Romblon State University

San Fernando Campus

San Fernando, Romblon

RSU-SFC TED Form No. 005: Course Module Format

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MODULE 2

COURSE: GE 2- READINGS IN THE PHILIPPINE HISTORY

TOPIC: CONTENT AND CONTEXTUAL ANALYSIS OF SELECTED PRIMARY SOURCES

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Learning Objectives:

At the end of the lesson, you should be able to:

1. Analyse the context, content, and perspective of different kinds of primary sources;
2. Determine the contribution of different kinds of primary sources in understanding Philippine history
3. Develop critical and analytical skills with exposure to primary sources.

a. Engage

Give your ideas about the following historical events. Select only one.

 KKK and the “Kartilya ng katipunan”

 Proclamation of independence day
 The presidency or candidacy of Corazon Aquino

b. Explore
Conduct further research about the following:

 Dictionary-based approaches  Accuracy

 Quantitative content analysis  Text

 Conceptual analysis  Context

 Reliability  Subtext

c. Explain

(NOTE: The following are compiled lectures and readings taken directly from authors duly acknowledged in the
reference section)
CONTENT/ TEXTUAL ANALYSIS

Content analysis is a research method for studying documents and communication artefacts, which can be texts of
various formats, pictures, audio or video.
Social scientists use content analysis to quantify patterns in communication, in a replicable and systematic manner.
One of the key advantages of this research method is to analyse social phenomena in a non-invasive way, in contrast
to simulating social experiences or collecting survey answers.
GOALS OF CONTENT ANALYSIS
According to Klaus Krippendorff, six questions must be addressed in every content analysis:
1. Which data are analysed? 2. How are the data defined?
3. From what population are data drawn? 5. What are the boundaries of the analysis?
4. What is the relevant context? 6. What is to be measured?

The simplest and most objective form of content analysis considers unambiguous characteristics of the text such
as word frequencies, the page area taken by a newspaper column, or the duration of a radio or television program.
A further step in analysis is the distinction between dictionary-based (quantitative) approaches and qualitative
approaches. Dictionary-based approaches set up a list of categories derived from the frequency list of words and
control the distribution of words and their respective categories over the texts. While the methods in quantitative
content analysis transform observations of found categories into quantitative statistical data. The qualitative content
analysis focuses more on the intentionality and its implications.
KINDS OF TEXTS
There are five types of texts in content analysis:
1. written text, such as books and papers 4. audio-visual text (TV programs, movies, and videos)

2. oral text (speech and theatrical performance) 5. hypertexts (texts found on the Internet)
3.

4. iconic text (such as drawings, paintings, and icons)

TYPES OF CONTENT ANALYSIS

There are two general categories of content analysis: conceptual analysis and relational analysis
1. Conceptual analysis can be thought of as establishing the existence and frequency of concepts in a text.
2. Relational analysis builds on conceptual analysis by examining the relationships among concepts in a text.
CONCEPTUAL ANALYSIS
In conceptual analysis, a concept is chosen for examination and the number of its occurrences within the text
recorded. It is important to clearly define implicit terms before the beginning of the counting process.
Conceptual analysis begins with identifying research questions and choosing a sample or samples. Once chosen,
the text must be coded into manageable content categories.
An example of a conceptual analysis would be to examine a text and to code it for the existence of certain words.
The research question might involve examining the number of positive words used to describe an argument, as
opposed to the number of negative words used to describe a current status or opposing argument. In conceptual
analysis, the researcher simply wants to examine presence with respect to his/her research question, i.e. whether
there is a stronger presence of positive or negative words used with respect to a specific argument or respective
arguments.
RELATIONAL ANALYSIS
Relational analysis builds on conceptual analysis by examining choices with regard to what is being studied
and/or coded for often determine the relationships among concepts in a text.
For relational analysis, it is important to first decide which concept type(s) will be explored in the analysis. Too
many categories may obscure your results and too few can lead to unreliable and potentially invalid conclusions.
Therefore, it is important to allow the context and necessities of your research to guide your coding procedures.
Researchers can devise their own procedures according to the nature of their project.
HOW TO USE CONTENT ANALYSIS
1. The first step involves preparing a coding schedule. This consists of a table where each row is a unit for which
data is being collected (e.g. an assignment or discussion contribution might be a unit of data collection).
2. A coding manual is then produced to accompany the coding schedule, listing the codes for each of the
categories that are valid for each dimension to ensure reliability and consistency in the coding. For example, for the
contributor dimension, valid codes and categories might be 1- student, 2-tutor.
3. Elements of the content are described and organized using these categories. This process is called coding.
4. Categories are used to describe the information that is emerging from this data. The unit of analysis may be
different than that used for data collection. This is the level that which data is analysed and findings reported. The
purpose of the analysis is to provide insight into the interaction between the participants and therefore analysis at the
level a single contribution would be meaningless.
5. The coded content is quantitatively analysed for trends, patterns, relationships, similarities, differences etc.
This may suggest further avenues of inquiry using qualitative approaches that seek insight into possible reasons for
these relationships and trends. (University of Sheffield, 2014)

