NAME OF THE General Education

PROGRAM
COURSE TITLE Readings in Philippine COURSE CODE SOC 101
History
PREREQUISITE/ CO- None COURSE UNIT 3 units
REQUISITE
COURSE OUTCOME CO2: Analyze the context, content, and perspective of
selected primary sources in Philippine history to critically
understand the social, political, religious, and economic
problems now faced by the Filipino people
MODULE 3 Interpreting Primary Sources and Understanding
Perspective
LESSON LEARNING After successful completion of this module, you should be
OUTCOME/S able to:
a. distinguish the contribution of different kinds of
primary sources in understanding Philippine history;
and
b. examine the context, content, and perspective of
the selected primary historical sources that were
discussed.
TOPICS ⮚ Identification of the historical importance of the text
and examination of the author's main argument and
point of view
⮚ How to interpret primary sources through examining
the context and content of the document
⮚ Primary Historical Sources: Examine Antonio
Pigafetta’s “First Voyage around the World”:
Magellan-Elcano’s Expedition
WEEK / INCLUSIVE Week 5-6
DATE ● September 12-17, 2022
● September 19-24, 2022
MODALITY Synchronous (Zoom/Microsoft Teams/RingCentral)
Asynchronous (Neo LMS)

▪ LESSON PROPER

Examination of the author's main argument and point of view

Only historical sources and facts provide historians with access to historical
representations of the past. As a result, the historian's duties include both finding
historical data and facts as well as interpreting those facts. It is the responsibility of
the historian to give these data context, arrange them chronologically, identify
causes, and write history. Only historical sources and facts provide historians with
access to historical representations of the past. He is a unique individual who is
shaped by a variety of factors, including his context, environment, philosophy,
education, and influences. His bias will unavoidably affect how he conducts his
historical investigation.
Here are some guide questions in critically analyzing or examining the
author’s main argument and point of view.

⮚ What is the author’s main objective in writing the article, book, etc.?
⮚ Does the author seek to persuade, convince, to identify problem, or to
provide a solution?
⮚ What are the forms of evidence used by the author? Are they effective and
for whom?

A further step in the analysis of primary sources is to examine the author’s

main argument or main point of view. In the process of analyzing a primary source,
a history student must closely examine a single text written by a single author in an
attempt to understand why the writer/ author wrote the particular text in a
particular way, to a particular audience and for what purpose?
Students must critically analyze or examine the text (article, book etc.)
based on these guidelines:

1. What was argued or described by the writer?

2. How did the writer present his argument or point of view?
3. Why did the writer choose (for example, persuasion) as the method of
presentation?
4. What evidences or arguments that the writer used in persuading his audience?
5. What does the writer ultimately hope to achieve by writing this particular text?

Deeds, statutes, war narratives, and other texts with important historical
content can be provided by individuals or groups expressing different points of
view. These texts or documents are significant in and interesting from a historical
perspective. The degree of significance is a matter of interpretation, often
connected to the value systems of the period in which the interpretations are made,
but many of the historical documents produced today, such as personal letters,
pictures, contracts, newspapers, and medical records would be considered valuable
historical documents that will survive the test of time.

By considering preservation issues and either printing documents in a

manner that time capsules, the creation of new knowledge or the application of the
information is thus the fundamental purpose of thoroughly evaluating the primary
source. Therefore, creating new knowledge or using the data from the primary
source (document sample) to investigate bigger historical questions or context is
the primary purpose of thoroughly evaluating the primary source.

Examining the context and content of the document

One way to analyze primary sources is the contextual analysis or simply

called textual analysis. Understanding the historical context of a primary source
is called for understanding the attitudes and influences that shaped the creations of
the primary source. If not placed into historical context, a primary source’s true
meaning might be misinterpreted.
Here are some specific questions to ask in analyzing primary sources
 o What kind of document do you have? Is it a treatise letter? A manuscript, or
a printed document?
o Was it published? If yes, when and where?
o Who is the author? What positions, role, reputations, status, did the author
have at the time of writing?
o Is the author well- known today or at the time of writing?
o Who is the intended audience?
o Who read this text at that time? What are the responses of those who read
it?
o What was to be gained and what were the risks in writing this text?
o How is this document related to other primary documents known to you,
particularly from the same time period?
o Does this document square with what you know from secondary sources?
o What evidence do you have for your claim about the text? A further step in
the analysis of primary sources is to examine the author’s main argument
or main point of view.

Examining the context and content of First Voyage Around the World by
Antonio Pigafetta

A Brief Summary of First Voyage Around the World by Antonio Pigafetta

Pigafetta is an Italian scholar and explorer from Italy, who organized the Spanish
Expeditions to the East Indies from 1519-1522 to search for western route to the
Maluku Islands (the Spice Island) resulting in the first circumnavigation of the Earth,
completed by Juan Sebastian Elcano.

