RIPH PRELIM REVIEWER make broad focus more on the

generalizations about specific, detailed

people, ideas, events, developments that
What is and what is not history?
or time periods in underpin the
Non Historians Historians history. generalizations, and
sometimes question
Non-historians often History is the study of or reject the
say that “history change over time, and generalizations
repeats itself” or that it covers all aspects of themselves.
“things were always human society.
this way.” Non - historians may Historians have
assume that time various ways of
Non-historians often History is exclusively periods are fixed and organizing history
romanticize the past as a story of absolute. thematically and
and speak of the progress with chronologically.
“good old days” when everything constantly
they believe that improving.
things were generally Meaning and relevance of history
better than at present. ● History was derived from the Greek word
historia which means "knowledge
Non-historians derive Historians know that
information mainly all sources, even acquired through inquiry or
from television, those original to a investigation."
movies, and the particular historical ● Historia became known as the account
internet as well as time period, have of the past of a person or of a group
some books or some biases, of people through written documents
magazines. They omissions, and historical evidence.
generally accept any contradictions, or
● History is the study of the past. Events
sources uncritically as various other
long as the source is limitations. occurring before the invention of writing
interesting. systems are considered prehistory.
● History is an umbrella term that relates to
Non-historians read Historians read books past events as well as the memory,
books or watch or watch discovery, collection, organization,
documentaries of their documentaries and go
presentation, and interpretation of
choice. to archives in search
of original records. information about these events.
● Scholars who focus on history are called
Non-historians Historians know that historians. The historian's role is to
assume that the philosophy and place the past in context, using
historians have methodology of
sources from moments and events,
always approached history have changed
history the same way. over time and will and filling in the gaps to the best of
keep changing. their ability.
● Written documents are not the only
sources historians use to develop their
Non-historians often Historians tend to understanding of the past. They also use
 material objects, oral accounts,
ecological markers, art, and artifacts as
historical sources.
● History also includes the academic
discipline, which uses narrative to
describe, examine, question, and
analyze a sequence of past events, and
investigate the patterns of cause and
effect that are related to them.
● Historians seek to understand and
represent the past through narratives.
They often debate which narrative best
explains an event, as well as the
significance of different causes and
effects.
● Historians also debate the nature of
history and its usefulness by discussing
the study of the discipline as an end in
itself and as a way of providing
"perspective" on the problems of the
present.
● Stories common to a particular culture,
but not supported by external sources
(such as the tales surrounding King
Arthur), are usually classified as
cultural heritage or legends. History
differs from myth in that it is
supported by evidence. However,
ancient influences have helped spawn
variant interpretations of the nature of
history which have evolved over the
centuries and continue to change today.
● The modern study of history is wide -
ranging, and includes the study of
specific regions and the study of certain
topical or thematic elements of historical
investigation.
● History is often taught as part of primary
and secondary education, and the
academic study of history is a major
discipline in university studies.
● Herodotus - a 5th - century BC Greek
historian is often considered (within the
Western tradition) to be the "Father of
history," or, by some, the "Father of
lies."
● Thucydides - he helped form the
foundations for the modern study of
human history.
● Their works continue to be read today,
and the gap between the culture -
focused Herodotus and the military -
focused Thucydides remains a point of
contention or approach in modern
historical writing.
● ​No historian can be 100% objective,
but historians try to recognize their own
limitations and biases.
● Historians try not to place the values,
beliefs, behaviors, and attitudes of the
present onto the topics they study.
● Historians try to understand their topics
in the context of how and why people of
that era thought and behaved, and not
how people think and act today.
● Historiography - refers to the study of
history, philosophy, and methodology of
history. Historians must be familiar with
the historiography of their particular area
of study.
Importance of History
"A Filipino society with citizens informed of
their history, who love their country and are
proud of their cultural heritage" speaks
volumes emphasizing how important it is for you
to know history.
For our academic discussion, the following are
the reasons why we study history,
courtesy of Peter N. Stearns (1998) of
American Historical Association:
1. History Helps Us Understand People
and Societies - In the first place, history
offers a storehouse of information about
how people and societies behave.
Understanding the operations of people
and societies is difficult, though a
number of disciplines make the attempt.
An exclusive reliance on current data
would needlessly handicap our efforts.
How can we evaluate war if the nation is
at peace — unless we use historical
materials? How can we understand
genius, the influence of technological
innovation, or the role that beliefs play in
shaping family life, if we don't use what
we know about experiences in the past?
Some social scientists attempt to
formulate laws or theories about human
behavior using history as one of their
bases.
2. History Helps Us Understand Change
and How the Society We Live in Came
to Be - The second reason history is
inescapable as a subject of serious study
follows closely on the first. The past
causes the present, and so the future.
Any time we try to know why something
happened — whether a shift in political
party dominance in the Philippines, a
major change in the teenage suicide
rate, or a conflict in the Cordilleras or the
siege of Zamboanga and Marawi — we
have to look for factors that took shape
earlier.
