W1 8GEC 2A Readings in The Philippine History IPED Module

GEC 2A

Readings in the
Philippine History with IPEd

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PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
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READINGS IN THE PHILIPPINE HISTORY with IPED
GEC2A – |1
GEC 2 – Readings in the Philippine History
First Edition, 2021
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among other things, impose as a condition the payment of royalties.
Borrowed materials included in this module are owned by their respective copyright holders. Every
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copyright owners. The University and authors do not claim ownership over them.
Learning Module Development Team
Assigned Chapter Title Author/s

Chapter 1: The Meaning and Relevance of Irish Eblacas-Flores
History Steven Josef Encarnacion
Chapter 2: The Different Historical Sources and Joven Ian M. Marquez and
Criticism Irish Eblacas-Flores
Chapter 3: Assessment and Analysis of Dorothy Lou I. Abo and
Historical Sources Irish Eblacas-Flores
Chapter 4: The Different Historical Beulah Doreen T. Cruz and
Controversies Irish Eblacas-Flores
Chapter 5: Social, Economic, Political and Herbert C. Himalin and

Cultural Issues Irish Eblacas-Flores
Course Overview
Introduction
Philippine History viewed from the lens of selected primary sources in different periods, analysis and
interpretations.
The course aims to expose students to different facets of Philippine History through the lens of
eyewitnesses. Rather than rely on secondary materials such as textbooks which is the usual approach in
the teaching Philippine history, different type of primary sources will be used – written (qualitative and
quantitative), oral, visual, audio visual, digital – covering various aspects of Philippine life (Political,
economic, social, cultural). Students are expected to analyze the selected readings contextually and in
terms of content (stated and implied). The end goal is to enable students to understand and appreciate
our rich past by deriving insights from those who were actually present as the time of the event. CMO
No.20 series of 2013
Course General Objectives
By the end of the course, the students will be able to:

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1. Evaluate primary sources for their credibility, authenticity, and provenance;
2. Analyze the context, content and perspective of different kinds of primary sources;
3. Determine the contribution of different kinds of primary sources in understanding the Philippine
History;
4. Develop critical and analytical skills with exposure to primary sources:

5. Demonstrate the ability to formulate arguments in favor or against a particular issue using
primary sources;
6. Effectively communicate, using various techniques and genres, historical analysis of particular
events or issue that could help others understand the chosen topics;
7. Propose recommendation of solutions to present day problems based on their understanding of
root causes, their anticipation of future scenarios:
8. Display the ability to work in a multi-disciplinary team and contribute to a group endeavor:
9. Manifest interest in local history and show concern in promoting and preserving the country’s
cultural heritage.
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Course Details
Course Code: GEC 2a
Course Title: Readings in the Philippine History
No. of Units: 3 units
Classification: Lecture-based
Pre-requisite / Co-requisite: None
Semester and Academic Year: 1st Semester, AY 2021 - 2022
Schedule: Name of Faculty:
Contact Details: o Email: o
Mobile Number:
o FB Account:
Consultation o Day:
o Time:
Learning Management System
The University LMS will be used for asynchronous learning and assessment. The link and class
code for LMS will be provided at the start of class through the class’ official Facebook Group.
• Google Meet
• Zoom
• Google Classroom
• University LMS
Assessment with Rubrics
Students will be assessed in a regular basis thru quizzes, long/unit/chapter tests,

individual/group outputs using synchronous and/or asynchronous modalities or submission
of SLM exercises. Rubrics are also provided for evaluation of individual/group outputs.
Major examinations will be given as scheduled. The scope and coverage of the examination will
be based on the lessons/topics as plotted in the course syllabus.
RUBRIC FOR BUILDING ARGUMENT LINK :

https://drive.google.com/file/d/1_4ncLKk12NTsNm0W104uwjUx8Y1YD0JY/view?usp=
sharing
GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 5

Module Overview
Introduction
Philippine History resembles a cracked mirror, fragmented yet still intact, rimmed into
wholeness by the fact of its having been nurtured in the matrix of a common culture
paradoxically reflects a pattern of unity and uniqueness that is distinctly Filipino, for it
converge into a common dream and aspiration.
In this module, the authors have chosen historical sources and texts culled from certain
historical phases of our life as a people and as a nation – from Spanish-American colonial
era and the contemporary present.
This module divided into five chapters. Every chapters are divided into topics, to enable students,
reader, to study the significant highlights of our nation’s development.

Table of Contents
Chapter 1: The Meaning and Relevance of History

1.1. The Meaning and Nature of History
1.2. The Aims and Values of Teaching History
Chapter 2: The Different Historical Sources and Criticism

2.1. The Different Types of Historical Sources
2.2. Historical Biases and Criticism
2.3. Historical Significance
Chapter 3: Assessment and Analysis of Historical Sources

3.1. Chronicle: The Customs of Tagalog by Juan Placenta
3.2. Declaration of Principles: Kartilya ng Katipunan
3.3. Memoirs: Paghirang sa Supremo Bilang Hari
3.4. Proclamation: The Act Declaration of Principles
3.5. Paintings: The Making of Philippine Flag and Spoliarium
Chapter 4: The Different Historical Controversies

4.1. The First Mass in the Philippines
4.2. The Cavite Mutiny
4.3. Pugadlawin, Balintawak or Bahay Toro?
Chapter 5: Social, Economic, Political and Cultural Issues

5.1. Philippine Agrarian Programs
5.2. The Philippine Constitution
5.3. Philippine Taxation
5.4. Indigenous People Education
5.5. Local Philippine Histories

Readings in the Philippine History
Chapter 1
The Meaning and Relevance of

History
Chapter 1
The Meaning and Relevance of History
This chapter aims helping students to understand the present existing social, political,
religious and economic conditions of the people through studying history and its concepts. It
will help us to trace the background of our religion, customs institutions, and administration
and so on. It also helps to explain the present, to analyze it and to trace its course. Cause and-
effect relationship between the past and the present is lively presented in the history. History
thus helps us to understand the present day problems both at the national and international
level accurately and objectively.
Specific Objectives
At the end of the lesson, the students should be able to:
• Discuss the definition and nature of history.
• Identify the different aims and values of teaching history.
• Recognize the importance of teaching history.
Duration
Chapter 1: The Meaning and Relevance of History = 2 hours
The Aims and Values of Teaching History = 2 hours
Assessments = 2 hours
Lessin Proper
CHAPTER 1 – THE MEANING AND RELEVANCE OF HISTORY
1.1. DEFINITION AND NATURE OF HISTORY
DEFINITIONS OF HISTORY
The origin of the word History is associated with the Greek word ‘Historia’ that means
‘information’ or ‘an enquiry designed to elicit truth’.
Different scholars have defined history differently. Following definitions indicate the
meaning and scope of History.

▪ History is not just a catalogue of events put in the right order like a railway timetable–
A.J.P. Taylor
▪ History is written by the winners – Napoleon Bonaparte
▪ If you don’t know history, then you don’t know anything. You are a leaf that doesn’t
know it is part of tree – Michael Crichton
▪ Those who cannot remember the past, are condemned to repeat it – George Santayana
▪ To be ignorant of what occurred before you were born is to remain always a child –
Marcus Tullius Cicero
▪ The most effective way to destroy people is to deny and obliterate their own
understanding of their history – George Orwell
▪ Study the past if you would define the future – Confucius
▪ History is a wheel, for the nature of man is fundamentally unchanging. What has
happened before will perforce happen again– George R.R. Martin
▪ He who cannot draw on three thousand years is living from hand to mouth– Johann
Wolfgang von Goethe
▪ A generation which ignores history has no past- and no future – Robert A. Heinlein
▪ If we are to make progress, we must not repeat history but make new history. We must
add to inheritance left by our ancestors” – Mahatma Gandhi
▪ We are not makers of history. We are made by history – Martin Luther King, Jr.
▪ The history of all hitherto existing society is the history of class struggles – Karl Marx
▪ Let us study things that are no more. It is necessary to understand them, if only to avoid
them – Victor Hugo
▪ History is a guide to navigation in perilous times. History is who we are and why we are
the way we are – David McCullough
▪ The lack of a sense of history is the damnation of the modern world – Robert Penn
Warren
▪ A people without the knowledge of their past history, origin and culture is like a tree
without roots – Marcus Garvey
▪ History will be kind to me for I intended to write it – Winston S. Churchill
NATURE OF HISTORY
A study of the present in the light of the past: The

present has evolved out of the past. Modern history
enables us to understand how society has come to its
present form so that one may intelligently interpret the
sequence of events. Th e causal relationships between the
selected happenings are unearthed that help in revealing
the nature of happenings and framing of general laws.
History is the study of man: History deals with man’s

struggle through the ages. History is not static. By
selecting “innumerable biographies” and presenting their
lives in the appropriate social context and the ideas in the
human context, we understand the sweep of events. It Father of
HistoryHERODUTOS
traces the fascinating story of how man has developed

through the ages, how man has studied to use and control Source: Google Image his
environment and how the present institutions have herodutos drawing - Bing images grown out of
the past.
History is concerned with man in time: It deals with a series of events and each event
occurs at a given point in time. Human history, in fact, is the process of human
development in time. It is time, which affords a perspective to events and lends a charm
that brightens up the past.
History is concerned with man in space: The interaction of man on environment and vice
versa is a dynamic one. History describes about nations and human activities in the
context of their physical and geographical environment. Out of this, arise the varied trends
in the political, social, economic and cultural spheres of man’s activities and
achievements. Objective record of happenings: Every precaution is taken to base the data
on original sources and make them free from subjective interpretation. It helps in clear
understanding of the past and enables us to take well-informed decisions.
Multisided: All aspects of the life of a social group are closely interrelated and historical
happenings cover all these aspects of life, not limited only to the political aspect that had so long
dominated history.
History is a dialogue between the events of the past and progressively emerging future ends.
The historian’s interpretation of the past, his selection of the significant and the relevant events,
evolves with the progressive emergence of new goals. The general laws regulating historical
happenings may not be considered enough; attempts have to be made to predict future
happenings based on the laws.
Not only narration but also analysis: The selected happenings are not merely narrated; the
causal relationships between them are properly unearthed. The tracing of these relationships
lead to the development of general laws that are also compared and contrasted with similar
happenings in other social groups to improve the reliability and validity of these laws.
Continuity and coherence are the necessary requisites of history: History carries the burden of
human progress as it is passed down from generation to generation, from society to society,
justifying the essence of continuity.
Relevant: In the study of history, only those events are included which are relevant to the
understanding of the present life.
Comprehensiveness: According to modern concept, history is not confined to one period,

country, or nation. It also deals with all aspects of human life-political, social, economic,
religious, literary, aesthetic and physical, giving a clear sense of world unity and world
citizenship.

1.2. THE AIMS AND VALUES OF TEACHING HISTORY
AIMS OF TEACHING HISTORY
To promote self-understanding: History needs to be taught to promote self -understanding.

