Burcrkhard: “History is the record of what one age finds worthy of note in another."

Henry Johnson: “History, in its broadest sense, is everything that ever happened.”

Smith, V.S: “The value and interest of history depend largely on the degree in which the
present is illuminated by the past.”

Rapson: “History is a connected amount of the course of events or progress of ideas.”

NCERT: “History is the scientific study of past happenings in all their aspects, in the life of
a social group, in the light of present happenings.”

Jawarharlal Nehru: “History is the story of Man’s struggle through the ages against
Nature and the elements; against wild beasts and the jungle and some of his own kind
who have tries to keep him down and to exploit him for their own benefit.”

Today, modern history has gone beyond the traditional status of an antiquarian
and lesure time pursuit to a very useful and indispensable part of a man’s education. It is
more specific and more comprehensive. It has expanded in all directions both vertically
and horizontally. It has become broad-based and attractive. According to modern
concept, history does not contain only the history of kings and queens, battles and
generals, but the history of the common man-his house and clothing, his fields and their
cultivation, his continued efforts to protect his home and hearth, and to obtain a just
government, his aspirations, achievements, disappointments, defeats and failures. It is
not only the individual but the communities an the societies are the subject of study of
history. Study of history depend our understanding of the potentialities and limitations of
the present. For all these reasons, history has assumed the role of human science.

2. Elements of history
P-olitics, what government influenced society.
E-conomics, where money dominates and effects people. Most special classes are based
on money and money is usually causes conflict theory.
R-eligion, a total impact on Europe during the 15 th century, Religion is important as it
affects one’s beliefs and thoughts.
S-ocial, how the upper class, middle class and poor class communicate; and how they
interact with each other.
I-ntelligence and knowledge that has progress in history.
A-art, paintings and pictures produced throughout the course of time.
3. History as a social sciences and its relation to other field of discipline
As a social sciences, history has been known as the study of the past. It is unique
because it can be almost effortlessly connected to other academic disciplines.

a. History and Political Science

A historian is not merely concerned with the tracing of the history of the
political process by a narration of the episodes. But he has to learn the nature of
fundamental political principles and basic forms of political institution.
History is very helpful to politics because the political aspects is a part of
the whole range of activity recorded by historian and knowledge of history would
enable the politicians to know the politics better and play their role effectively.
b. History and Economics
History is closely related to economics as the activities of man in society
are very closed related with the economic matters. Thus, the historian of any
period must possess at least a rudimentary knowledge of the economics. In fact,
the economic history of any period is an important branch of history and its
understanding is absolutely essential for the proper understanding of history of
any period.
c. History and Sociology
Both history and sociology are concerned with the study of man in society
and differed only with regard to their approach. Max Weber acknowledges the
initial dependence of sociology upon history. Although, history too benefits from
interaction.
d. History and Psychology
A historian must have to show some psychological insights while making
an analysis of the motive and actions of men and societies. Historian work would
be mere fiction unless her uses the discoveries of modern psychology. The
personal life and the environment of a historian has a direct bearing in his
decision and often import a bias to his account and renders the much desired
objectivity impossible.
e. History and Geography
It would be impossible to study certain branches of history without
rudimentary knowledge of geography. Geology is one of the eyes of history, the
other eye being chronology. Time and space factors give history its correct
perspective.
4. Sources of Historical Data
a. Published documents- created for large audiences and were distributed widely.
(i.e. books, magazines, newspaper, government documents, pamphlets, posters,
laws and court decisions)
b. Unpublished documents- personal in nature and may be difficult to find because
of few copies existing. (i.e. diaries, journals, school report cards and business
ledgers)
c. Oral traditions/oral histories- provide another way to learn about the past from
people with first-hand knowledge of historical events.
d. Visual documents and articles- include photographs, films, paintings and other
type of works. Visual documents usually capture moments in time.
5. Distinction of primary and secondary sources
Primary sources are those sources produced at the same time at the event,
period, or subject being studied. It contains original information that is not derived from
interpretation, summarizing or analysing someone else’s work. Furthermore, they are
first-hand and not interpreted by anyone else, they offer a personal point of view, and are
created by a witnesses of, or participants in, an event. Examples of these are diaries,
letters and official records.
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 subject. Examples are
biography of a famous person or a documentary about a historic event, book that
provides an introduction to a theorist’s work or critiques; or an article that reviews
research in a particular are and provides a summary of the key findings.
6. Historiography/ historical method (Internal and External)
History and historiography are two different things. History is a discipline that
focuses on studying the past; while historiography or historical method is the history itself.
To make it clearer, 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 historians’ contexts. The methods employed by the
history and the theory and perspective, which guided him, will also, be analyzed.
Essentially, historiography comprises the techniques and guidelines by which
historians use primary sources and other evidence to research and then to write histories
in the form of accounts of the past. The question of the nature, and even the possibility, of
a sound historical is raised.
The following are some procedures for people who wanted to employ
historiography, as proposed by Bernhein (1889) and Langlois & Seignobos (1898):
a. If the sources all agree about an event, historians consider the event proved.
b. However, majority does no rule; even if most sources relate events in one way,
that version will not prevail unless it passes the test of critical textual analysis.
c. The source whose account can be confirmed by reference to outside authorities in
some of its parts can be trusted in its entirely if it is impossible similarly to confirm
the entire text.
d. When two sources disagree on a particular point, the historian will prefer the
source with most “authority” that is the source created by the eyewitness.
e. Eyewitnesses are, in general, to be preferred especially in circumstance where
the ordinary observer could have accurately reported what transpired and, more
specifically, when they deal facts known by most contemporaries.
f. If two independently created sourced agree on a matter, the reliability of each is
measurable enhanced.
g. When two sourced disagree and there is no other means of evaluation, the
historians take the source which seems to accord best with common sense.
Aside from these procedures, historiography also involves the employment of
internal and external criticisms. 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 ink and the language
and words used in the material, among others.
Internal criticism, on the other hand, is the examination of the truthfulness of the
evidence. It looks ate the content of the source and examines the circumstances of its
production.
Other methods also used are as follows:
a. Positivism- emphasizes the mantra “no document, no history”, where historian
were required to show written primary documents in order to write a particular
historical narrative.
b. Post colonialism- emerged in the 20th century when formerly colonized nations
grappled with the idea of creating their identities and understanding their societis
against the shadows of their colonial past.
c. Annales School of Thought- challenged the canons of history, stating that history
should not only be concerned of states and monarchs.
d. Pantayong pananaw (for us0from us perspective)- highlights the importance of
facilitating an internal conversation and discourse among Filipinos about our own
history, using the language that is understood by everyone.
7. Importance of Studying History
In 1998, an article entitled “Why Study History”, Peter Stearns made the following
observations.
“People live in the present. They plan for and worry about the future. History,
however, is the study of the past. Given all the demands that press in form living in the
present and anticipating what is yet to come, why bother with what has been? Given all
the desirable and available branches of knowledge, why insist – as most American [and
in this case, British] educational programs do – on a good bit of history? And why urge
many students to study even more history than they are required to?”
He also added the following importance of history:
a. History helps us understand people and societies.
b. History helps us understand change and how the society we live in came to be.
c. History contributes to moral understanding.
d. History provides identity
e. Studying history is essential for good citizenship.
Whilst, according to Pallavi Taleku, Dr. Jyotrimayee Nayak and Dr. S. Harichadan,
the following are the other importance/values of history:
a. Disciplinary value: History is quite fruitful for mental training. It rains the mental
faculties such as critical thinking, memory and imagination. It quickens and
deepens understanding, gives an insight into the working of social, political,
economic, and religious problems.
b. Informative value: History is a wonderful treasure-house of information and can
offer guidance for the solution to all human problems pertaining to science and
art, language and literature, social and political life, philosophical speculation and
economic development. History shows us the roots without uprooting the tree. A
mere emotional attachment to our past can do us little good, unless it is
accompanied with a sober, matured and rational assessment of the values
involved. History is a path finder of man’s future.
c. Cultural and social values: It is essential that one should understand the
importance of his/her own cultural and social values. We should also develop
attachment towards our cultural heritage. History makes us able to understand our
present culture. It expounds the culture of the present time describing the past. It
explains the origin of existing state of things, our customs, our usages, our
institutions. It enables us to understand that the transformations in human history
were brought about by change of habits and of innovation. One of the main
motives of history teaching has been to convey to the pupils the rich heritage of
the mankind. It develops an understanding of the different forces which have
shaped the destiny of man and paved the way for his development in society.
d. Political values: History is regarded to be past politics. According to T.S Seeley,
“The historian is a politician of the political group or organization, the state being
his study. To lecture on political science is to lecture history.” History stands as a
beacon of hope when some nation is overcast with dark clouds. History is
extremely necessary for completing the political and social sciences which are still
in the making. History supplements them by a study of the development of these
phenomena in time.
e. Nationalistic value: History teaching renders an effective service in imbibing the
young minds with a sense of patriotism. It is through history alone that an Indian
child comes to know of the various deeds, the child can easily be inspired to
emulate them. A proper teaching of history can prepare the way for sober
nationalism.
f. Internationalistic value: History shows the dependence and interdependence of
nations which is the root of internationalism. The domain o history is very
extensive and wide. Through a survey of world history, the young learners will
come to realize that although different peoples had and still have different
customs, habits, laws and institutions; they have been striving towards the same
end. The realization of essential unity of human race is the first step towards
fostering universal understanding based on the virtues of tolerance, kindliness,
love sympathy and goodwill.
g. Educational value: History has unique value and importance because it is the only
school subject which is directly and entirely concerned with the behavior and
action of human beings. The imagination of the children is developed through the
teaching of history. It is logical to treat history as a temporal canvas against which
the facts learned in other subjects can be arranged. History is a veritable mine of
stories-stories can illustrate even subject of curriculum – the only condition is that
the teacher should know enough stories and should know how to narrate them.
h. Intellectual value: A large number of intellectual values accrue from the teaching
of history. It sharpens memory, develops the power of reasoning, judgment and
imagination. It cultivates the qualities of reading, analysing, criticizing, and arriving
at conclusions. In historical writings our past is alive and treasured in the form of
chronicles, biographies, stories and other forms of literary tradition. Once the
pupils’ curiosity is aroused and interest awakened, he can easily browse the vast
pastures of historical knowledge.
i. Ethical value: History is important in the curriculum because it helps in the
teaching of morality. Through it a child comes close to the valuable thoughts of
saints, reformers, leaders, important persons and sages. The children get inspired
by the life stories of these great leaders. There are other arguments that go
against this notion that history gives ethical teaching.
j. Vocational value: History has its vocational value. There are several openings for
persons well qualified in the subject. They can get jobs of teachers, librarians,
archivists, curators of museums, secretaries of institutions, social service workers
and political journalists etc.
IV. Activity/Quiz:
Written activity: Comparative analysis on primary and secondary sources
Objective: To be able to know how to evaluate primary sources for their credibility,
authenticity and provenance.
Instruction: Students will write a comparative analysis of primary and secondary sources.

