Saint Anthony’s College
Santa Cruz, Santa Ana, Cagayan 3514 | FAS School System
COLLEGE DEPARTMENT
LEARNING MODULE
PRELIMS
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SUBJECT: READINGS PHILIPPINE HISTORY
YEAR LEVEL: 1ST YEAR COLLEGE
SEMESTER: 1ST SEMESTER
SCHOOL YEAR: 2021-2022
SUBJECT TEACHER: Gregorio Victorino P. Mata, MA. Ed.
TOPIC: Content and contextual analysis of selected primary source; identification
of the historical importance of the text; and examinations of the author’s
main argument and point of view.
INTRODUCTION:
In the preceding chapter, we have discussed the importance of familiarizing oneself about
the different kinds of historical sources. The historian’s primary tool of understanding
and interpreting the past is the historical sources. Historical sources ascertain historical
facts. Such facts are then analyzed and interpreted by the historian to weave historical
narrative. Specifically, historians who study certain historical subjects and events need to
make use of various primary sources to weave the narrative. Primary sources, as
discussed in the preceding chapter, consist of documents, memoir, accounts, and other
materials that were produced at the period of the event or subject being studied.
As students in Philippine history, performing context and content analysis is considered
an essential learning outcome. Developing such competence requires you to have a rich
exposure of primary sources where you have a first-hand experience in making context
and content analysis. “Context” means the social meaning or shared interpretation of a
situation which is the underlying perspective reflected in the text. In doing context
analysis, you will interpret and make sound judgement on the historical situation of the
source. You journey to the time and place of the sources and consequently feel the
situation at that time. More importantly, you determine the author’s background, intent
and authority on the subject and ascertain the sources’ relevance and meaning in today’s
landscape.
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In this chapter, you are going to look at several primary sources from different historical
periods and evaluate these documents’ content in terms of historical value and examine
the context of their production.
STANDARDS:
Learning Objectives:
• Explain the process of Origin, Purpose, Value and Limitation (OPVL) as a
technique for analyzing historical documents.
• Discuss the advantages and disadvantages of primary and secondary data in
historical writing.
• Explain why “limitation” is the hardest stage of the OPVL technique.
• Compare OPVL with other techniques in analyzing historical documents.
TRANSFER:
Learning Outcomes:
• Analyze the context, content, and the perspective of different kinds of primary
sources using OPVL method and other models of primary source analysis
• Determine the contribution on different kinds of primary sources in
understanding Philippine history and contemporary society
• Develop critical thinking and analytical skills with exposure to primary sources
*NOTE: Put your answers on a yellow pad paper.
WEEK 1
ENRICHMENT ACTIVITY: Exploring different techniques in analyzing historical
source.
Directions:
1. Read Carefully the Guide for using Primary Source or Original Source
Documents ( Ref. Reading in Philippine History by Antonio I Tamayao, Ph. D.,
Pages 39-42)
2. Watch purposively and intently the educational video on analyzing primary
sources available at the following websites. Guided by the rubric below, answer
the following questions:
1. https://www.youtube.com/watch?v=41Jvy-vsQvQ(OPVL)
2. https://youtu.be/-sWJEZil2Y4 (Method for analyzing sources)
Rubric:
Success Indicator Descriptor Allotted
Points
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Completeness All questions are answered 3
Quality Each answer is explained well with 15
elaborations and/or example
Miscellaneous The answer sheet is erasure-free and cleanly 2
accomplished. No grammatical lapses are
incurred
1. List five (5) interesting new facts you learned from the videos.
________________________________________________________________________
________________________________________________________________________
2. What are the similarities and differences of the techniques or methods in
analyzing primary source?
________________________________________________________________________
________________________________________________________________________
3. Which do you think is a more comprehensive technique in analyzing primary
sources? Why?