ISSUES OF RELIABILITY AND VALIDITY

The issues of reliability and validity are concurrent with those addressed in other research methods. The
reliability of a content analysis study refers to its stability, or the tendency for coders to consistently re-code the
same data in the same way over a period of time; reproducibility, or the tendency for a group of coders to classify
categories membership in the same way; and accuracy, or the extent to which the classification of a text
corresponds to a standard or norm statistically. Reasonable conclusions can be drawn from substantive amounts of
quantitative data, but the question of proof may still remain unanswered.
The generalizability of one's conclusions, then, is very dependent on how one- determines concept categories, as
well as on how reliable those categories are. It is imperative that one defines categories that accurately measure the
idea and/or items one is seeking to measure. Developing rules that allow one, and others, to categorize and code the
same data in the same way over a period of time, referred to as stability, is essential to the success of a conceptual
analysis.
ADVANTAGES OF CONTENT ANALYSIS
a. looks directly at communication via texts or transcripts, hence gets at the central aspect of social interaction
b. can allow for both quantitative and qualitative operations
c. can provides valuable historical/ cultural insights over time through analysis of texts
d. allows a closeness to text which can alternate between specific categories and relationships and also statistically
analyses the coded form of the text
e. can be used to interpret texts for purposes such as the development of expert systems (since knowledge and rules
can both be coded in terms of explicit statements about the relationships among concepts)
f. is an unobtrusive means of analysing interactions
g. provides insight into complex models of human thought and language use when done well, is considered as a
relatively "exact" research method (based on hard facts, as opposed to Discourse Analysis)
DISADVANTAGES OF CONTENT ANALYSIS
a. can be extremely time consuming
b. is subject to increased error, particularly when relational analysis is used to attain a higher level of interpretation
c. is often devoid of theoretical base, or attempts too liberally to draw meaningful inferences about the
relationships and impacts implied in a study
d. is inherently reductive, particularly when dealing with complex texts
e. tends too often to simply consist of word counts
f. often disregards the context that produced the text, as well as the state of things after the text is produced
g. can be difficult to automate or computerize
CONTEXTUAL ANALYSIS
A contextual analysis is an analysis of a text (in whatever medium, including multi-media) that helps us to
assess that text within the context of its historical and cultural setting, and also in terms of its textually-or the
qualities that characterize the text as a text.
A contextual analysis combines features of formal analysis with features of "cultural archaeology," or the
systematic study of social, political, economic, philosophical, religious, and aesthetic conditions that were (or can be
as-summed to have been) in place at the time and place when the text was created.
HOW TO USE CONTEXTUAL ANALYSIS
Generally includes several key questions:
1. What does the text reveal about itself as a text?
..Describe (or characterize) the language (the words, or vocabulary) and the rhetoric (how the words are arranged
in 'order to achieve some purpose).These are the primary components of style.
2. What does the text tell us about its apparent intended audience(s)?
..What sort of reader does the author seem to have envisioned, as demonstrated by the text's language and
rhetoric? What sort of qualifications does the text appear to require of its intended reader(s)? How can we tell?
What sort of readers appear to be excluded from the text's intended audiences? How can we tell? Is there,
perhaps, more than one intended audience?
3. What seems to have been the author's intention?
..Why did the author write this text? And why did the author write this text in this particular way, as opposed to
other ways in which the text might have been written?..
…..what the author said (the words that have been selected);…..what the author did not say (the words that were
not selected); and …how the author said it (as opposed to other ways it might or could have been said).
4. What is the occasion for this text? That is, is it written in response to:
…some particular, specific contemporary incident or event? some more "general" observation by the author
about human affairs and/or experiences?…some definable set of cultural circumstances?
5. Is the text intended as some sort of call to -or for – action
…If so, by whom and why? And also, if so, what action(s) does the author want the reader(s) to take?
6. Is the text intended rather as some sort of call to - or for - reflection or consideration rather than direct
action?
…If so, what does the author seem to wish the reader to think about and to conclude or decide? …Why does the
author wish the readers to do this? What is to be gained, and by whom?
7. Can we identify any non-textual circumstances that affected the creation and reception of the text?
 …Such circumstances include historical or political events, economic factors, cultural practices, and intellectual
or aesthetic issues, as well as the particular circumstances of the author's own life. (Behrendt, 2008)

IMPORTANCE OF CONTEXT IN ANALYSIS AND INTERPRETATION

By: Grace Fleming, edited by Stacy Jagodowski (January 28, 2018 )

Historical context is an important part of life and literature and without it, memories, stories and characters have
less meaning. Historical context refers to the social, religious, economic, and political conditions that existed
during a certain time and place. Basically, it's all the details of the time and place in which a situation occurs, and
those en-tails are what enable us to interpret and analyse works or events of the past, or even the future, rather than
merely judge them by contemporary standards.
Context is what gives meaning to the details. It's important, however, that you don't confuse context with cause.
"Cause is the action that creates an outcome; "context" is the environment in which that action and outcome occurs.
(Fleming 2010)
…Whether dealing with fact or fiction, historical context is important when interpreting behaviour and speech.
(Fleming 2010)
…No work of literature can be fully appreciated or understood without historical context. What may seem
nonsensical or even offensive to contemporary sensibilities, might actually be interpreted in a completely different
manner by considering the era it is from.(Fleming. 2010)
…Scholars and educators rely on historical context to analyse and interpret works of art, literature, music, dance,
and poetry. Architects and builders rely on it when designing new structures and restoring existing buildings. Judges
may use it to interpret the law, historians to understand the past.
Without historical context, we are only seeing a piece of the scene and not fully understanding the influence
of the time and place in which a situation occurred. (Fleming 2010)
SUBTEXT
The subtext of a document or object refers to its secondary and implied meanings. The subtext embraces the
emotional or intellectual messages embedded in, or implied by the document or object.
“The epic poems of the ancient Greeks glorify prowess and physical courage in battle; suggest that such virtues
are exclusively male. The state portraits of Napoleon Bonaparte carry the subtext of unassailable and absolute
power. Andy Warhol's serial adaptation of soup cans and Coca-Cola bottles offer wry commentary on the
supermarket mentality of postmodern American culture.”
TEXT
What is visible/readable, i.e., what information is provided by the source?
CONTEXT
What was going on during the time period? What background information do you have that helps explain the
information found in the source?
SUBTEXT
What is between the lines? Ask questions about the following:
Author: Who created the source, and what do we know about that person?
Audience: For whom was the source created?
Reason: Why was this source produced when it was?