3. History is Important in Our Own Lives
- History well told is beautiful. Many of
the historians who most appeal to the
general reading public know the
importance of dramatic and skillful writing
— as well as of accuracy. Biography and
military history appeal in part because of
the tales they contain. History as art and
entertainment serves a real purpose, on
aesthetic grounds but also on the level of
human understanding.
4. History Contributes to Moral
Understanding - History also provides a
terrain for moral contemplation. Studying
the stories of individuals and situations in
the past allows a student of history to
test his or her own moral sense, to hone
it against some of the real complexities
individuals have faced in difficult settings.
People who have weathered adversity
not just in some work of fiction, but in
real, historical circumstances can provide
inspiration.
5. History Provides Identity - History also
helps provide identity, and this is
unquestionably one of the reasons all
modern nations encourage its teaching in
some form. Historical data include
evidence about how families, groups,
institutions and whole countries were
formed and about how they have evolved
while retaining cohesion.
6. Studying History Is Essential for Good
Citizenship - A study of history is
essenVal for good citizenship. This is the
most common justification for the place
of history in school curricula. Sometimes
advocates of citizenship history hope
merely to promote national identity and
loyalty through a history spiced by vivid
stories and lessons in individual success
and morality.
7. History Develops in the Students the
Ability to Assess Evidence - The study
of history builds experience in dealing
 with and assessing various kinds of
evidence — the sorts of evidence
historians use in shaping the most
accurate pictures of the past that they
can. Learning how to interpret the
statements of past political leaders —
one kind of evidence — helps form the
capacity to distinguish between the
objective and the self - serving among
statements made by present - day
political leaders.
8. History Develops in the Students the
Ability to Assess Conflicting
Interpretations - Learning history means
gaining some skill in sorting through
diverse, often conflicting interpretations.
Understanding how societies work — the
central goal of historical study — is
inherently imprecise, and the same
certainly holds true for understanding
what is going on in the present day.
9. History Is Useful in Your Career and in
the World of Work - History is useful for
work. Its study helps create good
business people, professionals, and
political leaders. The number of explicit
professional jobs for historians is
considerable, but most people who study
history do not become professional
historians. Rather, it the professionals
from various fields become later on
historians by building on the concrete
foundation of historiography during the
academic preparation as what you are
doing right now.
The Historical Sources
What is a Historical Source?
● Any leftover of the past can be
considered a source. It might well be a
document, and we often think of history
as a textual discipline, based on the
interpretation of written texts, but it might
also be a building, a piece of art or an
ephemeral object – a train ticket, say, or
perhaps a pair of shoes. These are all
'sources' because they all provide us in
different ways with information which can
add to the sum of our knowledge of the
past.
● Sources only become historical
evidence, however, when they are
interpreted by the historian to make
sense of the past.
● It all depends on what the historian
wants to know. This is why it makes little
sense to ask if something is 'good
historical evidence', without knowing
what evidence it's supposed to provide.
For us, students of history, we need to
classify these historical sources so we
know their historical value.
Primary and secondary sources
With the past as history's subject matter, the
historian's most important research tools are
historical sources. In general, historical sources
can be classified between primary and secondary
sources.
1. Primary sources are those produced at
the same time as the event, period, or
subject being studied. For example, if a
historian wishes to study the
Commonwealth Constitution Convention
of 1935, his primary sources can include
the minutes of the convention,
newspaper clippings, Philippine
commission reports of the U.S.
representatives, among others. Other
examples of primary sources include:
● Autobiographies and memoirs
● Diaries, personal letters, and
correspondence
● Interviews, surveys, and
fieldwork
● Internet communications on
email, blogs, listservs, and news
groups of Photographs,
drawings, and posters
● Works of art and literature
● Books, magazine and
newspaper articles and ads
published at the time
● Public opinion polls
● Speeches and oral histories
● Original documents (birth
certificates, property deeds, trial
transcripts)
● Research data, such as census
statistics
● Official and unofficial records of
organizations and government
agencies
● Artifacts of all kinds, such as
tools, coins, clothing, furniture,
etc.
● Audio recordings, DVDs, and
video recordings
● Government documents
(reports, bills, proclamations,
hearings, etc.)
● Patents
● Technical reports
● Scientific journal articles
reporting experimental research
results
2. Secondary sources are those which
are produced by an author who used
primary sources to produce the
material. For example, on the subject of
the Philippine Revolution of 1896
students can read Teodoro Agoncillo's
Revolt of the Masses: The Story of
Bonifacio and the Katipunan published
originally in 1956. Other examples of
secondary source include:
● Bibliographies
● Biographical works
● Reference books, including
dictionaries, encyclopedias, and
atlases
● Articles from magazines,
journals, and newspapers after
the event
● Literature reviews and review
articles (e.g., movie reviews,
book reviews)
● History books and other popular
or scholarly books
● Works of criticism and
interpretation
● Commentaries and treatises
● Textbooks
● Indexes and abstracts
Criticism of Historical Sources
The historian should be able to conduct an
external and internal criticism of the source,
specially the primary sources which can age in
centuries. Evaluation of historical data and
information is often referred to as historical
criticism and the reliable data yielded by the
process are known as historical evidence. Criteria in Analyzing a Historical
Historical evidence is derived from historical data Source
by the process of criticism.