He traveled with the Portuguese explorer Ferdinand Magellan and his crew by
order of the King Charles 1 of Spain on their Voyage around the world. His
travelogue is one of the most important primary sources in the study of pre-colonial
Philippines. 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.

On March 16, 1521, Antonio Pigafetta wrote his first-hand 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” “These people have no arms, but use sticks, which have a fishbone at
the end. They are poor, but ingenious, and great thieves, and for the sake of that
we called these three islands the Ladrones Islands”. It is presently known as
Marianas Islands. It is located south-southeast of Japan, west-southwest of Hawaii,
north of New Guinea, and east of Philippines.
Pigafetta reported that they reach 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. After two days, March 18, nine men came to them and show
joy and eagerness in seeing them and welcomed them with food, drinks, and gifts.
The natives gave them: fish, palm wine (uraca) figs, cochos, and Rice (umai).
Pigafetta described what seemed like a coconut. “This palm produces a fruit names
cocho, which is large as the head, or thereabouts: its first husk is green, and two
fingers in thickness, in its they find certain threads, with which they make the cords
for fastening their boats. Under these husks there is another very hard, and thicker
than that of a walnut. They burned this second rind, and make with it a powder
which is useful to them. Under this rind there is a white marrow of a fingers
thickness, which they eat fresh with meat and fish, as we do bread, and it has the
taste of almond, and if anyone dried it, he might make bread of it.

The natives willingly showed them different islands and the names of this islands.
They went to Humunu Island (Homonhon) where they found the first signs of
gold in the island. They named the island with the nearby islands as the Archipelago
of St. Lazarus and on March 25, they saw two ballangai (balangay). The leader (or
king) Raja Siagu, sent his men to the ship of Magellan. The king offered to give
Magellan a bar of gold and chest of ginger; Magellan declined. Instead, Magellan
asked for money for the needs of his ships. The king responded by giving them the
needed provisions and food in chinaware. Magellan exchanged gifts of robes in
Turkish fashions, red cap, knives and mirrors.

The two men expressed their desire to become brothers. Magellan also boasted of
his men in an armor who could not struck with swords and daggers. The king was
fascinated and remarked that men in such armor could be worth one hundred of his
men. Magellan showed other weapons, helmets and artilleries. He also
shared his charts and maps and how they found the islands. Magellan was
introduced to the king’s brother who was also king of another island. They went to
this island and they saw mines of gold. The gold was abundant that the parts of the
ship and the house of the second king were made of gold. Magellan and his men
met Raja Calambu, Pigafetta described him as the most handsome of all men that
he saw in this place. He was adorned with golden accessories like golden dagger,
which he carried with him in a wooden polished sheath.

On March 31, 1521 (Easter Sunday), Magellan ordered the chaplain to preside a
Mass by the shore. The king sent two dead pigs and attended the Mass with the
other king. “…when the offertory of the mass came, the two kings, went to kiss the
cross like us, but they offered nothing, and at the elevation of the body of our Lord
they were kneeling like us, and adored our Lord with joined hands.” After the Mass,
Magellan ordered that the cross be brought with nails and crowned in place.
Magellan explained that 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 and
the cross would be beneficial for their people because once the Spaniards saw this
cross, then they would know that they had been in this land and would not cause
them troubles, and any person who might be held captives by them would be
released.
April 7, 1521. Magellan and his men reached the port of Cebu, the largest and the
richest of the islands with the helped of Raja Calambu. The king of Cebu, Rajah
Humabon, demanded that they pay tribute as it was customary but Magellan
refused. Magellan said that he was the captain himself and thus would not pay
tribute to the other king. Magellan’s interpreter explained to the king of Cebu that
Magellan’s king was the emperor of the great empire and that it would do them
better to make friends with them than to forge enmity.

The king consulted his council and the next day, together with the other principal
men of Cebu, they met in an open space and the king offered a bit of his blood
demanded that Magellan do the same. “Then the king said that he was content, and
as a greater sign of affection he sent him a little of his blood from his right arm, and
wish he should do the like. Our people answered that he would do it. Besides that,
he said that all the captains who came to his country had been accustomed to make
a present to him, and he to them, and therefore they should ask their captain if he
would observe the custom. Our people answered that he would: but as the king
wished to keep up the custom, let him begin and make a present, and then the
captain would do his duty.”