Scoring Rubric:
Content/Relevance -12
Structure/Form -8
Syntax -5
Clarity of Ideas -5
Total 30
CONTENT AND CONTEXTUAL ANALYSIS OF SELECTED SOURCES IN PHILIPPINE
HISTORY

I. Objectives:
 To be able to familiarize oneself with the primary documents in different historical
periods of the Philippines.
 To be able to learn history through primary sources.
 To be able to properly interpret primary sources through examining the content and
context of the documents.
 To understand the context behind each selected document.
II. References:
Candelaria, J.L et. al. (2018) Readings in Philippine History. Rex Book Store. Manila
Agoncillo, T. (1974). Introduction to Filipino History. Garotech Publishing. Quezon City.
Corpuz, O.D. (1997). An Economic History of the Philippines. U.P Press Printery Division.
Philippines.
III. Concept Notes:
1. Interpretation of historical events using primary resources
Primary sources provide compelling, direct evidence of human activity. Users who
encounter primary sources gain a unique perspective on the subject they are
studying, and an opportunity to learn first-hand how primary sources are used for
original research. As users learn to successfully engage with primary sources, they
also gain important skills that help them navigate the use of other information
sources, and further develop their critical thinking skills. Primary sources can be
challenging to those who use them. The formats of primary sources may be unique
and unfamiliar. They require critical analysis due to their creators’ intents and biases;
the variety of contexts in which they have been created, preserved, and made
accessible; and the gaps, absences, and silences that may exist in the materials.
Primary sources are materials in a variety of formats that serve as original
evidence documenting a time period, an event, a work, people, or ideas. Primary
source literacy is the combination of knowledge, skills, and abilities necessary to
effectively find, interpret, evaluate, and ethically use primary sources within specific
disciplinary contexts, in order to create new knowledge or to revise existing
understandings.
This definition of primary source literacy, and the vision for this document, are
deliberately broad. Defining the terms primary source literacy, primary source, or even
source, is inherently problematic. The concept of what makes a source “primary”
relies on the research question at hand, varies based on the discipline, depends on
the interplay with secondary sources, and is subject to the different interpretive
processes researchers bring to their projects. Research questions can develop out of
encounters with primary sources, or primary sources can be used to refine our
answer questions already developed. Primary source literacy is not a binary state, but
rather exists across a spectrum. Furthermore, instructors who are teaching these
skills may be simultaneously concerned with conveying the excitement of research
with primary sources, or giving students a memorable or transformative experience
while using such sources. Although important goals, these are abstract qualities that
resist assessment and are not explicitly covered as part of these guidelines.
Primary sources literacy intersects with other “literacies,” including information
literacy, visual literacy, and digital literacy, and concepts like collective memory,
cultural heritage, and individual/cultural perspectives. Thus, users of primary sources,
and those who seek to guide them in the process, are not working in isolation from
other skills and disciplines.
2. Identification of historical importance of test
The following are concepts to be considered in the identification of historical
importance of text:
a. Analytical Concepts
The nature of primary sources requires researchers to engage with
them analytically. Users activate primary sources through hypothesis,
analysis, synthesis, interpretation, critical thinking, and evaluation; they
use sources to develop arguments. Primary source analysis requires the
interrogation of materiality, historical context and narrative. Users need to
understand how sources were produced and delivered. Interpretation of
sources occurs on a continuum from the creation of the source to its
utilization by the current user and includes mediation by librarians,
archivists and database creators or designers. Self-reflective users
consider primary sources in the context of their own projects as well as
their agency in creating new primary sources.
b. Ethical Concepts
Users need to understand the ethical concepts related to applicable
laws and regulations, privacy rights, cultural context, donor agreements,
copyright and intellectual property when working with primary sources.
They must understand how these concepts affect their ability to use
primary sources in their work, and they should responsibly consider how
their scholarship may potentially affect the creators, donors and readers of
these primary sources.
c. Theoretical Concepts
Theoretical concepts such as evidence, authority, power,
authenticity, context, materiality, historical empathy, agency, value,
absences and privilege underpin the collection, arrangement and
presentation of primary sources. Collections in cultural heritage institutions
reflect and reinforce societal power structures. Users must seek to
understand resulting silences and absences by critically considering what
sources were never created, what sources may no longer exist and what
sources are collected, as well as communities’ abilities to engage in these
activities. The iterative nature of research and the interplay between
primary and secondary sources must also be considered throughout the
research and production process as users seek to contextualize and
understand their sources. Collections and databases are always mediated
in somewhat and selection, reproduction and presentation decisions of
many individuals – decisions that may not be self-evident.
d. Practical Considerations
There are practical considerations particular to using primary
sources that users should be aware of. Practical skills necessary for
primary source research include finding, accessing, gathering and
handling primary sources in a variety of formats and locations. In order to
reach their goals, users should understand what is and is not accessible in
specific institutions or databases, and must be aware of procedures and
terminology specific to primary source research that may vary from
institution to institution. They will need to be aware of how these sources
are described in familiar search tools and many need to engage with
additional tools developed in a repository to provide access to primary
sources. They will need strategies for capturing and managing research
data, including transcription, photography and downloads.
3. Examination of author’s background, main argument and point of view
The following can be done in order to examine the author’s background main
argument and point of view.
1. Conceptualize
A. Distinguish primary from secondary sourced for a given research question.
Demonstrate an understanding of te interrelatedness of primary and
secondary sources of research
B. Articulate what might serve as primary sources for a specific research
project within the
C. Draw on primary sources to generate and refine research questions.
D. Understand that research is an iterative process and that as primary
sources are found and analysed the research question(s) may change.
2. Find and Access
A. Identify the possible locations of primary sources.
B. Use appropriate, efficient and effective search strategies in order to locate
primary sources. Be familiar with the most common ways primary sources
are described, such as catalog records and archival finding aids.
C. Distinguish between catalogs, databases and other online resources that
contain information about sources, versus those that contain digital
versions, originals, or copies of the sources themselves.
D. Understand that historical records may never have existed, may not have
survived or may not be collected and/or publicly accessible. Existing
records may have been shaped by the selectivity and mediation of
individuals such as collectors, archivists, librarians, donors, and/or
publishers, potentially limiting the sources available for research.
E. Recognize and understand the policies and procedures that affect access
to primary sources and that these differ across repositories, databases and
collections.
3. Read, Understand and Summarize
A. Examine a primary source, which may require the ability to read a particular
script, front or language, to understand or operate a particular technology,
or to comprehend vocabulary, syntax and communication norms of the time
period and location where the source was created.
B. Identify and communicate information found in primary sources, including
summarizing the content of the source and identifying and reporting key
components such as how it was created, by whom, when and what is.
C. Understand that a primary source may exist in a variety of iterations,
including excerpts, transcriptions and translations, due to publication,
copying and other transformations.
4. Interpret, Analyze and Evaluate
A. Assess the appropriateness of a primary source for meeting the goals of a
specific research or creative project.
B. Critically evaluate the perspective of the creator(s) of a primary source,
including tone, subjectivity and biases, and consider how these relate to the
original purpose(s) and audience(s) of the source.
C. Situate a primary source in context by applying knowledge about the time
and culture in which it was created; the author or creator; its format, genre,
publication history; or related materials in a collection.
D. As part of the analysis of available resources, identify, interrogate and
consider the reasons for silences, gaps, contradictions or evidence of
power relationships in the documentary record framework of an academic
discipline or area of study and how they impact the research process.
E. Factor physical and material elements into the interpretation of primary
sources including the relationship between container (binding, media or
overall physical attributes) and informational content, and the relationship of
original sources to physical or digital copies of those sources.
F. Demonstrate historical empathy, curiosity about the past and appreciation
for historical sources and historical actors
5. Use and Incorporate
A. Examine and synthesize a variety of sources in order to construct, support
or dispute a research argument.
B. Use primary sources in a manner that respects privacy rights and cultural
contexts.
C. Cite primary sources in accordance with appropriate citation style
guidelines or according to repository practice and preferences (when
possible).
D. Adhere to copyright and privacy laws when incorporating primary source
information in a research or creative project.
6. Reading and analysis of primary sources (with discussions on the economic
history of the country during the time period it indulges on):
a. First Voyage around the world by Magellan by Antonio Pigafetta
Overview:
The Portuguese navigator Ferdinand Magellan led the first voyage
around the world, beginning in 1519. Sailing southward along the coast of
South America, Magellan discovered the strait that today bears his name
and become the first European to enter Pacific Ocean from the east.
Magellan died while exploring the Philippines, but his ships continued west
to complete the circumnavigation of the globe. The following account of the
difficult passage through the Strait of Magellan was written by a member
crew, Antonio Pigafetta.
The captain came to a cape, which he named the Cape of the
Eleven Thousand Virgins. Then he came to the Cape de la Baya. Two
ships sent to find the way out from the said Cape. Of an opening which
they found for leaving the cape, and into which they threw themselves
perforce. Then having discovered the strait they returned to the captain.

