Learning Module 3 Surigao del Norte State University

MODULE 3

TITLE: "One Past but Many Histories": Controversies and Conflicting Views in Philippine
History

TOPICS: 1. Making Sense of the Past: Historical Interpretation

2. Multiperspectivity
3. Site of the First Mass in the Philippines
4. The Two Faces of 1872 Cavite Mutiny
5. Retraction of Rizal
6. Cry of Balintawak or Pugadlawin

TIME FRAME: 8 hours

INTRODUCTION:
This chapter will analyze the different controversies and conflicting views in
Philippine history through the use of primary and secondary sources. It synthesizes four
historical events in Philippine history, namely, (1) the first mass in the Philippines; (2)
the Cavite Mutiny; (3) the retraction of Rizal; and (4) the Cry of Balintawak. These
historical events must be understood carefully to better contextualize present-day
Philippine society in terms of culture, economy, and qualities. In the last modules, we
discussed primary and secondary sources and the process of analyzing historical texts
through context and content analysis. The two key concepts that need to be defined
before proceeding to the historical analysis of historical problems are interpretation and
multiperspectivity.

INTENDED LEARNING OUTCOMES: In this lesson, learners will be able to:

a. develop a critical interpretation in historical texts for a particular event or issue; and
b. demonstrate the ability to formulate arguments in favor or against a particular event
or issue using primary sources.

PRE-TEST:
EXPLANATION. Direction: Answer the following questions in the space provided.
1. Why is it essential to interpret a historical text base on primary sources?

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GE Hist – Readings in Philippine History

Learning Module 3 Surigao del Norte State University

2. How does multiperspectivity affect the interpretation of historical facts?

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3. Give at least one historical issue in the Philippines history that needs to be criticized
and resolved.
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LEARNING ACTIVITIES:
Activity 1: Read-Me-Now: Read the following concepts and understand it.
6. "One Past but Many Histories": Controversies and Conflicting Views in
Start Philippine History
here! 6.1 Making Sense of the Past: Historical Interpretation
History is the study of the past, but a more contemporary definition is
centered on how it impacts the present through its consequences. Geoffrey
Barraclough defines history as "the attempt to discover, based on fragmentary
evidence, the significant things about the past." He also notes, "the history we
read, though based on facts, is strictly speaking, not factual at all, but a series of
accepted judgments." Such judgments of historians on how the past should be
seen make the foundation of historical interpretation.

Activity 2: Video Viewing on YouTube

Let us watch these two examples that were generally accepted in the
past, but with the help of some experts, the issues were cleared, and we get the
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historical truth that we deserved. The first example is the Code of Kalantiaw
and the second is the poem “Sa Aking Mga Kabata” by Dr. Jose P. Rizal. For

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Learning Module 3 Surigao del Norte State University

the first example, the video can be accessed on the YouTube Channel of GMA
News (2015). This is the link
https://www.youtube.com/watch?v=RKqgfCtDx0M

The Code of Kalantiaw is a mythical legal code in the epic

history of Maragtas. Before it was revealed as a hoax, it was a
source of pride for the people of Aklan. In fact, a historical marker
was installed in the town of Batan, Aklan in 1956, with the
following text:
“CODE OF KALANTIAW. Datu Bendehara
Kalantiaw, third Chief of Panay, born in Aklan,
established his government in the peninsula of Batang,
Code of Kalantiaw, the Aklan Sakup. Considered the First Filipino Lawgiver,
number one historical hoax in he promulgated in about 1433 a penal code now known
the Philippines as Code of Kalantiaw containing 18 articles. Don
Marcelino Orilla of Zaragoza, Spain, obtained the
original manuscript from an old chief of Panay which
was later translated into Spanish by Rafael Murviedo
Tzamaney.”
It was only in 1968 that it was proved a hoax, when William
Henry Scott, a doctoral candidate at the University of Santo Tomas,
defended his research on pre-Hispanic sources in Philippine history.
He attributed the code to a historical fiction written in 1913 by Jose
E. Marco titled Las Antiguas Leyendas de la Isla de Negros. Marco
attributed the code itself to a priest named Jose Maria Pavon.
Prominent Filipino historians did not dissent to Scott’s findings, but
there are still some who would like to believe that the code is a
legitimate document.
William Henry Scott
Historians utilize facts collected from primary sources
of history and then draw their own reading so that their intended
audience may understand the historical event, a process that, in
essence, "makes sense of the past." The premise is that not all
primary sources are accessible to a general audience, and without
the proper training and background, a non-historian interpreting a
primary source may do more harm than good – a primary source
may even cause misunderstandings; sometimes, even resulting in
more problems.
Interpretations of the past, therefore, vary according to
who reads the primary source, when it was read, and how it was
read. As students of history, we must be well equipped to
recognize different types of interpretations, why these may differ
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Jose E. Marco from each other, and how to critically sift these interpretations

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Learning Module 3 Surigao del Norte State University

through historical evaluation. Interpretations of historical events change over

time; thus, it is an essential skill for a student of history to track these changes
in an attempt to understand the past.
For the second example, the video can be accessed on the YouTube
Channel of Xiao Chua (2020). This is the link
https://www.youtube.com/watch?v=RKqgfCtDx0M

“Sa Aking Mga Kabata” is a poem purportedly written by Jose

Rizal when he was eight years old and is probably one of Rizal’s most
prominent works. There is no evidence to support the claim that this
poem, with the now immortalized lines “Ang hindi magmahal sa
kanyang salita ay mahigit sa hayop at malansang isda” was written by
Rizal, and worse, the evidence against Rizal’s authorship of the poem
seems all unassailable.
There exists no manuscript of the poem handwritten by Rizal.
The poem was first published in 1906, in a book by Hermenegildo Cruz.
Cruz said he received the poem from Gabriel Bento Francisco, who
José Rizal claimed to have received it in 1884 from Rizal’s close friend, Saturnino
Raselis. Rizal never mentioned writing this poem anywhere in his
writings, and more importantly, he never mentioned having a close
friend by the person of Raselis.
Further criticism of the poem reveals more about the wrongful
attribution of the poem to Rizal. The poem was written in Tagalog and
referred to the word “kalayaan.” But it was documented in Rizal’s letters
that he first encountered the word through Marcelo H. del Pilar’s
translation of Rizal’s essay “El Amor Patrio,” where it was spelled as
“kalayahan.”
While Rizal’s native tongue was Tagalog, he was educated in
Teodora Alonso Spanish, starting from his mother, Teodora Alonso. Later on, he would
express disappointment in his difficulty in expressing himself in his
native tongue.
The poem’s spelling is also suspect – the use of letters “k” and
“w” to replace “c” and “u,” respectively were suggested by Rizal as an
adult. If the poem was indeed written during his time, it should use the
original Spanish orthography that was prevalent in his time.

Many things we accept as "true" about the past might not be the case
anymore; just because there were taught to us as "facts" when we were younger
does not mean that it is set in stone – history is, after all, a construct. And as a
construct, it is open for interpretation. There might be conflicting and competing
accounts of the past that need one's attention and can impact the way we view
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our country's history and identity. Therefore, it is essential to be subject to

evaluation of not only the primary sources but also the historical interpretation

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Learning Module 3 Surigao del Norte State University

of the same to ensure that the current interpretation is reliable to support our
acceptance of past events.
After watching the two videos, answer the following questions:
1. What can you say about the two videos?
2. Do you agree about the pieces of evidence presented by the experts?
3. What are your conclusions?