Magellan spoke about peace and God. People took pleasure in his speech.
Magellan asked the people who would succeed the king after his reign and the
people responded that the eldest child of the king, who happened to be a daughter,
would be the next in line. Parents were no longer taken into account and has to
follow the orders of their children as the new leaders of the land. People wished to
become Christians through their free will and not because they were forced or
intimidated.

April 14, 1521. The people gathered with the king and other principal men of the
island. Magellan spoke and encouraged the king to be a good Christian by burning
all the idols and worship the cross instead. The king of Cebu was baptized as
Christians. “To that the king and all his people answered that thy would obey the
commands of the captain and do all that he told them. The captain took the king by
the hand, and they walk about on the scaffolding, and when he was baptized, he
said that he would name him Don Charles (Carlos), as the emperor his sovereign
was named: and he named the prince Don Fernand (Fernando), after the brother of
the emperor, and the king of Mazavva Jehan: to the Moor he gave the name of
Christopher, and to the others each a name of his fancy.” After eight days, all of the
island’s inhabitant were already baptized. Pigafetta admitted that they burned a
village down for obeying neither the king nor Magellan. The Mass was conducted by
the shore every day. When the queen, Hara Amihan came to the Mass one day,
Magellan gave her an Image of the Infant Jesus made by Pigafetta himself.

April 26, 1521. Zula, a principal man from the island of Matan (Mactan) went to
see Magellan and ask him a boat full of men so that he could fight the chief name
Silalapulapu (Lapu-lapu). According to Zula, Lapu-lapu refused to obey the king and
was also preventing him from doing so. Magellan offered three boats and went to
Mactan himself to fight Lapu-lapu. “When we reached land, we found the islanders
fifteen hundred in number, drawn up in three squadrons; they came down upon us
with terrible shouts, two squadrons attacking us on the flanks, and the third in front.
The captain then divided his men in two bands. Our musketeers and crossbow-men
fired for half an hour from a distance, but did nothing, since the bullets and arrows,
though they passed through their shields made of thin wood, and perhaps wounded
their arms, yet did not stop them. They arrived in Mactan in daylight with 49 in
numbers while the islanders of Mactan were estimated to number 1500. The captain
shouted not to fire, but he was not listened to. The islanders seeing that the shots of
our guns did them little or no harm would not retire, but shouted more loudly, and
springing from one side to the other to avoid our shots, they at the same time drew
nearer to us, throwing arrows, javelins, spears hardened in fire, stones and even
mud, so that we could hardly defend ourselves. Some of them cast lances pointed
with iron at the captain-general.”

Magellan died in the battle. The natives perceiving that the bodies of the
enemies were protected with armors, aimed for their legs instead. Magellan was
pierced with a poisoned arrow in his right leg. A few of their men charges at the
natives and tried to intimidate them by burning an entire village but this only
enraged the natives further. Magellan was specifically targeted because the native
knew he was the captain general. Magellan was hit with a lance in the face.
Magellan retaliated and pierced the same native with his lance in the breast and
tried to draw his sword but could not lift it because of his wounded arms. One native
with a great sword delivered a blow in Magellan’s left leg, brought him face down
and the natives ceaselessly attacked Magellan with lances, swords and even their
bare hands. Thus, overpowering him, several times he turned round towards us to
see if we were all in safety, as though his obstinate fight had no other object than to
give an opportunity for the retreat of his men.

The king of Cebu who was baptized could have sent help but Magellan instructed
him not to join the battle and stay in the balangay so that he would see how they
fought. The king offered the people of Mactan’s 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 momento of their victory. Duarte Barbosa is elected as the new
captain. Henry, Magellan’s slave and interpreter betrayed them and told the king of
Cebu that they intended to leave as quickly as possible. The slave allegedly told the
king that if he followed his advice, the king would acquire the ships and the goods
of Magellan’s fleet. The two conspired and betrayed what was left of Magellan’s
men.

The king invited these men to a gathering where he said he would present the
jewels that he would send for the King of Spain. Twenty-four men attended while
Pigafetta was not able to joined because he was nursing his battle wounds. The
natives had slain all the men except the interpreter and Juan Serrano who was
already wounded. The fleet departed and abandoned Serrano. They left Cebu and
continued their journey around the world. From the original five ships set to sail
(San Antonio, Concepcion, Victoria, Trinidad and Santiago) only Victoria returned
to Spain. And from the original 237 men only 18 men survived.