1. External criticism is the practice of

verifying the authenticity of evidence by Criteria Things to
examining its physical characteristics of Evaluate/Analyze
the time when it was produced; and the
materials used for the evidence. Accuracy - The historical event
● Here, evidence is examined posted and
accompanying
based on physical
interpretation is
characteristics like materials accurate and
used for the evidence, the verifiable
structure, layout and the design - Make sure the
are scrutinized also. author provides e -
● Involves finding out if the source mail or a contact
address/phone
material is genuine and if passes
number.
textual integrity. - Know the distinction
● External criticism in historical between author and
research evaluates the validity Webmaster.
of the document this is,where
and by whom it was produced. Authority - What credentials are
listed for the authors?
Are they educated to
2. Internal criticism, on the other hand, is be or trained in
the examination of the truthfulness of the historiography?
evidence. - Where is the
● It looks at the truthfulness and document published
factuality of the evidence by and verified?
looking at the author of the
source and its context. Objectivity - Determine if page is
● Internal criticism evaluates the a mask for
meaning accuracy and truth advertising; if so
worthiness of the content of the information might be
document. biased.
● Internal criticism concerned with - View any Web page
as you would an
the accuracy and meaning of the
infomercial on
data contained in the document. television. Ask
yourself why was this
written and for whom?
• Check if there are
 monetary matters or
motivation behind the
motive of posting
Currency - Is the post current or
latest?
- When was it
produced? When was
it updated?
Coverage - Is it free or is there a
fee to obtain the
information?
-Is there an option for
text only, or frames, or
a suggested browser
for better viewing?
Historical Context
● Historical context is an important part of
life and literature, and without it,
memories, stories, and characters have
less meaning.
● Historical context deals with the details
that surround an occurrence. In more
technical terms, 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
details are what enable us to interpret
and analyze works or events of the
past, or even the future, rather than
merely judge them by contemporary
standards (Fleming, 2019).
● Historical context is the social, political,
cultural, economic, and environmental
situations that influence the events or
trends we see happen during that time.
Therefore, if we are unfamiliar with the
traditions, culture, thinking, or events
happening at any time in history, we
could misinterpret or lose the meaning of
a piece of writing we are reading.
● Therefore, in order to fully understand a
source, you must place it within the
context of the time period in which it was
produced. This process is called
contextualizing.
● Contextualizing a historical source
involves paying attention to the people
who produced it, the time in which they
worked, what was going on during that
time, and how what was going on may
have influenced the production of the
source. It also involves understanding
how the source's language, concepts,
and terms were used within that
historical context, since meanings
change over time.
● In short, contextualizing a source
increases a writer's credibility since it
demonstrates the writer’s willingness to
understand the source and its time
period on its own terms.
Why is Context Important?
● Context can be anything providing
meaning. It can take any shape or form
as long as it clarifies what one is trying
to say. Context adds specificity to your
reading of historical events and directs
the your attention to a particular train of
thought.
● Context is information that helps the
message of a history text make sense.
Whether it’s a novel, a memoir, or a
collection of short stories, a piece of
 writing can be interpreted variablely
depending on the contextual factors
provided by the author. Some context is
obviously stated and some requires a
close reading of the history work — so
it’s important for every student of history
to know what context is and how to use it
in their readings of Philippine history.
Historical Analysis of Pigafetta's
Account of Magellan's Arrival in the
Philippines
● This document reveals several insights
not just in the character of the Philippines
during pre - colonial period, but also on
how the fresh eyes of the Europeans
regard a deeply unfamiliar terrain,
environment, people and culture.
Published after Pigafetta returned to
Italy, his work became a classic that
prominent literary men in the West like
William Shakespeare, Michel de
Montaigne and Giambattista Vic o
referred to the book in their interpretation
of the New World.
● Pigafetta's travelog, when published in
Europe in 1535, became a worldwide
sensation. Situated during the time when
Europe, known as the Old World, is
actively seeking for lands to discover and
conquer motivated by Gold, Glory, and
God (Three Gs), this historical account
became a bestseller, teasing the
imagination of the European readers
about raw tropical beauty of Oriental
lands, beautiful women, bountiful lands
awash of gold, spices, and natural
resources.
● Thus, this book became one of the most
important primary sources in the study of
pre colonial Philippines.
● Importantly, his account was also a major
referent to the events leading to
Magellan’s arrival in the Philippines, his
encounter with local leaders, his death in
the hands of Lapu Lapu's forces in the
Battle of Mactan and in the departure of
what was left of Magellan’s fleet from the
islands. Thus, completing what was
known as the first circumnavigation of
the world.
Doing Historical Analysis
● In order to fully understand a source, you
must place it within the context of the
time period in which it was produced.
Contextualizing a historical source
involves: paying attention to the people
who produced it, the time in which they
worked, what was going on during that
time, and how and what was going on
may have influenced the production of
the source.
● It also involves understanding how the
source's language, concepts, and terms
were used within that historical context,
since meanings change over time.