These are the chapters from the travelogue that are worth mentioning and
discussing:
1. CHAPTER X
After going and setting course to the fifty-second degree toward the
said Antarctic Pole, on the festival of the eleven thousand virgins, we
found by miracle a strait which we called the Cape of the Eleven
Thousand Virgins. Which strait is in length one hundred and ten leagues,
which are four hundred and forty miles and in width somewhat less than
half league. And it falls into another sea called the Pacific Sea. And it is
surrounded by very great and high mountains covered with snow. In this
place was not possible to anchor, because no bottom was found.
Wherefore it was necessary to put cables, ashore of twenty-five or thirty
cubits in length. This strait was a circular place surrounded by mountains
(as I have said), to most of those in the ships it seemed that there was no
way out from it to enter the said Pacific sea. But the captain-general said
that there was another strait which led out, saying that he knew it well and
had been seen it in a marine chart of the King of Portugal, which a great
pilot and sailor named Martin if Bohemia had made. The said captain sent
forward two of his ships, one named Santo Antonio and the other
Concepcion, to seek and discover the outlet of the said trait, which was
called the Cape de la Baya. And in the night we had a great storm, which
lasted until noon of the next day. Wherefore we were compelled to raise
the anchors, and to let the ships ply hither and thither in the Baya. The
other two ships had such a passage that they could not round a large a
cape forming the Baya and trying to return to us they were hard put not to
run a ground. But approaching the end of the Baya (thinking themselves
lost) they saw a small opening, which did not seem an opening but a
creek. And like desperate men they threw themselves into it, so that
perforce they discovered the strait. Then seeing that it was not a creek
but they found another strait with land, they went on and found a bay.
Then going further they found another strait, and another bay larger than
the first two. Very joyful at this, they once turned back to inform the
captain-general. We thought indeed that they had perished, first because
of the great storm, and then we had not seen them for two days. And
while in suspense we saw the two ships approaching under full sail and
flying their banners, coming toward us. When near us, they suddenly
discharged their ordnance, at which we very joyously greeted them in the
same way. And then we all together, thanking God and the Virgin Mary,
went forward.
Two ships, the Santo Antonio and Concepcion, set to see the two
openings found. The ship Santo Antonio returned to Spain. The river of
the Sardines found. The sea found of the Cape of Desire of the ship
Concepcion of the products of this Pacific Sea and of the catching of fish.
2. CHAPTER XI
After entering within this strait, we found that there were two
openings, one of them to the southeast and the other to the southwest.
Wherefore the captain sent back the two aforesaid ships Santo Antonio
and Concepcion to see whether the opening toward the southeast issued
fourth into the said Pacific Sea. And the one of these two ships named
Santo Antonio would not await the other ship, because those on board her
wished to return to Spain, which they did. And the principal reason was
that the pilot if the said ship had before been displeased with the said
captain-general, because, before this fleet was fitted out, this pilot had
gone to the Emperor to arrange to have some ships for discovering land.
But by the coming of the said captain-general the Emperor did not give
them to the said pilot. Wherefore he conspired with certain Spaniards. And
the following night, they seized the captain of his ship, who was the
captain-general’s brother, and named Alvaro de Mesquita, whom they
wounded and put in irons. And so they took it back to Spain. In this ship
which went away was one of the aforesaid two giants whom we had taken,
but when he felt the heat he died. And the other ship Concepcion (because
she could not keep up with the former) continued to wait for her, plying
hither and thither. For the other took the night course (as they say) in order
to return. When this happened by night, the captain’s ship and the other
ship went together to discover the other opening to the southwest, and
continuing on we found the same strait. But at length we came to a river
which we called the River of Sardines, because we found great quality of
them. And so we remained there four days awaiting the other two ships.
Soon after we sent a boat well furnished with men and provisions to
discover the cape of the other sea. They spent three days going and
returning, and told us that they had found the cape and the great and wide
sea. Wherefore the captain, for the joy that he had, began to weep and
gave this cape the name Cape of Desire, as a thing much desired and long
sought. This done, we turned back to find the two ships which had gone to
the other side, but we found only Concepcion, of whom we demanded
what had become of the other, her consort. To which the captain of the
said ship, named Joao Serrao (who was pilot of the first ship was lost, as
has been told), replied that he knew nothing and that he had never seen
her since she entered the opening. But we sought for her throughout the
strait as far as the said opening by which she set her course for return.
And besides this, the captain-general sent back the ship named Victoria to
the very entrance of the strait to see whether the said ship was not there.
And he told the men of this ship, if they did not find the other ship that was
missing, to put a flag on the summit of a small mountain, with a letter in a
plot buried at the foot of the staff, to the end that if the said ship perchance
returned she would see this flag and also find the letter, which would
inform her of the course taken by the captain, to cause any ship which was
separated to rejoin the others. So the people of the said ship did what the
captain had ordered, and mire. For they set up two flags with letters. One
of the flags was set up on a small mountain at the first bay, the second on
an islet in the third bay, where there were many sea wolves and large
birds. The captain general waited for her with the oher ship near the river
named Isleo. And he caused a cross to be erected on a small island near
that river. The river flowed between high mountains covered with snow,
and it fell into the sea near the other River if Sardines.
If we had not found this strait, the captain-general had decided to
go as far as seventy-five degreed toward the Antarctic Pole. Now in such a
latitude, in the summertime, there is no night or very little. And likewise in
winter there is no day or very little. And that all may believe that this is so,
when we were in the said strait, the night lasted only three hours in the
month of October.
The land on the left in the said strait faced toward the Siroco, which
is the wind between east and south. And we called it the Pathagonico
strait. In it we found at every half league a good port, and anchorage, good
water and wood all of cedar and fish also like sardines, Missiglioni and a
very sweet herb called Appio, of which there is also some of the sort that is
bitter. And this herb grows near springs, and (because we found nothing
else) we ate of it for several days. And I think that there is in the world no
more beautiful country or better place than that. In that Ocean Sea there is
seen a very amusing hunt of fishes, which are of three sorts, a cubit or
more in length named Dorades, Albacores and Boniti. They follow and
hunt another kind of fish which flies and is called Colondriny, a foot or
more in length and very good to eat. And when these three kinds of fish in
the water some of these fish fly, the other three run after them in the water
seeing and following the shadow of those that fly. And no sooner have
they fallen than they are seized and eaten by those which hunt them.
Which is a marvellous and merry thing to see. And this chase we saw
several times.
The captain in the Pacific Sea. The troubles which he and his men
suffered there. Of the malady in their guns. Of the dead and the sick men.
Of the isles of Misfortune, and in what degree they lie.
3. CHAPTER XII
After entering within this strait, we found that there were two
openings, one of them to the southeast and the other to the southwest.
Wherefore the captain sent back the two aforesaid ships Santo Antonio
and Concepcion to see whether the opening toward the southeast issued
fourth into the said Pacific Sea. And the one of these two ships named
Santo Antonio would not await the other ship, because those on board her
wished to return to Spain, which they did. And the principal reason was
that the pilot if the said ship had before been displeased with the said
captain-general, because, before this fleet was fitted out, this pilot had
gone to the Emperor to arrange to have some ships for discovering land.
But by the coming of the said captain-general the Emperor did not give
them to the said pilot. Wherefore he conspired with certain Spaniards. And
the following night, they seized the captain of his ship, who was the
captain-general’s brother, and named Alvaro de Mesquita, whom they
wounded and put in irons. And so they took it back to Spain. In this ship
which went away was one of the aforesaid two giants whom we had taken,
but when he felt the heat he died. And the other ship Concepcion (because
she could not keep up with the former) continued to wait for her, plying
hither and thither. For the other took the night course (as they say) in order
to return. When this happened by night, the captain’s ship and the other
ship went together to discover the other opening to the southwest, and
continuing on we found the same strait. But at length we came to a river
which we called the River of Sardines, because we found great quality of
them. And so we remained there four days awaiting the other two ships.
Soon after we sent a boat well furnished with men and provisions to
discover the cape of the other sea. They spent three days going and
returning, and told us that they had found the cape and the great and wide
sea. Wherefore the captain, for the joy that he had, began to weep and
gave this cape the name Cape of Desire, as a thing much desired and long
sought. This done, we turned back to find the two ships which had gone to
the other side, but we found only Concepcion, of whom we demanded
what had become of the other, her consort. To which the captain of the
said ship, named Joao Serrao (who was pilot of the first ship was lost, as
has been told), replied that he knew nothing and that he had never seen
her since she entered the opening. But we sought for her throughout the
strait as far as the said opening by which she set her course for return.
And besides this, the captain-general sent back the ship named Victoria to
the very entrance of the strait to see whether the said ship was not there.
And he told the men of this ship, if they did not find the other ship that was
missing, to put a flag on the summit of a small mountain, with a letter in a
plot buried at the foot of the staff, to the end that if the said ship perchance
returned she would see this flag and also find the letter, which would
inform her of the course taken by the captain, to cause any ship which was
separated to rejoin the others. So the people of the said ship did what the
captain had ordered, and mire. For they set up two flags with letters. One
of the flags was set up on a small mountain at the first bay, the second on
an islet in the third bay, where there were many sea wolves and large
birds. The captain general waited for her with the oher ship near the river
named Isleo. And he caused a cross to be erected on a small island near
that river. The river flowed between high mountains covered with snow,
and it fell into the sea near the other River if Sardines.
If we had not found this strait, the captain-general had decided to
go as far as seventy-five degreed toward the Antarctic Pole. Now in such a
latitude, in the summertime, there is no night or very little. And likewise in
winter there is no day or very little. And that all may believe that this is so,
when we were in the said strait, the night lasted only three hours in the
month of October.
The land on the left in the said strait faced toward the Siroco, which
is the wind between east and south. And we called it the Pathagonico
strait. In it we found at every half league a good port, and anchorage, good
water and wood all of cedar and fish also like sardines, Missiglioni and a
very sweet herb called Appio, of which there is also some of the sort that is
bitter. And this herb grows near springs, and (because we found nothing
else) we ate of it for several days. And I think that there is in the world no
more beautiful country or better place than that. In that Ocean Sea there is
seen a very amusing hunt of fishes, which are of three sorts, a cubit or
more in length named Dorades, Albacores and Boniti. They follow and
hunt another kind of fish which flies and is called Colondriny, a foot or
more in length and very good to eat. And when these three kinds of fish in
the water some of these fish fly, the other three run after them in the water
seeing and following the shadow of those that fly. And no sooner have
they fallen than they are seized and eaten by those which hunt them.
Which is a marvellous and merry thing to see. And this chase we saw
several times.
The captain in the Pacific Sea. The troubles which he and his men
suffered there. Of the malady in their guns. Of the dead and the sick men.
Of the isles of Misfortune, and in what degree they lie.
On Wednesday the 20th of November, one thousand five hundred
and twenty, we issued forth from the said strait and entered the Pacific
Sea, where we remained three months and twenty days without taking on
board provisions or any other refreshments, and we ate only the rats had
made on it, having eaten the good. And we drank water impure and yellow.
We ate also ox hides which were very hard because of the sun, rain and
wind. And we left them four or five days in the sea, then laid them for a
short time on embers and so we ate them. And of the rats, which were sold
for half an ecu apiece, some of us could not get enough. Besides the
aforesaid troubles, this malady was the worst, namely that the gums of
most part of our men swelled above and below so that they could not eat.
And in this way they died, inasmuch as twenty-nine of us died and the
other giant died and an Indian of the said country of Verzin. But besides
those who died, twenty five or thirty fell sick of divers maladies, whether of
the arms or of the legs and other parts of the body, so that there remained
very few healthy men. Yet by the grace of our Lord I had no illness. During
these three months and twenty days, we sailed in a gulf where we made a
good four thousand leagues across the Pacific Sea, which was rightly so
named. For during this time we had no storm, and we saw no land except
two small uninhabited islands, where we found only birds and trees.
Wherefore we called them the Isles of Misfortune. And they are two
hundred leagues distant one from another. And there is no place for
anchoring because no bottom can be found. And we saw there a very
large kind of fish which they call Tiburoni. The first island is in fifteen
degrees of latitude going by the south wind and the other island is in nine
degrees. By this wind we made each day fifty or sixty leagues or more,
sometimes ate the stern, at others at the windward side, or otherwise. And
if our Lord and the Virgin Mother had not aided us by giving good weather
to refresh ourselves with provisions and other things we had died in this
very great sea. And I believe that nevermore will any man undertake to
make such a voyage.
__________________________________________________________
Feature of the travelogue:
1. Characterization of the pre-colonial Philippine terrain
2. Description of pre-colonial Filipinos and their exotic culture
3. Discriminatory perspective of the European writer on the natives’
amazement and illiteracy to the European artillery, merchandise and
other good
4. Narration of the Bible in Mactan that lead to the death of Ferdinand
Magellan
b. Kartilya ng Katipunan
Overview:
The Kartilya ng Katipunan’s code of conduct. It contains 14 rules
that instruct the way a Katipunero should behave, and which specific
values should be upheld. The first froup contains the rules that will make
the member an upright individual and the second group contains the rules
that will guide the way he treats his fellowmen.
Feature of the Kartilya:
1. Reaction and response to certain value systems that the Katipuneros
found despicable in the state of things they are struggling with.
2. Upheld rational and liberal ideas in the 18th and 19th century.
3. Emphasis of equality, tolerance, freedom and liberty in the making of
rules.
4. Emphasis on teaching of how women and children should be treated.
5. Instruction on Katipunan’s conduct toward other people but also for
their members’ development as individuals on their own right.
*Read the Mga Aral ng Katipunan/Lessons of the Organization of the
sons Country.
c. Proclamation of the Philippine Independence
Overview:
With a government in operation, Emilio Aguinaldo thought that it
was necessary to declare the independence of the Philippines. He
believed that such a move would inspire the people to fight more eagerly
against the Spaniards and at the same time, lead the foreign countries to
recognize the independence of the country. Apolinario Mabini, who had by
now been made Aguinaldo’s unofficial adviser, objected. He based his
objection on the fact that it was more important to reorganize the
government in such a manner as to convince the foreign powers of the
competence and stability of the new government than to proclaim
Philippine independence at such an early period. Aguinaldo, however,
stood his ground and won.
Thus June 12, 1898, between four and five in the afternoon, Emilio
Aguinaldo, in the presence of a huge crowd, proclaimed the independence
of the Philippine National Flag, made in Hongkong by Mrs. Marcela
Agoncillo, assisted by Lorenza Agoncillo and Delfina Herboza, was
officially hoisted and the Philippine National March played in public. In
addition to that, the proclamation of the Philippine Independencce was
prepared by Ambrosio Rianzares, who also read it. A passage in the
Declaration reminds one of another passage in the American Declaration
of Independence. The document was signed by 98 persons, among them
an American army officer who was witnessed the proclamation.
Features:
1. Characterization of the Philippines during the Spanish colonial period
2. Justification behind the revolution against Spain
3. Brief historical view of the Spanish Occupation
4. Establishment of the republic under the dictatorship of Emilio
Aguinaldo
5. Exclusion of Andres Bonifacio’s contribution as the founder of
Katipunan
6. Explanation of the Philippine flag’s appearance
7. Mentioning of Emilio Aguinaldo as God’s selected instrument that will
lead the country to its redemption
8. Revelation of some overlooked historical truths
d. Alfred McCoy’s Philippine cartoons: Politicak Caricature of the American
Era
Overview:
Philippine political cartoons gained full expression during the
American era. Filipino artists recorded national attitudes toward the coming
of the Americans as well as the challenging mores and times. In the book
of Alfred McCoy, 377 cartoons were compiled in the book, including the
extensive research of McCoy in the Philippine and American archives
providing a comprehensive background not only to the cartoon but to the
turbulent period as well. Artist writer Alfred Roces, who designed the book
cover contributed an essay of the Philippine graphic satire on the period.
Features:
1. Demonstration of different strands of changes and shifts in the culture,
society and politics of the Philippines’ transition from the Spanish
colonial period to the American occupation.
2. Illustration of certain media outfits about the Philippine society from the
Spanish Colonial period to the American Occupation period.
3. Description of the unchanging conditions of poor Filipinos
e. Corazon Aquino’s Speech Before the US Congress
Overview:
When Former President of the Philippines Corazon C. Aquino gave
a speech to the United States on September 1986, more than half a year
after assuming the presidency, she called on America to help the
Philippines in preserving the freedom which the Filipinos have won for
themselves. Call to, “restore the role by ways of democracy”, she praised
the role of America in the world as the promoter of a righteous system of
governance and further strengthened the reputation of said country as a
model for greatness.
Features:
1. Countless references to Ninoy Aquino
2. Analysis of Martial Law
3. Mentioning of Philippine foreign debt
4. Praises of American role
5. Calamities during Martial Law
6. Emphasis of ideology or principle of a new democratic government