6.2 Multiperspectivity
With several possibilities for interpreting the past, another important
concept that we must note is multiperspectivity. This can be defined as looking
at historical events, personalities, developments, cultures, and societies from
different perspectives. This means that there are many ways by which we can
view the world, and each could be equally valid and, at the same time, similarly
partial. Historical writing is, by definition, biased, partial, and contains
preconceptions. Depending on his end, the historian decides on what sources to
use and what interpretation to make more apparent.
Historians may misinterpret evidence, attending to those that suggest
that a specific event happened, and then ignore the rest that goes against the
evidence. Historians may omit significant facts about their subject, which makes
the interpretation unbalanced. Historians may impose a particular ideology on
their subject, which may not be appropriate to the period the subject was from.
Historians may also provide a single cause for an event without considering
other possible causal explanations of said event. There are many ways a
historian may fail in his historical inference, description, and interpretation.
With multiperspectivity as a chronological approach, we must understand that
historical interpretations contain discrepancies, contradictions, and ambiguities
and are often the focus of dissent.
Exploring multiple historical perspectives requires incorporating source
materials that reflect different views of a historical event because singular
historical narratives do not provide space to inquire and investigate. Various
sources that counter each other may create space for more investigation and
research while providing more evidence for those truths that these sources
agree.
Different sources also provide other historical truths – an official
document may note various aspects of the past than, say, a memoir of an
ordinary person on the same event. Different historical agents create other
historical truths, and while this may be a burdensome work for the historian, it
also renders more validity to the historical scholarship.
Taking these in close regard in reading historical interpretations
provides the audience a more complex but complete and richer understanding
of the past.
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Learning Module 3 Surigao del Norte State University

Rubric for Oral Recitation

4 3 2 1 Score
Superior Adequate Minimal Inadequate
Content The speaker The speaker The speaker The speaker
provides a focuses includes some says practically
variety of types primarily on irrelevant nothing. The
of content relevant content. The speaker focuses
appropriate for content. The speaker wanders primarily on
the task, such as speaker sticks off the topic. The irrelevant
generalizations, to the topic. The speaker uses content. The
details, speaker adapts words and speaker appears
examples, and the content in a concepts which to ignore the
various forms of general way to are inappropriate listener and the
evidence. The the listener and for the situation.
speaker adapts the situation. knowledge and
the content in a experiences of
specific way to the listener (e.g.,
the listener and slang, jargon,
situation. technical
language).
Organization The message is The message is The organization The message is
overtly organized. The of the message is so disorganized
organized. The listener has no mixed up and you cannot
speaker helps the difficulty random. The understand
listener understanding listener must most of the
understand the the sequence make some message.
sequence and and assumptions
relationships of relationships about the
ideas by using among the ideas sequence and
organizational in the message. relationship of
aids such as The ideas in the ideas.
announcing the message can be
topic, outlined easily.
previewing the
organization,
using transitions,
and
summarizing.
Language The speaker uses The speaker has The speaker The speaker
grammar correct commits one or commits
correctly. The grammar, and two minor multiple
speaker uses the vocabulary grammar errors. grammar errors
advanced is most The vocabulary and uses
language and appropriate for use is too inappropriate
effectively uses the purpose and elementary or not vocabulary.
the appropriate the audience. effective.
vocabulary for
the purpose and
audience.
Total
Reference: https://www.uen.org/rubric/previewRubric.html?id=19 &
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https://mcb.unco.edu/pdf/communications-rubrics/Oral-Rubric.pdf

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Learning Module 3 Surigao del Norte State University

Activity 3: Time to Reflect: After discussing historical interpretation and

multiperspectivity, you need to make a reflective analysis about why there are
some controversies and conflicting views in Philippine history. Compose a
minimum of 300 words and not more than 500 words of essay. If you do not
know how to do it, read the information below. When done, pass your essay to
the designated post in Google classroom. The rubric is given as your guide in
providing the points.

How to Write a Reflective Analysis? by Kearney (2021)

A reflective essay describes an event or experience of a person. Then,
the meaning of that experience will be analyzed, and what your learnings from
it will be. Analyzing past events from the present makes the essay reflective.
This essay requires the writer to open up about their thoughts and
emotions to see an accurate picture of their history, personality, and individual
traits. They need to include a vivid summary and description of the experience
so that the readers can also experience what they've experienced. Better add an
explanation about your thoughts, feelings, and reactions.
The most common subjects for a reflective essay are an authentic
experience, something you've imagined, a place or a special object, and
something that you've read, watched, seen, touched, tasted, smelled, or heard.
In this activity, you will write about something you've read, like the historical
interpretation and multiperspectivity.
So how do you organize a reflective paper? First, you need to have an
introductory paragraph to identify the subject and give the reader a general
overview of the impression it made on you. It should include a thesis statement
that will serve as the focal point of your paper. The second is the body paragraph
in which you need to write about why your subject made an impression on you.
Then, write about why. It could be at least three reasons for this paragraph.
Third, in conclusion, you need to recap your thesis statement and the reasons
you provided in the body of your essay. Summarize your article with some final
thoughts on your subject and some closing reflective thoughts.
You need to follow these steps for you to begin your reflective essays.
First, you need to choose your topic idea. In this activity, the topic was already
given in the instruction. Second, study your subject. Since we discussed the
topic, you already have an idea about the subject. Third, you must write down
everything you can think about your subject. Describe the subject as vividly as
you can. This is called brainstorming. Fourth is that you can pick some reflective
questions that can help you in your writing. These are some of the questions:
What did I notice? How did I feel about this? How has this changed me? What
is the meaning of this event in my life? If you want to know about reflective
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questions, better find the link to this article in the references. Fifth, you need to
answer the questions you've selected and sixth is to identify the meaning of your
experience.

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Learning Module 3 Surigao del Norte State University

With these tips on writing a reflective analysis, you have an idea of how
to do it. Now, you can start writing.

Rubric for Reflective Writing

Skills 5 4 3 2 1 Score
Depth of Demonstrate a Demonstrate a Demonstrate a Demonstrate a Demonstrate
reflection conscious and thoughtful basic limited little or no
thorough understanding understanding understanding understanding
understanding of the writing of the writing of the writing of the writing
of the writing prompt and prompt and the prompt and prompt and
prompt and the subject subject matter. subject matter. subject matter.
the subject matter. This reflection This reflection
matter. This needs revision. needs revision.
reflection can
be used as an
example for
other students.
Use of Use specific Use relevant Use examples Use incomplete No examples
textual and examples from the text to or vaguely from the text
evidence convincing from the texts support most developed are used, and
and examples studied to claims in your examples only claims made in
historical from the texts support claims writing with partially to your writing
context studied to in your own some support claims are
support claims writing, connections with no unsupported
in your own making between texts. connections and irrelevant
writing, applicable made between to the topic.
making connections texts.
insightful and between texts.
applicable
connections
between texts
Language Use Use fluent and Use primary but Use vague or Use language
use stylistically original appropriate imprecise unsuitable for
sophisticated language, with language, with a language for the audience
language that evident a basic sense of the audience or and purpose,
is precise and sense of voice, voice, purpose, with with little or no
engaging, awareness of awareness of little sense of awareness of
with a unique audience and audience and voice and sentence
sense of voice, purpose, and purpose, and limited structure.
awareness of the ability to some attempt to awareness of
audience and vary sentence vary sentence how to vary
purpose, and structure. structure. sentence
varied structure.
sentence
structure.
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Conventions Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate

control of the control of the partial control limited control little or no

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conventions conventions, of the of the control of the

with exhibiting conventions, conventions, conventions,
essentially no occasional exhibiting exhibiting making
errors, even errors only occasional frequent errors comprehension
with when using errors that do that make almost
sophisticated sophisticated not hinder comprehension impossible.
language. language. comprehension. difficult.
Total
Reference:https://www.readwritethink.org/sites/default/files/resources/lesson_images/lesson9
63/Rubric.pdf