● In short, contextualizing a source
increases a writer's credibility since it
demonstrates the writer’s willingness to
understand the source and its time
period on its own terms.
The KKK and the Kartilya ng Katipunan
The Founding of KKK
1. Bonifacio founded the “Katastaasang
Kagalanggalangang Katipuanan ng mga
Anak ng Bayan” (KKK) on July 7, 1892
 in a house on Azcarraga street (now
Claro M. Recto), in Tondo Manila.
2. The Katipunan had colorful beginnings.
As a symbol of the member’s loyalty,
they performed the solemn rite of
sanduguan (blood compact), wherein
each one signed his name with his own
blood..
3. The members agreed to recruit more
people using the “triangle system” of
enlistment . Each original member would
recruit two new members who were not
related to each other. Each new member
would do the same thing, and so on
down the line. Members were also asked
to contribute one Real (about 25
centavos) each month in order to raise
funds for the association.
4. The two principal aims of the KKK as
gathered from the writings of Bonifacio:
1. Unity of the Filipino people, 2.
separation from Spain by means of
Revolution.
5. Rizal doubtless approved the first aim
but refused to accept the second and
this was the reason that he refused to go
along with the “Katipuneros'’ (soldiers of
the Katipunan) and voluntarily
surrendered that led him to prison and
death. – To achieve unity of the Filipinos,
propaganda work must be done and this
was through massive education and civic
training of the Katipuneros. To that end,
Bonifacio prepared his now well - known
decalogue, and Jacinto his famous
“Kartilya ng Katipunan” (Primer of the
Katipunan)
6. These are the rules in Kartilya. The
Kartilya can be treated as the
Katipunan’s Code of conduct which
contains 14 rules that instruct the way a
Katipunero should behave.
“Kartilya ng Katipunan”
Below is a translated version of the rules:
1. The life that is not consecrated to a lofty
and reasonable purpose is a tree without
a shade, if not a poisonous weed.
2. To do good for personal gain and not for
its own sake is not virtue.
3. 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.
4. 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.
5. The honorable man prefers honor to
personal gain; the scoundrel, gain to
honor.
6. To the honorable man, his word is
sacred.
7. Do not waste thy time: wealth can be
recovered but not time lost.
8. Defend the oppressed and fight the
oppressor before the law or in the field.
9. The prudent man is sparing in words and
faithful in keeping secrets.
10. 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.
11. 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 the interest in her and she
will remind thee of the mother who bore
thee and reared thee.
12. 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.
13. Man is not worth more because he is a
king, because his nose is aquiline, and
his color white, not 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.
14. When these rules of conduct shall be
known to all, the longed - for sun of
liberty shall rise brilliant over this most
unhappy porVon 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
(the katipunan) has informed himself of
all this and believes he will be able to
perform what will be his duties, he may
fill out.
● An Excerpt from the Second Paragraph
of the Kartilya which states that “The
object pursued by this association is
great and precious: to unite in ideas and
purposes all filipinos by means of a
strong oath and from union derive force
with which to tear the veil that obscures
intelligence and thus find the true path of
reason and light” – The strong oath was
documented and signed with the signed
with the blood of the “Katipuneros” (blood
(blood compact). They swore at the
Katipunan creed; Katipunan creed; to
defend the oppressed , fight the fight the
oppressor even to the extent of supreme
self - supreme self - sacrifice.
● An Excerpt from the Second Paragraph
of the Kartilya which states that – 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 “Lesson of the Organization of
the Sons of Country”.
● Therefore,the KKK members agreed on
the following objectives:
- The political goal was to completely
separate the Philippines from Spain after
declaring the country’s independence.
- The moral goal was to teach the Filipinos
good manners, cleanliness, hygiene, fine
morals, and how to guard themselves
against religious fanaticism.
- The civic goal was to encourage Filipinos
to help themselves and to defend the
poor oppressed.
Reading the Proclamation of the
Philippine Independence
Below are the glimpse and pieces of the
historical event:
1. On June 12, 1898 , The Philippine
Declaration of independence was
proclaimed in Cavite el Viejo (present
day Kawit, Cavite) by Filipino
revolutionary forces under General
Emilio Aguinaldo proclaimed the
sovereignty and independence of the
 Philippine Islands from the colonial rule
of Spain.
2. It was 1896 when the Philippine
Revolution began. Eventually, the
Spanish signed an agreement with the
revolutionaries – Emilio Aguinaldo went
into exile in Hong Kong. At the outbreak
of the Spanish - American war.
3. Commodore George Dewey sailed from
Hong Kong to Manila Bay leading a
squadron of U.S. Navy ships on May 1,
1898 as the United States defeated the
Spanish in the Battle of Manila Bay and
the U.S. The Navy transported Aguinaldo
back to the Philippines.
4. On June 12,1898, Independence was
proclaimed between four and five in
the afternoon in Cavite at the
ancestral home of General Emilio
Aguinaldo. The event saw the unfurling
of the National Flag of the Philippines,
made in Hong Kong by Marcela
Agoncillo, Lorenza Agoncillo, and Delfina
Herbosa.
