LESSON 3:

CONTENT AND
CONTEXTUAL
ANALYSIS
 1 To familiarize oneself with the primary documents in

Learning different historical period

2 To learn history through primary sources

Objectives To properly interpret primary sources through examining

3 the content and context of the document

To understand the context behind each selected document

4
 C O N T E N T A N A LY S I S
research using the categorization and
classification of speech, written text, interviews,
images, or other forms of communication.
 C O N T E X T A N A LY S I S
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, but also in terms of its textuality
– or the qualities that characterize the text as a
text.
 In this lesson, we are going to look back at the number of
primary sources from different historical periods and evaluate
these documents' content in terms of historical value and
examine the context of their production.
• Brief Summary of the First Voyage Around
the World by Magellan
• Kartilya ng Katipunan
• Revisiting Corazon Aquino Speech before
the U.S. Congress
• Selected Philippine Political Caricature of
the American Era
 Analysis of Pigafetta's
• chronicle of Pigafetta wasChronicle
one of the most cited
documents by historians who wished to study the
precolonial Philippines.
• Pigafetta was seen as a credible source for a period,
which was prior unchronicled and undocumented.
• Being the earliest detailed documentation, it was
believed that Pigafetta's writings account for the purest
precolonial society.
 Analysis of Pigafetta's
• In the case of Pigafetta, the reader needs to understand
Chronicle
that he was chronicler commissioned by the King of
Spain to accompany and document a voyage intended
to expand the Spanish empire.
• He was also noble descent who came from rich family
in Italy.
• These attributes influenced his narrative, selection of
details, characterization, interpretation and retelling of
events.
 Analysis of Pigafetta's
Chronicle
• In reading Pigafetta's description of the people,he was
coming from 16th century European perspective.
• He is whether implicitly or explicitly, regarded the
indigenous belief system and way of life as inferior to
the Christianity and Europeans.
• He would always remark on the nakedness of the
natives or how he was fascinated by their exotic
culture.
 Analysis of Pigafetta's
Chronicle
• He 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 precious metals
like gold.
• His observations and assessments of the indigenous
cultures employed the European standard.
 Analysis of Pigafetta's
Chronicle
• Pigafetta saw them as being naked because from the
European standpoint, they were wearing fewer clothes
indeed.
• 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 rich gold
mines.
 Analysis of Pigafetta's
Chronicle
• 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 seen as prestige goods.
• These contexts should be used and understood in
order to have a more qualified reading of Pigafetta's
account.
 TO BE
continue.
..
Analysis of the "Kartilya ng
Katipunan"
• As document written for fraternity whose main
purpose is to overthrow a colonial regime, we ran
explain the content and provisions of the Kartilya as
reaction and response to certain value systems that
they found despicable in the present state of things
that they struggled against with.
 Analysis of the "Kartilya ng
Katipunan"
• In the context of the Spanish colonial era where indios
were treated as the inferior of the white Europeans, the
Katipunan saw to it that the alternative order that they
wished to promulgate through their revolution
necessarily destroyed this kind of unjust hierachy.
 Analysis of the "Kartilya ng
Katipunan"
• Equality, tolerance, freedom and liberty were values
that first emerged in the 18th century French
revolution, which spread throughout Europe and
reached the educated class of the colonies.
• Aside from the liberal values that can be dissected in
the document, we can also decipher certain Victorian
and chivalrous values in text.
 Analysis of the "Kartilya ng
Katipunan"
• The teaching of Katipunan on how women should be
treated with honor and respect, while positive in many
respects and certainly significant stride from the
practice of raping and phisically abusing women, can
still be telling of the Katipunan's secondary regard for
women in relation to men.
 Analysis of the "Kartilya ng
• Katipunan"
Katipunan can be criticized because of these
provisions.
• One must not forget the context where the
organization was born.
• Katipunan's recognition of women as important
partners in the struggle as reflected not just in Kartilya
but also in the organizational structure of fraternity
 Analysis of the "Kartilya ng
Katipunan"
• 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 how
one should develop and conduct one's self.
 Analysis of the "Kartilya ng
Katipunan"
• All in all, proper reading of the Kartilya will reveal a
more thorough understanding of the Katipunan and
the significant role that it played in the revolution and
in the unfolding of the Philippine history, as we know it.
 GROUP ACTIVITY
1&2: Revisiting Corazon Aquino Speech before the US
Congress (Summary and Analysis)
3&4: Selected Political Caricature of the American Era
(Description of cartoon and Analysis)
RUBRICS:
Presentation- 30
Content- 25
Cooperation-15
TOTAL-70
 GROUP 1
Acuesa, Ralph Angelo B.
Alonzo, Kathleen Ivy R.
Amparo, Roel V.
Barbon, Jedson Andrei C.
Bautista, Leira Rhiz A.
Bornales IV, Nestor B.
Buri, Janel Edriece C
Cadavedo, Brian Derek C.
Cahigan, Rhea May G.
Capulong, James Laurence E
Chavez, Menzhie Colin A.
 Group 2
Condes, Derick L.
Conise, Angela Marie O
Cordizar, Ricalyn M.
Datusabalintao, Juhaiber S.
Enriquez, Mariel D.
Fabilane, Joshua M.
Garcia, Mhel Khyean Louiegue R.
Gloria, Blademir
Gonzaga, Edriq O.
Guevarra, Karen Jane D.
Januras, Jasmine Mae M.
Lasco, Mavin Carla S
 Group 3
Lazo, Phoebe Gisella T.
Magallanes, Gemuel H.
Medina, Jesley Karl T.
Medullar, Jan Eric A.
Montemor, Rhea Laine L.
Montevirgen, Karl Andrei A.
Natividad, Francis Jonathan R.
Palloc, John Mark F.
Pandac, Maria Luderie O.
Pascua, Kyla Joy A.
Pimentel, Exequiel C.
 Group 4
Plazos, Cleofel A.
Quito, Kenneth Gavrielle P.
Ragonton, Aldrich Ethelwin P.
Ramirez, James Brian F.
Relanes, John Christian R.
Reyes, Apollo S.
Saringan, Joemell M.
Singhid Jr., James M
Tagalog, Andrea Merlyn A.
Tolentino, Maann
Villanueva, Julia G.
Yance, Jose Mari D.