________________________________________________________________________
________________________________________________________________________
4. Answer Check Up Quiz Page 44
DISCUSSION/ SUMMARY
A guide for using Primary source or original source documents
ORIGIN, PURPOSE, VALUE AND LIMITATION (OPVL) is a technique for analyzing
historical documents. It is used extensively in the international Baccalaureate curriculum
and testing materials and is incredibly helpful in teaching students to be critical observers.
It is also known as document-based questions.
OPVL can be adapted to be used in any grade. Younger students can answer more
concrete, factual questions about a document, while older students have more capacity
for abstract reasoning, placing documents in historical context, and drawing conclusions.
ORIGIN- In order to analyze the source, you must first know what it is. Sometimes not all
of these questions can be answered. The more you do know about where a document is
coming from, the easier it is to ascertain purpose, value and limitation.
PRIMARY - letter, journal, interview, speeches, photos, paintings, etc. Primary sources
are created by someone who is the “first person”; these documents can also be called
“original source documents”. The author or creator is presenting original materials as a
result of discovery or to share new information or opinions.
SECONDARY – materials that are written with the benefit of hindsight and materials that
filter primary sources through interpretation or evaluation. Books commenting on
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historical incident in history are secondary sources. Political cartoons can be tricky
because they can be considered either primary or secondary.
Note: One is not more reliable than the other. Valuable information can be gleaned from both types
of documents. A primary document can tell you about the original author’s perspective; a
secondary document can tell you how the primary document was received during a specific period
or by a specific audience.
PURPOSE – this is the point where you start the real evaluation of the piece and try to
figure out the purpose for its creation. You must be able to think as the author of the
document.
VALUE- Now, comes the hard part. Putting on your historian hat, you must determine:
based on who wrote it, when/ where it came from and why it was created… what value
does this document have as a piece of evidence? This is where you show your expertise
and put the piece in context.
LIMITATION- this is probably the hardest part. The task here is not to point out
weaknesses of the source, but rather to say: at what point does this source cease to be of
value to us as historians?
New Idea: Week 1 lesson and activities brought me to realization/ thought me _______
______________________________________________________________________________
______________________________________________________________________________
Week 2
ACTIVITY 2: ANALYZING HISTORICAL DOCUMENT
Directions:
1. Read carefully the “History of the Philippine Islands” of Antonio de Morga
(Ref. Readings in Philippine History by Antonio I. Tamayao,Ph.D, pages 46-51)
2. Answer the following questions.
3. Use the rubric below as a guide in accomplishing the required task.
Success Indicator Descriptor Allotted
Points
Completeness All questions are answered 15
Quality Each answer is explained well with 25
elaborations and/or example
Miscellaneous The answer sheet is erasure-free and cleanly 10
accomplished. No grammatical lapses are
incurred
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DOCUMENT ANALYSIS
No. Particulars Answers
1 Origin
• Who is the author in terms of gender, religion,
nationality, and political belief?
• When was it created?
• When was it published?
• Where was it published
• Who is publishing it?
• Is there anything we know about the author that is
pertinent to your evaluation?
2 Purpose
• Why does this document exist?
• Why did the author create this piece of work?
What is the intent?
• Who is intended audience?
• What does the document “say”?
3 Value
• What can we tell from the author piece?
• What can we tell about the period from the piece?
• How do you feel about the author’s perspectives
from the piece?
• What was going on in history at the time the piece
was created and how does this piece accurately
reflect it?
4 Limitation
• What part of the story can we NOT tell from this
document?
• How could we verify the content of the piece?
5 Contemporary Relevance
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• How relevant is the reading to the understanding
of socio-political, religious, and cultural landscape
of the Philippines?
• What is the contribution of the reading to
Philippine history?
DISCUSSION/ SUMMARY
Antonio de Morga wrote his scholarly work Sucesos de las Islas Filipinas (Events in the
Philippine Islands) which was published in 1609 in Mexico. It is a primary source that
was read and annotated by Dr. Jose Rizal. This book contains Morga’s personal
experiences and documentation from eyewitnesses of the events in the country. In
contrast to the religous chronicles, the book is known to be the first history of the
Philippines to be written by layman Filipino historians, then and now, find it as a valuable
document accounting the state of Filipinos’ socio-economic, political, and religious beliefs
before the coming of the Spaniards. However, some narratives of Morga are often
distorted facts with erroneous conceptions about prehispanic Filipino cultural practices.