CONTENT AND CONTEXTUAL ANALYSIS OF SELECTED PRIMARY SOURCES IN

PHILIPPINE HISTORY
The historian's primary tool of understanding and interpreting the past is the historical sources. Historical sources
ascertain historical facts. Such facts are then analysed and interpreted by the historian to weave historical narrative.
Using primary sources in historical research entails two kinds of criticism
1. EXTERNAL CRITICISM examines the authenticity of the document or the evidence being used. This is
important in ensuring that the primary source is not fabricated.
2. INTERNAL CRITICISM examines the truthfulness of the content of the evidence. This criticism requires
not just the act establishing truthfulness and/or accuracy but also the examination of the primary sources in
 terms of the context of its production. It should be recognized that facts are neither existing in a vacuum nor
produced from a blank slate. These are products of the time and of the people.

These primary s0urces range from chronicles, official documents, speeches and cartoons to visual arts. Different
types of sources necessitate different kinds of analysis and contain different levels of importance.

A BRIEF SUMMARY OF THE FIRST VOYAGE AROUND THE WORLD BY MAGELLAN BY

ANTONIO PIGAFETTA

This book was taken from the chronicles of contemporary voyagers and navigators of the 16th century; one of
them was Italian nobleman Antonio Pigafetta (accompanied Ferdinand Magellan in his fateful circumnavigation of
the world). His account was a major referent to the events leading to Magellan's arrival in the Philippines.
This is the chronicles of Antonio Pigafetta as he wrote his firsthand observation and general impression of the
Far East including their experiences in the Visayas.
In Pigafetta's account, their fleet reached what he called the Ladrones Islands or the "Islands of the Thieves.
The Ladrones Islands is presently known as the Marianas Islands. Ten days after they reached Ladrones Islands,
Pigafetta reported that they reached what Pigafetta called the isle of Zamal, now Samar but Magellan decided to
land in another uninhabited island for greater security where they could rest for a few days. March 18, nine men
came to them and showed joy and eagerness in seeing them. Magellan welcomed them with food, drinks, and gifts.In
turn, the natives gave them fish, palm wine (uraca), figs, and two cochos,rice (umai), cocos, and other food
supplies. Pigafetta characterized the people as "very familiar and friendly and willingly showed them different
islands and the names of these islands. The fleet went to Humunu lsland (Homonhon) … "Watering Place of
Good Signs." It is in this place where Pigafetta wrote that they found the first signs of gold in the island.
They named the island with the nearby islands as the “Archipelago of St. Lazarus.” They left the island, then on
March 25th, Pigafetta recounted that they saw two ballanghai (balangay). The leader, as the king of the ballanghai
(balangay), sent his men to the ship of Magellan. When the king of the balangay offered to give Magellan a bar of
gold and a chest of ginger, Magellan declined. Magellan sent the interpreter to the king and asked for money for the
needs of his ships.The king responded, giving Magellan the needed provisions of food in chinaware. Magellan ex-
changed gifts of robes, red cap, and gave the people knives and mirrors. The two then become brothers.
After a few days, Magellan was introduced to the king's brother (also a king of another island). They went to this
island.Pigafetta reported that they saw mines of gold. The gold was abundant that parts of the ship and of the house
of the second king were made of gold. This king, Raia Calambu (king of Zuluan and Calagan..Butuan and
Caragua), first king was Raia Siagu. March 31st, Magellan ordered the chaplain to preside a Mass by the shore.
After the Mass, Magellan ordered: the cross is brought with nails and crown in place. Magellan explained: the
cross, the nail, and the crown were the signs of his emperor and that he was ordered to plant it in the places that he
would reach. That once other Spaniards saw this cross, they would know that they had been in this land and would
not cause them troubles. The king allowed for the cross to be planted. This Mass would go down in history as the
first Mass in the Philippines (Cross would be the named Magellan's Cross).
After seven days, Magellan and his men decided to move and look for islands where they could acquire more
supplies.. They learned of the islands of Ceylon (Leyte), Bohol, and Zubu (Cebu). Raia Calambu offered to pilot
them in going to Cebu. By April 7th, Magellan his men reached the port of Cebu. The king of Cebu demanded that
they pay tribute as it was customary, but Magellan refused. Magellan said, he was a captain of a king himself, thus
would not pay tribute to other kings. By the next day, Magellan's men and the king of Cebu met in an open space.
The king offered a bit of his blood and demanded that Magellan do the same.
The following day, Magellan spoke before the people of Cebu about peace and God, saying that his faith
entailed children to render honour and obedience to their parents. Magellan preached about their faith. People were
reportedly convinced.
On the 14th of April, the people gathered with the king and other principal men of the islands. Magellan spoke to
the king and encouraged him to be good Christian by burning all of the idols and worship the cross instead. The king
of Cebu was then baptized as a Christian.
 After eight days, Pigafetta counted that all of the island's inhabitant were already baptized. The Mass was
conducted by the shore every day. When the queen came to the Mass, Magellan gave her an image of the Infant
Jesus made by Pigafetta himself. Magellan reiterated,all of the newly baptized Christians need to burn their idols.
The natives gave excuses telling Magellan that they needed the idols. Magellan insisted that they should instead put
their faith in Jesus Christ. They went to the sick man, baptized him.That man able to speak again (Pigafetta
recorded). He called this a miracle.
On the 26th of April, Zula, a principal man from the island of Matan (Mactan) went to see Magellan and asked
him for a boat full of men,to fight the chief named Silapulapu (Lapulapu). Such chief according to Zula, refused to
obey the king. Magellan offered three boats and go to Mactan himself to fight the said chief. Magellan's forces
arrived in Mactan. They numbered 49 in total. The islanders of Mactan were estimated to number 1,500. The battle
began.
Magellan died in that battle. The natives perceiving that the bodies of the enemies were protected with armours,
aimed for their legs instead. Magellan was pierced with a poisoned arrow in his right leg and he was targeted
because the natives knew that he was the captain general.
Pigafetta said , the king of Cebu who was baptized could have sent help but Magellan instructed him not to join
the battle .The king offered the people of Mactan gifts of any value and amount in exchange of Magellan's body but
the chief refused. They wanted to keep Magellan's body as a memento of their victory.
Magellan's men elected Duarte Barbosa as the new captain. Pigafetta also told how Magellan's slave and
interpreter named Henry betrayed them. The natives had slain all of the men except the interpreter and Juan Serrano
who was already wounded. Serrano was presented and shouted at the men in the ship asking them to pay ransom so
he would be spared. However, they refused. The fleet departed and abandoned Serrano. They left Cebu and
continued their journey around the world.

