READINGS IN PHILIPPINE HISTORY

WHAT IS HISTORY?
 SOME DEFINITIONS/DESCRIPTIONS OF HISTORY
 In its broadest meaning, history is the study of past events. It generally presents the
known past. What is unknown is yet to be retrieved. The recording and analysis of
experiences of a society comprise the totality of a people’s history (Halili, 2004)
 HISTORY is not merely the record of past events: it is “the record of what one age finds
worthy of note in another”.

 Ambeth Ocampo’s Definition of history

HISTORY is kasaysayan or history as narrative (which be written, visual, oral or a
combination of all these) about past events that has meaning to a certain group of people in a
given time and place.

TWO COMPONENTS of kasaysayan—salaysay and saysay are inseparable. Without both, one
cannot have true history.

HISTORY or kasaysayan is not just a narrative or salaysay—it MUST have saysay or

meaning. If one finds meaning in history, he said, it will gain power to change people’s lives
(Ocampo 2001: x).

 Why Do We Need To Study History?

According to Carr (1970), history is a study of human achievement. The past is intelligent
to us only in the light of the present and the present can be fully understood only in the
light of the past.
To enable us to understand society of the past and to increase our mastery over the
society of the present is the dual function of history (Carr 1970: 102

We cannot fully understand the present situation in Philippine society unless we

have a firm grasp of the past.

 Why Do We Need To Study History?

Says Ocampo: “The point to remember is that history does not repeat itself. We repeat history”
(Ocampo 2001:xviii).
 Thus, to avoid repeating the same mistakes and errors in the past that plague the nation, it
is imperative that young people, especially students who are future leaders of this country, must
study history and learn from its lessons.
 Sources of History
Sources of information provide the evidence from which the historian obtains facts about the
past. In writing history, the historian not only relies on past thoughts rather reenacts it in the
context of analyzing the documents and other records left.
This is an indispensable condition in the quest for historical facts. Sources of history may be
classified as primary and secondary

Sources of History
Primary source is an original “first hand” or eye-witness account offering an inside view.
It contains new information that has not been interpreted, evaluated, paraphrased, or
condensed.
The author of a primary source typically provides direct interpretation of the events he or she
is reporting on. These include written records (e.g. narratives, manuscripts, public documents,
letters, and diaries), fossils, artifacts, and testimony from living witnesses

Sources of History
On the other hand, a secondary source provides “second hand” information that has been
digested, analyzed, reworded, or interpreted.
Secondary sources are often written well after the events they report on, and can put past
information into its historical context. These includes newspaper, books, magazines and among
others.

External and Internal Criticism

The historian should be able to conduct an external and internal criticism of the source,
especially primary source which can age in centuries.

External and Internal Criticism

 External criticism is the practice of verifying the authenticity of evidence by examining its
physical characteristics; consistency with the historical characteristic of the time when it
was produced; the material used for the evidence.

 External and Internal Criticism

 Looks within the data itself to try to determine truth, facts and "reasonable" interpretation.
 It includes looking at the apparent or possible motives of the person providing the data.

 External and Internal Criticism

 It looks at the content of the source and examines the circumstances of its production.

GUIDE QUESTIONS

• What is the main distinction between primary source and secondary source?

• Why is primary source important in the study of history?

 Philippines’ And China’s Claims Of Sovereignty Over The

Scarborough Shoal(The Ruling Of The Permanent Court Of
Arbitration And Its Decision)

 SCARBOROUGH SHOAL
Scarborough Shoal, also known as Huangyan Dao or “Democracy Reef” , Bajo de
Masinloc and Panatag Shoal, is a shoal located between the Macclesfield Bank and Luzon island
in the South China Sea.

 Claims of China
1. Historical rights
2. Nine dash line

1. Historical Claims
Scarborough Shoal was first discovered in China's Yuan Dynasty (1271-1368 AD).
Since ancient time, the Chinese fishermen have been fishing in Scarborough shoal and its
surrounding waters
In January 1935, Huangyan Island (Scarborough Shoal) was included as a part of Zhongsha
Islands on the Map Verification Committee of China.
In October 1947, Scarborough Shoal renamed as Democratic Reef
In 1983, China Board on Geographic decided to use Huangyan Island as the standard name of
the island and Democratic Reef as alternative name.