Everyone has a heritage that is uniquely his, a combination of racial, national, family and
individual traditions that are woven into his very being. Without enquiry into these historical
factors, man will remain a stranger to himself. Similarly, in the absence of historical study,
groups and persons will fail to comprehend their own identity. Being a key subject, history
provides useful information necessary for understanding the common allusions in daily
reading-names, places, dates and events etc. Thus the knowledge of history is a part of the
selfawareness and realization of our environment.
To give proper conception of time, space and society: History gives a proper
understanding of the concept of time, space and society. It reveals the relationship of the
present with the past, the local with the distant and personal and national life with the lives
and the cultures of men and women in other countries, in time and space. History is a link
uniting each of us as an individual with a whole greater than ourselves.
To enable the pupils to assess the values and achievements of their own age: History
provides the youths the standards of reference against which they can measure the values and
achievements of their own age. This enables them to have an enlightened awareness of the
problems of modern communities, political, social and economic.
To teach tolerance: History teaches tolerance- tolerance with different faiths, different
loyalties, different cultures, different ideas and ideals.
To develop right attitudes: Development of right attitudes is based on an appreciation of

things which are worth-while in life. Attitudes depend upon intellectual and emotional
factors. Scientific attitude is intellectual, like, judgment based on facts are unaffected by
personal feelings. The teacher has to help his pupils in building up the right attitudes. But
before being able to develop desirable attitudes among his pupils by his own example, he
himself must exhibit self-control, patient, sympathy and self-respect.
To foster national feelings: An important objective of teaching history is the emotional and
national integration of Indian people. Emotional integration is a feeling of oneness among the
people of different cultures, religions, castes and languages. It is the sharing of certain
common objectives, ideals and purposes and giving them high place over smaller and
sectional loyalties. History can play a very important role in realizing this aim.
To develop international understanding: The swift growth of means of communication

among various nations has hastened the exchange of ideas and dependence on each other on
various aspects of life. History is one subject that can promote international understanding in
the best possible way. It can destroy prejudices existing among nations; it can also overplay
the fundamental unity and interdependence among nations and underplay the sources of
disunity.

To give training for handling controversial issues: Teaching history helps pupils to handle
controversial questions in a spirit that searches for truth-insists on free discussion and permits
compromise. It can expose the pupils to a vast knowledge which will enable them to tackle
controversial issues objectively.
To help resolve our contemporary social and individual problems: History helps in
resolving our contemporary social and individual problems and developing mature judgments
on immediate social issues, trends and prospects in the field of commerce, industry,
international affairs, regional politics and other aspects of the contemporary society.
To promote socialization among pupils: An important aim of history teaching is the

socialization of pupils in order to make them well informed and enlightened citizens, capable
of promoting common welfare. Socialization awakens a sense of developing confidence,
courage and happiness within oneself. It develops individual and social virtues of initiative,
thoughtfulness, righteousness, constructive thinking, critical judgment, justice, tolerance,
cooperation, fellow feeling and sacrifice etc.
VALUES OF TEACHING HISTORY

Value is that experience or fruit which one gets in the path of achieving aim whereas aim is a
conscious and active purpose that we always keep before our mind. It always remains before
us in the path of achievement. History is valuable as a study in more ways than one. Some of
the values are general that is they apply to the teaching of the subject in all circumstances.
Other values are limited and specific. They apply to particular types of history, hold for a
particular level of schooling or are the necessary result of teaching if carried out in a
particular way.
The values of teaching history may be stated as under:
Disciplinary value: History is quite fruitful for mental training. It trains 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.
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.
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 by 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.
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It develops an understanding of the different forces which have shaped the destiny of man
and paved the way for his development in society.
Political values: History is regarded to be the 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 on 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.
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 performed by such patriots as Emilio Aguinaldo, Jose Rizal,
Andres Bonifacio and etc. By reading their great lives and deeds, the child can easily be
inspired to emulate them. A proper teaching of history can prepare the way for sober
nationalism.
Internationalistic value: History shows the dependence and interdependence of nations

which is the root of internationalism. The domain of 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.
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.
Intellectual value: A large number of intellectual values accrue from the teaching of
history. It sharpens memory, develops the power of reasoning, judgement and
imagination. It cultivates the qualities of reading, analyzing, 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.
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.

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.
The aims and objectives of teaching history have undergone changes with the shift in
the philosophical thinking of the time and changes in the social and political practices.
Determination of aims and objectives is necessary. Instructional objectives need to be
clearly defined. The pupils should acquire knowledge, should develop specific
understandings, attitudes, interests and appreciations, relevant to history.
GEC2A – | 14
References
Gottschalk, L. (1951). A primer historical method: Understanding History. Pp. xix, 290, vii.
New York: Alfred A. Knopf.
Howell, M. & Prevenier, W. (200). History. I. The Source: The Basis of Our Knowledge
about the Past. Publishing House
Steve, h. and et.al. (2015). “The History” at publishing of The Alpha History. Alpha History
Publishing House.
Scott, W.H. (2005) Pre-Hispanic Source Materials for the Study of Philippine History (pp.
90135). Smithsonian Libraries and Archives
https://gutenberg.edu/2001/02/the-importance-of-history/
https://sccollege.edu/Library/Pages/primarysources.aspx

Activity Sheet
ACTIVITY 1
Name:Mico S. Iglesia___Course/Year/Section:_BEED/1ST Year/1-B__ Score: _________
Direction: Briefly answer the following questions related to the meaning and relevance of
history use at least three (3) to five (5) sentences in each item. Write your answer on the
space provided below.
What is the important role does history take in the study of Philippine as follows?
SOCIETY
Society means people in general thought of as living together in organized communities with
shared laws, tradion and values. and Philippine society is a fascinating mix of diversity and_
homogeneity. Nearly four centuries of western dominance, on the other hand, have leftan___
indelible mark on the Philippines, serving as a conduit for the introduction of western culture
and a catalyst for the formation of a feeling of political and cultural unity in the Philippines._
___________________________________________________________________________
___________________________________________________________________________
CULTURE
Culture a particural society that has its own beliefs,way of life,art etc. The Philippines is a___
country where East and West collide. Filipinos have a distinct Asian heritage as well as a___
strong Western tradition. Chinese traders, Spanish conquistadors, and American rulers all had
an impact on modern Filipino society.____ _________________________________ __ ____
___________________________________________________________________________
___________________________________________________________________________
IDENTITY
Identity the quality ,beliefs and ect. That make a particural or different from others. During__
the war for Philippines independence, asence of national identityand pride arose.however___
one`s first allegiance it to one family and birthplace. Many Filipinos have a warm and______
welcoming demeanor, and key values such a fellowship, respect, and acceptance can be____
found throughout the culture.___________________________________________________
___________________________________________________________________________
DEVELOPMENT
We may learn how historical societies, systems, ideologies, governments, cultures, and
technologies were built, how they functioned, and how they changed by studying history. All
of this information helps students become more well-rounded individuals who are better
prepared to learn in all of their academic subjects___________________________________

Activity Sheet
ACTIVITY 2
Name:_Mico S. Iglesia___Course/Year/Section:_BEED/1ST Year/1-B__ Score: _________
Direction: Select at least three (3) aims or values of teaching history and discuss its
importance in our everyday life. Write your answer on the spaces provide below.
A. Educatonal value
Example No.1
__________One of the main reasons for teaching history is that it gives students a thorough
understanding of the motivations that drive individual nations acts and goals. This allows
them to better comprehend human psychology
B. Disciplinary value
Example No.1
History is a fantastic cerebral workout. The teaching and understanding of history helps
students develop their memory, imagination, and critical thinking skills. The goal of history is
for tales to be accurate and correct. This focus on precision aids with mental discipline
C. To promote self-understanding
ExampleNo.1 History must be taught in order to build self-awareness. Everyone has a distinct
history, a mash-up of racial, national, familial, and personal traditions that are woven into his
very existence. Man will remain a stranger to himself unless these historical elements are
investigated. In the same way, without historical research, organizations and individuals will
be unable to comprehend their own identity
Assessment
ASSESSMENT 1
Name: Mico S. Iglesia Course/Year/Section: BEED/1st Year/1-B Score: _________

Direction: Pause for a few minutes and think about or reflect on your past. Has your
past influenced you in one way or another? How does your past shape your identity and
behavior? Discuss briefly; write your answer on the space provided.
SELF -REFLECTION
I had made a lot of mistakes in the past, 4 years ago I

have disappointed my parents. I did not study well
and opted to be with friends that distracted me from
my studies. I was also involved in a car accident
where I damaged one my father’s fruit of handwork.
I witnessed how disappointed my parents were and
got worried for my future, those incident made me
realized that I have to work hard for my future and
for my family. That’s when I started to value my
education, I started to study well. Since then I have
become an achiever giving my parents happiness and
pride.

RUBRIC FOR BUILDING ARGUMENTS
CRITERIA HIGHLY EFFECTIVE DEVELOPING INEFFECTIVE SCORE

EFFECTIVE (3) (2) (1)
(4)
Making a Response Response Response Response
claim presents presents presents does not
a claim a claim a claim address
that that that
fully and prompt.
effectively addresses
effectively answers the answers the
answers the prompt. prompt, but
prompt. still needs
development.
Supporting Claim is well Claim is Claim is Claim is not
argument defended defended defended but supported
with at least with at least the supports
two two
supports. need further
supports.
Also, Retired development.
required terms may
terms are not all be
used used
effectively. correctly.
Organization Response is Response is Ideas are Organization
of ideas effectively effectively present, and ideas are
organized organized. however not clear or
and presents organization present.
ideas clearly. needs to be
improved.
RATING
Source: iRubric: Building Arguments rubric - RX528C6: RCampus

Learner’s Feedback Form
Name of Student: Mico S. Iglesia________________________________

Program : BEED______________________________________________
Year Level : 1st year______ Section : B – 1
Faculty : ___________________________________________________
Schedule : ___________________________________________________
Learning Module : Number: _________ Title : ______________________
How do you feel about the topic or concept presented?

/ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.
In what particular portion of this learning packet, you feel that you are struggling or lost?
So far, I fully understand the topic.
Did you raise your concern to you instructor? □ Yes / No
If Yes, what did he/she do to help you?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
If No, state your reason?
Because I do understand the topic.
To further improve this learning packet, what part do you think should be enhanced?
I think my researching skills.
How do you want it to be enhanced?
Maybe by practicing and trying to do more research on line.

NOTE: This is an essential part of course module. This must be submitted to the subject
teacher (within the 1st week of the class).