Key Notes on the Magellan-Elcano Expedition

⮚ The Magellan expedition made history's first trip around the globe. A
Spanish voyage led by Ferdinand Magellan set sail from Seville in 1519
in quest of a sea route through the Americas and across the Pacific Ocean.
 ⮚ Along with becoming the first to complete a world circumnavigation, the
Magellan-Elcano expedition also laid the groundwork for numerous other
historical and scientific firsts. It was now possible to finish modern maps of
the Earth and confirm the previously unconfirmed size of the ocean
separating the Americas from Asia, which Magellan named the "Pacific." The
expedition also directly confirmed that the Earth was round, even
though this had long since been taken for granted.
⮚ After Magellan was murdered in the Philippines in April 1521, Basque
navigator Juan Sebastian Elcano assumed command of the Victoria.
The crew endured a lengthy, arduous voyage home during which they were
plagued by famine, scurvy, and harassment by Portuguese ships. In
September 1522, only Elcano and 21 other travelers made it to Spain and
they were the first men to complete a single-empire circumnavigation.

▪ ACTIVITY/ EXERCISE/ASSIGNMENT

Activity 1: Content and Context Analysis

⮚ Analyze the Magellan’s Voyage Around the World by Antonio Pigafetta
⮚ Refer to the guide questions to ask in analyzing primary sources
⮚ Critically analyze the importance of the historical information as to how the
Filipino people face the social, political, religious, and economic problems in
the country
⮚ Submit your work on the drop box via NEO LMS.

Activity 2: Research Work

⮚ Read historical sources about the Expedition of Miguel López de Legazpi by
Andrés de Urdaneta via NEO LMS.
⮚ Examine Andrés de Urdaneta main argument and point of view about the
expedition.
⮚ Submit your work on the drop box via NEO LMS.

▪ EQUIPMENT OR MATERIALS TO BE USED (for face-to-face)

None

▪ PRACTICAL EXERCISES (for face-to-face)

None

▪ SUPPLEMENTARY LEARNING MATERIALS

Read: The Expedition of Miguel López de Legazpi by Andrés de Urdaneta

Location: NEO LMS

▪ REFERENCES
 Antonio Pigafetta. First Voyage Around the World, (23-48) {Chronicle}.

Readings in Philippine History. Teodoro Agoncillo's History of the Filipino People.

Summary of Chapter 15-20

William Henry Scott, Pre-Hispanic Source Materials for the Study of Philippine History
(pp.90-135).

NAME OF THE General Education

PROGRAM
COURSE TITLE Readings in Philippine COURSE CODE SOC 101
History
PREREQUISITE/ CO- None COURSE UNIT 3 units
REQUISITE
COURSE OUTCOME CO2: Analyze the context, content, and perspective of
selected primary sources in Philippine history to critically
understand the social, political, religious, and economic
problems now faced by the Filipino people
MODULE 4 Interpreting Primary Sources and Understanding
Perspective
LESSON LEARNING After successful completion of this module, you should be
OUTCOME/S able to:
a. distinguish the contribution of different kinds of
primary sources in understanding Philippine history;
and
b. examine the context, content, and perspective of
the selected primary historical sources that were
discussed.
TOPICS ⮚ Historical Sources: Customs of the Tagalog
⮚ The political, social, religious, and economic status
of the Philippines prior to the Spanish colonization in
the Tagalog region
⮚ The significance of religious and spiritual practices
and beliefs of early Filipinos to the past and present
Philippine society
WEEK / INCLUSIVE Week 7
DATE September 26-30, 2022
MODALITY Synchronous (Zoom/Microsoft Teams/RingCentral)
Asynchronous (Neo LMS)

▪ LESSON PROPER
Customs of the Tagalog by Juan de Plasencia

It is said that our way of life today comes from our early customs, culture and
traditions. In this module, Spanish missionaries able to witness our early
settlements that focus on the Tagalog region as stated in Juan de Plasencia
chronicle.

Plasencia belonged to the Franciscan order and came together with the first
batch of Franciscan missionaries who arrived in the Philippines on July 2, 1578. He
and Fray Diego de Oropresa were assigned to do mission works in Southern
Tagalog area. Aside from performing sacerdotal and missionary functions,
Plasencia also helped in the foundation and organization of numerous towns in
Quezon, Laguna, Rizal and Bulacan. His continuous interaction with the people
he converted to Christianity enabled him to write a book entitled Relacion de las
Costumbres de Los Tagalos (Customs of the Tagalogs, 1589). It vividly
describes the political, social, economic and cultural practices of the Filipinos before
they were Christianized.

His biggest challenge at that time was how to make the articles of faith
comprehensible to people who have never heard of Christ nor the Catholic Church.
In 1593, he published the book Doctrina Christiana en Lengua Espanola Y
Tagala, the first printed book in the Philippines. He used it as reading
material for those Filipinos who wanted to deepen their faith in the newly accepted
religion. After several years of converting the natives and teaching catechism, the
Franciscan Order honored him with the title "Venerable." Plasencia died in Liliw,
Laguna in 1590.