His writing is a good example of how colonial history has presented the prehispanic time
as a period of “darkness or backwardness” to justify Spanich conquest and Filipino’s
conversion to Christianity.
As an eyewitness, Antonio de Morga was primarily a lawyer who joined the government
service in 1580. Thereafter, he was appointed in 1593 as Lieutenant Governor in manila.
Check-up Quiz
Read and analyze each statement below. On the space before each number, write A if
the first statement is correct, B if the second statement is incorrect, C if both statements
are correct and D if both statements are incorrect.
______1. A. Prehispanic Filipinos practiced barter.
B. Prehispanic Filipinos did not engage in international trade.
______2. A. Social stratification (class divisions) in the prehispanic period is rigid, that is,
one cannot escape from slavery
B. Adulteries were punishable corporally
______3. A. Concubinage, rape, and incest were not regarded as serious crimes
B. Precolonial Filipinos were pagans
______4. A. Morga perceived the catalonas as experienced witches and sorcerers but to
the prehispanic Filipinos,they were priests or religious leaders.
B. Morga perceived the early Filipinos to habe high civilization
______5. A. Morga saw the early Filipinos to be nomadic or having no permanent
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settlement.
B. Barangai is where the pre-hispanic Filipinos lived.
WEEK 3:
ACTIVITY 3: ANALYZING HISTORICAL DOCUMENT
Analyzing the “History of the Philippine Province of the Islands” of the Society of
Jesus by Pedro Chirino
Directions:
1. Read carefully the “History of the Philippine Province of the Islands” of the
Society of Jesus by Pedro Chirino”
(Ref. Readings in Philippine History by Antonio I. Tamayao,Ph.D, pages 56-65)
2. Answer the following questions.
3. Use the rubric below as a guide in accomplishing the required task.
Success Indicator Descriptor Allotted
Points
Completeness All questions are answered 15
Quality Each answer is explained well with 25
elaborations and/or example
Miscellaneous The answer sheet is erasure-free and cleanly 10
accomplished. No grammatical lapses are
incurred
DOCUMENT ANALYSIS
No. Particulars Answers
1 Origin
• Who is the author in terms of gender, religion,
nationality, and political belief?
• When was it created?
• When was it published?
• Where was it published
• Who is publishing it?
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• Is there anything we know about the author that is
pertinent to your evaluation?
2 Purpose
• Why does this document exist?
• Why did the author create this piece of work?
What is the intent?
• Who is intended audience?
• What does the document “say”?
3 Value
• What can we tell from the author piece?
• What can we tell about the time period from the
piece?
• How do you feel about the author’s perspectives
from the piece?
• What was going on in history at the time the piece
was created and how does this piece accurately
reflect it?
4 Limitation
• What part of the story can we NOT tell from this
document?
• How could we verify the content of the piece?
5 Contemporary Relevance
• How relevant is the reading to the understanding
of socio-political, religious and cultural landscape
of the Philippines?
• What is the contribution of the reading to
Philippine history?
DISCUSSION/ SUMMARY
Antonio de Morga and Father Pedro Chirino are the early chroniclers who wrote about
the prehispanic Filipinos. However, they differ inwriting because Pedro Chirino was
more religious – accounting the functions, roles and achievements of Spanish
missionaries. Since his focus is on ecclesiastical history, is narrative is more on church
history and contains a lesson purposely reinforcing Christianity and developing religious
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vocation. On the other hand, the writing of Morga is more secular or general history, he
being a lay writing about his experiences in the Philippines.