THE KKK AND THE "KARTILYA NG KATIPUNAN”

The Kataastaasan, Kagalang-galangang Katipunan ng mga Anak ng Bayan (RKK) or Katipunan is arguably the
most important organization formed in the Philippine history. It was only this organization that envisioned:
(1) a united Flipino nation that would revolt against the Spaniards for
(2) The total independence of the country from Spain. Previous armed revolts had already occurred, but none of
them envisioned a united Filipino nation revolting against the colonizers.
One of the most important Katipunan documents was the Kartilya ng Katipunan. The original title of the document
was "Manga (sic] Aral Nang (sic] Katipunan ng mga A.N.B." or "Lessons of the Organization of the Sons of
Country."The document was written by Emilio Jacinto in the 1896. Jacinto became the secretary of the
organization. On 15 April 1897, Bonifacio appointed Jacinto as a commander of the Katipunan in Northern Luzon.
The Kartilya can be treated as the Katipunan's code of conduct. It contains fourteen rules that instruct the way a
Katipunero should behave. The first group contains the rules that will make the member an upright individual and
the second group contains the rules that will guide the way he treats his fellow men.
Below is the translated version of the rules in Kartilya:
I. The life that is not consecrated to a lofty and reasonable purpose is a tree without a shade, if not a poisonous
weed.
II. To do good for personal gain and not for its own sake is not virtue.
III. It is rational to be charitable and love one's fellow creature, and to adjust one's conduct, acts and words to what
is in itself reasonable.
IV. Whether our skin be black or white, we are all born equal: superiority in knowledge, wealth and beauty are to be
understood, but not superiority by nature.
V. The honorable man prefers honor to personal gain; the scoundrel, gain to honor.
VI. To the honorable man, his word is sacred.
VII. Do not waste thy time: wealth can be recovered but not time lost.
VIIl. Defend the oppressed and fight the oppressor before the law or in the field.
IX. The prudent man is sparing in words and faithful in keeping secrets.
X. On the thorny path of life, man is the guide of woman and the children, and if the guide leads to the precipice,
those whom he guides will also go there.
XI. Thou must not look upon woman as a mere plaything, but as a faithful companion who will share with thee the
penalties of life; her (physical) weakness will increase thy interest in her and she will remind thee of the mother who
bore thee and reared thee.
XI. What thou dost not desire done unto thy wife, children, brothers and sisters, that do not unto the wife, children,
brothers and sisters of thy neighbor.
XII. Man is not worth more because he is a king, because his nose is aquiline, and his color white, nor because he is
a priest,a servant of God, nor because of the high prerogative that he enjoys upon earth,but he is worth most who is a
man of proven and real value, who does good, keeps his words, is worthy and honest; he who does not oppress nor
consent to being oppressed, he who loves and cherishes his fatherland, though he be born in the wilderness and
know no tongue but his own.
XIV. When these rules of conduct shall be known to all, the longed for sun of Liberty shall rise brilliant over this
most unhappy portion of the globe and its rays shall diffuse everlasting joy among the confederated brethren of the
same rays, the lives of those who have gone before, the fatigues and the well-paid sufferings will remain. If he who
desires to enter has informed himself of all this and believes he will be able to perform what will be his duties, he
may fill out the application for admission.

KARTILYA NG KATIPUNAN (ni Emilio Jacinto)

1. Ang buhay na hindi ginugugol sa isang malaki at banal na kadahilanan ay kahoy na walang lilim, kundi damong
makamandag.
2. Ang gawang magaling na nagbuhat sa paghahambog o pagpipita sa sarili, at hindi talagang nasang gumawa ng
kagalingan, ay di kabaitan.
3. Ang tunay na kabanalan ay ang pagkakawang-gawa, ang pag-ibig sa kapwa at ang isukat ang bawat kilos,gawa't
pangungusap sa talagang katuwiran.
4. Maitim man o maputi ang kulay ng balat,lahat ng tao'y magkakapantay: mangyayaring ang isa'y hihigitan sa
dunong, sa yaman, sa ganda.., ngunit di mahihigitan sa pagkatao.
5. Ang may mataas na kalooban, inuuna ang puri kaysa pagpipita sa sarili; ang may hamak na kalooban,inuuna ang
pagpipita sa sarili kaysa sa puri.
6. Sa taong may hiya, salita'y panunumpa.
7. Huwag mong sayangin ang panahon, ang yamang nawala'y mangyayaring magbalik; ngunit panahong nagdaan ay
di na muli pang magdadaan.
8. Ipagtanggol mo ang inaapi; kabakahin ang umaapi.
9. Ang mga taong matalino' y ang may pag-ingat sa bawat sasabihin; matutong ipaglihim ang dapat ipaglihim.
10. Sa daang matinik ng buhay, lalaki ang siyang patnugot ng asawa at mga anak;kung ang umaakay ay tungo sa
sama, ang pagtutunguhan ng inaakay ay kasamaan din.
11. Ang babae ay huwag mong tingnang isang bagay na libangan lamang, kundi isang katuwang at karamay sa mga
kahirapan nitong buhay; gamitin mo nang buong pagpipitagan ang kanyang kahinaan, at alalahanin ang inang
pinagbuhatan at nag-iwi sa iyong kasanggulan.
12. Ang di mo ibig gawin sa asawa mo, anak at kapatid, ay huwag mong gagawin sa asawa, anak at kapatid ng iba.
("Philippine History - Kartilya ng Katipunan,"n.d.)