***Read the references or the primary sources for more discussion as well as
the economic history of the country during the periods they were made.

IV. Activity/Quiz:
1. Analysis of “Kartilya ng Katipunan”
Objective:
1. To be able to familiarize oneself with the document, “Kartilya ng Katipunan”; and the
economic/political conditions of the Philippines during the Spanish period.
2. To be able to develop critical and analytical skills with exposure to primary sources
Instruction:
Students will write an analysis of the “Kartilya ng Katipunan”
Scoring Rubric:
Content/Relevance -12
Structure/Form -8
Syntax -5
Clarity of Ideas -5
Total 30

2. Analysis of First Voyage around the World by Magellan

Objective:
1. To be able to familiarize oneself with the document. First Voyage around the World
by Magellan; and the economic/political conditions of the Philippines during the
Pre-Spanish period.
2. To be able to develop critical and analytical skills with exposure to primary sources.
Instruction:
Students will write an analysis of the First Voyage around the world by Magellan.

Scoring Rubric
Content/Relevance -12
Structure/Form -8
Syntax -5
Clarity of Ideas -5
Total 30

3. Proclamation of the Philippine Independence

Objectives:
1. To be able to familiarize oneself with the document. Proclamation of the Philippine
Independence; and the economic/political conditions of the Philippines during the
Post-Spanish periods; and
2. To be able to develop critical and analytical skills with exposure to primary sources
Instructions:
Students will write an analysis of the Proclamation of the Philippine Independence

Scoring Rubric
Content/Relevance -12
Structure/Form -8
Syntax -5
Clarity of Ideas -5
Total 30

4. Quiz No. 1
INSTRUCTIONS: Read the questions carefully before answering briefly. Do not add your
own facts; provide only what is being asked. A mere yes or no answer without
explanation will not be credited.
1. Is history a narrative? Support your answer. (5 pts)
2. The following passage below is taken from the ‘Proclamation of the Philippine
Independence’:
“…taking into consideration that their inhabitants of the arbitrary arrests and hash
treatment practiced by the Civil Guard to the extent of causing death with the
connivance and even the express orders of their commanders, who sometimes went
to the extreme of ordering the shooting of prisoners under the pretext that they were
attempting to escape, in violation of the provisions of the Regulations of their Corps,
which abuses were unpunished and on account of the unjust deportations, especially
those decreed by General Blanco, of eminent personages and of high social position,
at the instigation of the Archbishop and friars interested in keeping them out of the
way for their own selfish and avaricious purpose, deportations which are quickly
brought about by a method of procedure more execrable than that of a decision being
rendered without a hearing of the persons accused.”
What content of the document does this passage demonstrate? Substantiate your
answer (5pts)
3. Identify and explain the elements of history. (5pts)
4. History has already turned into a complex and dynamic discipline. Its relationship with
other discipline or branches of learning makes it more meaningful and significant as it
draws strength and energy from them. For a clearer understanding of history with
other disciplines, experts, allowed their thoughts to wander in the avenue of these
disciplines to draw knowledge that may be useful to them. Explain the relationship of
history with the disciplines of economics and political science. (5pts)
5. Explain the principle of “No records, no documents, no history”. (5pts)
6. Sylvester visited the United States for a few months to see his relatives who have
lived there for decades. His uncle brought him on tours around Illinois. Sylvester
visited the Field Museum of Natural History where a golden image of a woman caught
his eye. He looked closer and read that the image was called “the Golden Tara”. It
originated from Agusan Del Sur and was brought by the museum in 1922. It was
believed to be made prior to the arrival of the Spaniard in the Philippines. What kind
of historical source? Support your answer. (5pts)
7. Compare and contrast the Kartilya ng Katipunan with the Mga Katungkulang Gagawin
ng Mga Anak ng Bayan. (5pts)
8. What are the challenges usually encountered in studying history? (5pts)
9. The 1987 Philippine Constitution provides for the formation in the Philippines. This led
to the establishment of the Autonomous Region in Muslim Mindanao (ARMM). Sarah,
a student wanted to seek historical evidences and facts on the matter and to interpret
these facts. What kind of method should she adopt in this situation? Substantiate your
answer (5pts)
10. Is there a chance for a historical source to be inconsistent and unreliable?
Support your answer. (5 pts).
11. Below are some of the rules that can be found in Kartilya:
X. On the thorny path of life, man is the guide of woman and the children, and if the
guide leads to precipice, those whom he guides will also go there.
XI. Thou must not look upon woman as a mere plaything, but as a faithful companion
who will share with the penalties of life: her (physical) weaknesses will increase thy
interest in her and she will remind thee of the mother who bore thee and reared
thee.
XII. What thou does not desire done unto my wife, children, brothers and sisters, that do
not unto my wife, children brothers and sister of thy neighbour.
What do these provisions or rules of Kartilya imply? Substantiate your answer. (5 pts)
12. Enumerate the kinds of primary sources. Which one of these is created for large
students ad was distributed widely? (5pts.)
13. Mikee was a new leader of Araling Panlipunan in a small elementary school in
Mauban, Quezon. Her colleagues gave her the bew textbook that she ought to use in
class. Before the class started. Lorena studied the textbook carefully. She noted that
the authors used works by other known historians in writing the textbook. She saw the
bibliography included Dennis Villan’s The Revolution of the Masses and the Paintful
Years: Japan’s Adventure in the Philippines. 1945-1956. She also saw that the author
used Trisha Domalanta’s Working Men of Dagupan During the 17 th Century and many
others. What kind of source is the textbook? Support your answer. (5 pts)
14. Give a short backgrounder on the events that led to the expedition of Magellan. (5
pts).
15. Explain the concept of Postcolonialism.(5pts).
MIDTERM
CONTROVERSIES AND CONFLICTING ISSUES IN PHILIPINE HISTORY

I. Objectives:
 To be able to interpret historical events using primary sources.
 To be able to recognize the multiplicity of interpretation that can be read from a
historical text.
 To be able to identify the advantages and disadvantages of employing critical tools in
interpreting historical events through primary sources.
 To be able to demonstrate ability to argue for or against a particular issue using
primary sources.
II. References:
Candelaria, J. L et al. (2018) Readings in the Philippine History, Rex Book Store,
Manila.
Agoncillo, T. (1974). Introduction to Filipino History. Garotech Publishing. Quezon City.
III. Concept Notes:
1. Recognition of multiplicity of interpretation
The term “multiperspectivity” was rarely used within the context of school-
based history education before the 1900s, although Professor Bodo Von Borries
has observed that the concept was being discussed and actively promoted by some
German historians, including himself, as early as the 1970s. The term began to be
used more widely in Europe in the early 1990s, particularly at history conferences,
seminars and in service teacher training workshops organized by the Council of
Europe and EUROCLIO. The European Standing Conference of History Teachers’
Associations. Nevertheless, the ideas behind “mulptiprespectivity” if not the term
itself, have a longer pedigree and are firmly rooted in three distinct but clearly
related developments within school based-education.