Chapter 2
The Different Historical

Sources and Criticism
Chapter 2 The Different Historical Sources and Criticism
This chapter discuss the different sources use in studying history and the different analyzation,
purposes, biases, critics and conflicts regarding the different historical sources and content of
studying history. Studying history have to play a significant role in development of young
minds capable to live intelligently, judge, analyze critically, and conclude reasonably.
Specific Objectives
• Discuss the different types of historical sources and examples
• Compare the different historical biases and criticism
• Develop critical and analytical skills through evaluating historical significance
Duration
Chapter 2: Types of Different Historical Sources =3 hours
Historical Biases and Criticism = 3hours
Historical Significance = 3 hours
Lesson Proper
CHAPTER 2 – THE DIFFERENT HISTORICAL SOURCES AND CRITICISM
2.2. TYPES OF HISTORICAL SOURCES
SOURCES
A source is anything that has been left behind by the past. It might be a document, but it might
alternatively be a building or a picture or a piece of ephemera – a train ticket perhaps or a
plastic cup. They are called 'sources' because they provide us with information, which can add
to the sum of our knowledge of the past.

History as the subject of study is more or less at the mercy of the sources. The past can neither
easily be observed directly nor can it be recalled. Historians get their information from two
different kinds of sources: primary and secondary. Primary sources are first hand sources;
secondary sources are second-hand sources.
CATEGORIES OF SOURCES
1. Documents are written or printed materials that have been produced in one form or another
sometime in the past.
2. Numerical records include any type of numerical data in printed or handwritten form.
3. Oral statements include any form of statement made orally by someone.
4. Relics are any objects whose physical or visual characteristics can provide some information
about the past.
DIFFERENT TYPES OF SOURCES
A. PRIMARY SOURCES
A primary source is a document or physical object which was written or created during the
time under study. These sources were present during an experience or time period and offer an
inside view of a particular event. Primary sources give us first hand, you-are-there insights
into the past. They are also the most important tools an historian has for developing an
understanding of an event. Primary sources serve as the evidence an historian uses in
developing an interpretation and in building an argument to support that interpretation.
Primary sources provide a window into the past—unfiltered access to the record of artistic,
social, scientific and political thought and achievement during the specific period under study,
produced by people who lived during that period. Bringing young people into close contact
with these unique, often profoundly personal, documents and objects can give them a very
real sense of what it was like to be alive during a long-past era.
It is one prepared by an individual who was a participant in, or a direct witness to, the event
that is being described. It includes first-hand information, such as eyewitness reposts and
original documents.
Primary source can come in the form of written sources such as documents, archival
materials, letters, government records, parish records, court transcripts and business ledgers.
Primary sources can also be non-written. They can come in the form of artifacts such as the
Manunggul Jar; edifices like colonial churches; clothes, jewelry, and farming implements.
OTHER EXAMPLES OF PRIMARY SOURCES
Autobiography is an account of a person’s life written by that person. Autobiographical

works can take many forms, from the intimate writings made during life that were not
necessarily intended for publication.

Memoir is a history or record composed from personal observation and experiences. Writers
of memoir are usually persons who have played roles in, or have been close observers of,
historical events and whose main purpose is to describe or interpret the events.
Diary a form of autobiographical writing is a regularly kept record of the diarist’s activities
and reflections. Written primarily for the writer’s use alone, the dairy has a frankness that in
unlike writing done for publication.
Personal Letter is a type of letter (or informal composition) that usually concerns personal matters
(rather than professional concerns) and is sent from one individual to another.
Correspondence is a body of letters or communications. If you have ever had a pen pal or an email
friend, you have written plenty of correspondence.
Interview is a conversation where questions are asked and answer are given. It refers to
oneonone conversation with one person acting in the role of the interviewer and the other in
the role of the interviewee.
Survey is a list of questions aimed at extracting specific data from a particular group of
people. Surveys may be conducted by phone, mail, via internet, and face-to-face on busy
street corners in malls. Survey research is often used to assess thoughts, opinions, and
feelings.
Field research or fieldwork is the collection of information outside a laboratory, library or

workplace setting. Field research involves a range of well-defined, although variable,
methods: informal interviews, direct observation, participation in the life of the group,
collective discussions, analyzes of personal documents produced within the group, self-
analysis, results from activities undertaken off, or on-line, and life histories.
Photographs and posters are often considered it can illustrate past events as they happened and
people as they were at a particular time.
Paintings a form of visual art where paint or ink is used on a canvas or more often in the past,
wooden panels or plaster walls, to depict an artist’s rendering of a scene or even an abstract.
Drawing s form of visual art in which a person uses various drawing instruments to mark peer or
another two-dimensional medium.
Speech is a form of communication in spoken language, made by a speaker before an audience for
a given purpose.
B. SECONDARY SOURCES
A secondary source is a document or recording that relates or discusses information originally

presented elsewhere. Secondary sources involve generalization, analysis, synthesis,
interpretation, or evaluation of the original information.

It is a document prepared by an individual who was not a direct witness to an event, but who
obtained his or her description of the event from someone else. It includes secondhand
information, such as s description of an event by someone other than an eyewitness, or a
textbook author’s explanation of an event or theory.
EXAMPLES OF SECONDARY SOURCES
Bibliographies an annotated bibliography is an organized list of sources, each of which is

followed by a brief note or “annotation”. These annotations do one or more of the following:
describe the content and focus of the book or article, suggest the source’s usefulness to your
research, evaluate its method, conclusion, or reliability and record your reactions to the source.
Biographical Works. A biography is a description of a real person’s life, including factual

details as well as stories from the person’s life. It includes information about the subject’s
personality and motivations, and other kinds of intimate details excluded in a general
overview or profile of a person’s life. Periodicals are newspapers, magazines, and scholarly
journals-all of which are published “periodically”. (News Paper, Magazines and Journals).
Literature review is an evaluation report of information found in the literature related to your
selected area of study. (Film Review and Book Review)
C. TERTIARY SOURCES
It provides third-hand information by reporting ideas and details from secondary sources. This
does not mean that tertiary sources have no value, merely that they include the potential for an
additional layer of bias.
EXAMPLES OF TERTIARY SOURCES
Library is a collection of sources of information and similar resources, made accessible to a defined
community for reference and borrowing.
Archive is an accumulation of historical records or the physical place they are located. We
find primary sources in the archives. There are many kinds of archives, such as those
maintained by a religious order, which are called religious archives. In the Philippines, the
Dominicans have the Dominican Archives which is found in the University of Santo Tomas.
The Jesuits have theirs at the Ateneo de Manila University. Some schools have their own
respective archives such as the University of the Philippines.
Museum is an institution that cares for (conserves) a collection of artifacts and other objects of
artistic, cultural, historical or scientific importance.
Historical Society (sometimes also preservation society) is an organization dedicated to preserving,

collecting, researching and interpreting historical information or items.
IMPORTANCE OF USING SOURCES

1. Engage students. Primary sources help students relate in a personal way to events of
the past and promote a deeper understanding of history as a series of human events.
Because primary sources are snippets of history, they encourage students to seek
additional evidence through research. First-person accounts of events helps make them
more real, fostering active reading and response.
2. Develop critical thinking skills. In analyzing sources, students move from concrete
observations and facts to questioning and making inferences about the materials.
Questions of creator bias, purpose, and point of view may challenge students’
assumptions.
3. Construct knowledge. Inquiry into sources encourages students to wrestle with

contradictions and compare multiple sources that represent differing points of view,
confronting the complexity of the past. Students construct knowledge as they form
reasoned conclusions, base their conclusions on evidence, and connect sources to the
context in which they were created, synthesizing information from multiple sources.
Integrating what they glean from comparing sources with what they already know, and
what they learn from research, allows students to construct content knowledge and
deepen understanding.
4. First-hand Knowledge. Primary sources provide first-hand knowledge to the

students. It helps students to understand the events in history.
5. To consider different points of view in analysis. In analyzing primary sources,

students move from concrete observations and facts to inferences about the materials.
“Point of view” is one of the most important inferences that can be drawn.
6. To understand the continuum of history. Students come to understand that we all

participate in making history every day, leaving behind primary source documentation
hence may examine as a record of “the past.” The immediacy of first-person accounts
of events is compelling to most students.
7. To acquire empathy for the human condition. Primary sources help students relate
personally to events of the past, gaining a deeper understanding of history as a series
of human events.
2.2.HISTORICAL CRITICISM AND BIAS
Historical criticism, also known as the historical-critical method or higher criticism, is a

branch of criticism that investigates the origins of ancient texts in order to understand "the
world behind the text".
The primary goal of historical criticism is to discover the text's primitive or original meaning
in its original historical context and its literal sense or sensus literalis historicus. The
secondary goal seeks to establish a reconstruction of the historical situation of the author and

recipients of the text. That may be accomplished by reconstructing the true nature of the
events that the text describes.
Historical-critical methods are the specific procedures used to examine the text's historical
origins, such as/the time, the place in which the text was written; its sources; and the events,
dates, persons, places, things, and customs that are mentioned or implied in the text.
TYPES OF HISTORICAL CRITICISM
EXTERNAL CRITICISM refers to the genuineness of the documents a researcher uses in a

historical study. It asks if the evidence under consideration is authentic. The researcher checks
the genuineness or validity of the source. It is what it appears or claims to be? It is admissible
as evidence.
INTERNAL CRITICISM refers to the accuracy of the contents of a document. Whereas

external criticism has to do with the authenticity of a document, internal criticism has to do
with what the documents says.
Once the source is considered authentic, then primary source goes through internal criticism
which checks on the reliability of the source. Not just because the source is primary should
one accept its contents completely. There should be some skepticism in accepting the source.
The following are questions that can be considered to check on the reliability of the source:
1. How close was the author to the event being studied?

This refers to the physical location of the author of the source. Did he/she witness the event
personally or rely on somebody’s account? How reliable is his/her account?
2. When was the account made?

A primary source should be closest or contemporary to the period being studied. The
Work Monografia de Zambales by Francisco Caňamaque published in 1880 is an example
of a primary source for the study of population and tribute statistics in the late nineteenth
century. Since the work was published in 1880, this work of Caňamaque on the
demography and socio-economic status of Zambales is a reliable primary source.
3. Who was the recipient of the account?

The election results of a gobernadorcillo of the town of San Narciso in Zambales in
1846 is an example of a primary source. The recipient of the electoral result is the
alcalde mayor, equivalent to a provincial governor who makes the final appointment.
This would be a reliable primary source document on the conduct of elections in
Zambales during the Spanish period.
4. Does informed common sense make the account probable?

The key words here are probable and informed common sense. One cannot get
absolutely conclusive answers in history. The test whether a given testimony is
believable or not, is when there is an inherent probability of it being true and is
supported by appropriate evidence.
5. Is the account corroborated by other accounts?