2. Nine Dash Line

 Explanations
 1. Hundreds of years of jurisdiction has consolidated China's sovereignty over the island.
2. Historic and legal evidences are explicit, clear, complete and thorough, as proved by
official documents, local chronicles and official maps throughout Chinese history.
3. China's sovereignty over Huangyan Island has long been recognized and respected by the
international community and had not been disputed by the Philippines.

Chinese Claims to Sovereignty Over Scarborough Shoal

1. In support of this claim of first discovery, various Chinese scholars have offered their
views of history. Judge Zhiguo Gao, who now serves on the International Tribunal for
the Law of the Sea, wrote in the American Journal of International Law that none of
the Philippine theories of sovereignty effectively establish that the areas were terra
nullius when they were annexed by the Philippines and that “China can show a
consistent line of legislative and administrative acts in respect of the islands
concerned.”
2. Gao also asserts that China’s claim can be based on historic title as the principle is
codified in the 1998 Permanent Court of Arbitration Decision in Eritrea v. Yemen.
3. Gao’s theory of acquisition is generally consistent with the views of other Chinese
authorities. The Xinhua news agency published an account by Fu Yu (Chinese
National Academies of Science), which said that in 1279 Chinese astronomer Guo
Shoujing conducted a survey of the seas in and around China under a commission
from Emperor Kublai Khan, and that Huangyan Island was chosen as the point for
surveying the South China Sea – therefore, the shoal was discovered by China during
the Yuan Dynasty (1271-1368).
4. Moving into the modern era, Gao states that in January 1935, the “Map Verification
Committee of China” declared sovereignty over a number of islands, reefs and shoals,
including Scarborough and later, in 1983, included it among the official maps of the
Chinese government.

Philippine Claim to Sovereignty Over Scarborough Shoal

1. The Philippines have exercised both effective occupation and effective jurisdiction over
Bajo de Masinloc since its independence.
2. The name Bajo de Masinloc (translated as “under Masinloc”) itself identifies the shoal as
a particular political subdivision of the Philippine province of Zambales, known as
Masinloc.
3. One of the earliest known and most accurate maps of the area, named Carta Hydrographical
y Chorographica De Las Yslas Filipinas by Fr. Pedro Murillo Velarde, SJ, and published in
1734, included Bajo de Masinloc as part of Zambales.
4. In 1792, another map drawn by the Alejandro Malaspina expedition and published in
1808 in Madrid, Spain, also showed Bajo de Masinloc as part of Philippine territory. This
map showed the route of the Malaspina expedition to and around the shoal. It was
reproduced in the Atlas of the 1939 Philippine Census.
 5. The Mapa General, Islas Filipinas, Observatorio de Manila, published in 1990 by the U.S.
Coast and Geodetic Survey, also included Bajo de Masinloc as part of the Philippines.
6. In terms of legal declarations, Scarborough Reef (Bajo de Masinloc) is classified as part
of the legal province of Zambales. It is also known as Panatag and Karburo. In 2009 the
Philippine legislature passed the Republic Act 9522, which assimilated Bajo de Masinloc
and KIG into Philippine sovereignty and jurisdiction.

Ruling of the Permanent Court of Arbitration

Permanent Court of Arbitration?

 The Permanent Court of Arbitration (PCA) is an intergovernmental organization
located at The Hague in the Netherlands. The PCA is not a court "in the traditional sense"
but provides services of arbitral tribunal to resolve disputes that arise out of international
agreements between member states, international organizations or private parties

Key points of arbitral tribunal’s verdict on PH-China dispute

1) Historic Rights and the ‘Nine-Dash Line’
(2)Status of Features
(3)Lawfulness of Chinese Actions:
(4)Harm to Marine Environment:
(5)Aggravation of Dispute

1) Historic Rights and the ‘Nine-Dash Line’:

 The Tribunal concluded that, to the extent China had historic rights to resources in the
waters of the South China Sea, such rights were extinguished to the extent they were
incompatible with the exclusive economic zones provided for in the Convention.
2) Status of Features:
 The Tribunal noted that the reefs have been heavily modified by land reclamation and
construction, recalled that the Convention classifies features on their natural condition,
and relied on historical materials in evaluating the features.