5. The performance of the Marcha Filipina
Magdalo, as the national anthem, now
known as Lupang Hinirang, which
was composed by Julián Felipe and
played by the San Francisco de
Malabon marching band and the Act of
the Declaration of Independence was
prepared, written, and read by Ambrosio
Rianzares Bautista in Spanish.
6. The Declaration was signed by ninety -
eight people, among them an American
army officer who witnessed the
proclamation who attended the
proceedings, Mr. L. M. Johnson, a
Coron el of Artillery. The proclamation
of Philippine independence was,
however, promulgated on 1 August,
when many towns had already been
organized under the rules laid down by
the Dictatorial Government of General
Aguinaldo
7. The declaration was not recognized by
the U.S. nor Spain and Spain later sold
the Philippines to the United States in the
1898 Treaty of Paris ended the Spanish -
American War. Then came the Philippine
- American War as the Philippine
Revolutionary Government did not
recognize the treaty or American
sovereignty, and subsequently fought
and lost a conflict with the United States.
8. When Emilio Aguinaldo was captured by
U.S. forces, and issued a statement
acknowledging and accepting the
sovereignty of the United States over the
Philippines, following World War II, the
US granted independence to the
Philippines on July 4, 1946 via the Treaty
of Manila known as Treaty of Paris,
(1898)
9. In 1964, President Diosdado Macapagal
signed into law Republic Act No. 4166
designating June 12 as the country's
Independence Day.
10. President Macapagal explained why
such a move is appropriate in a speech
he delivered on June 12, 1962. Since the
nation’s right to liberty is not derived from
the grant or recognition of another but is
an attribute it naturally holds, Mr.
Macapagal found it “proper that what we
should celebrate is not the day when
other nations gave recognition to our
independence, but the day when we
declared our desire to exercise our
inherent and inalienable right to freedom
and independence.” He further explained
that compared to the independence
 granted by the Americans in 1946, the
declaration of independence in 1898 is
signified by the determination and unity
of local government leaders to revolt. He
credited General Aguinaldo for
galvanizing the entire nation to action,
that when he “formally assumed political
command and declared his country free
from [colonizers], a nation came into
being.” “There had been other Asian
revolutions before. But the revolution
which culminated on June 12, 1898 was
the first successful national revolution in
Asia since the coming of the West, and
the Republic to which it gave birth was
the first democratic Republic outside of
the Western hemisphere,” he added.
11. President Macapagal’s speech also
hinted at reasons why Philippine
independence is worth celebrating.
Independence Day obviously stands as a
reminder of that long - fought battle for
freedom and the people behind it. Many
who are very observant of our history
might see the nuances within the
narratives, which are worth exploring. It
still stands true, nonetheless, that the
June 12 declaration was a fruit of a
united resolve. “I moved the observance
of the anniversary of our independence
to this day,” President Macapagal
spoke, “because a nation is born into
freedom on the day when such a people,
molded into a nation by a process of
cultural evolution and a sense of
oneness born of common struggle and
suffering, announces to the world that it
asserts its natural right to liberty and is
ready to defend it with blood, life and
honor.” The nation’s rough yet
triumphant journey to freedom is one of
those things Filipinos should never
forget. This commemoration is an
admonition for Filipinos to cultivate a
thirst for knowing the rich history of the
country, including its struggle for
independence. Mr. Macapagal, in fact,
recognized in his speech the heroes
whose “acts of patriotism and
nationalism” contributed towards gaining
the independence that the nation now
enjoys. He cited heroes such as Lapu -
Lapu; Rajah Soliman; Rajah Lakandula;
Francisco Dagohoy; Diego and Gabriela
Silang; Apolinario de la Cruz; Fathers
Gomez, Burgos, and Zamora (more
known as GomBurZa); and Dr. Jose
Rizal, among others. Independence Day
also serves as an apt moment for
Filipinos to reflect on who they are in
light of all these, and of what they could
give in return as benefactors of this
emancipation which took pains to be
attained. “[I]t is fitting that as we
commemorate the anniversary of the
declaration of our independence and as
we recall the glorious events surrounding
it,” the late statesman said, “we should
examine ourselves and ask if we have
been worthy of the heritage of freedom
which our heroes bequeathed to us and
for which thousands of our patriots so
willingly shed their blood. Let
independence day therefore be an
occasion not only for commemoration,
but for spiritual self - examination.” For
President Macapagal, the heroes have a
right to ask Filipinos how strong their
Republic is today. This evokes a sense
of responsibility left for us to be
productive and truthful citizens. These
heroes, he added, might well ask the
 businessman if he did his best to
improve his methods of production and
to increase his marketing efficiency. They
also might well ask students if they have
been diligently studying “not only for high
marks, but for the sake of learning,” in
order to fully contribute to the nation’s
overall progress. They might well ask
politicians if they are placing the Nation’s
greater good above their “narrow self -
interest”. “Our heroes might well ask us
all: What have you done for your country”
A Glance of Selected Philippine
Political Caricature in Alfred
McCoy’s Philippine Cartoons:
Political Caricature of the American Era
(1900 - 1941)
Background Information
● Alfred W. McCoy was a professor of
history at the University of Wisconsin
Madison. He was born on the 8th of
June 1945 and was educated at
Columbia University, Yale University. He
and other historians took interest in the
study of politics in the Philippines and
represented their interpretation of the
situation by using cartoons.