7. EXAMPLE CASES/ISSUES IN PHILIPPINE HISTORY THAT HAS

CONTROVERSIES/CONFLICTING VIEWS
7.1 Case Study 1: Site of the First Mass in the Philippines
The first recorded Christian mass was held on Easter Sunday, March 31,
1521, at a little island port named Mazaua. Two identical accounts report this
event by eyewitnesses Antonio Pigafetta (1523) and Antonio de Herrera y
Tordesillas (1601). "Masawa" is a word found only in Butuanon and its scion,
Tausog, out of 181 Philippine languages. It means brilliant light and crystal
clear.
Some Filipino historians have long contested that Limasawa was
the site of the first Catholic mass in the country. Historian Sonia Zaide
identified Masao (also Mazaua) in Butuan as the location of the first
Christian mass. Zaide's claim is the diary of Antonio Pigafetta,
chronicler of Magellan's voyage. In 1995 then Congresswoman Ching
Plaza of Agusan del Norte, Butuan City, filed a bill in Congress
contesting the Limasawa hypothesis and asserting the 'site of the first
mass' was Butuan. The Philippine Congress referred the matter to the
National Historical Institute for it to study the issue and recommend a
Antonio de Herrera y
historic finding. Then NHI chair Dr. Samuel K. Tan reaffirmed
Tordesillas
Limasawa as the site of the first mass.
For the past centuries, innumerable numbers of Filipinos,
including the top experts in education, history, religion, politics, and
other subjects are still debating as to the exact location of the "First
Mass on Easter," which, according to the number 1 pro-Butuan author,
the word "first" was not recorded during the observance of Easter
Sunday on March 31, 1521. Here are Pigafetta's paragraphs as
translated by the foremost writer of "The First Voyage Around the
World," Lord Stanley of Alderley:
Sonia Zaide
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"On Sunday, the last day of March, and feast of Easter,

the captain sent the chaplain ashore early to say mass,
and the interpreter went with him to tell the king that
they were not coming onshore to dine with him, but
only to hear the mass. The king hearing that sent two
dead pigs. When it was time for saying mass the captain
went ashore with fifty men, not with their arms, but
only with their swords, and dressed as well as each one
was able to dress, and before the boats reach the shore
First Mass in the Philippines our ships fired six cannon shots as a sign of peace. At
our landing, the two kings were there and received our
captain in a friendly manner, and placed him between
them, and then we went to the place prepared for saying
mass, which was not far from the shore. Before the
mass began the captain threw a quantity of 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
Four Lord with joined hands. The ships fired all their
artillery at the elevation of the body of our Lord. After
Lord Stanley of Alderley mass had been said each one did the duty of a Christian.
receiving our Lord. After that, the captain had some sword-play
by his people, which greatly pleased the kings."
"Then he had a cross brought, with the nails and crown, to which
the kings made [a] reverence, and the captain had them told that
these things which he showed them were the sign of the emperor
his Lord and master, from whom he had charge and
commandment to place it in all places where he might go or pass
by. He told them that he wished to place it in their country for
their profit because if there came afterward any ships from Spain
to those islands, on seeing this cross, they would know that we
had been there, and therefore they would not cause them any
The Cross in Limasawa displeasure to their persons nor their goods; and if they took any
of their people, on showing them this sign, they would at once let
them go. Besides this, the captain told them that it was necessary
that this cross should be placed on the summit of the highest
mountain in their country, so that seeing it every day they might
adore it, and that if they did thus, neither thunder, lightning, nor
the tempest could do them hurt."
The kings thanked the captain and said they would do it willingly. Then
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he asked whether they were Moors or Gentiles and what they believed. They
answered that they did not perform any other adoration but only joined their
hands, looking up to heaven and calling their God, Aba. Hearing this, the

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captain was very joyful. On seeing that, the first king raised his hands to the sky
and said that he wished it were possible for him to show the affection he felt
towards him. The interpreter asked him for what reason there was so little to eat
in that place, to which the king replied that he did not reside in that place except
when he came to hunt and to see his brother but that he lived in another island
where he had all his family. Then, the captain asked him if he had any enemies
who made war upon him, and if he had any, he would go and defeat them with
his men and ships, to put them under his obedience. The king thanked him and
answered that there were two islands, the inhabitants of which were his
enemies; however, for the present, it was not the time to attack them. Salazar
(2015, as cited by Umali & Amvida, 2018) refuted that the First Mass on Easter
was not a Biblical Festival not practiced in the Book of Acts. The original New
Testament Church, which started on the Day of Pentecost in 31 A.D./C.E. as
described in Acts, did not observe the Mass.

 Butuanons and their supporters

support this claim
 Recognition from
 The presence of “balanghai”
Philippine Government,
and gold
Roman Catholic Church,
 Abundance of rice fields, other
Embassy of Spain, and
food supplies, and water
Embassy of Portugal in
 Mazaua as “Magellan’s Lost
Metro Manila
Harbor

Limasawa Masao or Mazau

Island, VS in Butuan City,
Southern Leyte Agusan del Norte

The Four V
V
S
S Sites of the
First Mass
Homonhon Mahaba Island,
Island Eastern Placer, Surigao
VS
Samar del Norte

 Proponents are the people who live

the Homonhon Island and Samar  Mazzava Island could
 Magellan and his men thank God be mistakenly Mahaba
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for the safe trip from Guam and the Island

vast Pacific Ocean
Fig. 1 The Four Sites of the First Mass

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 Learning Module 3 Surigao del Norte State University