READING THE PROCLAMATION OF THE PHILIPPINE INDEPENDENCE

Every year, the country commemorates the anniversary of the Philippine Independence proclaimed on 12 June 1898,
in Cavite. It signalled the end of the 333 years of Spanish colonization. The declaration was short 2,000-word
document, which summarized the reason behind the revolution against Spain, the war for independence, and the
future of the new republic under Emilio Aguinaldo. The document specifically mentioned abuses and inequalities in
the colony. This demonstrates the justifications behind the revolution against Spain. Cited are:
 the abuse by the Civil Guards & the unlawful shooting of prisoners whom they alleged as attempting to scape.
 It also condemns the unequal protection of the law between the Filipino people and the "eminent personages."
 The line mentions the avarice and greed of the clergy like the friars and the Archbishop himself.
 Lastly, the passage also condemns what they saw as the unjust deportation and rendering of other decision
without proper hearing.
 The document also mentions Rizal's execution, calling it unjust. As written in the document, the execution was
done to "please the greedy body of friars in their insatiable desire to seek revenge upon and exterminate all
those who are opposed to their Machiavellian purposes, which tramples upon the penal code prescribed for
these islands."
 The document also narrates the Cavite Mutiny of January 1872 that caused the infamous execution of the
martyred native priests Jose Burgos, Mariano Gomez, and Jacinto Zamora, "whose innocent blood was shed
through the intrigues of those so-called religious orders" .
The proclamation of independence also invokes that the established republic would be led under the dictator-
ship of Emilio Aguinaldo. The first mention was at the very beginning of the proclamation. It stated:
"In the town of Cavite Viejo (province of Cavite) on the 12th day of June eighteen hundred and ninety-eight, before
me, Don Ambrosio Rianzares Bautista, appointed to proclaim and solemnize this act by the Dictatorial Government,
for the purposes and by virtue of the circular addressed by the Eminent Dictator of the same Don Emilio Aguinaldo
y Famy."
The same was repeated toward the last part of the proclamation. It states:
"We acknowledge, approve and confirm together with the orders that have been issued, the Dictatorship established
by Don Emilio Aguinaldo, whom we honor as the Supreme Chief of this Nation, which this day commences to have a
life of its own, in the belief that he is the instrument selected by God, to effect the redemption of this unfortunate
people, as foretold by Doctor Jose Rizal in the magnificent verses with which their Government allowed the
commission of abuses by its subordinates.
Another detail in the proclamation that is worth looking at is its explanation on the Philippine flag that was
first waved on the same day. The document explained:
”Finally, this Nation must use the same flag, whose design and colors and described in the accompanying drawing,
with design representing in natural colors the three arms referred to. The white triangle represents the distinctive
emblem of the famous Katipunan Society, the three stars represent the three principal Islands of this Archipelago,
Luzon,Mindanao and Panay, the sun represents the gigantic strides that have been made by the sons of this land, its
eight rays symbolizing the eight provinces of Manila, Cavite, Bulacan, Pampanga, Nueva Ecija, Bataan, Laguna
and Batangas; and the colors blue, red and white, commemorate those of the flag of the United States of North
America, in manifestation of our profound gratitude towards that Great Nation”.
It is not known by many, that the white triangle was derived from the symbol of the Katipunan. The red and blue
colors of the flag are often associated with courage and peace. Those colors were taken from the flag of the United
States. The original symbolic meaning of something presents several historical truths that can explain the subsequent
events, which unfolded after the declaration of independence on the 12th day of June 1898.

A GLANCE AT SELECTED PHILIPPINE POLITICAL CARICATURE IN ALFRED MCCOY'S

PHILIPPINE CARTOONS: POLITICAL CARICATURE OF THE AMERICAN ERA (1900-1941)

Political cartoons and caricature are a recent art form. Such art genre and technique became a part of the print
media as a form of social and political commentary. Cartoons became an effective tool of publicizing opinions
through heavy use of symbolism.
In his book Philippine Cartoons: Political Caricature of the American Era (1900-1941), Alfred McCoy,
together with Alfredo Roces, compiled political cartoons published in newspaper dailies and periodicals.
This was published in The Independent on May 20, 1916. The cartoon shows a politician from Tondo named Dr.
Santos, passing his crown to his brother-in-law Dr. Barcelona. A Filipino guy (as depicted wearing salakot and
barong tagalog) was trying to stop Santos, telling the latter to stop giving Barcelona the crown because it is not his
to begin with.

This was also published by The Independent on 16 June 1917. Drawn by Fernando Amorsolo and was aimed as
commentary to the workings of Manila Police at that period. Filipino child stole a skinny chicken because he had
nothing to eat .The police officer was relentlessly pursuing the said child. A man wearing a salakot, labeled Juan de
la Cruz was grabbing the officer, telling him to leave the small-time pickpockets and thieves and to turn at the great
thieves instead.

This was a commentary on the unprecedented cases of colorum automobiles in the city streets. The Philippine Press
published this commentary when fatal accidents involving colorum vehicles and taxis occurred too often already.
This fourth cartoon depicts a cinema. A blown-up police officer was at the screen saying that couples are not
allowed to neck and make love in the theatre. Two youngsters looked horrified while an older couple seemed
amused.

This was published by The Independent on 27 November 1915 showing the caricature of Uncle Sam riding a chariot
pulled by Pilipinos wearing school uniforms. The Filipino boys were carrying American objects like baseball bats,
whiskey, and boxing gloves. McCoy says that this cartoon was based on an event in 1907 when William Howard
Taft was brought to the Manila pier riding a Chariot pulled by students of Liceo de Manila. Such was condemned by
the nationalists at that time.

This published by Lipang Kalabaw on 24 August 1907. Uncle Sam rationing porridge to the politicians and
members of the Progresista Party (sometimes known as the Federalista Party) while members of the Nacionalista
Party look on and wait for their turn. This cartoon depicts the patronage of the United States being coveted by
politicians from either of the party.