3) Lawfulness of Chinese Actions:

 Having found that certain areas are within the exclusive economic zone of the
Philippines, the Tribunal found that China had violated the Philippines’ sovereign rights
in its exclusive economic zone by (a) interfering with Philippine fishing and petroleum
exploration, (b) constructing artificial islands and (c) failing to prevent Chinese fishermen
from fishing in the zone.
4) Harm to Marine Environment:
 The Tribunal considered the effect on the marine environment of China’s recent large-
scale land reclamation and construction of artificial islands at seven features in the
Spratly Islands and found that China had caused severe harm to the coral reef
environment and violated its obligation to preserve and protect fragile ecosystems and the
habitat of depleted, threatened, or endangered species.

5) Aggravation of Dispute:
 Finally, the Tribunal considered whether China’s actions since the commencement of the
arbitration had aggravated the dispute between the Parties.
4. CONTENT AND CONTEXT ANALYSIS OF SELECTED PRIMARY SOURCES IN
PHILIPPINE HISTORY
5. What is the difference between context and content?

 The content is what you write. The context is the meaning behind what you write.
 An analogy would be a container. The container is the context. What's in it, the
content. Any narrative contains the 6 W's. Who, what when, where, why and how, tell all.
 The who, when and where constitute the setting, the context.
 The what, why and how are actions in the scenes, the content. History changes context
constantly. It is part of the evolving "when" and impacts the current setting.
6. What is the difference between context and content?

 There is no meaning without context. Content depends on context to give it life.

7. Content and Context Analysis
I. Identifying the Source and Context of the Document
 Title
 Author(s)
 Date of writing and/or publication
 Place written and/or published
 Type of document
 Author’s purpose in writing
 Author’s intended audience

8. Content and Context Analysis

II. Analyzing the Contents of the Document
 Main subject of document
 Key people/groups mentioned
 Key social/political topics discussed
 Points of view expressed
 Personal values/biases revealed
 Suspected errors or misleading statements
9. Content and Context Analysis
III. Evaluating the Source
 Is the source reliable? Explain
 Is the source useful? Explain
 What can be learned from this document? Explain
10. MAGELLAN’S VOYAGE AROUND THE WORLD
 LEARNING OUTCOMES
At the end of this lesson, you should be able to:
1. Analyze the content, context, and
perspective of the document
2. Discuss Magellan-Elcano expedition and
experience based on the journal
3. Explain the importance of Pigafetta’s
account on the study of the Philippine
history
Activity

• Form yourselves into groups of three to four members. Visit a famous

place in your town and create a five -to seven – minute travel video.
Explain in the video the relevance of the place.

• Describe what you see, hear, smell, and touch. Also try to taste some
famous food and delicacies in the area. Afterwards, present your video
in class.
 See the Spanish Colonialization
and Video Presentation about Magellan’s Expedition
11. Ferdinand Magellan

12. Ferdinand was born in Portugal in 1480.

13. In_________________, Ferdinand Magellan along with 5 ships left from Spain.
14. He had convinced the king of _______________ to pay for his expedition.
15. The reason for Magellan’s expedition was to find a way to reach
__________________ by sailing west around the Americas.
16. He first sailed to _____________________.
17. He tried to find a river that would take him across South America to the
Pacific Ocean.
18. Finally in 1520 he found a river which took him across to the Pacific Ocean.
19. Since Magellan was one of the first to find this, it is named the
_______________________ Strait.
20. For 3 months, the ships sailed across the ________________________ Ocean.
21. They began running out of food while sailing.
22. Many of the men died from __________________________.
23. Strait of Magellan
24. Death in the Philippines

 On 16 March Magellan reached the island of Homabon in the Philippines,

with 150 crew left. Members of his expedition became the first Europeans to
reach the Philippine archipelago.
 Magellan relied on Enrique, his Malay servant and interpreter, to
communicate with the native tribes.
 He had been indentured by Magellan in 1511 after the colonization
of Malacca, and had accompanied him through later adventures. They
traded gifts with Rajah Siaiu of Mazauo who guided them to Cebu on 7
April.