The first of these developments was the so-called “new history” approach
which had emerged originally in western and northern Europe in the 1970s and
early 80s and has had a growing influence on history education in the rest of
Europe since that time, initially in southern Europe and then in much of central and
eastern Europe after the events of 1989-90. The “new history” approach reflected
dissatisfaction with the more traditional approach to history education in schools,
with its emphasis on:
a. knowledge transmission;
b. the weighting of course content heavily in favour of political and
constitutional history;
c. A focus predominantly on events and personalities;
d. the construction of the syllabus around a content-rich, chronological survey
of national history;
e. and the underlying assumption that the national historical narrative mainly
coincided with the history of the largest national grouping and the
dominant linguistic and cultural community.
By contrast, the “new history” approach, whilst not denying the importance of
chronology and historical knowledge, aimed to establish a better balance within
history teaching between teaching students about the past and providing them with
the means to think historically about it. Consequently, there was a greater emphasis
in the history classroom on students learning how to analyse, interpret and
synthesize evidence obtained from a variety of primary and secondary sources.
Learning to think historically has also meant learning that historians and others
seeking to reconstruct the past, including museum curators, film makers, television
producers and journalists, will be constrained by the range of sources they can
access, will be constrained by the range of sources they can access, will interpret
and use the same evidence in different ways and will select and put emphasis on
different aspects of the evidence. In other words, that most, if not all, historical
phenomena can be interpreted and reconstructed from a variety of perspectives,
reflecting the limitations of the evidence, the subjective interests of those who are
interpreting and reconstructing it, and the shifting cultural influences which
determine to some degree what each new generation regards as significant in the
past.
The second broad educational development that has contributed to the recent
interest in multiperspectivity has been the growing recognition that, in the past,
history education has all too often been taught from a perspective that was
monocultural, ethnocentric, exclusive rather than inclusive and based on the
assumption that the national narrative coincided with the history of the largest
national grouping and dominant linguistic and cultural community. The same
tendency was often apparent in approached to academic history as well.
Nevertheless, academic developments over the last 25 years or so, particularly in
social and anthropological history, cultural history and gender studies, have led to a
clearer focus on the history of social categories and groups who had previously
been largely ignored; women the poor, ethnic minorities, children, families and
migrants. There are now signs that this interest is gradually filtering down into
scholl-based history education.
In furtherance, multiperspectivity is a term more often used than defined.
Nevertheless, there have been some attempts to describe its main characteristics.
K. Peter Fritzsche has emphasized that it is a process, “a strategy of
understanding”, in which we take into account another’s perspective (or other’s
perspectives) in addition to our own. That process entails understanding that we too
have a perspective which has been filtered through our own cultural content,
reflects our own standpoint and interpretation of what has happened and why, our
own view of what is and is notrelevant, and may also reflect other prejudices and
biases. In this respect, multiperspectivity is not just a process or strategy, it is also a
predisposition, and “[it] means to be able and willing to regard a situation from
different perspectives”. The preconditions for this are, first, a willingness to accept
that there are other possible ways of viewing the world than one’s own and that
these may be equally valid and equally partial; and, second, a willingness to put
oneself in someone else’s shoes and try and see the world as they see it, that is, to
exercise empathy.
Multiperspectivity in history and history education has been described by Ann
Low-Beer as the process of “viewing historical events from several perspectives”.
Elsewhere, in her historical review of the work of the Council of Europe on school
history, she has also asserted that “multiperspectivity” is firmly rooted in historical
method:
“Essentially it stems from the basic discipline of history and the need to assess
historical events from different perspectives. All historians do this. In history,
multiple perspectives are usual and have to be tested against evidence, and
accounted for in judgments and conclusions.”
Broadly speaking, then, it would appear that the main defining characteristics
of multiperspectivity in history and history teaching are that it is a way of viewing,
and a predisposition to view, historical events, personalities, developments, cultures
and societies from different perspectives through drawing on procedures and
processes which are fundamentals to history as a discipline. A straightforward,
apparently unproblematic and self-evident definition. However, as definitions go it
probably raises more questions than it answers.
A perspective is a view which is limited by the standpoint of the person
expressing it. This, of course, applies as much to the “producers” of source material
(the participants in past event, the eye-witnesses, the chroniclers, the officials and
collators of information) as it does to the historian.
Just as the figurative artist’s perspective is constrained by practical
considerations such as technique and the position from which he or she chooses to
draw a particular subject, so there are clearly a number of practical limitations facing
historians. Their perspective on a particular historical event or development will be
restricted by the range of relevant languages in which they are fluent, their
familiarity with the kinds of script employed by those who wrote the documents
which they need to use, the volume of information and evidence available, the
range of sources which they can use (a particular problem when trying to determine
and understand the views and experiences of people who are illiterate or semi-
literate), and the accessibility of those sources. These are all practical constraints
and to a large degree they ensure that most historical accounts depend upon a
selection of evidence from the potential mass of information that might conceivably
be relevant. Similar constraints of time and space affect the sources which the
historian uses and school students learning to work with a combination of primary
and secondary sources are taught to take into account:
“how close the source was to the events being studied: a participant, an eyewitness,
a journalist interviewing participants and witnesses soon afterwards, a newspaper
photographer, a television reporter, an official collating evidence from a variety of
sources, an historian writing about it subsequently, etc. and how soon after the
event the observations in the source were recorded.”
Hopefully, they also learn that proximity to events, both in time and space,
does not necessarily guarantee a more reliable and valid account of what
happened.
As witnesses to history then, they are not just describing what they see, they
are interpreting it as well; that is, they are assigning a particular meaning to what
they have seen and that meaning reflects their personal framework of assumptions,
preconceived ideas, prejudices, stereotypes and expectations.
Historians also have their preconceptions and preoccupations. Their
perspectives are not just shaped by the evidence in the sources to which they have
access. Sometimes these preconceptions and preoccupations are personal and
professional. A historian who seeks to offer a political perspective of events is likely
to present what happened in a different way, emphasize different factors, assign
greater significance to certain consequences and developments than, say, the
economic or social historian.
Similarly, the personal and professional expectations and preconceptions of
other interpreters of history, such as television producers making documentaries
about specific events will reflect a concern not just to tell the audience what
happened and why but to do so in ways which may reflect current thinking about
what makes a good history documentary with the emphasis sometimes being more
on what makes good television rather than good history.
At the same time, as historiographical surveys usually reveal, historians and
other commentators on the past, like the rest of us, are children of their times. Their
perspective is influenced by the generation to which they belong and they will tend
to interpret the past through contemporary lenses.

2. Advantages and problems in interpretation and multiperspectivity

Three related dimensions have been identified which have potential relevance
to multiperspectivity:
1. We can view historical events and developments from a multiplicity of vantage
points. To do this, we need to know what was heard, seen or felt. We also need
to know how reliable each source is, partly by comparing and cross-referencing
the evidence they provide but also by evaluating contextual information on each
source: who they were, what role they played, where they were at the time, what
they were doing at the time, how they obtained the information, and so on.
Above all, this process of evaluation needs to take into account the conditions
which may have imposed constraints on what each source saw, heard or felt,
whether these be physical, technical, or self-imposed.
2. We can view historical events and developments from a multiplicity of points of
view. To do this, we need to understand the motive underpinning these various
points of view, whether they be the perspectives of the authors of the various
sources or of the person or persons referred to in those sources. Broadly
speaking, there are three constituent elements to this process. First, it involves
trying to understand the logic behind the view being expressed. Why would they
think this? On what grounds have they based this view? Why might they have
believed some bits of information and not others? Why did they see some
information as relevant as relevant and discard the rest? What options were
open to them? What led them to choose this particular course of action out of all
the possibilities open to them? Etc. Second, it involves de-constructing the
language of the text (differentiating, for example, between verifiable facts, expert
opinion, unsubstantiated opinion and hearsay, noting what is omitted from the
account, noting the use of emotive language, the use of false analogies and
stereotypes). The same process of de-construction applies as much to other
sources, such as oral testimony, photographs, films, potters and cartoons as it
does to documents. Third, it also involves collating and analyzing contextual
information about each source since this enables us to understand more fully
where the person stating a point of view “is coming from”, their background, their
associates, allegiances and affiliations.
3. We can also view historical events and developments through a multiplicity of
historical accounts and interpretations (including accounts produced at different
times, for different purposes and for different audiences). This tends to involve
noting the similarities and differences in focus, narrative structure, interpretation
and emphasis and the key points of consensus and disagreement, i.e.
historiographical analysis.
Multiperspectivity is not simply the application of historical method. It aims
to extend the breadth and scope of the historical analysis of a particular topic or
phenomenon. This can be done in a variety of ways. For instance, it can be
done by questioning the conventional notions of which perspectives are and are
not relevant to our historical understanding of a particular event or development.
Increasingly this has involved incorporating into accounts the perspectives of
groups and social categories that have tended to be ignored except when they
have stirred-up trouble for the elite or the dominant group – the perspectives of
the invisible groups and social categories, such as women, the poor, the slaves,
the immigrants, and the linguistic, religious and ethnic minorities. The argument
has not been that the mono-cultural or mono-ethnic history has been invalid but
more than it has lacked “balance”. McCullagh explains this distinction very well
when he argues that: “If I say that my dog has an ear, an eye, a leg and a tail,
that statement would be literally true. It has got all of those things. But the
statement does not give a fair description of my dog, which has two ears, two
eyes, four legs and one tail”.
The issue here is not so much one of truth as of fairness.
Multiperspectivity can also extend the scope of the historical account by
examining how the different perspectives relate to each other: how they have
shaped and been shaped by each other. This is a dimension of
multiperspectivity which focuses specifically on the dynamics of historical events
and processes: how those representing different perspectives have interacted
with each other, the mutual influences. Connections and inter-dependencies that
produce a more complex account of what happened and why. There are four
potential benefits to adopting this kind of multilateral dynamic approach to
examining the evidence relating to a particular event or development.
First, it adds an extra dimension to historical narrative. In a sense, the
narrative form could be described as a sequence of "and thens" (i.e. this
happened.and then...this happened and then). Multiperspectivity Supplements
this linear process with a sequence of "meanwhiles" which convey the reactions
and subsequent actions of "significant others" The result is a richer and more
complex account based on interlocking narratives which would show how the
perspectives of the various parties not only changed or crystallized in response
to circumstances but were also shaped by lack of information of where the
others stood or what the others were doing. A good example of this might be the
negotiation of the armistice to end the First World War. To understand the
negotiations, it is necessary to recognize that the various governments and
military commands were not always consulting each other or keeping each other
informed of what they were doing and that their own positions were shifting as
events changed. These include Wilson's unwillingness to consult his allies over
the terms of the armistice, the different concerns and priorities of each
government, the growing tension between the German High Command in Spa
and the civil government in Berlin regarding the necessity of an armistice, the
hardening of public opinion in the United States and Britain after the sinking of
the Leinster by, German torpedoes; the increasing political tensions within
Germany, and so on. The narrative is not straightforwardly linear (the
meanwhiles" are as integral to an understanding of what happened as the “and
thens”).
Second, it can highlight the mutual influences between different groups
within a country, neighboring countries, alliances, rivalries or occupiers and
Occupied. For example, over the last two millennia of European history. there
have been many examples of regional, continental, and inter- continental
empires, territorial occupations, border disputes, civil wars and the subjugation
of all kinds of minorities. Many historians have charted the impact of the imperial
and occupying powers on the peoples and lands they have invaded. Many
historians, particularly from countries which have been colonized and occupied,
have produced accounts from the perspectives of the peoples who have been
defeated and invaded. There are far fewer examples of multilateral accounts
which also investigate the impact of colonization or occupation on the colonizer
or occupier and examine the myriad ways in which circumstances and
perspectives in the occupied or colonized territories impacted upon or
constrained the options of decision makers in the occupying or colonizing
powers.
Third, it can shed more light on conflict situations by helping us to
understand that they often arise persist and are shaped by conflicts of
interpretation where each party to the dispute assigns motives and intentions to
each other's actions which are not founded on any specific evidence but reflect
long-established assumptions, preconceptions, prejudices and stereotypes. The
emergence of myths within conflict situations would be another example of this
process and in the Learning activities section there is an example of this based
on the counter-myths which emerged during the First World War about the
atrocities committed on both sides (i.e. the activities of the francs-tireurs and the
stories of French and Belgian civilians having their hands cut off).
Fourth, it can demonstrate that in some historical situations the
perspectives are related in a svmbiotic way. This is particularly relevant when
studying historical relationships between majorities and minorities, or between
different minorities, groups, or between powerful countries and their less
powerful neighbours, allies and satellites. As Gita Steiner-Khamsi points out:
"Depicting minorities as the "others that are allegedly culturally and
historically aliens often helps people constituting the majority to see themselves
as members of one community, and it helps them to feel at home....Belonging
and the feeling of being at home are often created by identifying groups that
supposedly should not belong and should not feel at home in the country
immigrants and traditional minorities".
Aside from that, there are a number of practical problems and constraints
which can limit the extent to which school-based history education can be
multiperspectival. These revolve around issues of time, space, cost, scope and
degree of flexibility within the curriculum.
From the point of view of the history teacher, there are the twin problems
of time and curriculum flexibility. Making use of a genuine multiplicity of
perspectives in one's teaching and ensuring that students have opportunities to
analyze and contextualize each of them takes time. A genuinely pluralist
approach to national history is difficult in circumstances where the history
curriculum is content-rich and the teacher is required to cover a lot of topics in a
relatively short time. Multiperspectivity requires a curriculum structure for history
which has some flexibility in it. In countries characterized by ethnic, national and
cultural diversity, it may be possible to ensure that there is much more coverage
of the social categories and minorities that have tended to be marginalized or
made invisible in the national narrative, particularly through a curriculum
structure which permits a core of national history and optional units on different
minorities.
Whilst this more flexible kind of curriculum structure can help to
incorporate the histories of minorities, women's history, "history from below" and
the history of everyday life into the traditional school history curriculum, it may
not get to the heart of the problem which is so central to multiperspectivity: the
relationships between these diverse groups with their different perspectives and
experiences.
However, in all but the most crowded history syllabus, there should be
scope for the inclusion of one or two case studies every year which will serve to
help the students to become more familiar with working with a multiplicity of
sources, interpretations and points of view to reconstruct as complete an
account of an event or development as possible. For the rest of the time, some
measure of multiperspectivity can be integrated into history learning but on a
smaller and less complete scale. After all, the objective here is to help them to
learn how to analyze and interpret different and contrasting perspectives rather
than necessarily always offer them as complete a picture of every event as IS
possible.
From the point of view of textbook publishing, the scope for
multiperspectivity is often limited by space and cost. To approach a topic or
theme from a multiplicity of perspectives takes far more pages than would scope
for normally be the case in a conventional textbook account. This is a real
problem when the textbook is structured around a chronological survey. It is
easier if it is a learning resource or an auxiliary book on a particular topic or
theme. Any textbook author who has attempted a genuinely multiperspectival
approach to a topic or theme will also know that it is a very time consuming and
labor intensive task.
The final practical constraint is that when covering topics and themes
which have a regional, European or global dimension, the scope for
multiperspectivity is also likely to be limited by the number of languages which
the history teacher and the pupils can read. A great mass of resource material,
especially on the history of the 19th and 20th centuries, is now available on the
Internet covering a diversity of perspectives both official and unofficial,
contemporaneous and produced with the benefit of hindsight. In addition to
primary source material in raw and edited formats, it is also possible to find on
the Internet a multiplicity of perspectives from different historians.
In addition to these practical problems, multiperspectivity can also pose a
number of potential problems for the learner. As we have seen it demands
empathy on the part of the history student. In the late 1990s, a major cross-
national survey was undertaken of young people's attitudes to their history
education in Europe. In one question, the respondents were asked to put
themselves in the shoes of a young man or woman in the 15th Century being
forced into marriage with someone who was not of their choice.
3. Case Studies:
a. Site of the First Mass
Francisco Albo – A pilot of one of Magellan's ship, Trinidad, kept a log however, it
does mention of the first mass. But, he described the location of Mazava fits
the location of the island of Limasawa, at the southern tip of Leyte.
Antonio Pgafetta – Butuan is the location of the first mass.
Miguel A. Bernad – A Jesuit priest laid down an argument that the accounts did
state the existence of the river where the location of the first mass happened,
an omission that somehow have lessened the support of their accounts.
b. Cavite Mutiny
Jose Montero y Vidal – A Spanish historian stated that the abolition of privileges
enjoyed by the Cavite arsenal of exemption from the tribute was the cause
of mutiny. The mutiny was done through peaceful means-by spreading
democratic and republican books and pamphlet.
Rafael Izquierdo A governal – general that stated the causes of the mutiny are
the abolition of the privileges in labor as well as the presence of the native
clergy. The mutiny was executed in a bloody and violent manner and the
masterminds were the GOMBURZA priests.
Dr. Trinidad Hermenegildo Pardo de Tavera – The incident was a bloody mutiny
by Filipino soldiers and laborers of Cavite arsenal to the dissatisfaction
arising from the draconian policies of Izquierdo.
Edmund Plauchut – A French writer contradicted the Spanish accounts telling
that the GOMBURZA priests were innocent and in no way related to the
incident.
c. Retraction of Rizal
Jesuit friar Fr. Vicente Balaguer – Described the out of character behavior of
Rizal during his last hours, but it was doubted as it is the only existing
account supporting the authenticity of Rizal's retraction.
Cuerpo de Vigilancia – report on the last hours of Rizal but does not mention of
the existence of the document.
e. Cry of Rebellion
Guillermo Masangkay – Cry of Rebellion happened at about nine o'clock in the
morning of August 26 in Balintawak, at the house of Apolonio Samson, then
cabeza of the barrio of Caloocan.
Pio Valenzuela – He said to a Spanish investigator that the cry happened in
Balintwawak on August 26. 1896. While in his Memoirs of the Revolution,
he told at the Pugad Lawin on August 23, 1896.