To Filipino historians, the writings of Chirino were more of a chronicle of a missionary
priest rather than a history of the Philippines. His writing is another primary source
showing the darkness or backwardness of the early Filipinos as well as their advancement
or enlightenment after their conquest and conversion to Christianity.
Check-up Quiz
Read and analyze each statement below. On the space before each number, write A if
the first statement is correct, B if the second statement is incorrect, C if both statements
are correct and D if both statements are incorrect.
______1. A. The Supreme God of the precolonial Filipinos is called Bathalang Maykapal,
the creator of heaven and earth and all living things
B. The worship of the prehispanic Filipinos on numerous gods and spirits is
likened to the ancient Egyptians, Greek, Romans and assyrians.
______2. A. Early Filipinos deeply venerated the crocodile and whenever they saw it,
they addressed it “Nono,” grandfather.
B. The Filipinos drew the first man from a big bamboo, from one node a man
came out, from the other a woman.
______3. A. To Chirino, the precolonial Filipino women were not decent, modest and
shy
B. To Chirino, the precolonial Filipinos do not have a common temple
______4. A. Marrigae is solemnized with a sacrifice by the “catalonan” and “babaylan”
B. Women give the dowryonce the union is agreed
______5. A. The description of Chirino and Morga about the Filipino women are
the same
B. The precolonial Filipinos attribute divinity to different forms of idolatry.
WEEK 4
ACTIVITY 4: ANALYZING HISTORICAL DOCUMENT
Directions:
1. Read carefully the “Kartilla of Katipunan” by Jim Richardson
(Ref. Readings in Philippine History by Antonio I. Tamayao,Ph.D, pages 69-73)
2. Answer the following questions.
3. Use the rubric below as a guide in accomplishing the required task.
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Success Indicator Descriptor Allotted
Points
Completeness All questions are answered 15
Quality Each answer is explained well with 25
elaborations and/or example
Miscellaneous The answer sheet is erasure-free and cleanly 10
accomplished. No grammatical lapses are
incurred
DOCUMENT ANALYSIS
No. Particulars Answers
1 Origin
• Who is the author in terms of gender, religion,
nationality, and political belief?
• When was it created?
• When was it published?
• Where was it published
• Who is publishing it?
• Is there anything we know about the author that is
pertinent to your evaluation?
2 Purpose
• Why does this document exist?
• Why did the author create this piece of work?
What is the intent?
• Who is intended audience?
• What does the document “say”?
3 Value
• What can we tell from the author piece?
• What can we tell about the period from the piece?
• How do you feel about the author’s perspectives
from the piece?
• What was going on in history at the time the piece
was created and how does this piece accurately
reflect it?
4 Limitation
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• What part of the story can we NOT tell from this
document?
• How could we verify the content of the piece?
5 Contemporary Relevance
• How relevant is the reading to the understanding
of socio-political, religious, and cultural landscape
of the Philippines?
• What is the contribution of the reading to
Philippine history?
DISCUSSION/ SUMMARY
Emilio Jacinto, the so-called the “Brains of the Katipunan” crafted the Kartilla as he
believed in the necessity and value of a guidebook in instructing and helping new recruits
to accept and embody the eideals of the KKK. The guidebook provided a code of conduct
with fourteen “teachings” in which the members of the society are required to read and
to live by.
The Kartilla was basically an intellectual and moral foundation for the Katipuneros. Its
ultimate goal was to create an egalitarian society and develop a morally upright Filipino
nation. Intellectually, its teachings provide higher ideals of reasons as well as new mental
paradigm for the Filipinos in creating and defining a nation for themselves free from
colonial restraints. Morally, it echoes moral lessons about freedom, equality and
participation as well as social or collective justice.
Understanding the Kartilla is a great source of Filipino moral consciousness. It provides
a meaningful insight on the Filipinos’ idea on what constitutes a good society and the
ideal individuals living in it. It is also a rich source of essential in changing the Philippines
for the better.
Reference Book:
• Readings in Philippine History
Antonio I. Tamayao, Ph.D.
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