● Philippine political cartoons gained full
expression during the American era.
Filipino artists recorded national attitudes
toward the coming of the Americans as
well as the changing mores and times.
While the 377 cartoons compiled in this
book speak for themselves, historian
Alfred McCoy’s extensive research in
Philippine and American archives
provides a comprehensive background
not only to the cartoons but to the
turbulent period a s well. Artist - writer
Alfredo Roces, who designed the book,
contributes an essay on Philippine
graphic satire of the period.
Some of the notable caricature were:
● Vince Sotto, the publisher of the
INDEPENDENT, a never missed a
chance to attack the catholic church
● In 1906, the Philippine Supreme Court
had ruled that the Roman Catholic
Church was the legal owner of all
disputed properties, thus stripping the
nationalistic Aglipayan Church of the
Parish Churches it had occupied right
after the revolution.
● During the mid 19th century from
Alejandro Roces, whose descendants
became publishers of the Manila Times.
While Santa Cruz Church still stands, the
controversial parish house became a
branch of Phil. Trust, a church owned
bank.
● Fernando Amorsolo , gives the
illustration his usual racist edge. While
the corrupt Filipino police man is shown
with normal features, the Chinese are
caricatured as emaciated, leering
creatures more rodent than human.
● In 1917 a mysterious informant named
Pedro Chua wrote the Philippines free
press alleging that senior police were
accepting bribes from Chinese gambling
houses in Binondo and Quiapo district."
● Vicente Sotto's independent insisted , in
this editorial cartoon, that Chua's
charges were accurate.
● Although the Independent's cartoon
depicts Harrison as a hero, his
suggested reform was hardly heroic.
Despite the stern rhetoric, which
 obviously appealed to the paper's
penchant for hyperbole. Harrison's
suggested reform was little more than a
temporary palliative.
● 1908 the nationalist weekly "El
Penacimiento" published an editorial
filled with Aves de Rapina (birds of prey)
which attacked the Philippine
commission's secretary of the interior,
Dean C. Norcester for abusing his office
to exploit the country.
● Eventually the protest reached
Malacanang Palace and Governor
Francis B. Harrison made a tentative
move towards reform. In a letter to the
Director General of the civil service, the
governor denounced the rapacious
demands of the landlords. He suggested
passage of a bill which sets rents at 12%
of assessed value of the property.
Content Analysis
● The presentation of the cartoons varies
from racial to conservative, vivid and
wordy to express the cartoonist’s views
and languages used are either in English
or Spanish.
● The victims are presented in a bad and
sorry state to convey sympathy from the
readers.
● The characters to emphasize on the
“good side” are shown in normal features
while the “bad” emaciated, leering,
laughing creatures, more on animal
features than human, e.g. Chinese men
in the cartoon editorial “Is the Police
Force Bribed?
● The artists, using their cartoons,
illustrated not just their opinions, but a
broad image of the Philippines under the
US.
● The transition from Spanish Colonial
period to American Occupation shows
different changes as well as in culture,
society, and politics. The drastic
introduction of democracy to a nation not
properly oriented about it and its
consequences are far from ideal. Thus, it
ushered free press. The rich remained
affluent and powerful, while the poor
people remained poor, desperate, and
victims of state repression.
Context Analysis
● American Colonial Rule: The central
backdrop of McCoy's work is the
American colonial rule in the Philippines,
which lasted from 1898 to 1946.
● Philippine-American War: The early
years of American rule were marked by
the Philippine-American War
(1899-1902), which was a brutal conflict
between Filipino nationalists seeking
independence and American forces.
● Cultural Clash: McCoy's work also
delves into the cultural clash between the
Americans and the Filipinos. The
imposition of English as the medium of
instruction, religious changes, and
American-style governance created
tensions and cultural transformations in
Philippine society.
● Nationalism and Resistance: Filipino
nationalism was a significant force during
this era, with figures like Jose Rizal and
Andres Bonifacio inspiring a sense of
identity and unity among Filipinos.
● Socio-Political Issues: McCoy's
analysis likely delves into various
 socio-political issues of the time,
including land reform, labor disputes,
education, and governance.
● Role of Media: Newspapers and
magazines played a crucial role in
disseminating information and shaping
public opinion during this period.
● Legacy and Post-Independence
Impact: McCoy's analysis might extend
to the legacy of these political cartoons
and their impact on post-independence
Philippine politics and culture.
● Broader Global Context: The American
colonial period in the Philippines
occurred during a time of global imperial
expansion, with various colonial powers
vying for control of territories.
Contribution
● Historical Documentation: McCoy's
research provides a valuable historical
record of the American colonial period in
the Philippines.
● Insights into Colonial Dynamics: The
work sheds light on the power dynamics,
cultural clashes, and social
transformations that occurred during the
American colonial period.
● Resistance and Nationalism: McCoy's
analysis underscores the importance of
resistance and nationalism during the
colonial era.