The figure shows the four sites of the first mass. To understand these
various events, the following situations are presented below. After reading the
different views, answer the activity given.
1. Limasawa Island, Southern Leyte. The most famous is
Limasawa Island, an island town in Southern Leyte, which the
Philippine Government recognized as the actual site of the First
Mass. The influential Roman Catholic Church also recognized
Limasawa Island as the site where Magellan and his crew
landed and held the First Mass. Furthermore, the Embassy of
Spain recognized Limasawa as the site of Magellan's landfall.
They also sent the Galleon Andalucia to visit Maasin City for
Limasawa five days and Limasawa for about three hours. The Embassy of Portugal in
Island, Southern
Metro Manila recognized Limasawa, where Magellan and his troops observed
Leyte
the First Mass on Easter or introduced Christianity to the island's inhabitants.
"The Treaty of Tordesillas on June 7, 1494,
virtually divided the unknown world between Spain and
Portugal with the approval of the Holy See. Did you
know that Magellan, in a previous expedition, had
[landed] in the Moluccas, just south of Mindanao? In
those days, Portugal had something that the Spanish
didn't have: cartographic maps of the Spice Islands.
Therefore, since he was a Portuguese, it is safe to assume that Magellan used
Portuguese cartographic maps during his historic expedition to Cebu on March
16, 1521."
"With the Treaty of Tordesillas, Prof. De Sousa said the
Philippine archipelago fell under the jurisdiction of Portugal…
but Magellan made his claim for the King of Spain who paid his
expedition. Thus in 1750, Spain and Portugal signed the Treaty
of Madrid whereby the Portuguese exchanged the Philippines for
the South Frontier of Brazil, which gave Portugal control of Rio
de la Plata. Again this is something we've never read in our
history books. History tells us that Spain sold the Philippines to
the United States for a measly sum of $20 million, but we never
know about this exchange deal between Spain and Portugal for
Brazil!"
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"Talking about rewriting history, we all know about the claim

made by some Butuanons that a place called Mazaua was
allegedly the site of the first Holy Mass instead of Limasawa
Island of Southern Leyte. Well, Prof. De Sousa has another
insight on this, which I'm sure puts an end to this endless debate
and enrich our pre-Spanish history. It turned out that the ill-fated
Magellan expedition ended the Spanish exploration of these
islands. But Portuguese navigators like João de Barros, Gaspar
Correia, Diogo do Couto, Francisco de Castro, and Antonio
Galvão have been exploring Mindanao from 1520 to 1565 until
the Spaniards resumed its conquest of the Philippines through
another expedition led by Miguel López de Legazpi."
Miguel López de Legazpi
2. Masao or Mazaua in Butuan City, Agusan del Norte.
The next popular one is Mazaua in Butuan City, the capital
of Agusan del Norte in Northern Mindanao. The
Butuanons and their supporters advocate that Magellan
and his men landed in Mazaua because it has the
anchorage, rise fields, gold, antique "balanghai" and other
artifacts that they unearthed in scattered areas in Butuan
City.
In the so-called 'Magellan's Harbor' in Butuan,
Masao Beach, Butuan City
the actual harbor for the cargo and passenger ships
traveling to and departing from Butuan City is actually in
Nasipit, which is 25 kilometers west of Mazaua. Mazaua
or Butuan City's offshore is too shallow for ship
navigation!
If Mazaua had abundant rice fields, other food
supplies, and water when Magellan and his troops landed
and held the 'First Mass' or observed Easter Sunday, how
come Magellan and his fellow sailors sought an enormous
island? Mazaua was and is attached to Mindanao, the
Replica of Balanghai
second largest island in the entire Philippines.
Since the pro-Mazaua supporters vehemently claimed that Magellan and
his fellow sailors held the 'First Mass' or observed Easter Sunday on their' island
of plenty', what happened to the abundant foods, drinks, and other supplied in
Mazaua and their next neighbor, the 'Kingdom of Butuan'? Why did the two
rajahs of 'Mazzaua' and Butuan volunteer as pilots to Magellan to obtain
provisions in Cebu, much smaller than Mindanao?
The pro-Butuan proponents claimed that Magellan and his troops landed
in Mazaua, Butuan City because Pigafetta wrote in his logbook about the small
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gift items made of gold supposedly from Butuan, Rajah Kalambu gave to
Magellan. If gold was such a big deal in Butuan, Magellan and his sailors could

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have sailed easily south to Surigao, Mindanao, while they were still sailing off
the eastern coast of Panaon Island. They had seen Surigao, which was and is in
northeast Mindanao, before nighttime because Mindanao is the second biggest
island in the entire Philippines. Surigao was known to have gold then and up to
the present day. Magellan and his men in three ships did not search for spices
only. They searched for anything or things of value to bring home and handed
them over to the King of Spain!
Furthermore, the pro-Butuan supporters claimed that the antique
'balanghai' that some of them found under the ground in Masao or Mazaua,
Butuan is one proof that Magellan was in Mazaua.
Salazar (2015) referred to the writings of de Jesus and wrote a lengthy
article entitled, 'Mazaua: Magellan's Lost Harbor.' The government of Butuan
City, Mindanao, commissioned him to do extensive research on the Mazaua
landfall issue. He concluded that Magellan and his troops landed in Mazaua,
Butuan City, Philippines. He wrote:
"Two events define the meaning of Mazaua for most Filipinos,
the Easter mass and the planting of a large cross atop the tallest
hill. The Philippines is an isolated rock of Christianity in a huge
ocean lashed by the powerful waves of Islam, Buddhism, Hindu,
and other beliefs. Of its 76 million people 83% are Catholics,
9% Protestants, Mazaua, therefore, is an icon to a deeply
religious people, an event of overarching importance. This
aspect of a signal event n world geography and Renaissance
navigation has unfortunately served to distort the way the event
is viewed."
It may be an icon and a significant event to the professed 'Christians'
and Holy Bible illiterates, but to those who practice Biblical Christianity, the
First Mass on Easter is meaningless and worthless! Most Filipinos have all the
time in the world to read the newspapers, tabloids, political, sports, and
entertainment publications, and comics but not a few minutes to read and study
the Holy Bible.
The so-called experts on Mazaua, Butuan, denied or ignored the
'unwritten history of the Portuguese' colonization of Mindanao before Magellan
and his explorers sailed across the Pacific Ocean from South America. They
ignored or pretended not to know the fact that the Portuguese navigators, such
as João de Barros, Gaspar Correia, Diogo do Couto, Francisco de Castro, and
Learning Module 3 Antonio Galvão had explored Mindanao from 1520 to 1565.delThe
Surigao Portuguese
Norte State University
were ahead of Magellan's expedition in the Philippines by at least one year.
João de Barros Before Magellan's explorers landed in March 1521, the Roman Catholic
Portuguese sailors more likely had conducted the 'First Mass' in Southern
Philippines. Therefore, before Portugal exchanged the entire Philippines for
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Brazil with Spain, the pro-Butuan proponents had the right to assume and claim
the 'First Mass' in Mindanao, but not recorded in history. In a Portuguese map

GE Hist – Readings in Philippine History

 made around 1535 to 1538, Butuan's name was Butan or Butuão. Spain did not
even know that Butuan existed!
Thus, carrying the flag of Spain and being financed by the Spanish King
Charles V, Magellan and his fellow explorers did not sail south to Mazaua,
Butuan in Mindanao. The Portuguese navigators who sailed eastward from
Portugal to Mindanao via Indonesia had occupied the big Mindanao Island one
year before Magellan, and his troops landed in Limasawa Island, Southern
Leyte. The Natives of Mazaua, Butuan, mistook the Portuguese explorers from
Portugal as that for Magellan's explorers from Spain.
The Portuguese knew where Magellan's fleet was bound before it even
sailed; warships would be waiting to stop it from reaching the Moluccas. Even
if Magellan found the Moluccas, loaded his ships with precious spices, and then
got away, most ports and trading stations back to Spain would be Portuguese
outposts and closed to him." Since some Portuguese captains
and navigators and their crew had explored and colonized
Mindanao Island, they would have arrested Magellan and his
men if they landed in Mazaua, Butuan, a Portuguese outpost
and trading station in Mindanao. The Portuguese authorities
arrested and jailed the fifty-four crew members of Trinidad,
Magellan's flagship after the ship was repaired and loaded
with spices on its eastward voyage from the Spice Islands to
plan Panama in Central America; where they could transship
Moluccas the spices to another ship bound for Spain!