A primary source cannot stand by itself. There should be corroboration from other sources
as well. Having established the authenticity and reliability of the primary source, bear in
mind the following:
a. What type of primary source is it?

b. When was the document or artifact created?
c. Who created the document or artifact?
d. Why was it written or produced?
e. For whom was the text or image intended?
f. What is the main point the author is trying to make?
g. Is there any unintentional evidence given by the text?
h. Does the text provide an author’s point of view bias, or opinion?
i. How does the source stand in relation to other primary sources of the period?
HISTORICAL BIAS
Bias is an inclination of temperament or outlook to present or hold a partial perspective and a

refusal to even consider the possible merits of alternative points of view.
Merriam Webster: A tendency to believe that some people, ides etc. are better than others that
usually result in treating some people unfairly.
Oxford dictionary: Inclination or prejudice for or against one person or group, especially in a way
considered to be unfair.
People may be biased toward an individual, a race, a religion, a social class, or a political
party. Biased means one-sided, lacking a neutral viewpoint, not having an open mind. Bias
can come in many forms and is often considered to be synonymous with prejudice. No
country is free from biases. The biases are seen in behavior, writings and can easily creep into
textbooks. All subjects could carry biased statements; however, the history textbook is
generally an easy target for bias to enter. And hence as a teacher of history one needs to be
extra sensitive to detect bias in the textbook.
DIFFERENT TYPES OF BIASES
• Gender bias refers to a person receiving different treatment based on the person's real or
perceived gender identity.
• Cultural bias Is a tendency to interpret a word or action according to culturally derived
meaning assigned to it.
• Religious bias against individuals on the basis of religion or belief
• Racial bias is a system of structuring opportunity and assigning value based on physical
properties such as skin color and hair texture. This “system” unfairly disadvantages some
individuals and groups and damages their health and mental health.
• Political bias. emerges in a political context when individuals engage in an inability or an
unwillingness to understand a politically opposing point of view.

Many countries and states have guidelines against bias in education. In 1980, the council on
Interracial Books for Children published the book Guidelines for selecting Bias- Free
Textbooks and storybooks.
OVERCOMING BIASES
▪ Review school textbooks and identify each of these forms. Then think of the ways to remove
the bias and create more equitable textbooks.
▪ Understand the concept of bias, prejudice and stereotype
▪ Read various texts to understand and interpret historical accounts
▪ Learn simple ways to detect bias- inflammatory language, one sided view, falsified view,
making larger claims. Inform students about the bias manners ▪ Be careful in use of
language while discussing sensitive issues
2.3. HISTORICAL SIGNIFICANCE
What is historical significance?
Historical Significance is the process used to evaluate what was significant about selected
events, people, and developments in the past. Historians are use different sets of criteria to
help them make judgements about significance.
“Teachers often tell students what is important instead of asking them to consider what is
significant. The key to understanding significance is to understand the distinction between
teaching significant history and asking students to make judgements about significance”
(Bradshaw, 2004).
The past is everything that ever happened to anyone anywhere. There is much too much
history to remember all of it. So how do we make choices about what is worth remembering?
Significant events include those that resulted in great change over long periods of time for
large numbers of people. World War II passes the test for historical significance in this sense.
But what could be significant about the life of a worker or a slave? What about my own
ancestors, who are clearly significant to me, but not necessarily to others? Significance
depends upon one’s perspective and purpose. A historical person or event can acquire
significance if we, the historians, can link it to larger trends and stories that reveal something
important for us today. For example, the story of an individual worker in Winnipeg in 1918,
however insignificant in the World War II sense, may become significant if it is recounted in a
way that makes it a part of a larger history of workers’ struggles, economic development, or
post-war adjustment and discontent. In that case, the “insignificant” life reveals something
important to us, and thus becomes significant. Both “It is significant because it is in the history
book,” and “It is significant because I am interested in it,” are inadequate explanations of
historical significance.
CRITERIA ON ASSESSING THE HISTORICAL SIGNIFICANCE
Is it important/relevant to people living at the time?

RELEVANCE Is something still relevant to our present lives even if it had
only a passing importance?

Who were/have been affected by the event? Why was it
important to them? How were people’s lives affected? Do
RESONANCE people like to make analogies with it?
It is possible to connect with experiences, beliefs or attitudes
across time and place?
REMARKABLE Was the event remarked on by people at the time or since?

REMEMBERED Was the event/development important at some stage within
the collective memory of a group or groups?
REVEALING Does it reveal some other aspects of the past?
RESULTING IN Does it have consequences for the future?
CHANGE
DURABILITY Foe how long have people’s lives been affected? A day. A
week, a year, or all their lives?
QUANTITY How many people were affected? Did the event affect many,
everyone, or just a few? A whole barrio, a town, a province, a
country or the entire race?
PROFUNDITY Was the superficial or deeply affecting? How deeply people’s
lives were affected? How were people’s lives affected?
PRIMARY EXAMPLES OF HISTORICAL SIGNIFICANCE
Deciding who to choose and which individuals are more useful for the children to learn
about, are issues facing all teachers in the primary school. Teachers and children’s views
about historical significance are often shaped by contemporary contexts and can dependent
upon their own values and interests.
Significant public commemoration and the commemoration of individuals in the locality are
sensitive and need careful handling in classrooms where there are children from different cultural
and religious backgrounds.
EXAMPLES OF ENQUIRES ABOUT SIGNIFICANCE
▪ Developing an enquiry around a key event such as World War 1 provides children with the
opportunity to explore an event that has been commemorated annually for almost 100 years.
Children can investigate the origins of what it is that is being commemorated, and how its
significance has grown to include conflicts up to the present day.
▪ Enquiries about conflict or war may raise sensitive issues for children whose families are still
suffering the effects of conflict or still involved in fighting a war. These children have direct,
personal experiences, of recent hostilities and their schools will need to exercise sensitivity in
teaching this topic
▪ Children could also focus on the symbols of remembrance and their significance, and why it
has been chosen as a symbol of remembrance. They can explore issues around the wearing of
symbols of remembrance and how they can be seen as expressions of identity. The children’s
awareness of different viewpoints can be extended through discussions concerning why we

should remember, what sorts of things we remember, other special events or people we
remember and why is it important to remember? Could we remember past conflicts in a
different way?
▪ Focusing an enquiry on significant women in the past such as Florence Nightingale, Mary
Seacole or Amelia Earhart will help develop the children’s understanding of the roles of
women in the past. Stereotypical views of women explorers can be challenged by
examining images of the life of Mary Kingsley, a female explorer.
▪ What importance can the study of topics about the commemoration of events which happened
in Ireland 100 years ago have for today’s children? Does it matter if they know what the
actual events are and when and how they happened? These events have all had an effect on
the world in which the children live today, in terms of how the state in which they live was set
up, how they are ruled, where the government is situated and the type of society they will live
and work in. Building enquiries around the commemoration of these events are therefore
important in helping to develop the children’s realization the connections between past and
present.
There are a number of criteria that historians’ use that can be applied to establish the
significance of events.
▪ Relevance to people living at the time

▪ Resonance to people’s experience, beliefs or situations at the time
▪ Relevance to an increased understanding of the present-day
▪ Remarked on by people at the time and since
▪ Remembered within the collective memory of a group
▪ Revealing of some other aspect of the past
▪ Results that have consequences for the future ▪ Durability – for how long people’s lives were
affected ▪ Quantity – how many lives were affected
▪ Profundity – how deeply people’s lives were affected

References
Camagay, M. L., et. Al (2018). Unraveling the Past: Readings in Philippine History. Quezon
City: Vibal Group, Inc.
Fleming, G. & Jagodowski, S. (2018). Importance of Context in Analysis and Interpretation.

Alpha History and Publishing
Fernandez, Leandro H. (1930) Mga Tala ng aking buhay by Gregoria de Jesus. published in
the June 1930 issue of the Philippine Magazine, Volume XXVII, No 1.
Llewellyn, J. & Thompson, S. 2015) . “The History” at publishing of The Alpha History.
Alpha History Publishing House
Zaide, G. & Sonia Z. (1990) Documentary Sources of Philippine History 12 vols. Manila:
National Book Store
http://web.nlp.gov.ph/nlp/?q=node/10008
http://www.kasaysayan-kkk.info/membership-documents
Activity Sheet
ACTIVITY 3
__________________Course/Year/Section: ___________ Score: _________
Name:
Direction: Discuss the importance of three types of historical sources in studying Philippine
History. Write your answer on the spaces provided below.
PRIMARY SOURCES
Students learn essential historical concepts when they study primary materials.
To begin, pupils realize that all recorded history is based on an author's
interpretation of historical events. Second, students may directly interact with
people from the past by using primary sources. The example is Autobiography,
Memoir, Diary, Personal Letter, Correspondence, Interview, Survey and ect.
SECONDARY SOURCES
Secondary sources are documents produced after the historical event they depict
has taken place. These products study and make inferences from original
sources. Secondary sources offer insight and frequently combine material from
numerous sources on the same event. The examples is Bibliographies,
Biographical Works and Literature
TERTIARY SOURCES
Tertiary sources of information are based on a collection of primary and
secondary sources This isn't to say that tertiary sources aren't valuable it's only
that they come with the risk of bias. The examples is Library,Archive,Museum
and Historical Society
Activity Sheet
ACTIVITY 4
Name:
Direction: Read the autobiography of Gregoria de Jesus and find out her purpose/s for
writing. Determine Also the author’s main arguments. Write your findings, observations and
analysis in an essay format.
MGA TALA NG AKING BUHAY

ni Gregoria de Jesus
https://docs.google.com/document/d/1yc3OJemfFtPSqkRfzeTglaCHHRf_A3IT/edit?us
p=sharing&ouid=102195433349705759938&rtpof=true&sd=true
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Activity Sheet
ACTIVITY 5
Name:
Direction: Analyze the significant event below (attached editorial cartoon). Answer the
following questions below write your answer on the space before the number.
GEC2A – | 33
1. Is it important/relevant to people living at the time?

Yes, because for my analyzing the meaning of this picture is abouts SAF 44 the slain 44
special action force is to many people will die
2. Who were/have been affected by the event? Why was it important to them?
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3. Was the superficial or deeply affecting? How deeply people’s lives were affected?
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GEC2A – | 35
Assessment
ASSESSMENT 2
Name:
A. TRUE OR FALSE
Direction: Write TRUE if the statement is correct and write FALSE if the statement is wrong
about the different historical sources and criticism. Write your answer on the spaces provided
before the number.
_TRUE_ 1. A primary source is one prepared by an individual who was a participant in, or a direct
witness to, the event that is being described.
_TRUE _2. A secondary source is a document prepared by an individual who was not direct witness
to an event.
FALSE 3. Content analysis is a primary method of data analysis in historical research.
TRUE________4. External criticism refers to the genuineness of the documents a researcher uses in
a historical study.
_FALSE_______5. Internal Criticism pertains to the accuracy or truthfulness of information in a
document.
__TRUE______6. Most of historical source material can be grouped into four basic categories:
documents, numerical records, oral statements and relics.
___TRUE_____7. Historical Significance is the process used to evaluate what was significant about
selected events, people, and developments in the past.
____TRUE____8. Bias is an inclination of temperament or outlook to present or hold a partial
perspective and a refusal to even consider the possible merits of alternative points of view.
_____TRUE___9. This does not mean that tertiary sources have no value, merely that they
include the potential for an additional layer of bias.
___TRUE_10. Relics are any objects whose physical or visual characteristics can provide some
information about the past.
B. MATCHING TYPE
Direction: Match each of the following terms with the correct definition. Write your answer on the
spaces provided before the no.
a. Archive f. Memoir
b. Autobiography g. Museums
c. External criticism h. Primary Sources
d. Internal criticism i. Secondary Sources
e. Journal f. Tertiary Sources
_c__1. It refers to the genuineness of the documents.