● Media as a Political Tool: The book
emphasizes the role of media,
specifically political cartoons, as a potent
political tool.
● Cultural and Social Context: McCoy's
work delves into the cultural and social
context of the Philippines during this
period.
Relevance
● Contemporary Media Analysis: In an
age of digital media and social networks,
McCoy's work remains relevant as a
historical precedent for the analysis of
visual media's role in contemporary
politics.
● Colonialism and Post-Colonialism:
The book's exploration of colonial
dynamics and resistance is relevant to
contemporary discussions of colonial
legacies and post-colonialism in various
parts of the world.
● National Identity and Memory: McCoy's
research highlights how visual media
contributes to national identity and
historical memory.
● Cultural Studies: The study of cultural
representations, like political cartoons, is
relevant in fields such as cultural studies
and visual culture.
Revisiting Corazon Aquino’s
Speech Before the U.S. Congress
Background of the author
● Corazon “Cory” Aquino or Maria Corazon
Sumulong Cojuangco-Aquino, was born
on January 25, 1933 in Tarlac,
Philippines
● She was enrolled in a law school in
Manila where she met his husband,
Benigno Aquino, Jr.
● She is the 11th president and first female
president of the Philippines and in Asia.
● She was also dubbed as the "Mother of
Democracy".
Introduction
● The famous speech by Corazon Aquino,
the former President of the Philippines, is
often associated with her declaration
following the People Power Revolution of
1986. This speech marked a significant
moment in Philippine history and
symbolized the restoration of democracy
in the country.
Historical Background
● In September 1986, former Philippine
President Corazon Aquino addressed the
United States Congress for the first time
after the fall of dictator Ferdinand Marcos
earlier that year.
● She sought support for her country,
which was grappling with significant
challenges, including a $26 billion foreign
debt and a growing communist
insurgency. Aquino's impassioned
speech, written by Teddy Locsin, Jr., the
current ambassador to the United
Nations, successfully convinced
Congress to approve a $200-million aid
package for the Philippines.
● Her speech received widespread praise,
with House Speaker Tip O'Neill calling it
the best he had heard in his 34 years in
Congress.
● Senate Majority Leader Robert Dole and
House Minority Whip Trent Lott also
commended her, and the speech
became a historic moment in Philippine
history.
Content
● In her speech, Corazon Aquino
addressed the Filipino people and the
international community from the balcony
of the Club Filipino in Quezon City on
February 25, 1986, shortly after the
People Power Revolution successfully
ousted President Ferdinand Marcos from
power.
Context
● The Philippines had been under the
authoritarian rule of President Ferdinand
Marcos for over two decades, marked by
martial law, human rights abuses, and
allegations of election fraud.
● The 1986 presidential election was
widely regarded as fraudulent, with
Marcos claiming victory over Corazon
Aquino, the opposition candidate.
● Massive protests and civil disobedience,
known as the "People Power Revolution"
or "EDSA Revolution," erupted in
response to the fraudulent election
results.
Key points of the speech
1. Acknowledgment of the People's
Victory: Aquino recognized the courage,
determination, and sacrifices of the
Filipino people who had peacefully
gathered and demonstrated their desire
for change.
2. Pledge to Serve: She pledged to serve
as the President of the Philippines,
accepting the call to lead the country
towards democracy and freedom.
3. Unity and Reconciliation: Aquino
emphasized the need for unity and
reconciliation among Filipinos,
encouraging everyone to work together
to rebuild the nation.
 4. Restoration of Democracy: She
declared the restoration of democracy in
the Philippines and the end of the
dictatorship.
5. Call for International Support: Aquino
appealed to the international community
for support and assistance in the
country's transition to democracy.
6. Democratic Principles: She affirmed
her commitment to democratic principles,
the rule of law, human rights, and justice.
7. Hope and Inspiration: Aquino's speech
conveyed a sense of hope and
inspiration for a better future, where the
Filipino people could freely determine
their destiny.
Relevance
1. Diplomacy and International Relations
2. Conflict Resolution
3. Political Leadership
4. Economic Recovery
5. Human Rights and Advocacy
6. Historical Perspective
● The Scenario - When former President
Corazon Aquino spoke before a joint
session of the United States Congress in
September of 1986, her speech was
interrupted by eleven applause and
ended with a standing ovation. It was
her first visit to America since the dictator
Ferdinand Marcos had been deposed in
February of the same year, and the
Philippines was reckoning with
everything his administration had
inflicted. That included $26 billion in total
foreign debt, and a communist
insurgency that grew, throughout the
Marcos era, from 500 armed guerillas to
16,000.
The Code of Kalantiaw
Background Information
● In the famous epic story of Maragtas,
there was this mythical legal code called
"The Code of Kalantiaw". Datu
Kalantiaw is considered by the Visayans
as the third head of Panay. It was named
after Datu Kalantiaw, who allegedly wrote
it in 1433. It was written about by Jose
E. Marco in 1913 in his historical fiction
"Las Antiguas Leyendes de la Isla de
Negros" (The Ancient Legends of the
Island of Negros). He ascribed its source
to a priest named Jose Maria Pavon.