Historical Context: Customs of the Tagalog

During the first century of Spanish rule, colonial officials had the hard time
running local politics because of the limited number of Spaniards who wanted to live
outside Intramuros. This situation forced them to allow Filipinos to hold the position
of gobernadorcillo. To ensure that they would remain loyal to the Crown, they
instructed the friars assigned in the parishes to supervise and monitor the activities
of the gobernadorcillo. Hence, the friars ended up performing the administrative
duties that colonial officials should have been doing in the local level. They
supervised the election of the local executives, helped in the collection of taxes,
directly involved in educating the youth and performed other civic duties. As years
went by, the friars ended up the most knowledgeable and influential figure in the
pueblo.

Some duties of friars assigned in mission territories:

● inform periodically their superiors of what was going on in their respective

assignments.
 ● report the number of natives they converted, the people’s way of life, their
socio-economic situation and the problems they encountered

● submit short letters while others who were keen observers and gifted writers
wrote long dispatches

On top of the regular reports they submit, they also shared their personal
observations and experiences. Plasencia’s Relacion de las Costumbres de Los
Tagalos (Customs of the Tagalog, 1589) is an example of this kind of work. It
contains numerous information that historians could use in reconstructing the
political and socio-cultural history of the Tagalog region. His work is a primary
source because he personally witnessed the events and observations that he
discussed in his account.

About the Text: Plasencia’s Account on the Customs of the Tagalogs

The work of Plasencia is considered by many historians as an example of a

friar account. This kind of writing is one of the most common contemporaneous
account during the early part of the Spanish period. The original text of Plasencia’s
Customs of the Tagalogs is currently kept in Archivo General de Indias in Seville,
Spain. There is also a duplicate copy of it in the Archivo Franciscano Ibero-Oriental,
in Madrid, Spain. In the Philippines, an English version of it appeared in volume VII
of the Blair and Robertson collections. Another English translation of it was
published as part of the volume for pre-Hispanic Philippines of the Filipiniana Book
Guild series and what will be presented below is from this version.

Highlighted Customs of the Tagalogs

Governing system lead by Datos

a. Governs only few people between 30-100
b. This tribal gathering is called barangay
c. They don’t settle far from others. They are not subject to one another, except
friendship and relationship
d. The chief (datu) helps one another in wars

Social Hierarchy: The Caste System

There are three status/castes within a barangay: Maharlika, Aliping

Namamahay, Aliping sa Guiguilir

Maharlika (nobles) - People who are born free. They do not need to pay taxes and
must accompany the datos in war. They would keep their status for a lifetime
however, this can be taken if he/she marries a slave. In this case, the kids would be
divided and they would inherit the status of their mother or father.
Aliping Namamahay - They have their own properties but has to serve their own
masters. The children belonging to this caste inherit the status of their parents.
They cannot be treated as a slave nor can be sold off.

Aliping sa Guiguilir - They serve their master in their houses and lands and can
be sold off. The master can reward his/her slaves by giving them a portion of the
harvest so that the slaves would be faithful to him/her.

Witches - As for the witches, they killed them and their children and
accomplices became slaves of the chief after he had made some
recompense to the injured person. Other offences are punished by fines in gold
which not paid with promptness, exposed the culprit to serve until the payment
should be made

Religion: Worship and Belief

⮚ There were no temples or sacred places in which Filipinos would worship. The
word simbahan means a place to worship which is constructed at a large
house of the chief where people of the tribe go to celebrate festivals (also
known as pandot).

⮚ They beat large and small drums successively during the feast which usually
lasted four days. During this, the barangay or family unite to worship which
they called nagaanitos.

⮚ Among their many idols, there was named “Bathala”, means signify "all
powerful", or “maker of all things", which they worship the most.

The Entities that the Tagalogs Worship

⮚ The sun - almost universally respected and honored because of its beauty
⮚ The moon and stars - they would rejoice, especially when full moon. As for
the stars, they did not name them except for the morning star, which they
called Tala
⮚ The constellations
a. Seven little goats - the Pleiades; a star cluster
b. Balatik - the Greater Bear constellation
c. Mapolon - the change of seasons

⮚ They have many idols named Lic-ha, which comes in many forms. They had
another idol called Dian Masalanta, who was the patron of lovers and of the
generations. They called Lacapati and Indianale, patron of cultivation of
land and husbandry

⮚ Buaya – crocodiles were respected by the Tagalogs due to their fear of being
harmed by them; they offered a portion of what they carried in their boats to
them

Distinctions of Devils According to the Friars

 ⮚ Catolonan - Priest from a people of rank and officiates the offering sacrifice
for a feast and the food to be eaten being offered to the devil