REVISITING CORAZON AQUINO'S SPEECH BEFORE THE U.S. CONGRESS

Corazon “Cory” Cojuangco Aquino functioned as the symbol of the restoration of democracy and the overthrow of
the Marcos Dictatorship in 1986. The EDSA People Power, which installed Cory Aquino in the presidency, put the
Philippines in the international spotlight for overthrowing a dictator through peaceful means. Her image as a
mourning, widowed housewife, and had no experience in politics was juxtaposed against Marcos's statesmanship,
eloquence, charisma, and cunning political skills. Nevertheless, Cory was able to capture the imagination of the
people.
The People Power Revolution of 1986 was widely recognized around the world for its peaceful character. When
former senator Ninoy Aquino was shot at the Tarmac (Manila International Airport) on 21 August 1983, the
Marcos regime greatly suffered a crisis of legitimacy. Protests from different sectors frequented different areas.
Marcos's credibility in the international community also suffered. Paired with the looming economic crisis,
Marcos had to do something to prove to his allies in the United States that he remained to be the democratically
anointed leader of the country. He called for a Snap Election (February 1986) where Corazon Cojuangco
Aquino, was convinced to run against Marcos. The canvassing was rigged to Marcos's favour but the people
expressed their protests against the corrupt and authoritarian government. Leading military officials of the regime
and Martial Law orchestrators, Juan Ponce Enrile and Fidel V. Ramos, plotted to take over the presidency, until
civilians heeded the call of then Manila Archbishop Jaime Cardinal Sin and other civilian leaders gathered in
EDSA. The overwhelming presence of civilians in EDSA successfully turned a coup into a civilian
demonstration. The thousands of people who gathered overthrew Ferdinand Marcos from the presidency after 21
years.

On 18 September 1986, she went to the United States and spoke before the joint session of the U.S. Congress
addressed the United States about her presidency and the challenges faced by the new republic.
She told of Ninoy's character, conviction, and resolve in opposing the authoritarianism of Marcos. She talked of
the THREE TIMES that they lost Ninoy including his demise on 23 August 1983. The first time was when the
dictatorship detained Ninoy with other dissenters.
When Ninoy survived that first detention, he was then charged of subversion, murder, and other crimes. He
was tried by a military court, whose legitimacy Ninoy adamantly questioned. To solidify his protest, Ninoy decided
to do a hunger strike and fasted for 40 days. Cory treated this event as the second time that their family lost Ninoy.
Ninoy's death was the third and the last time that Cory and their children lost Ninoy. She continued:
“ And then, we lost him irrevocably and more painfully than in the past. The news came to us in Boston. It had to be
after the three happiest years of our lives together. But his death was my country’s resurrection and the courage and
faith by which alone they could be free again”.
Cory attributed the peaceful EDSA Revolution to the martyrdom of Ninoy. She stated that the death of Ninoy
sparked the revolution and the responsibility of "offering the democratic alternative had "fallen on (her)
shoulders." Cory's address introduced us to her democratic philosophy. She argued:
“I held fast to Ninoy's conviction that it must be by the ways of democracy. I held out for participation in the 1984
election, even if I knew it would be rigged. I was warned by the lawyers of the opposition, that I ran the grave risk of
legitimizing the foregone results of elections. But I was not fighting for lawyers but for the people in whose
intelligence, I had implicit faith. It was the only way by which we could measure our power even in the terms
dictated by the dictatorship. The opposition swept the elections, garnering a clear majority of the votes even if they
ended up (thanks to a corrupt Commission on Elections) with barely a third of the seats in Parliament. Now, I knew
our power.”
Cory talked about her miraculous victory through the people's struggle. She emphasizes the importance of the
EDSA Revolution in terms of being a "limited revolution that respected the life and freedom of every Filipino."
She also boasted of the restoration of a fully constitutional government whose constitution gave utmost respect to
the Bill of Rights.
"Again as we restore democracy by the ways of democracy, s0 are we completing the constitutional structures of
our new democracy under a constitution that already gives full respect to the Bill of Rights.. When it is approved,
there will be elections for both national and local positions. So, within about a year from a peaceful but national
upheaval that overturned a dictatorship, we shall have returned to full constitutional government."
Cory's peace agenda involves political initiatives and re-integration program to persuade insurgents to leave the
countryside and return to the mainstream society to participate in the restoration of democracy. She invoked the path
of peace because she believed that it was the moral path that a moral government must take. She said that she
understands that “force may be necessary before mercy'" and while she did not relish the idea, she "will do what-
ever it takes to defend the integrity and freedom of (her) country."
Cory then turned to the controversial topic of the Philippine foreign debt amounting to $26 billion .This debt
had ballooned during the Marcos regime. Cory expressed her intention to honour those debts despite that the people
did not benefit from such debts. She mentioned her protestations about the way the Philıppines were deprived of
choices to pay those debts within the capacity of the Filipino people.
She continued that while the country had experienced the calamities brought about by the corrupt dictatorship of
Marcos, no commensurate assistance was yet to be extended to the Philippines. She demonstrated that Filipino
people fulfilled the "most difficult condition of the debt negotiation," which was the "restoration of democracy and
responsible government."
Cory proceeded in enumerating the challenges of the Filipino people as they tried building the new democracy.
These were the persisting communist insurgency and the economic deterioration. Cory further lamented that these
problems worsened by the crippling debt because half of the country's export earnings amounting to $2 billion
would "go to pay just the interest on a debt whose benefit the Filipino people never received."
Cory ended her speech by thanking America for serving as home to her family, what she referred to as the
"three happiest years of our lives together." She enjoined America in building the Philippines as a new home for
democracy and in turning the country as a "shining testament of our two nations' commitment to freedom."