● The historian Josue Soncuya wrote
about the Code of Kalantiaw in 1917 in
his book "Historia Prehispanica de
Filipinas" (Pre Hispanic History of the
Philippines) where he transferred the
location of the origin of the Code from
Negros to Panay because he contended
that said Code may have been related to
the Binirayan festival.
● The story on this Code has been
recognized through the ages by known
authors. In 1968, however, historian
William Henry Scott asserted in his
Doctor of Philosophy thesis, Critical
Study of the Prehispanic Source
Materials for the Study of Philippine
History that there is no evidence that any
Filipino ruler by the name of Kalantiaw
ever existed or that the Kalantiaw penal
code is any older than 1914.
● Although the said Code ceases to be
part of the texts of Philippine history,
however, many still believe its validity.
● ARTICLE I - You shall not kill, neither
shall you steal, neither shall you do harm
to the aged, lest you incur the danger of
death. All those who infringe this order
shall be condemned to death by being
drowned in the river, or in boiling water.
● ARTICLE II - You shall obey. Let all your
debts with the headman be met
punctually. He who does not obey shall
receive for the first time one hundred
lashes. If the debt is large, he shall be
condemned to thrust his hand in boiling
water thrice. For the second time, he
shall be beaten to death.
● ARTICLE III - Obey you: let no one have
women that are very young nor more
than he can support; nor be given to
excessive lust. He who does not comply
with, obey, and observe this order shall
be condemned to swim for three hours
for the first time and for the second time,
to be beaten to death with sharp thorns.
● ARTICLE IV - Observe and obey; let no
one disturb the quiet of the graves. When
passing by the caves and trees where
they are, give respect to them. He who
does not observe this shall be killed by
ants, or beaten to death with thorns.
● ARTICLE V - You shall obey; he who
exchanges for food, let it be always done
in accordance with his word. He who
does not comply, shall be beaten for one
hour, he who repeats the offense shall be
exposed for one day among ants
● ARTICLE VI - You shall be obliged to
revere sights that are held in respect,
such as those of trees of recognized
worth and other sights. He who fails to
comply shall pay with one month's work
in gold or in honey.
● ARTICLE VII - These shall be put to
death; he who kills trees of venerable
appearance; who shoots arrows at night
at old men and women; he who enters
the houses of the headmen without
permission; he who kills a shark or a
streaked cayman.
● ARTICLE VIII - Slavery for a doam (a
certain period of time) shall be suffered
by those who steal away the women of
the headmen; by him who keep ill -
tempered dogs that bite the headmen; by
him who burns the fields of another.
● ARTICLE IX - All these shall be beaten
for two days: who sing while traveling by
night; kill the Manaul; tear the documents
belonging to the headmen; are malicious
liars; or who mock the dead.
● ARTICLE X - It is decreed an obligation;
that every mother teach secretly to her
daughters matters pertaining to lust and
prepare them for womanhood; let not
men be cruel nor punish their women
when they catch them in the act of
adultery. Whoever shall disobey shall be
killed by being cut to pieces and thrown
to the caymans.
● ARTICLE XI - These shall be burned:
who by their strength or cunning have
mocked at and escaped punishment or
who have killed young boys; or try to
steal away the women of the elders.
● ARTICLE XII - These shall be drowned:
all who interfere with their superiors, or
their owners or masters; all those who
abuse themselves through their lust;
 those who destroy their anitos (idols) by Content
breaking them or throwing them down.
● ARTICLE XIII - All these shall be ● Code of Rajah Kalantiaw- Also known as
exposed to ants for half a day: who kill Code of Kalantiaw 1433 has 18 codes.
black cats durin g a new moon; or steal
Allegedly creating the first legal code in
anything from the chiefs or agorangs,
however small the object may be. the Philippines. Said to be written by
● ARTICLE XIV - These shall be made Katu Kalantiaw a chief on the island of
slaves for life: who have beautiful
negros in the Philippines. Appears to be
daughters and deny them to the sons of
chiefs, and with bad faith hide them deliberate fabrication with no historical
away. validity - was written by a priest named
● ARTICLE XV - Concerning beliefs and Marco in 1913 as a part of the historical
superstitions; these shall be beaten: who
eat the diseased flesh of beasts which fiction titled "the ancient legends of the
they hold in respect, or the herb which island of Negro.”
they consider good, who wound or kill
the young of the Manaul, or the white
monkey.
● ARTICLE XVI - The fingers shall be cut -
off: of all those who break idols of wood
and clay in their alangans and temples;
of those who destroy the daggers of the
tagalons, or break the drinking jars of the
latter.
● ARTICLE XVII - These shall be killed:
who profane sites where idols are kept,
and sites where are buried the sacred
things of their diwatas and headmen. He
who performs his necessities in those
places shall be burned.
● ARTICLE XVIII - Those who do not
cause these rules to be obeyed: if they
are headmen, they shall be put to death
by being stoned and crushed; and if they
are agorangs they shall be placed in
rivers to be eaten by sharks and
caymans.