⮚ Mangagauay - They pretend to heal the sick in order to deceive others

⮚ Manyisalat - They can cast remedies to couples for them to abandon one
another

⮚ Mancocolam (mangkukulam) - Can emit fire from himself which cannot be

extinguished

⮚ Hocloban (hukluban) - Much more powerful than a mangagauay in which

they can kill anyone without the use of any medicine. They can also heal
those who are ill

⮚ Silagan - if they saw anyone in white, they’ll tear out its liver and eat it, thus
causing his death

⮚ Magtatangal (manananggal) - They would go out at night without their

heads and put it back into their bodies before the sun rise

⮚ Osuang (aswang) - Tribesmen reported that they saw the “osuang” who
can fly and murdered a man and ate his flesh

⮚ Mangagayoma (gayuma) - They would seduce their partners with charms

and other accessories so they can deceive them

⮚ Sonat - This devil helped people to die. They can also know if the soul they
helped to die can either be saved or not

⮚ Pangatahojan - They can predict the future

⮚ Bayoguin - These are men who are in the nature of a woman

Plasencia’s referred to certain devilish beliefs such as the mangagauay and

mangagayoma. He regarded them both as “witches” who performed deceitful
healing procedures, a judgment made by an outsider who knew nothing about the
complexity of indigenous psyche. What he failed to realize is that in traditional
cultures, these so-called “evil” practices were an integral part of Filipino folk beliefs.

⮚ Superstitions. They find omens in events they witness (i.e., when someone
sneezed, met on their way a rat or serpent, or the Tigmamanuguin bird sang
they would go home in fear that evil would befall them if they continued their
journey). The Tigmamanuguin bird’s (a blue bird as large as a turtle-dove)
song had two forms: a good omen, and a bad omen.

⮚ Burying the Dead. In burying the dead, the corpse would be placed beside
its house and be mourned at for 4 days. It will then be laid on a boat which
 serves as a coffin which is guarded by a slave. The grief of the relatives of the
deceased is followed by eating and drinking.

Contribution and Relevance of the Document in Understanding the Grand

Narrative of Philippine History

a. Plasencia’s account about customs of the Tagalogs is a very popular primary

source because it vividly described the situation of the Philippines before it
was tainted with Spanish and Christian influences. Scholars read his accounts
because it covered numerous topics that are relevant in many disciplines.

b. Political scientists for instance find it useful because it contains a lot of

information about the social classes, political stratifications and legal system
of the Tagalog region. Many of what we know about the duties and
responsibilities of the datu, maharlika and alipin came from Plasencia’s
account.

c. Moreover, it also talks about property rights, marriage rituals, burial practices
and the manner in which justice is dispensed. Plasencia also preserved and
popularized the unwritten customs, traditions, religious and superstitious
beliefs of the Filipinos. One can also say that our historical knowledge about
the manananggal, aswang, hukluban, gayuma, etc. came from Plasencia’s
works.

d. Priests and missionaries also read Plasencia’s Customs of the Tagalogs and
Doctrina Christiana because they get a lot of insights that help and inspire
them to become effective evangelizers. One insight they got from Plasencia is
the realization that one needs to master the local language and study the
culture of the people if you want to be a successful missionary.

e. Plasencia’s historical writings also disprove the claim of some Spaniards that
when they arrived in the Philippines, Filipinos were still uncivilized and
lacking in culture. It is clear in the excerpts quoted above that at the time
Plasencia was assigned in the Tagalog region Filipinos were already politically
and economically organized. They have a functioning government, tax
system, set of laws, criminal justice system, indigenous calendar and
longstanding customs and traditions.

f. Moreover, they have already a concept of supreme being (Bathala), practiced

burial customs and believed in life after death. Lastly, Plasencia also
mentioned that the people he met were wearing garments, gold ornaments
and their houses were decorated with idols. All of these lead to the conclusion
that prior to the coming of the Spaniards, Filipinos were already civilized and
maintained a lifestyle that was at par or even better than other countries in
Southeast Asia.

▪ ACTIVITY/ EXERCISE/ASSIGNMENT

Activity 1: Content and Context Analysis

 ⮚ Analyze the Customs of the Tagalog by Juan de Plasencia.
⮚ Refer to the guide questions to ask in analyzing primary sources as
discussed in Module 3: Interpreting Primary Sources and
Understanding Perspective.
⮚ Critically analyze the influence of the historical information as to how the
Filipino people face the social, political, religious, and economic problems in
the country
⮚ Submit your work on the drop box via NEO LMS.