_d__2. It refers to the accuracy of the contents and documents.
_g__3. A collection of collective artifacts and other objects, cultural and historical.
___4. A historical account or biography written from personal knowledge or sources.
___5. A self- written account of the life of oneself.
__f_6. An index or textual consolidation of primary and secondary sources.

__i_7. A document or recording that relates or discusses information originally presented.
___8. Information about events recorded at the time of those events.
___9. A collection of important records about place or an organization.
___10. A personal record of experience kept on a regular basis.
RUBRIC FOR BUILDING ARGUMENTS
CRITERIA HIGHLY EFFECTIVE DEVELOPING INEFFECTIVE SCORE

EFFECTIVE (3) (2) (1)
(4)
Making Response Response Response Response does
a presents presents presents a claim not address
claim a a that addresses prompt.
claim that claim that answers
fully and effectively the
effectively answers the prompt, but still
answers the prompt. needs
prompt. development.
Supporting Claim is wellClaim is Claim is Claim is not
argument defended defended defended but supported
with at leastwith at least the supports
two two
supports. need further
supports.
Also, Retired development.
required terms may
terms are not all be
used used
effectively.correctly.
Organization Response is Response is Ideas are Organization
of ideas effectively effectively present, and ideas are
organized organized. however not clear or
and presents organization present.
ideas clearly. needs to
be
improved.
RATING
Source: iRubric: Building Arguments rubric - RX528C6: RCampus

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

□ I completely get it. □ I’m struggling.
In what particular portion of this learning packet, you feel that you are struggling or lost?
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Did you raise your concern to you instructor? □ Yes □ No

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NOTE: This is an essential part of course module. This must be submitted to the subject
teacher (within the 1st week of the class).

Chapter 3
GEC2A – | 38
ASSESSMENT AND ANALYSIS
OF HISTORICAL SOURCES

Chapter 3
ASSESSMENT AND ANALYSIS OF HISTORICAL

SOURCES
This chapter is devoted to the student’s actual evaluation, assessment, analysis, interpretation
and appreciation of the different historical sources. It will include the variety of templates that
will use for content analysis and different historical sources.
Specific Objectives
• Develop critical and analytical skills in assessing the different historical sources.
• Demonstrate the ability to use historical sources to argue in favor or against a particular
issue.
Duration
Chapter 3: Declaration of Principles: Kartilya ng Katipunan = 3 hours
Memoirs: Paghirang sa Supremo Bilang Hari Proclamation:
The Act Declaration of Principles =3 hours
Paintings: The Making of the Philippine Flag and
Spolarium =3
hours
Assessments =3
hours
Lesson Proper
CHAPTER 3 – ASSESSMENT AND ANALYSIS OF HISTORICAL SOURCES
HISTORICAL SOURCES
Historical source is original source that contain important historical information. These
sources are something that inform us about history at the most basic level, and these sources
used as clues in order to study history Historical sources include documents, artifacts,
archaeological sites, features.
DEFINITION OF THE DIFFERENT HISTORICAL SOURCES

• CHRONICLE is an account or record of series of events means to write about them or show
them in broadcast in the order in which they happened.
• DECLARATION OF PRINCIPLES a paradigm on equality, drawing on the establishement
and emerging principles of a law.
• MEMOIRS a historical account or biography written from personal knowledge or special
sources.
• PROCLAMATION a public official announcement, especially one dealing with a matter of
great importance.

• CARTOONS a simple drawing showing the features of its subjects in a humorously
exaggerated way, especially a satirical one in a newspaper or magazine.
• SPEECH the expression or the ability to express thoughts and feelings by articulate sounds.
• PAINTINGS a picture created by putting paint on a surface, or the activity or skill of
creating pictures by using paint.
• FILM is also called as movie, motion picture or moving picture, is a visual art-form and
usually with sound, that make up a story.
DIFFERENT HISTORICAL SOURCES TO ANALYZE
Here are the historical sources reproduced here which you can subject to situation, assessment,
analysis, interpretation and appreciation.
a. Chronicle – Customs of Tagalogs by Juan de Placencia
b. Declaration of Principles – Kartilya ng Katipunan Emilio Jacinto
c. Memoirs – Paghirang sa Supremo Bilang Hari ni Heneral Emilio Aguinaldo
d. Proclamation – The Act of Declaration of Philippine Independence
e. Cartoon – Political Caricatures of the American Era 1900-1941
f. Speech – Speech before the Joint Session of the United States Congress (1986) by
Corazon C. Aquino
g. Paintings – Spoliarium by Jaun Luna and The making of Philippine Flag by Fernando
Amorsolo
h. Film – The Yellow Propaganda “The Aquino and Cojuango Fact’s We Didn’t Know”
THE PURPOSES OF HISTORICAL SOURCES
These purposes are 1) illustration and motivation; 2) evidence for historical inquiry; 3) visual
or textual interpretation; 4) source analysis. By reflecting on how each of these purposes can
play a role in the classroom, which kinds of sources are appropriate for each, and where they
fit into an overall sequence of instruction, teachers can ensure that their use of sources
deepens and extends students’ historical understanding.
IMPORTANCE OF PRIMARY HISTORICAL SOURCES
▪ Primary sources help students relate in a personal way to events of the past and promote
a deeper understanding of history as a series of human events.
▪ Because primary sources are snippets of history, they encourage students to seek
additional evidence through research.
▪ First-person accounts of events help make them more real, fostering active reading and
response.
▪ Many state standards support teaching with primary sources, which require students to
be both critical and analytical as they read and examine documents and objects.
▪ Primary sources are often incomplete and have little context. Students must use prior
knowledge and work with multiple primary sources to find patterns.
▪ In analyzing primary sources, students move from concrete observations and facts to
questioning and making inferences about the materials.
▪ Questions of creator bias, purpose, and point of view may challenge students’
assumptions.

▪ Inquiry into primary sources encourages students to wrestle with contradictions and
compare multiple sources that represent differing points of view, confronting the
complexity of the past.
▪ Students construct knowledge as they form reasoned conclusions, base their conclusions
on evidence, and connect primary sources to the context in which they were created,
synthesizing information from multiple sources.
▪ Integrating what they glean from comparing primary sources with what they already
know, and what they learn from research, allows students to construct content knowledge
and deepen understanding.
SAMPLE HISTORICAL SOURCES TEMPLATES

Templates available in the following format:
1. Analyze a Photograph
2. Analyze a Written Document
3. Analyze a Poster/Painting
4. Analyze a Cartoon
5. Analyze a Video
6. Analyze a Sound Recording
7. Analyze a Historical Writing
8. Film Review
TEMPLATE FOR: A PHOTOGRAPH
PASTE HERE PHOTO
CAPTION/TITLE ________________________________________________
OBSERVE ITS PARTS: List the people, objects and activities you see.
PEOPLE OBJECTS ACTIVITIES

Who took the photo?
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Where is it from?
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What was happening as the time in history this photo was taken?
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Why was it taken? List evidence from the photo or your knowledge about the photographer that
led you to your conclusion?
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What did you find out form this photo that you might not learn anywhere else?
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What other documents or historical evidence are you going to use to help you understand this
event or topic?
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TEMPLATE FOR: A WRITTEN DOCUMEN T
What is the document’s title? And Who wrote it?

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Write one sentence summarizing this document?

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Why did the author write it?

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Quote evidence from the document that tells you this.

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What was the happening at the time in history this document was created?
_____________________________________________________________________
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What did you find out from this document?

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_____________________________________________________________________
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event or topic?
_____________________________________________________________________

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TEMPLATE FOR: A POSTER/PAINTING
PASTE HERE POSTER/PAINTING
WORDS VISUALS
Does it have a message printed on it? If List the people, objects, places, and
yes list down. activities in the poster.
Are there questions or instructions? What are the main colors used?
Does it says who created it? Are there any symbols?

Does the poster try to persuade mainly through words, visuals, or both equally?
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Write one sentence summarizing this poster.
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Who do you think is the intended audience?

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Why was it created? List evidence from the poster/painting that tells you this.
_____________________________________________________________________
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What did you find to this poster/painting?

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_____________________________________________________________________
_____________________________________________________________________
event or topic?
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_____________________________________________________________________

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TEMPLATE FOR: A CARTOON
PASTE CARTOON HERE
WORDS VISUALS
Are the labels, descriptions thoughts, or List the people, objects, and places in
dialogue? the cartoon.
List the actions or activities

WORDS VISUALS
Which words or phrases are the most Which of visuals are symbols?
significant?
List adjectives that describe the emotions What do they stand for?
portrayed.
TEMPLATE FOR: A VIDEO
OBSERVE ITS PARTS: List people, objects and activities you see.
PEOPLE PLACES ACTIVITIES
Write one sentence summarizing the video.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
What was happening at the time in history it was created?

_____________________________________________________________________
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_____________________________________________________________________

Who made it? Who do you think is the intended audience?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
What do you think he creator wanted the audience to respond? List evidence form the video or
your knowledge about who made it that led you to your conclusion.
_____________________________________________________________________
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TEMPLATE FOR: A SOUND RECORDI NG
What is the title?

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What do you think you will hear?

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What is the mood or tone?

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List the people and topics you hear.

PEOPLE TOPICS

Write one sentence summarizing the sound recording.
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_____________________________________________________________________
Who made it? And who do you think is the intended audience?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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_____________________________________________________________________
What do you think the creator wanted the audience to respond? List evidence from the sound
recording or your knowledge about who made it that led you to your conclusion.
_____________________________________________________________________
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_____________________________________________________________________
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TEMPLATE FOR : A HISTORICAL WRITING
HISTORICAL WRITING ELEMENTS
Subject:
Focus
Time:
Place:
Text Organization

Style:
Author’s Purpose Purpose:

Style
and
Features
CONCLUSION:_______________________________________________________
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3.1. CHRONILE
THE CUSTOMS OF THE TAGALOGS

From the Philippine Islands, 11493-1898.Volume 7, 1588-1591 By Juan
de Plasencia,O.S.F.
The distinctions made among the priests of the devil were as follows:
1. The first, called CATOLONAN, was either a man or a woman. This office
was an honorable one among the natives, and was held ordinarily by people of rank,
this rule being general in all the islands.
2. The second they called MANGAGAUAY, or witches, who deceived by

pretending to heal the sick. These priests even induced maladies by their charms,
which in proportion to the strength and efficacy of the witchcraft, are capable of
causing death. In this way, if they wished to kill at once they did so; or they could
prolong life for a year by binding to the waist a live serpent, which was believed to be
the devil, or at least his substance. This office was general throughout the land.
3. The third they called MANYISALAT, which is the same as mangagauay.