3. Homonhon Island, Eastern Samar. Some people in Homonhon

Island and Samar also claimed that Magellan and his fellow
sailors must have had some kind of religious festivity shortly
after they landed on the island. Magellan's troops had a terrible
experience after they landed in Guam, which they called Las
Islas de los Ladrones (the island of thieves). So, according to the
groups supporting the 'First Mass' in Homonhon, Magellan and
his sailors had a mass on the island to thank God for their safe
Homonhon Island
trip from Guam and the vast Pacific Ocean:
"Pigafetta did not exactly say that it was their first mass, he only
reported that a mass was celebrated on Easter Sunday [in
Mazzaua Island]. Atty. Mendiola concludes in his paper, 'that
the mass on Homonhon Island on March 19 1521, was the first
one celebrated in the Philippines, not one at Limasawa or
Mazaua on the 31st of that month. Any passage or statement to
Learning Module 3 the contrary in our history books would be unsustainable under
Surigao del Norte State University
present historiography.
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"Notwithstanding these debates when the first mass was

celebrated, the fact remains that it was in Homonhom that

GE Hist – Readings in Philippine History

 Magellan first landed. And today, we commemorate that event
and celebrate its greater significance. The historian Agoncillo
writes that it was through this trip that the Europeans first
learned of the existence of the Philippines. It also proved that the
earth was round; it established the vastness of the Pacific Ocean;
it proved that the East Indies could be reached by crossing the
Pacific and finally, it showed that the Americas was readily a
landmass entirely separate from Asia."
"While Magellan discovered the existence of the Philippines, for
me, the greater significance of Magellan's arrival in Homonhon,
was it showed the world, that we in Samar, already had a society,
a culture of our own. Pigafetta wrote that 'their seignior was an
old man who was painted. He wore two gold earrings in his ears
and the others many gold armlets on their arms and kerchiefs
about their heads…They have very black hair that falls to the
waist and uses daggers, knives, and spears ornamented with
gold, large shields, fascines, javelins, and fishing nets that
resemble rizall and their boats are like ours."
"Later on, Jesuit missionaries who came and settled our island
would document this culture. Our society then was structured
according to social classes which dictated not only the behavior
of men and women but also the manner of dressing from head to
toe, from cradle to their graves."

4. Mahaba Island, Placer, Surigao del Norte. Finally, another group of

people in northeastern Mindanao claimed that Magellan’s expedition
had the First Mass in Mahaba Island in Surigao del Norte:
"It was recorded that when he was nearing the shores of
Mindanao, Magellan saw lights of a settlement which he avoided
and sailed farther north [actually south] and anchored near an
island named Mazzava, now mark on maps as Mahaba Island,
located at latitude nine and two-thirds degrees."
"Magellan during that time was using an astrolabe to
determine his latitude location and the accuracy of this instrument
Map of Placer, Surigao del was plus or minus one degree. They must have landed and then
Norte check their latitude location which was why they read to one-third
of a degree, which they could not have done [so] on a moving
ship. There was no way during that time to determine [the]
longitude as the chronometer which could measure [the]
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Learning Module 3 Surigao del Norte State University

longitude was only invented by James Harrison, an Englishman,

in 1740."
"Mazzava Island appears on present detailed maps of the area to
be Mahaba Island in the Municipality of Placer, Surigao del Norte.
Magellan could have mistaken Mahaba Island, a small island to be
part of Masepilid Island because it is almost touching this bigger
island, and at low tide, it could easily be mistaken to be connected
to be a bigger island at the northern tip. This could be the reason
that the island where they landed was described as shaped like a
stingray, which Masepilid is, and about 10 x 5 miles in area."
"If present maps will be examined today, it will be noted that
Astrolabe Mahaba Island is very close to the island of Masepilid and the
flotilla of Magellan most probably anchored between these two
islands. It will be noted also that Masepilid is shaped like a
stingray as described by Pigafetta."
The location of the mass was contentious. Initially, it was thought to be
on the island of Limasawa in Leyte. Still, other historians argue that a
mistranslation resulted in that error and that the place should be Butuan (the site
where the Golden Tara was also discovered).
That issue reached Congress, which in 1996 directed the National
Historical Institute to recommend a historical finding. The panel was composed
of several historians, and some professors in the UP Diliman Department of
History. The panel and the NHI reaffirmed in 1998 that the place was Limasawa,
but the controversy is still alive today.
For additional information, watch the webinar on the Facebook page by
Gabii sa Kabilin (2021) with the title "The First Mass: Latest Inquiry" by its
speaker Dr. Rolando Borrinaga. This is the link
https://www.facebook.com/watch/live/?v=527723181547376&ref=search

Activity 2: Let's Divide: Based on the four sites of the first mass, give its
similarities and differences. Write it in the space provided. The rubric was also
given for your guidance in giving points.
Rubric
2pts The answer is incorrect, but there is some correct support.
4pts The answer is correct, but no support is provided.
6pts The answer is correct, and there is some support.
8pts The answer is correct, and the support is developed.
10pts The answer is correct, and the support is fully developed.
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Learning Module 3 Surigao del Norte State University

SIMILARITIES DIFFERENCES

7.2 Case Study 2: The Two Faces of the 1872 Cavite Mutiny
By Chris Antonette Piedad-Pugay

Spanish Filipino
Perspective Two Faces of Cavite Mutiny
Perspective

Figure 2. Two Faces of Cavite Mutiny

The figure above shows the two conflicting views of what happened in
1872. To understand this much better, read the story written by Pugay.
June 12 of every year since 1898 has been a significant event for all
Filipinos. On this particular day, the entire Filipino nation and Filipino
communities worldwide gather to celebrate the Philippines' Independence
Day. The 1898 was a very significant year for all of us—equally crucial as
1896—when the Philippine Revolution broke out owing to the Filipinos' desire
to be free from the abuses of the Spanish colonial regime. But we should be
reminded that another year is as historic as the two—1872.
Two significant events happened in 1872, the 1872
Cavite Mutiny and the martyrdom of the three martyr priests in
the persons of Fathers Mariano Gomes, Jose Burgos, and Jacinto
Zamora (GOMBURZA). However, not all knew that there were
different accounts about the said event. All Filipinos must know
the other sides of the story—since this event led to another sad
yet meaningful part of our history—the execution of
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GOMBURZA, which is a significant factor in the awakening of

GOMBURZA nationalism among Filipinos.