Activity 2: Critical Essay

⮚ Discuss the significance of religious and spiritual practices and beliefs of early
Filipinos to the past and present Philippine society.
⮚ Submit your work on the drop box via NEO LMS.
▪ EQUIPMENT OR MATERIALS TO BE USED (for face-to-face)

None

▪ PRACTICAL EXERCISES (for face-to-face)

None

▪ SUPPLEMENTARY LEARNING MATERIALS

Read: The Philippines: An Overview of the Colonial Era

Link: https://www.asianstudies.org/publications/eaa/archives/the-philippines-an-
overview-of-the-colonial-era/

Watch: Customs of The Tagalogs

Link: https://www.youtube.com/watch?v=SJW5ID1YhMQ

Watch: Historical Analysis | Customs of the Tagalogs of Juan de Plasencia

Link: https://www.youtube.com/watch?v=re8z3A71Wq8

▪ REFERENCES

Juan de Plasencia, Customs of the Tagalogs, (Garcia 1979, pp. 221-234).

Readings in Philippine History. Teodoro Agoncillo's History of the Filipino People.

(pp.184-187).
Summary of Chapter 15-20.

William Henry Scott, Pre-Hispanic Source Materials for the Study of Philippine History
(pp.90-135).
 NAME OF THE General Education
PROGRAM
COURSE TITLE Readings in Philippine COURSE SOC 101
History CODE
PREREQUISITE/ None COURSE 3 units
CO-REQUISITE UNIT
COURSE CO2: Analyze the context, content, and perspective of
OUTCOME selected primary sources in Philippine history to critically
understand the social, political, religious, and economic
problems now faced by the Filipino people
MODULE 5 Interpreting Primary Sources and Understanding
Perspective
LESSON After successful completion of this module, you should
LEARNING be able to:
OUTCOME/S a. distinguish the contribution of different kinds of
primary sources in understanding Philippine history;
and
b. examine the context, content, and perspective of
the selected primary historical sources that were
discussed.
TOPICS ⮚ Emilio Jacinto’s “Kartilya ng Katipunan”
⮚ The impact of Filipino uprising (the Katipunan)
through revolution to the past and present
Philippine society
WEEK / Week 8
INCLUSIVE DATE October 3-5, 2022
MODALITY Synchronous (Zoom/Microsoft Teams/RingCentral)
Asynchronous (Neo LMS)

▪ LESSON PROPER
Author’s Background: Who is Emilio Jacinto

Emilio Jacinto penned The Kartilya ng Katipunan in 1892. A brilliant and

courageous young man recognized as the heart and mind of the Katipunan, Emilio
Jacinto was known for both. He used the alias "Dimas-ilaw." Mariano Jacinto and
Josefa Dizon welcomed him into the world on December 15, 1875 in Manila. He was
the author of Kalayaan, the society newspaper. Jacinto contributed to directing the
struggle for the independence of the Philippines from Spain throughout his brief life.
He outlined the fundamentals of the new Bonifacio-envisioned administration. He
had a decent education and spoke Tagalog and Spanish well. He managed the
Katipunan's funds and acted as its spokesperson.

Jacinto rose to the rank of general in the organization's guerilla army

and actively participated in the conflict with the Spanish close to Manila. In
Magdalena, Laguna, Emilio Jacinto lived and fought against the Spanish. In
February 1898, he was severely hurt during a skirmish at the Maimpis River, but
he sought safety in the Santa Maria Magdalena Parish Church, which now has a
memorial commemorating the incident. Malaria claimed his life on April 16, 1899.
Emilio Jacinto, the general, was only 24 years old.

Historical Background of the Document

⮚ The Kartilya ng Katipunan was supposedly named as Katungkulang

Gagawin ng mga Z.LI.B. also known as “Duties of the sons of the
People.” The original version of the document has 14 paragraphs that contains
the values that a Katipunero should have. Each paragraph contained unique
discussion of the different aspects of a person’s life.

⮚ Katungkulang Gagawin ng mga Z.LI.B. Andres Bonifacio, a founding

member of La Liga Filipina, penned Katungkulang Gagawin ng mga Z.LL.B.:
it is in Katipunan code: standing for “A. ng B.”, the capital letters mean Anak
ng Bayan, Children of the Nation or as some historians translate: “sons of
the people.”

⮚ Andres Bonifacio first wrote “Duties of the Sons of the People” which
were strictly followed by the members of the Katipunan. This
Decalogue showed the beliefs of Bonifacio. Later on, Bonifacio adapted
Emilio Jacinto’s Kartilya ng Katipunan as the official teaching of the
Katipunan. The difference between Bonifacio’s Decalogue and Kartilya ng
Katipunan is Kartilya ng Katipunan is much longer and philosophical which
showed concepts of virtuous living as lessons for self-reflection.