 Rajah Humabon of Cebu was friendly towards Magellan and the Spaniards;
both he and his queen Hara Amihan were baptized as Christians and were
given the image of the Holy Child (later known as Santo Nino de Cebu
which along with a cross (Magellan’s Cross symbolizes the Christianization of
the Philippines.

 Afterward, Rajah Humabon and his ally Datu Zula convinced Magellan to
kill their enemy, Datu Lapu-Lapu of Mactan.

 Magellan wanted to convert Lapu-Lapu to Christianity, as he had

Humabon, but Lapu-Lapu rejected that. On the morning of 27 April 1521,
Magellan sailed to Mactan with a small attack force.

 During the resulting battle against Lapu-Lapu's troops, Magellan was struck
by a bamboo spear, and later surrounded and finished off with other
weapons.
25. Pigafetta and Ginés de Mafra provided written documents of the events
culminating in Magellan's death:
 When morning came, forty-nine of us leaped into the water up to our
thighs, and walked through water for more than two cross-bow flights
before we could reach the shore.
 The boats could not approach nearer because of certain rocks in the
water. The other eleven men remained behind to guard the boats. When
we reached land, [the natives] had formed in three divisions to the number
of more than one thousand five hundred people.
 When they saw us, they charged down upon us with exceeding loud cries...
The musketeers and crossbow-men shot from a distance for about a half-
hour, but uselessly...
 Recognizing the captain, so many turned upon him that they knocked his
helmet off his head twice... A native hurled a bamboo spear into the
captain's face, but the latter immediately killed him with his lance, which he
left in the native's body.

 Then, trying to lay hand on sword, he could draw it out but halfway,
because he had been wounded in the arm with a bamboo spear.
 When the natives saw that, they all hurled themselves upon him. One of
them wounded him on the left leg with a large cutlass, which resembles a
scimitar, only being larger.

 That caused the captain to fall face downward, when immediately they
rushed upon him with iron and bamboo spears and with their cutlasses, until
they killed our mirror, our light, our comfort, and our true guide.
 When they wounded him, he turned back many times to see whether we
were all in the boats. Thereupon, beholding him dead, we, wounded,
retreated, as best we could, to the boats, which were already pulling.

26. Analysis of of Pigafetta’s Chronicle

 The chronicle of Pigafetta was one of the most cited documents by
historians who wished to study the precolonial Philippines. As one of the
earliest written accounts, Pigafetta was seen as a credible source for a
period, which was prior unchronicled and undocumented.
 Moreover, being the earliest detailed documentation, it was believed that
Pigafetta’s writings account for the “purest” precolonial society. Indeed,
Pigafetta’s work is of great importance in the study and writing of
Philippine history.

27. Analysis of of Pigafetta’s Chronicle

 Nevertheless, as a student of history you should recognize certain BIASES
accompanying the author and his identity, loyalties, and the circumtances
that he was in; and it affected the text that he produced.
 In the case of Pigafetta, the reader needs to understand that he was a
chronicler commissioned by the King of Spain to accompany and
documents a voyage intended to expand the Spanish empire.

28. Analysis of of Pigafetta’s Chronicle

 He was also of noble descent who came from a rich family in Italy. These
attributes influenced his narrative, his selection of details to be included in
the text, his characterization of the people and of the species that he
encountered, and his interpretation and retelling of the events.
 In reading Pigafetta’s description of the people, one has to keep in mind
that he was coming from European perspective. Hence, the reader might
notice how Pigafetta, whether implicitly or explicitly, regarded the
indigenous belief system and the way of life as inferior to that of Christianity
and of the Europeans.

 He would always remark on the nakedness of the natives or how he was

fascinated by their exotic culture.

29. CUSTOMS OF THE TAGALOGS

 LEARNING OUTCOMES
At the end of this lesson, you should be able to:
1. Examine the content and perspective of
the document
2. Explain the relationship among the
members of a barangay
3. Discuss the religious and spiritual practices
and beliefs of early Filipinos
4. Determine the significance of the
document to Philippine history
 See other Slide (Customs of the Tagalog)

30. THE KARTILYA OF THE KATIPUNAN

 LEARNING OUTCOMES
At the end of this lesson, you should be able to:
1. Examine the content and perspective of
the document
2. Determine the main teachings and
guiding principles of the Kartilya
3. Recognize the importance of the Kartilya
to the past and today’s society