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Learning Module 3 Surigao del Norte State University

1872 Cavite Mutiny: Spanish Perspective

Jose Montero y Vidal, a prolific Spanish historian, documented the event
and highlighted it as an attempt by the Indios to overthrow the Spanish
government in the Philippines. Meanwhile, Gov. Gen. Rafael Izquierdo's
official report magnified the event and used it to implicate the native clergy,
which was then active in the call for secularization. The two accounts
complemented and corroborated with one other, only that the general's report
was more spiteful. Initially, both Montero and Izquierdo scored out that the
Jose Montero y abolition of privileges enjoyed by the workers of Cavite arsenal, such as non-
Vidal payment of tributes and exemption from forced labor, were the main reasons for
the "revolution" as how they called it. However, other causes were enumerated
by them, including the Spanish Revolution, which overthrew the secular throne,
dirty propaganda proliferated by unrestrained press, democratic, liberal, and
republican books and pamphlets reaching the Philippines, and most importantly,
the presence of the native clergy who out of hatred against the Spanish friars,
"conspired and supported" the rebels and enemies of Spain. In particular,
Izquierdo blamed the unruly Spanish Press for "stockpiling" malicious
propaganda grasped by the Filipinos. He reported to the King of Spain that the
"rebels" wanted to overthrow the Spanish government to install a new "hari" in
the likes of Fathers Burgos and Zamora. The general even added that the native
clergy enticed other participants by giving them a charismatic assurance that
their fight would not fail because God was with them, coupled with handsome
promises of rewards such as employment, wealth, and ranks in the
army. Izquierdo, in his report, criticized the Indios as gullible and possessed an
innate propensity for stealing.
The two Spaniards deemed that the event of 1872 was planned earlier
and thought of as a big conspiracy among educated leaders, mestizos,
abogadillos or native lawyers, residents of Manila and Cavite, and the native
clergy. They insinuated that the conspirators of Manila and Cavite planned to
liquidate high-ranking Spanish officers to be followed by the massacre of the
friars. The alleged pre-concerted signal among the conspirators of Manila and
Cavite was the firing of rockets from the walls of Intramuros.
According to the accounts of the two, on January 20, 1872, the district
of Sampaloc celebrated the feast of the Virgin of Loreto. Unfortunately,
participants in the feast celebrated the occasion with the usual fireworks
displays. Allegedly, those in Cavite mistook the fireworks as the sign of the
attack. Like what was agreed upon, the 200-men contingent headed by Sergeant
Lamadrid launched an attack targeting Spanish officers at sight and seized the
arsenal.
When the news reached the iron-fisted Gov. Izquierdo, he readily
ordered the reinforcement of the Spanish forces in Cavite to quell the
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revolt. The "revolution" was easily crushed when the expected support from
Manila did not come ashore. Major instigators, including Sergeant Lamadrid,

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Learning Module 3 Surigao del Norte State University

were killed in the skirmish, while the GOMBURZA were tried by a court-
martial and were sentenced to die by strangulation. Patriots like Joaquin Pardo
de Tavera, Antonio Ma. Regidor, Jose, Pio Basa, and other abogadillos were
suspended by the Audencia (High Court) from practicing law, arrested, and
sentenced to life imprisonment at Marianas Island. Furthermore, Gov.
Izquierdo dissolved the native artillery regiments and ordered the creation of an
artillery force to be composed exclusively of the Peninsulares.
On February 17, 1872, in an attempt by the Spanish government and
Frailocracia to instill fear among the Filipinos so that they may never commit
the such a daring act again, the GOMBURZA were executed. This tragic event
served as one of the moving forces shaping Filipino nationalism.

A Response to Injustice: The Filipino Version of the Incident

Dr. Trinidad Hermenigildo Pardo de Tavera, a Filipino
scholar, and researcher, wrote the Filipino version of the bloody
incident in Cavite. From his point of view, the incident was a
mere mutiny by the native Filipino soldiers and laborers of the
Cavite arsenal. They turned out to be dissatisfied with the
abolition of their privileges. Indirectly, Tavera blamed Gov.
Izquierdo's cold-blooded policies, such as the abolition of
privileges of the workers and native army members of the arsenal
and the prohibition of the founding of the school of arts and
trades for the Filipinos, which the general believed as a cover-up
for the organization of a political club.
On January 20, 1872, about 200 men comprised soldiers,
laborers of the arsenal, and residents of Cavite headed by
Sergeant Lamadrid rose in arms and assassinated the commanding officer and
Spanish officer's insight. The insurgents were expecting support from the bulk
of the army. Unfortunately, that didn't happen. The news about the mutiny
reached authorities in Manila, and Gen. Izquierdo immediately ordered the
reinforcement of Spanish troops in Cavite. After two days, the revolt was
officially declared subdued.
Tavera believed that the Spanish friars and Izquierdo used the Cavite
Mutiny as a powerful lever by magnifying it as a full-blown conspiracy
involving not only the native army but also residents of Cavite and Manila and,
more importantly, the native clergy to overthrow the Spanish government in the
Philippines. It is noteworthy that during the time, the Central Government in
Madrid announced its intention to deprive the friars of all the powers of
intervention in matters of civil government and the direction and management
of educational institutions. This turnout of events was believed by Tavera,
prompting the friars to do something drastic in their desire to maintain power in
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the Philippines.
Meanwhile, intending to install reforms, the Central Government of
Spain welcomed an educational decree authored by Segismundo Moret that

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Learning Module 3 Surigao del Norte State University

promoted the fusion of sectarian schools run by the friars into a school called
the Philippine Institute. The law proposed improving the education standard in
the Philippines by requiring teaching positions in such schools to be filled by
competitive examinations. Most Filipinos received this improvement despite
the native clergy's zest for secularization.
The friars, fearing that their influence in the Philippines would be a thing
of the past, took advantage of the incident and presented it to the Spanish
Government as a vast conspiracy organized throughout the archipelago to
destroy Spanish sovereignty. Tavera sadly confirmed that the Madrid
government came to believe that the scheme was accurate without any attempt
to investigate the facts or extent of the alleged "revolution" reported by
Izquierdo and the friars.
Convicted educated men who participated in the
mutiny were sentenced to life imprisonment while
members of the native clergy headed by the
GOMBURZA were tried and executed by garrote. This
episode leads to the awakening of nationalism and
eventually to the outbreak of the Philippine Revolution
of 1896. The French writer Edmund Plauchut's account
complimented Tavera's account by confirming that the
event happened due to discontentment of the arsenal
Execution of GOMBURZA workers and soldiers in the Cavite fort. The
Frenchman, however, dwelt more on the execution of the three martyr priests,
which he witnessed.
Unraveling the Truth
Considering the four accounts of the 1872 Mutiny, there were some
basic facts that remained to be unvarying: First, there was dissatisfaction among
the workers of the arsenal as well as the members of the native army after their
privileges were drawn back by Gen. Izquierdo; Second, Gen. Izquierdo
introduced rigid and strict policies that made the Filipinos move and turn away
from Spanish Government out of disgust; Third, the Central Government failed
to conduct an investigation on what truly transpired but relied on reports of
Izquierdo and the friars and the opinion of the public; Fourth, the happy days of
the friars were already numbered in 1872 when the Central Government in
Spain decided to deprive them of the power to intervene in government affairs
as well as in the direction and management of schools prompting them to
commit frantic moves to extend their stay and power; Fifth, the Filipino clergy
members actively participated in the secularization movement in order to allow
Filipino priests to take hold of the parishes in the country making them prey to
the rage of the friars; Sixth, Filipinos during the time were active participants,
and responded to what they deemed as injustices; and Lastly, the execution of
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GOMBURZA was a blunder on the part of the Spanish Government, for the
action severed the ill-feelings of the Filipinos and the event inspired Filipino

General Education – Readings in Philippine History

Learning Module 3 Surigao del Norte State University

patriots to call for reforms and eventually independence. There may be different
versions of the event, but one thing is sure, the 1872 Cavite Mutiny paved the
way for a momentous 1898.
The road to independence was rough and tough to toddle, many patriots
named and unnamed shed their blood to attain reforms and achieve
independence. June 12, 1898, may be a glorious event for us, but we should not
forget that before we came across victory, our forefathers suffered enough. As
we enjoy our freedom, we may be more historically aware of our past to have a
better future. And just like what Elias said in Noli me Tangere, may we "not
forget those who fell during the night."
Students can watch the video of Chua (2020) about “Ang Pag-aaklas sa
Cavite (Cavite Mutiny) in his YouTube Channel. This is the link
https://www.youtube.com/watch?v=5CwmcUCwuv8

Activity 3: Lets-Find-Out: Below is a Venn diagram in which you need to

compare and differentiate the two perspectives in Cavite Mutiny. Write your
answers in the space provided. The rubric is also included as your guide in
giving the points.