⮚ Kartilya ng Katipunan was not only a leading for the members of the
Katipunan but it embodied moral and nationalistic principle for all
Filipinos. It can also be noted that this document shows about philosophy in
life, exhibiting human greatness within, to appreciate the authenticity of local
traditions, spiritual beliefs, family idea and cultural diversity, a collection of the
Katipunan’s ideas and principles and its significance, and to bear in the minds of
 the members that they are their own people, Filipinos, uniting for the
betterment of their country.

⮚ Katipunan (KKK) is an organization with the goal of liberating from the

Spaniards. It also aimed to teach Filipinos good manners, cleanliness, fine
morals, and to encourage the people to help themselves and defend the
oppressed. The order for those who want to join the association shall have the
full understanding and knowledge of its guiding principles and main teachings
so that they may perform their duties wholeheartedly. Applicants who are
merely there to know the secrets of the Katipunan, seek personal gratification,
sell the association handful of silver, cannot proceed, seek financial support
relief should not proceed. Katipuneros have weighty tasks that is why it is
important that those who will join will have sense of responsibility and are ready
to fight in order to protect the association and the Filipinos.

The Katipunan as an Association

The punctual payment of dues is required: one-peso upon entry and then
twelve and a half-centimos each month. The custodian of the funds will periodically
render an account to the members, and each member has a right to examine the
accounts, should he so wish.

The Katipunan emphasized the fourteen (14) rules which the members
need to live by:

1. A life that is not dedicated to a noble and divine cause is like a tree without a
shade, if not, a poisonous weed.

2. A deed that is carried out for self-interest and is without sincerity lacks nobility.

3. True piety is the act of being charitable, loving one's fellowmen, and being
judicious in behavior, speech and deed.

4. We are all equal, regardless of the color of their skin; while one could have more
education, wealth or beauty than the other, none of them can overpass one's
identity.

5. A person with a noble character values honor above self-interest, while a person
with a base character values self-interest above honor.

6. To a man with a sense of shame, his word is inviolate.

7. Do not waste your time; lost wealth can be retrieved, but time lost is lost
forever.

8. Defend the oppressed and fight the oppressor.

9. A wise man is someone who is careful in all that he says; learn to keep the
things that need to be kept secret.
 10.In the thorny path of life, the man leads the way and his wife and children
follow; If the leader goes the way of evil, so do the followers.

11.Never regard a woman as an object for you to trifle with; rather you should
consider her as a partner and a friend in times of need; give proper
considerations to a woman’s frailty and never forget that your own mother, who
brought you forth and nurtured you from infancy, is herself such a person.

12.Do not make to the wife, children and brothers and sisters of others what you
do not want others to make to your wife, children and brothers and sisters.

13.Worth is not measured by one’s status in life, neither by the length of nose nor
the fairness of skin, and certainly not by whether he is a priest claiming to be
God’s deputy. Even if he is a tribesman/tribeswoman from the hills and speaks
only his/her own tongue, one is honorable if he/she possesses a good character,
is true to his/her word, has fine perceptions and is loyal to his/her native land.

14.When these teachings shall have been propagated and the glorious sun of
freedom begins to shine on these poor islands to enlighten a united race and
people, then all the loves lost, all the struggle and sacrifices shall not have been
in vain.

▪ ACTIVITY/ EXERCISE/ASSIGNMENT

Activity 1: Context and Content Analysis

⮚ Analyze the Customs of the “Kartilya ng Katipunan” by Emilio Jacinto
⮚ What are the factors that could have influenced the author in writing of the
document?
⮚ Discuss your overall observation and insights of the “Kartilya” as a primary
source in Philippine History
⮚ Submit your work on the drop box via NEO LMS.

Activity 2: Critical Essay

⮚ What is the relevance/contribution of the document in Philippine history?

⮚ What is the impact of the uprising of the Katipunan to the past and present
Philippine society?
⮚ Submit your work on the drop box via NEO LMS.

▪ EQUIPMENT OR MATERIALS TO BE USED (for face-to-face)

None

▪ PRACTICAL EXERCISES (for face-to-face)

None
▪ SUPPLEMENTARY LEARNING MATERIALS

Read: https://philippineculturaleducation.com.ph/kartilya-ng-katipunan/

Read: http://msc.edu.ph/centennial/katipunan.html

▪ REFERENCES

Emilio Jacinto. “Kartilla ng Katipunan" (Richardson, 2013, pp. 131-137) [Declaration

of Principles]

Santiago Alvarez, Katipunan and the Revolution: Memoirs of a General, (pp. 82-88).