IV. Activity/Quiz:
A. Quiz No. 2: Cory's Speech and McCoy's Philippine Political Cartoons
INSTRUCTION
Read the questions carefully before answering briefly. Do not add your own facts:
provide only what is being asked. A mere yes or no answer without explanation will not be
credited.
1. Explain why you agree or disagree with the following statements: (2 pts. each)
a. Cory Aquino's speech was an important event in the political and diplomatic history of
the country.
b. The Philippine Act of 1902 paved way for the independence of the Philippines from
the American colonizers.
c. Ferdinand Marcos caused the rampant corruption and abuse that occurred during
Martial Law.
d. Political cartoons are not effective medium for publicizing opinions through heavy use
of symbolism.
e. Filipinos from the earlier times received formal training in the art of governance.
2. Discuss the implication of the following in Cory's speech: (5 pts. cach)
a. Countless references to Benigno Aquino Jr.
b. Foreign debt
c. Praises and thank yous
d. Calamities brought by Martial Law
3. Illustrate in precise terms why the Filipino society had a difficulty while being
transitioned into a Western society by the American government. (10 pts.)
4. In your opinion, is it really necessary for Corazon Aquino to go to the United States of
America and speak before its congress, to ask for financial assistance" (5 pts.)
5. Several years back, the Filipino-American War broke out. Discuss how it happened. (5
pts.)
B. Research paper on a particular issue in Philippine history
Objective: To be able to demonstrate the ability to formulate arguments in favor or against
a particular issue using primary sources.
INSTRUCTIONS:
Students will be assigned to research/write a position on any of the following controversies
in Philippine History by groups
a. Site: of the First Mass
b. Cavite Mutiny
c. Retraction of Rizal
d. Cry of Rebellion

CATEGORY SCORE
Strong introduction of 5 points
Introduction topic’s key questions, (highest
terms. Clearly possible
delineates subtopics to
be reviewed. Specific score)
statement.
All material clearly
related to subtopic, main
topic. Strong
organization and
Focus and
integration of materials 15 points
sequencing
within subtopics. Strong
transitions linking
subtopics and main
topic.
Strong peer-reviewed
Support research based support 15 points
for thesis
Strong review of key
conclusions. Strong
integration with thesis
Conclusions statement. Insightful 5 points
discussion of impact of
the researched material
on topic.
The paper is free of
Grammar and grammatical errors,
20 points
mechanics spelling and
punctuation.
No errors APA style.
APA style and Scholarly style. Writing
20 points
communication is flowing and easy to
follow.
All references and
Citations and
citations are correctly 20 points
references
written and present.
Total: 100 points:____________

C. Quiz No. 3: Philippine History Controversies

INSTRUCTIONS:
Read the questions carefully before answering briefly. Do not add your own facts:
provide only what is being asked. A mere yes or no answer without explanation will not
be credited.
1. Explain the process of mulüperspectivity. (10 pts.)
2. What are the different accounts foretelling what had happened in the Cavite Mutiny?
Compare and contrast each account. (10 pts.)
3. Why should the account of Pio Valenzuela be read with caution? Explain. (10 pts.)
4. Explain why you agree or disagree with the following statements: (5 pts. each)
a. Historical interpretation is based on the historian's judgment on how the past should
be seen.
b. We make sense of the past through historical interpretation.
c. Multiperspectivity is a quality of historical writing attributed to a variety of lenses that
may be used to view the past.
d. There is only one account of the First Catholic Mass in the Philippines.
FINAL
SOCIAL, POLITICAL, ECONOMIC AND CULTURAL ISSUES IN PHILIPPINE HISTORY
I. Objectives:
 To be able to analyze the social, political, economic and cultural issues in the Philippines
using the lens of history.
 To understand several enduring issues in Philippine society through history.
II. References:
Candelaria, J.L. et. al. (2018) Readings in Philippine History. Rex Book Store. Manila.
Jovellanos, J. (2011). Notes in Philippine History and Government. Chrizam Printing Press.
Dagupan City.
III. Concept notes
a. Difference between social, political, economic and cultural issues
Social issue - problem that influences a considerable number of individuals within a
society.
Political issue - controversies debated within the political system
Economic issue - assertion on the insufficiency of needs in economy
Cultural issue - prevailing or trending cultural belief
This can be discussed as a backgrounder before proceeding to the main topics:
LAW- any rule of action or any system of uniformity
A. Aspects
1. In strict legal sense, it is promulgated and enforced by the state
2. In the non-legal sense, it is not promulgated and enforced by the state.
B. Characteristics:
1. It is a rule of conduct.
2. It is obligatory.
3. It is promulgated by the legitimate authority.
4. It is of common observance of benefit.
C. Purposes
1. For internal order
2. To secure justice
3. To maintain social control
D. Sources:
1. Constitution
2. Legislative department
3. Administrative rules and regulations
4. Judicial decisions
5. Customs
6. Principles of justice and equity
7. Decisions of foreign tribunals
8. Opinions of experts
b. The Philippine Constitution
CONSTITUTION - Set of fundamental principles or established precedents according to
which a state or other organization is governed, thus, the word itself means to be a part of
the whole.
With the particular reference to the Constitution of the Philippines, it may be defined
as that written instrument by which the fundamental powers of the government are
established, limited and defined and by which these powers are distributed among the
branches of the government.
A. Nature:
1. Serves as the supreme or fundamental law
2. Establishes basic framework and underlying principles of government
3. Designed to protect the basic rights of the people
B. Characteristics of a good written constitution:
1. Brief-not too detailed but substantial enough
2. Broad- covers the whole state and rights of the citizens as well as many future
contingencies
3. Definite-definitions and interpretations are definite
C. Evolution:
1. 1897: Constitution of Biak-na-Bato- provisionary Constitution of the Philippine
Republic during the Philippine Revolution. This constitution is borrowed from Cuba
and written by Isabelo Artacho. The organs of the government under this Constitution
are:
a. Supreme Council headed by the president and 4 department secretaries of
interior, foreign affairs, treasury and war.
b. Consejo Supremo de Gracia Y Justicia (Supreme Council of Grace and Justice)
which was given the authority to make decisions and affirms or disprove
sentences rendered by courts.
c. Asamblea de Representantes (Assembly of Representatives) which was to be
Convened after the revolution to create a new Constitution.
2. 1899: Malolos Constitution - titled as “The Political Constitution of 1899”, patterned
after the Spanish Constitution and was written in Spanish. This contains 39 articles
divided into 14 titles, with eight articles of transitory provisions and a final additional
article.
The form of government under this Constitution is to be popular,
representative, alternative and responsible, and shall exercise three distinct powers
legislative, executive and judicial.
The legislative power was vested in a unicameral body called the Assembly of
Representatives. Executive power was vested in the president, and elected by a
constituent assembly of the Assembly of Representatives. There was no vice
president.
3. 1935: The Commonwealth Constitution – crafted to meet the approval of the United
States to live up to its promise to grant independence to the Philippines.
This Constitution created the Commonwealth of the Philippines, an
administrative body that governed the country from 1935 to 1946. It is a transitional
administration to prepare the country toward its full achievement of independence. It
originally provided for a unicameral National Assembly with a president and vice
president.
4. 1973: Constitutional Authoritarianism - This was enforced during the Martial Law era.
This was supposed to introduce a parliamentary-style of government. The president
was to be elected as the symbolic and ceremonial head of the state. Executive
power was relegated to the Prime Minister.
5. 1986: Freedom Constitution - a transitional Constitution enforced to last for a while a
Constitutional Commission drafted a permanent one, this maintained many
provisions of the old one.
6. 1987: Current Constitution - This established the Philippines as a “democratic
republican state". The executive branch is headed by the president and his cabinet,
whom he appoints. The legislative power resides in the Congress divided into two
houses: the Senate and the House of Representatives. While, the Philippine court
system is vested with the power of the judiciary and is composed of a Supreme
Court and lower courts as created by law.
This Constitution also provided for three methods by which it can be
amended, all requiring ratification by a majority vote in a national referendum:
a. Constitutional Assembly - proposes amendments to the Constitution where the
Congress votes and decides what to amend as a single body.
b. Constitutional Convention - calls for a vote of two-thirds of all members of the
Congress.
c. People's Initiative - amendments in Constitution may be proposed by the people
upon a petition of at least 12% of the total number of registered voters.
**Federalism in the Philippines was supported by President Rodrigo
Duterte in the 2016 presidential elections. This form of government is composed
of a central governing authority and constituent political units sharing
sovereignty. Under this, regions may custom fit solutions to problems brought
about by their distinct geographic, cultural, social and economic contexts.
However, it may create competition among regions as it can be a challenge in
the achievement of peace in the country.
Our current governmental system is that of a unitary system where
administrative powers and resources are concentrated in the national
government.
d. Agrarian reform - rectification of the whole system of agriculture. It refers to the
redistribution of lands, regardless of crops or fruits produced to farmers and
regular farm workers who are landless, irrespective of tenurial arrangement and
economic status of the beneficiaries.
Distinguished from land reform - Land reform is the physical
redistribution of lands such as the programs under Presidential Decree No. 27.
Agrarian reform means the distribution of lands including the totality of factors
and support services designed to lift the economic status of the beneficiaries.
Thus, agrarian reform is broader than land reform.
1. History/Evolution of Philippine Agrarian Laws
a. Landownership in the Philippines under Spain
b. Landownership in the Philippines under the Americans
c. Post-War Interventions toward Agrarian Reform
d. Agrarian Reform Efforts under Marcos
e. Post-1986 Agrarian Reform
**Read the references for the discussion of these matters. See Candelaria's
book.
2. The Comprehensive Agrarian Reform Law (R.A. 6657)
a. Scope: AIl public and private agricultural lands, including other lands of
the public domain suitable for agriculture.
b. Definition of terms:
(1). Agricultural land- land devoted to agricultural activity and not classified
as mineral, forest, residential, commercial or industrial land.
(2) Agricultural activity- cultivation of the soil, planting of crops, growing of
fruit trees, raising of fish, including the harvesting of such farm
products, and other farm activities and practices performed by a farmer
in conjunction with such farming operations done by persons whether
natural or judicial.
3. Exclusion:
a. Parks:
b. Wildlife:
c. Forest reserve:
d. Reforestation:
e. Fish sanctuaries and breeding grounds:
f. Watersheds and mangroves
g. Private lands:
h. Prawn farms:
i. Fishponds; and
j. Lands actually, directly and exclusively used and found to be necessary for
national defense: school sites and campuses, seeds and seedling
research: church sites and covenants: mosque sites and Islamic centers:
and communal burial grounds and cemeteries: penal colonies and
government and private research and quarantine centers; and
k. Lands devoted to commercial livestock, poultry and swine raising; and
l. All lands with 18% slope and over which are not developed for agriculture.
4. Factors to consider in implementation:
a. Need to distribute lands to the tillers at the earliest time:
b. Need to enhance agricultural productivity: and
c. Availability of funds and resources to implement and support program.
d. Taxation - power by which the sovereign raises revenue to defray the
necessary expenses of the government. It is merely a way of apportioning
he cost of government among those who in some measure are privileged
to enjoy its benefits and must bear its burdens. It includes, in its broadest
and most general sense, every charge or burden imposed by the
sovereign power upon persons, property, or property rights for the use and
support of the government and to enable it to discharge its appropriate
functions, and in that broad definition there is included a proportionate levy
upon persons or property and all the various other methods and devices
by which revenue is exacted from persons and property for public
purposes. (51 Am. Jur 34-35)
1. History Evolution of Philippine Taxation Laws
a. Taxation in Spanish Philippines
b. Taxation under the Americans
c. Taxation during the Commonwealth Period
d. Fiscal Policy from 1946 to Present
**Read the references for the discussion of these matters. See
Candelaria's book.
2. Nature of taxation
Taxation is inherent in nature, being an attribute of sovereignty.
As an incident of sovereignty, the power to tax has been described as
unlimited in its range, acknowledging in its very nature no limits, so that
security against its abuse is to be found only in the responsibility of the
legislature which imposes the tax on the constituency who are to pay it.