d. Elaborate
ANALYSIS OF PIGAFETTA'S CHRONICLE
As one of the earliest written accounts, Pigafetta was seen as a credible source for a period. It was believed that
Pigafetta's writings account for the "purest" precolonial society. The reader needs to understand that he was a
chronicler commissioned by the King of Spain to accompany and document a voyage intended to expand the
Spanish empire. He was also of noble descent,came from a rich family in ltaly. These attributes infuenced his
narrative, his selection of details to be included in the text, his characterization of the people and of the species that
he encountered, and his interpretation and retelling of the events. Being a scholar of cartography and geography,
Pigafetta was able to give details on geography and climate of the places that their voyage had reached.
In reading Pigafetta's description of the people, one has to keep in mind that he was coming from a 16TH
century European perspective. How Pigafetta, regarded the indigenous belief systems and way of life as inferior to
that of Christianity and of the Europeans. He would always remark on the nakedness of the natives or how he was
fascinated by their exotic culture. Pigafetta emphasized the natives' amazement and illiteracy to the European
artillery, merchandise, and other goods, in the same way that Pigafetta repeatedly mentioned the abundance of spices
like ginger, and of precious metals like gold. His observations and assessments of the indigenous cultures employed
the European standards. When they saw the indigenous attires of the natives, Pigafetta saw them as being naked
because from the European standpoint, they were wearing fewer clothes indeed. Pigafetta's perspective was too
narrow to realize that such attire was only appropriate to the tropical climate of the islands. The same was true for
materials that the natives used for their houses like palm and bambo0. These materials would let more air come
through the house and compensate for the hot climate in the islands.
It should be understood that such observations were rooted from the text of Pigafetta and of his era. It was not
surprising therefore that Pigafetta would always mention the abundance of gold in the islands as shown in his
description of leaders wearing gold rings and golden daggers, and of the rich gold mines. An empire like that of the
Spain would indeed search for new lands where they could acquire more gold and wealth to be on top of all the
European nations. The obsession with spices might be odd for Filipinos because of its ordinariness in the
Philippines, but understanding the context would reveal that spices were scarce in Europe and hence were seen as
prestige goods. In that era, Spain and Portugal coveted the control of Spice Islands because it would have led to a
certain increase in wealth, influence, and power.

ANALYSIS OF THE "KARTILYA NG KATIPUNAN"

The author explained the content and provisions of the Kartilya as a reaction and response to certain value
systems that they found despicable in the present state of things that they struggled against with. The fourth and the
thirteenth rules in the Kartilya are an invocation of the inherent equality between and among men regardless of race,
occupation, or status.
Various provisions in the Kartilya repeatedly emphasized the importance of honor in words and in action. The
teaching of the Katipunan on how women should be treated with honor and respect, while positive in many respects
and certainly a significant stride from the practice of raping and physically abusing women, can still be telling of the
Katipunan's secondary regard for women in relation to men. In the tenth rule, the document specifically stated that
men should be the guide of women and children, and that he should set a good example, otherwise the women and
the children would be guided in the path of evil. The same document stated that women should be treated as
companions by men and not as playthings that can be exploited for their pleasure.
 In the contemporary eyes, the Katipunan can be criticized because of these provisions. It can be argued that
Katipunan's recognition of women as important partners in the struggle, as reflected not just in Kartilya but also in
the organizational structure of the fraternity where a women's unit was established.
The Kartilya was instructive not just of the Katipunan's conduct toward other people, but also for the members'
development as individuals in their own rights. The rules in the Kartilya can be classified as either directed to how
one should treat his neighbor or to how one should develop and conduct one's self. The Kartilya’s teachings on
honoring one's word and not wasting time are teachings directed toward self-development, while the rules on
treating the neighbour’s wife, children, and brothers the way that you want yours to be treated is an instruction on
how Katipuneros should treat and regard their neighbours.

“ANALYSIS OF THE PROCLAMATION OF THE PHILIPPINE INDEPENDENCE"

The document reflects the general revolutionary sentiment of that period. The abuses specifically mentioned in the
proclamation like friar abuse, racial discrimination, and inequality before the law reflect the most compelling
sentiments represented by the revolutionary leadership. However, no mention was made about the more serious
problem that affected the masses more profoundly (i.e., the land and agrarian crisis felt by the numerous Filipino
peasants in the nineteenth century). This is ironic especially when renowned Philippine Revolution historian,
Teodoro Agoncillo, stated that the Philippine Revolution was an agrarian revolution. The common revolutionary
soldiers fought in the revolution for the hope of owning the lands that they were tilling once the friar estates in
different provinces like Batangas and Laguna dissolve. Such aspects and realities of the revolutionary struggle were
either unfamiliar to the middle class revolutionary leaders or were intentionally left out because they were
landholders themselves.

The Treaty of Paris was an agreement signed between Spain and the United States of America regarding the
ownership of the Philippine Islands and other Spanish colonies in South America. The agreement ended the short-
lived Spanish-American War. The Treaty was signed on 10 December 1898, six months after the revolutionary
government declared the Philippine Independence. The Philippines was sold to the United States at $20 million
and effectively undermined the sovereignty of the Filipinos after their revolutionary victory. The Americans
occupied the Philippines immediately which resulted in the Philippine-American War that lasted until the earliest
years of the twentieth century.

The proclamation also gives us the impression on how the victorious revolutionary government of Aguinaldo
historicized the struggle for Independence. There were mentions of past events that were seen as important
turning points of the movement against Spain.
"The execution of the GOMBURZA and the failed Cavite Mutiny of 1872 .This shows that they saw this event as
a significant awakening of the Pilipinos in the real conditions of the nation under Spain. Jose Rizal's legacy and
martyrdom was also mentioned .There was no mention of the Katipunan's foundation. Bonifacio and his co-founders
were also left out. It can be argued, that the way of historical narration found in the document also reflects the poli-
tics of the victors.
The point is, even official records and documents like the proclamation of independence, still exude the politics
and biases of whoever is in power. This manifests in the selectiveness of information that can be found in these
records. It is the task of the historian to analyze the content of these documents in relation to the dominant politics
and the contexts of people and institutions surrounding it.