Two Perspectives

Spanish Filipino

Rubric
2pts The answer is incorrect, but there is some correct support.
4pts The answer is correct, but no support is provided.
6pts The answer is correct, and there is some support.
118

8pts The answer is correct, and the support is developed.

10pts The answer is correct, and the support is fully developed.

GE Hist – Readings in Philippine History

Learning Module 3 Surigao del Norte State University

7.3 Case Study 3: Retraction of Rizal

Before discussing the third case, let us watch the video from Chua
(2020) on his YouTube Channel. This is the link
https://www.youtube.com/watch?v=IYzG6tbcYxk
Jose Rizal is identified as a revolutionary hero for his writings that center
on ending colonialism and liberating Filipino minds to contribute to creating the
Filipino nation. Much of Rizal's lifework was committed to this end, particularly
the more influential ones, Noli me Tangere and El Filibusterismo. His essays
vilify not the Catholic religion, but the friars, the primary agents of injustice in
Philippine society.
Therefore, it is understandable that any piece of writing from
Rizal that recants everything he wrote against the friars and the Catholic
Church in the Philippines could damage his image as a prominent
Filipino revolutionary. The such document purportedly exists, allegedly
signed by Rizal a few hours before his execution. This document,
referred to as "The Retraction," declares Rizal's belief in the Catholic
faith and retracts everything he wrote against the Church.

Primary Source of Rizal's Retraction

Source: Translated from the document found by Fr. Manuel Garcia,
Dr. José P. Rizal C.M. on May 18, 1935

I declare myself a catholic, and in this religion in which I was born

and educated I wish to live and die.
I retract with all my heart whatever in my words, writings,
publications, and conduct has been contrary to my character as son
of the Catholic Church. I believe and I confess whatever she
teachers and I submit to whatever she demands. I abominate
Masonry, as the enemy which is of the Church, and as a Society
prohibited by the Church. The Diocesan Prelate may, as the
Superior Ecclesiastical Authority, make public this spontaneous
manifestation of mine in order to repair the scandal which my acts
may have caused and so that God and people may pardon me.
Manila December 29 of 1896
Jose Rizal
Retraction Letter of Rizal

There are four iterations of the texts of this retraction: the first was
published in La Vaz Española and Diario de Manila on the day of the execution,
December 30, 1896. The second text appeared in Barcelona, Spain, in the
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magazine La Juventud, a few months after the execution, February 14, 1897,
from an anonymous writer who was later revealed to be Fr. Vicente Balaguer.
However, the "original" text was only found in the archdiocesan archives on

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Learning Module 3 Surigao del Norte State University

May 18, 1935, after almost four decades of disappearance. Below are the
accounts related to Rizal's retraction.

Two Accounts of Rizal’s Retraction

Fr. Vicente Balaguer Cuerpo de Vigilancia de Manila

Fig. 3 The Two Eyewitness Accounts of Rizal's Retraction

The Balaguer Testimony

Doubts on the retraction document abound, primarily because only one
eyewitness account of the writing of the documents exists – that of the Jesuit
friar Fr. Vicente Balaguer. He is a Jesuit missionary who becomes a friend of
Rizal during his exile in Dapitan. According to his testimony, Rizal woke up
several times, confessed four times, attended a Mass, received communion, and
prayed the rosary, all seeming out of character. Rizal accepted the shorter
version of the retraction document prepared by Father Pio Pi, a superior of the
Jesuit Society of the Philippines. But since it is the only testimony of allegedly
a "primary' account that Rizal ever wrote a retraction document, it has been used
to argue the document's authenticity.

The Document known as Cuerpo de Vigilancia de Manila

Another account surfaced in 2016 through the research of Professor
Rene R. Escalante. In his study, the Cuerpo de Vigilancia de Manila documents
included a report on the last hours of Rizal, written by Federico Moreno. The
government of the Philippines purchased these documents from Spain in the
mid-1990s. The report details the statement of the Cuerpo de Vigilancia de
Manila to Moreno.
Primary Source: Eyewitness Account of the Last Hours of Rizal
Source: Michael Charleston Chua, “Retraction ni Jose Rizal: Mga Bagong
Dokumento at Pananaw,” GMA News Online, published 29 December 2016.
Most Illustrious Sir, the agent of the Cuerpo de Vigilancia stationed in Fort
Santiago to report on the events during the [illegible] day in the prison of the
accused Jose Rizal, informs me on this date of the following:
At 7:50 yesterday morning, Jose Rizal entered death row accompanied by his
counsel, Señor Taviel de Andrade, and the Jesuit priest Vilaclara. At the urgings
of the former and moments after joining, he was served a light breakfast. At
approximately 9, the Assistant of the Plaza, Señor Maure, asked Rizal if he
wanted anything. He replied that at the moment, he only wanted a prayer book,
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which Father March brought to him shortly.

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Señor Andrade left death row at 10, and Rizal spoke with the Jesuit fathers,
March and Vilaclara, for a long time regarding religious matters. These two
presented him with a prepared retraction of his life and deeds that he refused to
sign. They argued about the issue until 12:30, when Rizal ate some poached egg
and a little chicken. Afterward, he asked to leave to write and wrote for a long
time by himself.
At 3 in the afternoon, Father March entered the chapel, and Rizal handed him
what he had written. Immediately the chief of the firing squad, Señor del Fresno,
and the Assistant of the Plaza, Señor Maure, were informed. They entered death
row and, together with Rizal, signed the document that the accused had written.
At five this morning of the 30th, the lover of Rizal arrived at the prison…dressed
in mourning. Only the former entered the chapel, followed by a military
chaplain whose name I cannot ascertain. Donning his formal clothes and aided
by an artillery soldier, the wedding of Rizal and the woman who had been his
lover were performed at the point of death (in articulo mortis). After embracing
him, she left, flooded with tears.
This account corroborates the existence of the retraction document,
giving it credence. However, nowhere in the statement was Fr. Balaguer
mentioned, which makes the friar a mere secondary source to the document's
writing.
The retraction of Rizal remains to this day, a controversy; many
scholars, however, agree that the document does not tarnish his heroism of
Rizal. His relevance remained solidified to Filipinos and pushed them to
continue the revolution, which eventually resulted in independence in 1898.

Activity 4 My Opinion: Did your knowledge of this retraction case change

your perception of Dr. Jose P. Rizal? Write your answers in the space provided.
A rubric is also included for your guidance in giving the points.