The power of taxation is an essential and inherent attribute of

sovereignty, belonging as a matter of right to every independent
government, without being expressly conferred by the people.
The power to tax is inherent in the State, such power being
inherently legislative, based on the principle that taxes are a grant of the
people who are taxed, and the grant must be made by the immediate
representative of the people, and where the people have laid the power,
there it must remain and be exercised.
The power of taxation is essentially a legislative function. The power to
tax includes the authority to:
1. Determine the
(a) Nature (kind):
(b) Object (purpose):
(c) Extent (amount of rate):
(d) Coverage (subjects and objects):
(e) Apportionment of the tax (general or limited application): sites
(place) of the imposition; and
(g) Method of collection:
2. Grant tax exemptions or condonations; and
3. Specify or provide for the administrative as well as judicial remedies
that either the government or the taxpayer may avail themselves in
the proper implementation of the tax measure.
In other words, the legislature wields the power to define what tax
shall be imposed, why it should be imposed, how much tax shall be
imposed, against whom (or what) it shall be imposed and where it
shall be imposed.
3. Characteristics of taxation:
a. As a principal attribute of sovereignty, the exercise of taxing power
derives its source from the very existence of the state whose social
contract with its citizens obliges it to promote public interest and
common good.
b. The power to tax is so unlimited in force and so searching in extent,
that courts scarcely venture to declare that it is subject to any
restrictions whatever, except such as rest in the discretion of the,
authority which exercises it.
c. It is a settled principle that the power of taxation by the state is
plenary. Comprehensive and supreme, the principal check upon its
abuse resting in the responsibility of the members of the legislature
to their constituents.
d. Taxes being the lifeblood of the government that should be collected
without unnecessary hindrance, every precaution must be taken not
to unduly suppress it.
e. The power to tax is sometimes called the power to destroy.
Therefore, it should be exercised with caution to minimize injury to
the proprietary rights of the taxpayer. It must be exercised fairly,
equally and uniformly, lest the tax collector kills the "hen that lays the
golden egg.
f. In order to maintain the general public's trust and confidence in the
government, this power must be used justly and not treacherously.
g. Fax laws are prospective in operation, unless the language of the
statute clearly provides otherwise.
4. Purposes of taxation:
a. PRIMARY
 Revenue -the purpose of taxation is to provide funds or property
with which the state promotes the general welfare and protection
of its citizens.
 Taxes are for revenue, whereas fees are exactions for purposes
of regulation and inspection, and are for that reason limited in
amount to what is necessary to cover the cost of the services
rendered in that connection. It is the object of the charge, and not
the name, that determines whether a charge is a tax or a fee.
b. SECONDARY
1) Regulation it has a regulatory purpose as in the case of taxes
levied on excises or privileges like those imposed on tobacco and
alcoholic products, or amusement places, etc.
2) Promotion of General Welfare
3) Reduction of Social Inequality - made possible through the
progressive system of taxation where the objective is to prevent
undue concentration of wealth in the hands of a few individuals.
4) Encourage Economic Growth - in the realm of tax exemptions and
tax reliefs, the purpose is to grant tax incentives or exemptions in
order to promote the country's economic growth.
5) Protectionism - in some sectors of the economy, as in the case of
foreign importations, taxes sometimes provide protection to local
industries like protective tariffs and customs duties
5. Theories and Basis of Taxation
a. Necessity Theory
 Existence of a government is a necessity and cannot continue
without any means to pay for expenses.
 For those means, the government has the right to compel all
citizens and property within its limits to contribute.
b. Benefits-Protection Theory (Symbiotic)
 Reciprocal duties of protection and support between State and
inhabitants. Inhabitants pay taxes and in return receive benefits
and protection from the State
 Every person who is able to pay must contribute his share in the
running of the government. The Government, for his part, is
expected to respond in the form of tangible and intangible benefits
intended to improve the lives of the people and enhance their
moral and material values. This symbiotic relationship is the
rationale of taxation and should dispel the erroneous notion that is
an arbitrary method of exaction by those in the seat of power.
a. Lifeblood Doctrine
 Taxes are the lifeblood of the nation.
 Without revenue raised from taxation, the government will not
survive, resulting in detriment to society. Without taxes, the
government would be paralyzed for lack of motive power to
activate and operate it.
 Taxes are the lifeblood of the government and there prompt
and certain availability is an imperious need.
 Taxes are the lifeblood of the nation through which the
agencies of the government continue to operate and with
which the state effects its functions for the benefit of its
constituents.
 Taxes are the lifeblood of government, and their prompt and
certain availability an imperious need. Time out of mind,
therefore, the sovereign has resorted to more drastic means
of collection. The assessment is given the force of a
judgment, and if the amount assessed is not paid when due,
administrative officials may seize the debtor's property to
satisfy the debtor’s.
IV. Activity/Quiz:
1. Comparative analysis of the latest and earlier versions of the Constitution.
Objectives:
a. To be able to understand the significance of having a Constitution: and
b. To understand certain enduring issues in the Philippine society.
Instructions: Students will write a comparative analysis of latest and earlier versions of the
Constitution.
Scoring Rubric:
Content/Relevance -12
Structure/Form -8
Syntax -5
Clarity of Ideas -5
Total 30

2. Quiz No 4: Constitution
INSTRUCTIONS: Provide what is being asked. No erasures allowed.
I. Identification/Enumeration (2 pts. each)
1-4. Parts of constitution
5. Introduction of constitution
6-10. Kinds of law
II. Essay (10 pts. each)
1. Compare and contrast the constitutions existing during Malolos Congress and Spanish
colonization. Explain your answer.
2. What is the significance of having a constitution for a country? Explain.
3. What are different methods of changing a constitution? Explain each.
3. Position Paper on Federalism

Objectives:
a. To be able to understand the concept of Federalism; and
b. To understand certain enduring issues in the Philippine society.
Instructions: Students will make a position paper stating what is their stand on the proposed
implementation of federalism in the Philippine government?
EVALUATION (For the Position Paper)
Criteria 1(NOT VISIBLE) 2 (NEEDS 3 (MEETS 4 (EXCEEDS
(80) IMPROVEMEN EXPECTATIONS) EXPECTATIONS)
T) (90) (95)
(85)
Depth of Learners Learners Learners Learners provided
Reflection demonstrates a demonstrate a demonstrate a new and creative
(content) lack of critique minimal level of sufficient level of insights resulting
and critique and critique and from a profound
internalization of internalization of internalization of critique and
the given topic. the topic the given topic. internalization of
material. the given topic.
Structure Learners did not Learners Learners complied Learners complied
(form) comply with the complied with with the structure with the structure
structure and the structure and format and format
format provided and format provided for the provided for the
for the position provided for the position paper and position paper and
paper and the position paper the thoughts were the thoughts were
thoughts were but the thoughts expressed in a expressed in a
not expressed in were expressed coherent manner. coherent manner.
a coherent and in an incoherent Writing is Writing is very clear
logical manner. manner. sufficiently clear and organized.
Writing is vague Writing is vague and organized.
and and
disorganized. disorganized.
Grammar, The learners The learners The learners made The learners made
Spelling made more than made no more more than two no more than two
(Syntax) five spelling and than five spelling and spelling and
grammar errors. spelling and grammar errors. grammar errors.
grammar errors.