These priests had the power of applying such remedies to lovers that they would
abandon and despise their own wives, and in fact could prevent them from having
intercourse with the latter. If the woman, constrained by these means, were
abandoned, it would bring sickness upon her; and on account of the desertion she
would discharge blood and matter. This office was also general throughout the land.
4. The fourth was called MANCOCOLAM, whose duty it was to emit fire from
himself at night, once or oftener each month. This fire could not be extinguished; nor
could it be thus emitted except as the priest wallowed in the ordure and filth which

falls from the houses; and he who lived in the house where the priest was wallowing in
order to emit this fire from himself, fell ill and died. This office was general.
5. The fifth was called HOCLOBAN, which is another kind of witch, of greater
efficacy than the mangagauay. Without the use of medicine, and by simply saluting or
raising the hand, they killed whom they chose. But if they desired to heal those whom
they had made ill by their charms, they did so by using other charms. Moreover, if
they wished to destroy the house of some Indian hostile to them, they were able to do
so without instruments. This was in Catanduanes, an island off the upper part of
Luzon.
6. The sixth was called SILAGAN, whose office it was, if they saw anyone
clothed in white, to tear out his liver and eat it, thus causing his death. This, like the
preceding, was in the island of Catanduanes. Let no one, moreover, consider this a
fable; because, in Caavan, they tore out in this way through the anus all the intestines
of a Spanish notary, who was buried in Calilaya by father Fray Juan de Merida.
7. The seventh was called MAGTATANGAL, and his purpose was to show
himself at night to many persons, without his head or entrails. In such wise the devil
walked about and carried, or pretended to carry, his head to different places; and, in
the morning, returned it to his body – remaining, as before, alive. This seems to me to
be a fable, although the natives affirm that they have seen it, because the devil
probably caused them so to believe. This occurred in Catanduanes.
8. The eighth they called OSUANG, which is equivalent to” sorcerer;” they say
that they have seen him fly, and that he murdered men and ate their flesh. This was
among the Visayas Islands; among the Tagalogs these did not exist.
9. The ninth was another class of witches called MANGAGAYOMA. They

made charms for lovers out of herbs, stones, and wood, which would infuse the heart
with love. Thus did they deceive the people, although sometimes, through the
intervention of the devil, they gained their ends.
10. The tenth was known as SONAT, which is equivalent to” preacher.” It was his
office to help one to die, at which time he predicted the salvation or condemnation of
the soul. It was not lawful for the functions of this office to be fulfilled by others than
people of high standing, on account of the esteem in which it was held. This office
was general throughout the islands.
11. The eleventh, PANGATAHOJAN, was a soothsayer, and predicted the future.
This office was general in all the islands.
12. The twelfth, BAYOGUIN, signified a” cotquean,” a man whose nature

inclined toward that of a woman.
SOURCES:

Customs of the Tagalogs (two relations), Juan de Plasencia, O.S.F.; Manila, October
21, 1589
Outline of Philippine Mythology, F. Landa Jocano, Centro Escolar University, 1969
3.2 DECLARATION OF PRINCIPLES
KARTILYA NG KATIPUNAN
Ni Emilio Jacinto
Sometime in 1896, Andres Bonifacio, the father of the Philippine Revolution, and
once the President of the Supreme Council of the Katipunan, penned the Duties of the
Sons of the People, a list of the duties and responsibilities to be followed strictly by
every member of the organization. The rules constituted a decalogue, and embodied
Bonifacio’s passionate beliefs.
In admiration of Emilio Jacinto’s literary style, Bonifacio would later adopt Jacinto’s
Kartilya as the official teachings of the Katipunan. Similar to the Decalogue, the
Kartilya was written to introduce new recruits to the principles and values that should
guide every member of the organization.
Mga Aral nang Katipunan ng mga A.N.B.
1. Ang kabuhayang hindi ginugugol sa isang malaki at banal na kadahilanan ay kahoy na walang
lilim, kundi damong makamandag.
2. Ang gawang magaling na nagbubuhat sa pagpipita sa sarili, at hindi sa talagang nasang
gumawa ng kagalingan, ay di kabaitan.

3. Ang tunay na kabanalan ay ang pagkakawang gawa, ang pagibig sa kapua at ang isukat ang
bawat kilos, gawa’t pangungusap sa talagang Katuiran.
4. Maitim man at maputi ang kulay ng balat, lahat ng tao’y magkakapantay; mangyayaring ang
isa’y higtan sa dunong, sa yaman, sa ganda…; ngunit di mahihigtan sa pagkatao.
5. Ang may mataas na kalooban inuuna ang puri sa pagpipita sa sarili; ang may hamak na
kalooban inuuna ang pagpipita sa sarili sa puri.
6. Sa taong may hiya, salita’y panunumpa.
7. Huag mong sasayangin ang panahun; ang yamang nawala’y magyayaring magbalik; nguni’t
panahong nagdaan na’y di na muli pang magdadaan.
8. Ipagtanggol mo ang inaapi, at kabakahin ang umaapi.
9. Ang taong matalino’y ang may pagiingat sa bawat sasabihin, at matutong ipaglihim ang dapat
ipaglihim.
10. Sa daang matinik ng kabuhayan, lalaki ay siyang patnugot ng asawa’t mga anak; kung
ang umaakay ay tungo sa sama, ang patutunguhan ng iaakay ay kasamaan din.
11. Ang babai ay huag mong tignang isang bagay na libangan lamang, kundi isang katuang at
karamay sa mga kahirapan nitong kabuhayan; gamitan mo ng buong pagpipitagan ang
kaniyang kahinaan, at alalahanin ang inang pinagbuhata’t nagiwi sa iyong kasangulan.
12. Ang di mo ibig na gawin sa asawa mo, anak at kapatid, ay huag mong gagawin sa asawa,
anak, at kapatid ng iba.
13. Ang kamahalan ng tao’y wala sa pagkahari, wala sa tangus ng ilong at puti ng mukha,
wala sa pagkaparing kahalili ng Dios wala sa mataas na kalagayan sa balat ng lupa; wagas at
tunay na mahal na tao, kahit laking gubat at walang nababatid kundi ang sariling wika, yaong
may magandang asal, may isang pangungusap, may dangal at puri; yaong di napaaapi’t di
nakikiapi; yaong marunong magdamdam at marunong lumingap sa bayang tinubuan.
14. Paglaganap ng mga aral na ito at maningning na sumikat ang araw ng mahal na Kalayaan
dito sa kaabaabang Sangkalupuan, at sabugan ng matamis niyang liwanag ang nangagkaisang
magkalahi’t magkakapatid ng ligaya ng walang katapusan, ang mga ginugol na buhay, pagud,
at mga tiniis na kahirapa’y labis nang natumbasan. Kung lahat ng ito’y mataruk na ng nagiibig
pumasuk at inaakala niyang matutupad ang mga tutungkulin, maitatala ang kaniyang ninanasa
sa kasunod nito.
3.3. MEMOIRS

PAGHIRANG SA SUPREMO BILANG HARI DAKILANG PARANGAL SA PAGDATING
NG SUPREMO
(hango mula sa mga GUNITA NG HIMAGSIKAN) ni Heneral Emilio Aguinaldo
Nang matapos ang masayang pagpapaalaman, ang Supremo at mga

kasamahan, ay sumama na sa Pamunuan ng Magdiwang. Gayon na lamang ang
karingalan at kasayahang naghari sa pagsalubong na ginawa ng mga bayang kanilang
pinagdaanan. Sa hanay na may siyam na kilometro ang haba, mula sa Noveleta,
hanggang sa San Francisco Malabon, ang lahat halos ng mga bahay ay may mga
palamuting balantok na kawayang kinaskas at pinalamutihan ng sari-saring watawat,
tanda ng maringal na pagsalubong at maligayang bati sa dakilang panauhin. Isang
kilometro pa lamang ang agwat bago dumating sa kabayanan ng San Francisco de
Malabon, ang Supremo Andres Bonifacio, sinalubong agad ng isang banda ng musika
at nang nasa pintuan na ng simbahan at nirupiki ng gayon na lamang ang kampana.
Ang malalaking aranya at dambana sa loob ng
simbahan ay pawang may sindi ng ilaw. At ang
kurang Tagalog na si Padre Manuel Trias, saka ang
"Pallo," ay naghihintay naman sa mga panauhin sa
pintuan ng simbahan, at pagkatapos ay kumanta ng
Te Deum, hanggang sa dambana na kaakbay ang
mga panauhin. Pagkatapos ng ganyang parangal
sila'y itinuloy sa bahay ni Binibining Estefania
Potente.
PAGHIRANG SA SUPREMO BILANG HARI

Isang paglalarawan kay Bonifacio bilang "Ang
Haring Bayan" Sulat kamay mismo ni Bonifacio
ang titolo at lagda na hango sa "Acta de Tejeros".
Kinabukasan naman, ang Gabinete ng Pamahalaang
Magdiwang, ang gumanap ng kanilang malaon nang
inihandang pagpaparangal sa pamamagitan ng isang
kapasiyahan na pagkalooban ang dakilang panauhin, Supremo Andres Bonifacio, ng
pinakamataas na tungkulin sa taguring HARING BAYAN. Sa ganito'y lubusan nang
mabubuo ang pamunuan ng nasabing Sanggunian na dati-rati'y wala ng tungkuling ito at
pansamantala lamang nanunungkulan sa pagka Vi Rey, si Heneral Mariano Alvarez. Ang
buong Pamunuan ng kanilang Sanggunian, ay magagarang kasuotan kung nangagpupulong.
Simula sa HARING BAYAN, hanggang sa kahuli-hulihang Ministro at Capitan General,
ay may mga bandang pulang
ginintuan nakasakbat sa kani-kanilang balikat. Kung minsan sa kanilang paglalakad,
ay nakasuot pa rin ang nasabing banda upang makilala ang kanilang katayuan marahil.
Lubhang masaya sila parati, palibhasa'y ang labingdalawang bayan na kanilang
nasasakupan ay di naliligalig sa anumang laban. Sila'y naliliskub halos ay nanga sa
likuran ng mga bayang maliligalig tuwina ng Pamahalaang Magdalo.
Nang matapos ang ilang araw na parangal sa Supremo at mga kasama, dinalaw nilang lahat
ang labing-dalawang bayang nasasakupan nila bilang paghahanda sa gagawing pagpipisan
ng dalawang
Sangguniang Magdiwang at Magdalo. Nangagtalumpati sila at anangaral ng
pagkamakabayan at iba pang makagising-

damdaming pangungusap ukol sa kalayaan. Sabihin
pa, ang galak ng mga taong bayan, kaya't gayon na
lamang karingal ang pagtanggap sa kanila at para
bang isang HARING BAYAN nga ang dumating.
Ang mga daan ay pawang binalantukan, may banda
ng musika at panay ang hiyawan ng "Viva
Tagalog," magkabikabila. Ang mga kampana'y
halos mabasag sa pagrurupiki sa mga simbahan
niyang pinatutunguhan, may mga dapit pa ng
cereales at awit ng Te Deum. Sa kabilang dako
naman, sa gitna ng gayong di magkamayaw na kasayahan at paghdiriwang, ang
walong bayang nasa Pamahalaan ng Magdalo. ay laging nagigimbal araw at gabi ng
paghanap sa kalaban sa mga hanay ng Zapote, Almanza, San Nicolas, Bakood,
Arumahan, Pintong Bato, at Molino sa bayan ng Bakoof, at kasakit-sakit sabihin na sa
masamang pagkakataon, ang mga kalaban ay nakalusot tuloy nang di napapansin sa
kabilang ilog ng Zapote, dahil sa puyat at pagod ng ating mga kawal. Gayon man ang
matatapang nating sandatahan sa ilalim ng mando ni Heneral Mariano Noriel at
Heneral Pio del Pilar, ay agad-agad dinaluhong ang mga kalaban, kaya't putukan at
tagaang katakut-takot ang naghari pagkatapos. Sa wakas, muli na namang
nagtagumpay ang ating mga kawal, at ang Ilog Zapote ay muling namula sa dugo ng
mga kalaban. Ganyan nang ganyan ang nangyayari parati sa buong hanay ng aming
labanan."
Emilio Aguinaldo,
Mga Gunita ng Himagsikan
Manila: National Centennial Commission, 1964
3.4. PROCLAMATION
THE ACT OF DECLARATION OF PHILIPPINE INDEPENDENCE