ANALYSIS OF THE POLITICAL CARICATURES DURING THE AMERICAN PERIOD

The transition from the Spanish Colonial period to the American Occupaton period demonstrated different
strands of changes and shifts in culture, society, and politics. The Americans drastically introduced democracy to the
nascent nation and the consequences were far from ideal. During the American period,Filipinos were introduced to
different manifestations of modernity like healthcare, modern transportation, and media. The post-independence and
the post-Filipino-American period in the Philippines were experienced differently by Filipinos coming from
different classes. The upper principalia class experienced economic prosperity with the opening up of the Philippine
economy to the United States but the majority of the poor Filipino remained poor, desperate, and victims of state
repression.
The selected cartoons illustrate not only the Philippine society during the AmerIcan period but also paint a broad
image of society and politics under the United States. In the arena of politics, the price that Filipinos paid for the
democracy modeled after the Americans. It seemed that the Filipino politicians at that time did not understand well
enough the essence of democracy .Patronage also became influential and powerful, between clients and patrons, also
between the newly formed political parties composed of the elite and the United States. This was depicted in the
cartoon where the United States, represented by Uncle Sam, provided dole outs for members of the Federalista while
the Nacionalista politicians looked on and waited for their turn. The problem continues up to the present. Politicians
transfer from one party to another depending on which party was powerful in specific periods of time.
The transition from a Catholic-centered Spanish-Filipino society to an imperial American-assimilated one, were
also depicted in the cartoons. Automobiles became a popular mode of transportation in the city, led to the emergence
of taxis. However, the laws and policy implementation was mediocre. This resulted in the increasing colorum and
unlicensed vehicles. The rules governing the issuance of driver's license was loose and traffic police could not be
bothered by rampant violations of traffic rules. This is a direct consequence of the drastic urbanization of the
Philippine society.
What McCoy called the "sexual revolution" that occurred in the 1930’s? Young people disturbed the
conservative Filipino mind-set by engaging in daring sexual activities in public spaces like cinemas. We can see
how that period was the meeting point between the conservative past and the liberated future of the Philippines.
Lastly, the cartoons also illustrated the conditions of poor Filipinos in the Philippines now governed by the
United States. A cartoon depicted how police authorities oppress petty Filipino criminals while turning a blind eye
on hoarders (monopolize goods in their huge warehouses -Chinese merchants). The other cartoon depicts how
Americans controlled Filipinos through seemingly harmless American objects. By controlling their consciousness
and mentality, Americans got to control and subjugate Filipinos.

ANALYSIS OF CORY AQUINO'S SPEECH

Cory Aquino's speech was an important event in the political and diplomatic history of the country. The speech
talks of her family background, her relationship with her late husband, Ninoy Aquino. It was Ninoy who served as
the real leading figure of the opposition at that time. Ninoy's eloquence and charisma could very well compete with
that of Marcos. In her speech, Cory talked at length about Ninoy's toil and suffering at the hands of the dictatorship.
Her attribution of the revolution to Ninoy's death demonstrates not only Cory's personal perception on the
revolution; it also represents what the dominant discourse was at that point in our history.
The ideology/principles of the new democratic government can also be seen in the same speech. Aquino was able
to draw the sharp contrast between her government and of her predecessor by expressing her commitment to a
democratic constitution drafted by an independent commission. She claimed that such constitution upholds and
adheres to the rights and liberty of the Filipino people. Cory claimed that her main approach to this problem was
through peace and not through the sword of war.
Despite Cory's efforts to hoist herself as the exact opposite of Marcos, her speech still revealed certain
parallelisms between her and the Marcos' government. This is seen in terms of continuing the alliance between the
Philip-pines and the United States. The Aquino regime decided to build and continue with the alliance between the
Philip-pines and the United States implemented an essentially similar foreign policy to that of the dictatorship. Cory
recognized that the large Sum of foreign debts incurred by the Marcos regime never benefited the Filipino people.
Nevertheless, Cory expressed her intention to pay off those debts. Unknown too many Filipinos was the fact that
there was a choice of waiving the said debt because those were the debt of the dictator, not of the country. Cory's
decision is an indicator of her government's intention to carry on a debt-driven economy.
Reading through Aquino's speech, we can already take cues, not just on Cory's individual ideas and aspirations,
but also the guiding principles framework of the government that she represented.
 EVALUATION

Directions: Match each of the folowing terms with the correct definition.

A. conceptual analysis D. contextual analysis G. reliability J. validity

B. content analysis E. perspective H. subtext K. content
C. context F. relational analysis I. text

1. A book or other written or printed work, regarded in terms of its content rather than its physical form.
2. A particular attitude toward or way of regarding something: a point of view.
3. A research method for studying documents and communication artifacts, which can be texts or various formats,
audio or video.
4. An analysis of a text (whatever medium, including multi-media) that helps us to assess that text within the
context of its historical and cultural setting, but also in terms of its textuallity or the qualities that characterize the
text as a text.
5. An underlying and often distinct theme in a piece of writing or conversation
6. It consists primarily in breaking down or analyzing concepts into their constituent parts in order to gain know
ledge of a better understanding of a particular philosophical issue in which the concept is involved.
7. It is concerned with understanding or measuring verbal or nonverbal communication messages (or the exchange
of information between a sender and a receiver).
8. The circumstances that form the setting for an event, statement, or idea, and in terms of which it can be fully
understood and assessed.
9. The degree to which the result of a measurement, calculation, specification can be depended on to be accurate.
10. The quality of being logically or factually sound, soundness or cogency.

VIII. REFERENCES

BOOKS
 Solmerano, ET.M. et.al. (2018). Readings in Philippine History. Manila: Fastbooks Educational Supply,
Inc.
 Candelaria, JL.P. and Alporha,V.C. (2018). Readings in Philippine History. Quezon City: Rex Book Store,
Inc.

PREPARED BY:

Lect. Japhet Q. Porsona

Proofread by:

SHIELA R. RADA, MAED

BSED Coordinator
 Validated by:

REYNALDO GUGA, Ph.D.

Head, Teacher Education Department

Recommended for Approval by:

CARMEN J. RIVA, Ph.D.

Dean of Instruction

Approved by:

EMELIA B. RAMOS, Ph.D.

Campus Director