3. Position Paper on TRAIN Law

Objectives:
a. To be able to understand the concept of TRAIN Law; and
b. To understand certain enduring issues in the Philippine society.
Instructions:
Students will make a position paper stating what is their stand on the implementation of
TRAIN Law in the Philippine society?
EVALUATION (For the Position Paper)
Criteria 1(NOT VISIBLE) 2 (NEEDS 3 (MEETS 4 (EXCEEDS
(80) IMPROVEMEN EXPECTATIONS) EXPECTATIONS)
T) (90) (95)
(85)
Depth of Learners Learners Learners Learners provided
Reflection demonstrates a demonstrate a demonstrate a new and creative
(content) lack of critique minimal level of sufficient level of insights resulting
and critique and critique and from a profound
internalization of internalization of internalization of critique and
the given topic. the topic the given topic. internalization of
material. the given topic.
Structure Learners did not Learners Learners complied Learners complied
(form) comply with the complied with with the structure with the structure
structure and the structure and format and format
format provided and format provided for the provided for the
for the position provided for the position paper and position paper and
paper and the position paper the thoughts were the thoughts were
thoughts were but the thoughts expressed in a expressed in a
not expressed in were expressed coherent manner. coherent manner.
a coherent and in an incoherent Writing is Writing is very clear
logical manner. manner. sufficiently clear and organized.
Writing is vague Writing is vague and organized.
and and
disorganized. disorganized.
Grammar, The learners The learners The learners made The learners made
Spelling made more than made no more more than two no more than two
(Syntax) five spelling and than five spelling and spelling and
grammar errors. spelling and grammar errors. grammar errors.
grammar errors.

4. Quiz No. 5: Agrarian Reform and Taxation (50 pts.)

INSTRUCTIONS: Provide what is being asked. No erasures allowed.
I. TRUE OR FALSE (2 pts. each)
1. Land reform is the redistribution of lands, regardless of crops or fruits produced to farmers.
2. Law of Indies gave lands to people through the help of the Spanish crown.
3. Encomienda system is a fair landownership system.
4. Encomienda system allows Filipino to have their own land freely.
5. Philippine Bill of 1902 introduced the Torrens system.
6. R.A. No. 34 states that the share between the landowner and tenant is 80-20.
7. P.D. No. 37 is the foundation of all agrarian reform laws.
8. Cemeteries are included in the coverage of CARP.
9. Only public lands are covered by CARL
10. CARL was no longer extended as all farmers were able to receive their respective farm
lands.

II. ESSAY (10 pts. each)

1. Briefly discuss the taxation system during the American period.
2. Explain the salient features of CARL
3. Why is tax necessary for the government? Substantiate your answer.
4. “Sa Ngalan ng Tubo" Critique Paper

Instructions: Write a critique paper on the documentary, "Sa Ngalan ng Tubo".

EVALUATION (For the Position Paper)
Criteria 1(NOT VISIBLE) 2 (NEEDS 3 (MEETS 4 (EXCEEDS
(80) IMPROVEMEN EXPECTATIONS) EXPECTATIONS)
T) (90) (95)
(85)
Depth of Learners Learners Learners Learners provided
Reflection demonstrates a demonstrate a demonstrate a new and creative
(content) lack of critique minimal level of sufficient level of insights resulting
and critique and critique and from a profound
internalization of internalization of internalization of critique and
the given topic. the topic the given topic. internalization of
material. the given topic.
Structure Learners did not Learners Learners complied Learners complied
(form) comply with the complied with with the structure with the structure
structure and the structure and format and format
format provided and format provided for the provided for the
for the position provided for the position paper and position paper and
paper and the position paper the thoughts were the thoughts were
thoughts were but the thoughts expressed in a expressed in a
not expressed in were expressed coherent manner. coherent manner.
a coherent and in an incoherent Writing is Writing is very clear
logical manner. manner. sufficiently clear and organized.
Writing is vague Writing is vague and organized.
and and
disorganized. disorganized.
Grammar, The learners The learners The learners made The learners made
Spelling made more than made no more more than two no more than two
(Syntax) five spelling and than five spelling and spelling and
grammar errors. spelling and grammar errors. grammar errors.
grammar errors.
MANIFESTING INTEREST IN LOCAL HISTORY AND HERITAGE

I. Objectives:
 To be able to manifest interest in local history and cultural heritage
 To be able to apply historiographical methods in writing the history of one's locality or
country.
 To incorporate technology in the discipline of history.
II. Reference:
Candelaria, J.L et. al. (2018) Readings in Philippine History. Rex Book Store. Manila.
III. Concept Notes:
a. Doing Histornical Research Online
 Cyberspace is a great resource for research if one knows how to use it. It can be done
through the usage of search engine websites. Search engine websites that can be used
are Yahoo! And Google.
 Wikipedia can also be used but sometimes, some of the articles are not credible and
reliable as these are all subject to editing by anyone.
 There are existing websites where individuals can legally download scanned copies of
books and other materials for free, especially those books with expired copyrights and
are in public domain. One example of these is Project Gutenberg (www.gutenberg.org).
 Philippine govermment websites are also enriched with sources.
b. Doing Historical Research in Libraries and Archives
 Online Public Access Catalog (OPAC) is the new version wherein catalog is handled
digitally. In this system, instead of going through each entry on physical index cards, a
simple search will yield the holdings of the library related to what you are searching for.
 The National Library of the Philippines in Ermita, Manila provides a rich treasure cove
of materials for a student-researcher interested in Philippine history, especially in their
Filipiniana section.
 The National Archives of the Philippines, also in Manila, is an agency of government
mandated to collect, store, preserve and make available records of the government and
other primary sources pertaining to the history and development of the Philippines.
 Libraries in the University of the Philippines in Diliman. Quezon City are rich in
resources especially in Filipiniana section, serials, theses and dissertations. On the
other hand, the Ateneo de Manila University in Quezon City holds a large American
Historical Collection.
c. Doing Life Histories and Bibliographical Research
d. Doing Local and Oral History
 Local history is the study of history of a particular community or a smaller unit of
geography.
e. Interacting with History through Historical Shrines and Museums
IV. Activity/Quiz:
Instructions:
Create a short documentary about the economic history of the Philippine on the period assigned
to you: Pre-Spanish. Post-Spanish. American, Japanese or present period.
You could be the hosts for this documentary and you can use pictures or videos from the
internet. Be sure to cite your sources and references.
All the videos should be compiled into one disk and in a flash drive.
Rubrics:
Criteria Points
Content 40
Creativity 30
Cinematography 20
Teamwork 10
Total 100
FINAL EXAMINATION

REFLECTION

Are we doomed to repeat the past if we do not study it? Do we really learn anything by
looking backward? Why should we look backward? Why study history? The stigma when it
comes to studying historical subjects is that these subjects are believed to be extremely boring,
unnecessarily difficult and not useful in later life. It is said to be boring since most of the time, the
students have to listen to lengthy lectures. While others find it unnecessarily difficult because
they have deal great amount of time reading, as well as memorizing names of significant persons
and dates of historical events. And the most frequently heard reason as to why some students
avoid taking this subject is that they believe that it will not be applicable in the future.
Why study history? The most common answer to this question is in order for one to gain
knowledge. It offers information about how people and societies behave to understand the
affiliations in a society. In addition, it also explains as to how the society we live in came to be. It
provides an immediate background to the past and gives us lessons on what things should we
focus on and make even more efficient. When we study it reasonably well, and so acquire some
usable habits as well as some basic data about the forces that affect our own lives, we will be
able to merge these with our relevant skills, causing for us to have an enhanced capacity for
informed citizenship, critical thinking and self-awareness, which will be useful in the future.
Knowing the past will enable us to understand the present in a brighter way, especially
when utilizing various methods and sources of historical data. History is a discipline that helps us
understand the present and even to predict the future to a certain extent. Given the huge amount
of data about the past, it requires historians, scholars and experts to analyze and interpret all
these based on historical evidences. This can be achieved by collecting a large dataset of
historical data and by analyzing their context, to allow the researcher to gain a lot of insight into
the collective memories and societal views of people coming from different places and time
period.
The method stated earlier is what is usually used by historians, scholars and experts in
studying history called the historiography or historical method. Although it seems to be a very
complicated and lengthy process to be done, it is very crucial to the discipline of history. This
method is required in one of the newly implemented subjects in the general education
curriculum, which is the Readings in Philippine History.
Readings in Philippine History analyzes Philippine history through the lens of selected
primary sources coming from various disciplines and of different genres. Students are given
opportunities to analyze the author's background and main arguments, compare different points
of view, identify biases and examine evidences presented in the document. The discussions
tackle traditional topics in history and other interdisciplinary themes that will deepen and broaden
the understanding of Philippine political, economic, cultural, scientific and religious history.
Priority is given to primary materials that could help students develop their analytical and
communication skills; thus, requires knowledge on how historiography should be done.
Most of the time, Readings in Philippine History will require the use of contextual
analysis. Thus, the students will be required to do activities wherein they have to identify the
author's main argument or thesis, compare points of view, identify biases, and evaluate the
author's claim based on the evidences presented or other variable evidence at the time. As such,
some of the activities we required the students to do include essays (i.e. reflection, reaction.
position and comparative analysis papers), debate and occasional oral recitations, that push
them to analyse the given historical source of data carefully, critically think of a viable idea and
effectively communicate it to others.
Although the suggested activities that were just mentioned are seemingly effective, there
are instances that they are not. One particular situation is when the students were asked to read
primary sources as preparation for their next lessons; however, they were unable to do so as
such resources are not readily available for them to be accessed. Readings in Philippine History
is just a newly implemented subject; thus, there are only few existing textbooks and readings
materials suggested for it, such as those recommended in its course syllabus. They are existing,
but they cannot easily and immediately accessible. The said subject requires the analysis of
primary sources, hence, the instructors recommend that before teaching lessons one must have
already evaluated and seen what references are available and not available; and if there are
alternative ones. One must be equipped with a large array of books or references that can be
used in teaching the subject.
Another is when students are always bored out by the discussions. They always complain
that the subject no longer needs to have lectures as they have already learned so many things
way back in their pre-school, elementary and high school years. However, it cannot be denied
that discussions are very important in deepening or reinforcing the base knowledge of the
students. The teachers recommend that lectures be done in an exciting manner by conducting
debates and film-showing as ways of introducing or supplementing lessons.
Lastly, students are observed to not have enough grit to study this subject. Complaints
such as repetitive lessons in every history subject they take and too much reliance on
memorization as the only way that will help them to pass, are always heard from the students.
Additionally, they always question the significance of what they have learned and what they are
learning. Why do they need to study this and that, when they will not be able to apply all of these
in the future? Why waste good paper and precious efforts and time on something you are
uncertain? Before the start of the class proper, it should be inculcated in the minds of the
students that importance of studying history and its possible applications or effects in their later
life.
References

Candelaria. J.L. et. al. (2018) Readings in Philippine History. Rex Book Store. Manila.
Agoncillo. T. (1974). Introduction to Filipino History. Garotech Publishing, Quezon City
Jovellanos, J. (2011). Notes in Philippine Historv and Government. Chizam Printing Press.
Dagupan City.
Ayson. F. et. al. (2000). Fundamcntals of Political Science National Book Store. Valenzuela
City.
Corpuz. O.D. (1997). An Economic History of thç Philippines. U.P. Prcss Printery Division.
Philippines.