Translation by Sulpicio Guevara
BEFORE ME, Ambrosio Rianzares Bautista,War CounsellorAnd Special

Delegate Designated To Proclaim And Solemnize this Declaration of Independence by
the Dictatorial Government of the Philippines, pursuant to, and by virtue of, a Decree
issued by the Engregious Dictator Don Emilio Aguinaldo y Famy, The undersigned
assemblage of military chiefs and others of the army who could not attend, as well as
the representatives of the various towns, Taking into account the fact that the people
of this country are already tired of bearing the ominous joke of Spanish domination.
Because of arbitrary arrests and abuses of the Civil Guards who cause deaths in
connivance with and even under the express orders of their superior officers who at
times would order the shooting of those placed under arrest under the pretext that they
attempted to escape in violation of known Rules and Regulations, which abuses were
left unpunished, and because of unjust deportations of illustrious Filipinos, especially
those decreed by General Blanco at the instigation of the Archbishop and friars
interested in keeping them in ignorance for egoistic and selfish ends, which
deportations were carried out through processes more execrable than those of the
Inquisition which every civilized nation repudiates as a trial without hearing.
Had resolved to start a revolution in August 1896 in order to regain the independence
and sovereignty of which the people had been deprived by Spain through Governor
Miguel Lopez de Legazpi who, continuing the course followed by his predecessor
Ferdinand Magellan who landed on the shores of Cebu and occupied said Island by
means of a Pact of Friendship with Chief Tupas, although he was killed in the battle
that took place in said shores to which battle he was provoked by Chief Kalipulako of
Mactan who suspected his evil designs, landed on the Island of Bohol by entering also
into a Blood Compact with its Chief Sikatuna, with the purpose of later taking by
force the Island of Cebu, and because his successor Tupas did not allow him to occupy
it, he went to Manila, the capital, winning likewise the friendship of its Chiefs Soliman
and Lakandula, later taking possession of the city and the whole Archipelago in the

name of Spain by virtue of an order of King Philip II, and with these historical
precedents and because in international law the prescription established by law to
legalize the vicious acquisition of private property is not recognized, the legitimacy of
such revolution can not be put in doubt which was calmed but not complete stifled by
the pacification proposed by Don Pedro A. Paterno with Don Emilio Aguinaldo as
President of the Republic established in Biak-na-Bato and accepted by
GovernorGeneral Don Fernando Primo De Rivera under terms, both written and oral,
among them being a general amnesty for all deported and convicted persons; that by
reason of the nonfulfillment of some of the terms, after the destruction of the plaza of
Cavite.
Don Emilio Aguinaldo returned in order to initiate a new revolution and no sooner
had he given the order to rise on the 31st of last month when several towns
anticipating the revolution, rose in revolt on the 28th , such that a Spanish contingent
of 178 men, between Imus Cavite-Viejo, under the command of major of the Marine
Infantry capitulated , the revolutionary movement spreading like wild fire to other
towns of Cavite and the other provinces of Bataan, Pampanga, Batangas, Bulacan,
Laguna, and Morong, some of them with seaports and such was the success of the
victory of our arms, truly marvelous and without equal in the history of colonial
revolutions that in the first mentioned province only the Detachments in Naic and
Indang remained to surrender; in the second all Detachments had been wiped out; in
the third the resistance of the Spanish forces was localized in the town of San
Fernando where the greater part of them are concentrated, the remainder in Macabebe,
Sexmoan, and Guagua; in the fourth, in the town of Lipa; in the fifth, in the capital and
in Calumpit; and in last two remaining provinces, only in there respective capitals, and
the city of Manila will soon be besieged by our forces as well as the provinces of
Nueva Ecija, Tarlac, Pangasinan, La Union, Zambales, and some others in the Visayas
where the revolution at the time of the pacification and others even before, so that the
independence of our country and the revindication of our sovereignty is assured. And
having as witness to the rectitude of our intentions the Supreme Judge of the Universe,
and under the protection of our Powerful and Humanitarian Nation.
The United States of America, we do hereby proclaim and declare solemnly in the
name by authority of the people of these Philippine Islands, That they are and have the
right to be free and independent; that they have ceased to have allegiance to the Crown
of Spain; that all political ties between them are should be completely severed and
annulled; and that, like other free and independent States, they enjoy the full power to
make War and Peace, conclude commercial treaties, enter into alliances, regulate
commerce, and do all other acts and things which and Independent State Has right to
do, And imbued with firm confidence in Divine Providence, we hereby mutually bind
ourselves to support this Declaration with our lives, our fortunes, and with our sacred
possession, our Honor.
We recognize, approve, and ratify, with all the orders emanating from the same, the
Dictatorship established by Don Emilio Aguinaldo whom we reverse as the Supreme
Head of this Nation, which today begins to have a life of its own, in the conviction
that he has been the instrument chosen by God, inspite of his humble origin, to
effectuate the redemption of this unfortunate country as foretold by Dr. Don Jose
Rizal in his magnificent verses which he composed in his prison cell prior to his

execution, liberating it from the Yoke of Spanish domination, And in punishment for
the impunity with which the Government sanctioned the commission of abuses by its
officials, and for the unjust execution of Rizal and others who were sacrified in order
to please the insatiable friars in their hydropical thirst for vengeance against and
extermination of all those who oppose their Machiavellian ends, trampling upon the
Penal Code of these Islands, and of those suspected persons arrested by the Chiefs of
Detachments at the instigation of the friars, without any form nor semblance of trial
and without any spiritual aid of our sacred Religion; and likewise, and for the same
ends, eminent Filipino priest, Doctor Don Jose Burgos, Don Mariano Gomez, and Don
Jacinto Zamora were hanged whose innocent blood was shed due to the intrigues of
these socalled Religious corporations which made the authorities to believe that the
military uprising at the fort of San Felipe in Cavite on the night of January 21, 1872
was instigated by those Filipino martyrs, thereby impeding the execution of the
decree- sentence issued by the Council of State in the appeal in the administrative case
interposed by the secular clergy against the Royal Orders that directed that the
parishes under them within the jurisdiction of this Bishopric be turned over to the
Recollects in exchange for those controlled by them in Mindanao which were to be
transferred to the Jesuits, thus revoking them completely and ordering the return of
those parishes, all of which proceedings are on file with the Ministry of Foreign
Affairs to which they are sent last month of the year of the issuance of the proper
Royal Degree which, in turn, caused the grow of the tree of the liberty in our dear land
that grow more and more through the iniquitous measures of oppressions, until the last
drop of our chalice of suffering having been drained, the first spark of revolution
broke out in Caloocan, spread out to Santa Mesa and continued its course to the
adjoining regions of the province were the unequalled heroism of its inhabitants
fought a one sided battle against superior forces of General Blanco and General
Polavieja for a period of 3 months, without proper arms nor ammunitions, except
bolos, pointed bamboos, and arrows.
Moreover, we confer upon our famous Dictator Don Emilio Aguinaldo all the powers
necessary to enable him to discharge the duties of Government, including the
prerogatives of granting pardon and amnesty, and lastly, it was results unanimously
that this Nation, already free and independent as of this day, must used the same flag
which up to now is being used, whose designed and colored are found described in the
attached drawing, the white triangle signifying the distinctive emblem of the famous
Society of the "Katipunan" which by means of its blood compact inspired the masses
to rise in revolution; the tree stars, signifying the three principal Islands of these
Archipelago - Luzon, Mindanao, and Panay where the revolutionary movement
started; the sun representing the gigantic step made by the son of the country along the
path of
Progress and Civilization; the eight rays, signifying the eight provinces - Manila,
Cavite, Bulacan, Pampanga, Nueva Ecija, Bataan, Laguna, and Batangas - which
declares themselves in a state of war as soon as the first revolt was initiated; and the
colors of Blue, Red, and White, commemorating the flag of the United States of
America, as a manifestation of our profound gratitude towards this Great Nation for its
disinterested protection which it lent us and continues lending us.
And holding up this flag of ours, I present it to the gentlemen here assembled:

Don Segundo Arellano Don Mariano Toribio Don Marcelino Gomez
Don Tiburcio del Rosario Don Gabriel de los Reyes Don Valentin Politan
Sergio Matias Don Hugo Lim Don Felix Politan
Don Agapito Zialcita Don Emiliano Lim Don Evaristo Dimalanta
Don Flaviano Alonzo Don Faustino Tinorio Don Gregorio Alvarez
Don Mariano Legazpi Don Rosendo Simon Don Sabas de Guzman
Don Jose Turiano Don Leon Tanjanque Don Esteban Francisco
Santiago y Acosta Don Gregorio Bonifacio Don Guido Yaptinchay
Don Aurelio Tolentino Don Manuel Salafranca Don Mariano Rianzares
Don Felix Ferrer Don Simon Villareal Bautista
Don Felipe Buencamino Don Calixto Lara Don Francisco Arambulo
Don Fernando Canon Don Buenaventura Don Antonio Gonzales
Faustino Toribio Don Juan Antonio
Don Anastacio Pinzun Don Gabriel Reyes Gonzales
Don Timoteo Bernabe Don Hugo Lim Don Juan Arevalo
Don Flaviano Rodriguez Don Emiliano Lim Don Ramon Delfino
Don Gavino (?) Masancay Don Fausto Tinorio Don Honorio Tiongco
Don Narciso Mayuga Don Rosendo Simon Don Francisco del
Don Gregorio Villa Don Leon Tanjanque Rosario
Don Luis Perez Tagle Don Gregorio Bonifacio Don Epifanio Saguil
Don Canuto Celestino Don Manuel Salafranca Don Ladislao Afable Jose
Don Marcos Jocson Don Simon Villareal Don Sixto Roldan
Don Martin de los Reyes Don Calixto Lara Don Luis de Lara
Don Ciriaco Bausa Don Buenaventura Don Marcelo Basa
Don Manuel Santos Toribio Don Jose Medina
Don Ramon Gana Don Zacarias Fajardo Don Efipanio Crisia
Don Santiago Garcia Don Florencio Manalo Don Pastor Lopez de
Don Andres Tria Tirona Don Epitacio Asuncion Leon
Don Estanislao Tria Don Catalino Ramon Don Mariano de los
Tirona Don Juan Bordador Santos
Don Daniel Tria Tirona Don Jose del Rosario Don Antonio Calingo
Don Andres Tria Tirona Don Proceso Pulido Don Pedro Mendiola
Don Carlos Tria Tirona Don Jose Maria del Don Estanislao Galinco
Don Sulpicio P. Antony Rosario Don Numeriano Castillo
Don Ramon Magcamco Don Federico Tomacruz
Don Teodoro Yatco
Don Ladislao Diwa
Who solemnly swear to recognize and defend it unto the last drop of their blood.
In witness thereof, I certify that this Act of Declaration of Independence was signed
by me and by all those here assembled including the only stranger who attended those
proceedings, a citizen of the U.S.A., Mr. L.M. Johnson, a Colonel of Artillery.
Ambrosio Rianzares Bautista

War Counsellor and Special Delegate-Designate

Source: Centennial Publication. National Historical Insitute
See: The Proclamation of Philippine
3.5 . PAINTING
SPOLIARIUM (1884) by Juan Luna
The painting features a glimpse of Roman history centered on the bloody carnage brought by
gladiatorial matches. Spoliarium is a Latin word referring to the basement
of the Roman Colosseum where the fallen and dying gladiators are dumped and devoid of
their worldly possessions.
At the center of Luna’s painting are fallen gladiators being dragged by Roman
soldiers. On the left, spectators ardently await their chance to strip off the combatants
of their metal helmets and other armory. In contrast with the charged emotions
featured on the left, the right side meanwhile presents a somber mood. An old man
carries a torch perhaps searching for his son while a woman weeps the death of her
loved one.
The Spoliarium is the most valuable oil-on-canvas painting by Juan Luna, a Filipino
educated at the Academia de Dibujo y Pintura (Philippines) and at the Academia de
San Fernando in Madrid, Spain. With a size of 4.22 meters x 7.675 meters, it is the
largest painting in the Philippines. A historical painting, it was made by Luna in 1884
as an entry to the prestigious Exposicion de Bellas Artes (Madrid Art Exposition, May
1884) and eventually won for him the First Gold Medal.

THE MAKING OF THE PHILIPPINE FLAG by Fernando Amorsolo
The making of Philippine flag is a masterpiece painting by Fernando Amorsolo in

Philippines. Fernando Amorsolo was one of the most important artists in the history of
painting in the Philippines. No doubt he created such a wonderful artwork. The
painting shows three women namely Marcella Marino de Agoncillo (on the right side)
refer as the mother of the Philippine flag, with the help of Lorenza and Delfina
Herbosa de Natividad which is actually the daughter of Marcela. They was tasked by
Gen. Emilio Aguinaldo to sew the first flag for the new republic. The clothes that the
women are wearing are an older style, more vintage and really depict the traditional
styles. The skirts the women’s are wearing are long and their tops were like a
traditional “kimona”. The three women are sewing passionately which demonstrates
elegance.the painting was not that kind of vibrant in the eyes but canset your mood in
calm. The setting is inside of a house which is more like a “Bahay Kubo” The main
colors that was used in painting was brown, red, blue and yellow. The mood and
visual effect that this painting can be considered is calm and serene.
The painting shows a contrasts of colors of brown to yellow, it is not a harmonious.

The artist balanced his characters and the background in his painting which makes the
painting balanced. There are no real lines in the painting because it is painted in a
pointillist style. The colors of the author set the moods of the audiences as warm by
the usage of brown and yellow colors. The yellow background signifies that it a
beautiful sunny day. The colors of the characters were also contrasted with the
background which made the painting calm as it seen. The artist shows rough texture in
some parts of the painting namely the dresses as well as in the backgrounds. The artist
uses a different color values for the dresses also to differentiate it from the
background. That made the painting realistic scene.
It is believed that Fernando Amorsolo made this painting to show the citizen of the
Philippines of how the Philippine flag was made and to remind them the traditions and
customs that we did not realize it becomes faded. To take care and give importance the
National flag which it symbolizes as white triangle stands for equality and fraternity;
the blue field for peace, truth and justice; and the red field for patriotism and valor.
The eight rays of the sun stand for the first eight provinces that the colonizers have put
under martial law. The three stars symbolize Luzon, Visayas and Mindanao. These
just shows us to loved our country, be proud of it do not be ashamed because our
ancestors risked their lives for the freedom from the hands of the colonizers. It is

really shown in the painting of Amorsolo that he is a nationalistic person some his
paintings portray and commemorate the different tradition, cultures and customs of
Filipino.

References
Fleming, G. & Jagodowski, S. (2018). Importance of Context in Analysis and
Interpretation. Alpha History and Publishing
Fernandez, Leandro H. (1930) Mga Tala ng aking buhay by Gregoria de Jesus.

published in the June 1930 issue of the Philippine Magazine, Volume XXVII, No 1.
Llewellyn, J. & Thompson, S. 2015) . “The History” at publishing of The Alpha

History. Alpha History Publishing House
Zaide, G. & Sonia Z. (1990) Documentary Sources of Philippine History 12 vols.

Manila: National Book Store
http://web.nlp.gov.ph/nlp/?q=node/10008
http://www.kasaysayan-kkk.info/membership-documents

ACTIVITY
Activity Sheet
ACTIVITY 6
Name: __________________Course/Year/Section: ___________ Score: _________
using the appropriate template.
Customs of Tagalogs by Juan de Placencia
Direction: Analyze and interpret the historical sources “The Custom of Tagalog”,

Activity Sheet
7
Name: __________________Course/Year/Section: ___________ Score:
Direction: Analyze and interpret the historical sources “Kartilya ng Katipunan” using
the appropriate template.
Kartilya ng Katipunan by Emilio Aguinaldo

Activity Sheet
ACTIVITY
Emilio Aguinaldo”, using the appropriate template.
ANDRES BONIFACIO “SUPREMO” ARTEMIO RECARTE “PANGALAW

G PANGULO”
Paghirang sa Supremo Bilang Hari ni Heneral Emilio Aguinaldo

Direction: Analyze and interpret the historical sources “Mga Gunita ng himagsikan
by

Activity Sheet
ACTIVITY
Direction: Analyze and interpret the historical sources below using the
SPOLIARIUM (1884) by Juan Luna
appropriate template.
_____________________________________________________________________________________________
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THE MAKING OF THE PHILIPPINE FLAG by Fernando Amorsolo
Activity Sheet
ACTIVITY
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
10
Name: __________________Course/Year/Section: ___________ Score
Direction: Analyze and interpret the historical sources below using the appropriate
template.
_____________________________________________________________________________________________
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Activity Sheet
ACTIVITY
_____________________________________________________________________________________________
_____________________________________________________________________________________________

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

□ I completely get it. □ I’m struggling.
In what particular portion of this learning packet, you feel that you are struggling or
lost?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Did you raise your concern to you instructor? □ Yes □ No

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
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_____________________________________________________________________
NOTE: This is an essential part of course module. This must be submitted to the
subject teacher (within the 1st week of the class).

Note:
o This is modules for the whole midterm period. o Do advance reading and study all topics.
o Answer all activities. Type your answers in word doc. (FILE name should be your surname,name ex.
DELA CRUZ, JUAN)
o Wait for my announcement when and where will you send your activities per topic/week.
o Goodluck and happy learning 😊

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GEC 2A

READINGS IN THE PHILIPPINE HISTORY with IPED

Assigned Chapter Title Author/s

Chapter 5: Social, Economic, Political and Herbert C. Himalin and

Course General Objectives

By the end of the course, the students will be able to:

READINGS IN THE PHILIPPINE HISTORY with IPED

4. Develop critical and analytical skills with exposure to primary sources:

Learning Management System

Students will be assessed in a regular basis thru quizzes, long/unit/chapter tests,

RUBRIC FOR BUILDING ARGUMENT LINK :

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 5

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 6

Chapter 1: The Meaning and Relevance of History

Chapter 2: The Different Historical Sources and Criticism

Chapter 3: Assessment and Analysis of Historical Sources

Chapter 4: The Different Historical Controversies

Chapter 5: Social, Economic, Political and Cultural Issues

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 7

The Meaning and Relevance of

The Meaning and Relevance of History

CHAPTER 1 – THE MEANING AND RELEVANCE OF HISTORY

1.1. DEFINITION AND NATURE OF HISTORY

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 8

A study of the present in the light of the past: The

History is the study of man: History deals with man’s

traces the fascinating story of how man has developed

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 9

Comprehensiveness: According to modern concept, history is not confined to one period,

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 10

AIMS OF TEACHING HISTORY

To promote self-understanding: History needs to be taught to promote self -understanding.

To develop right attitudes: Development of right attitudes is based on an appreciation of

To develop international understanding: The swift growth of means of communication

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 11

To promote socialization among pupils: An important aim of history teaching is the

VALUES OF TEACHING HISTORY

The values of teaching history may be stated as under:

Informative value: History is a wonderful treasure-house of information and can offer

Internationalistic value: History shows the dependence and interdependence of nations

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 13

READINGS IN THE PHILIPPINE HISTORY with IPED

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 15

Name:Mico S. Iglesia___Course/Year/Section:_BEED/1ST Year/1-B__ Score: _________

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 16

Name:_Mico S. Iglesia___Course/Year/Section:_BEED/1ST Year/1-B__ Score: _________

Name: Mico S. Iglesia Course/Year/Section: BEED/1st Year/1-B Score: _________

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 17

I had made a lot of mistakes in the past, 4 years ago I

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 18

CRITERIA HIGHLY EFFECTIVE DEVELOPING INEFFECTIVE SCORE

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 19

Name of Student: Mico S. Iglesia________________________________

Learning Module : Number: _________ Title : ______________________

How do you feel about the topic or concept presented?

So far, I fully understand the topic.

Did you raise your concern to you instructor? □ Yes / No

If Yes, what did he/she do to help you?

If No, state your reason?

Name:Mico S. Iglesia___Course/Year/Section:_BEED/1ST Year/1-B Score: _______

Name:_Mico S. Iglesia___Course/Year/Section:_BEED/1ST Year/1-B Score: _______

Learning Module : Number: _ Title : ______________

Learning Module : Number: _ Title : ______________