Rubric
2pts The answer is incorrect, but there is some correct support.
4pts The answer is correct, but no support is provided.
6pts The answer is correct, and there is some support.
8pts The answer is correct, and the support is developed.
10pts The answer is correct, and the support is fully developed.
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Learning Module 3 Surigao del Norte State University

7.4 Case Study 4: Cry of Balintawak or Pugadlawain

Let us start discussing this fourth case by
watching the video of Chua (2020) on his YouTube
Channel. This is the link
https://www.youtube.com/watch?v=Dtc9q_V8_hs
Momentous events swept the Spanish colonies in
the late nineteenth century, including the Philippines.
Journalists of the time referred to the phrase "El Grito
de Rebellion" or "Cry of Rebellion" to mark the start of
these revolutionary events, identifying where they
Cry of Balintawak happened. In the Philippines, this happened in August
2896, northeast of Manila, where they declared rebellion against the Spanish
colonial government. These events are important markers in the history of
colonies that struggled for independence against their colonizers.
The controversy regarding this event stems from identifying the date and
place where the Cry happened. Prominent Filipino historian Teodoro Agoncillo
emphasized the event when Bonifacio tore the cedula or tax receipt before the
Katipuneros, who also did the same. Some writers identified the first military
event with the Spaniards as the moment of the Cry, for which Emilio Aguinaldo
commissioned an "Himno de Balintawak" to inspire the renewed struggle after
the Pact of the Biak-na-Bato failed. A monument to the Heroes of 1896 was
erected at Epifanio de los Santos (EDSA) Avenue intersection and Andres
Bonifacio Drive-North Diversion road. From then on until 1962, the Cry of
Balintawak was celebrated every August 26. The site of the monument was
chosen for an unknown reason.
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Learning Module 3 Surigao del Norte State University

Pio Valenzuela
(August 23, 1896)

DIFFERENT Gregoria de Jesus

VERSIONS (August 25, 1896)
OF
THE
Santiago Alvarez
CRY
(August 24, 1896)

Guillermo Masangkay
(August 26, 1896)
Fig.4 The Different Versions of the Cry of Balintawak

Different primary and secondary sources were analyzed to understand

the different versions of the Cry of Balintawak fully. On the next page is the
explanation of the various witnesses.

Different Dates and Places of the Cry

Pio Valenzuela’s “Cry of Pugad Lawin” (August 23, 1896)

The controversial "Cry of Pugad Lawin" has been confirmed by
the other witnesses of the event that Dr. Pio Valenzuela is the
second and later version of the first rally of the Katipunan by Dr.
Valenzuela himself. The first version, which he gave, told of the
'Cry of Balintawak' as the staging point of the Philippine
revolution. He related the first version when events were still fresh
from his memory, and he abandoned the revolutionary cause after
its outbreak and fled to Biñan, Laguna, for safety. Taking
advantage of Governor-General Ramon Blanco's proclamation of
amnesty for the revolutionists, Valenzuela returned to Manila on
September 3, 1896, and surrendered to Blanco. He was imprisoned
in Fort Santiago, where, upon investigation, he told Francisco
Olive, the Spanish investigator, that the 'Cry' was staged at
Balintawak on Wednesday, August 26, 1896.
Dr. Pio Valenzuela

The first place of refuge of Andres Bonifacio, Emilio Jacinto, Procopio

Bonifacio, Teodoro Plata, Aguedo del Rosario, and myself, was Balintawak, the
first five arriving there on August 19, and 1 on August 20 1896. The first place
where some 500 members of the Katipunan met was the house and yard of
123

Apolonio Samson at Kangkong, on August 22. Aside from the persons

mentioned above, among those were Briccio Pantas, Alejandro Santos, Ramon
Bernardo, Apolonio Samson, and others. Here, views were only exchanged, and

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Learning Module 3 Surigao del Norte State University

no resolution was debated or adopted. It was at Pugad Lawin, in the house,

store-house, and yard of Juan Ramos, son of Melchora Aquino, where over
1,000 members of the Katipunan met and carried out considerable debate and
discussion on August 23 1896. The discussion was on whether or not the
revolution against the Spanish government should be started on August 29
1896. Only one man protested and fought against war, and that was Teodoro
Plata [Bonifacio's brother-in-law]. Besides the person names above, among
those present at this meeting were Enrique Cipriano, Alfonso Pacheco, Tomas
Remigio, and Sinfroso San Pedro. After the tumultuous meeting, many of those
present tore their cedula certificates and shouted "Long live the Philippines!

******
Gregoria de Jesus' Version of the First "Cry" (August 25, 1896)
One of the participants in the drama of the Philippine Revolution
of 1896 was Gregoria de Jesus, the wife of Supremo Andres
Bonifacio and the "Lakambini of the Katipunan." She was the
custodian of the secret documents, seals, and some weapons of the
Katipunan and constantly risked her life in safeguarding them. After
the outbreak of the Revolution, Bonifacio and his men gathered in the
hills of Balintawak for the war of liberation. In contrast, Bonifacio
and his men gathered in the hills of Balintawak for the war of
independence. When warned that the Spanish authorities were
coming to arrest her, she fled to Manila, joined her husband in the
mountains, and shared the hardships and sacrifices of a patriot's life
with him. According to her version of the First "Cry," it occurred near
Gregoria de Jesus Caloocan on August 25, 1896, as follows:
The activities of the Katipunan had reached nearly all corners of the Philippines
archipelago so that when its existence was discovered and some of the members
arrested, we immediately returned to Caloocan. However, as we were closely
watched by the agents of the Spanish authorities, Andres Bonifacio and other
katipuneros left the town some days. It was then that the uprising began, with the
first cry for freedom on August 25, 1896. Meanwhile, I was with my parents.
Through my friends, I learned that the Spanish were coming to arrest me.
Immediately, I fled the town at eleven o'clock at night, secretly going through the
rice fields to La Loma, with the intention of returning to Manila. I was treated like
an apparition, for, sad to say, in every house where I tried to get a little rest, I was
driven away as if the people therein were frightened for their own lives. Later, I
found out that the occupants of the houses which I had visited were seized and
severely punished – and some even exiled. One of them was an uncle of mine whom
I had visited on that night to kiss his hand, and he died in exile.
124

******

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Learning Module 3 Surigao del Norte State University

The “Cry of Bahay Toro” (August 24, 1896)

by Santiago Alvarez
Another version of the "Cry," which launched the Philippine
Revolution is that written by Santiago Alvarez, a prominent
Katipunan warlord of Cavite, son of Mariano Alvarez, and relative of
Gregoria de Jesus (wife of Andres Bonifacio). Unlike Masangkay,
Samson, and Valenzuela, Alvarez was not an eyewitness to the
historic event. Hence, his version cannot be accepted as equal in
weight to that given by actual event participants. Although Alvarez
was in Cavite at the time, this is his version of the first "Cry" as
follows:
Sunday, August 23, 1896
As early as 10 o'clock in the morning, at the barn of Kabesang
Melchora, katipuneros met together. About 500 of these arrived,
ready and eager to join the "Supremo" Andres Bonifacio and his
men…
Monday, August 24, 1896
There were about 1,000 katipuneros…The 'Supremo" decided to hold a
meeting inside the big barn. Under his leadership, the meeting began at 9 o'clock
in the morning.
It was 12 0'clock noon when the meeting adjourned amidst loud cries of
"Long live the Sons of the Country" (Mabuhay ang mga Anak ng Bayan!)

******
The "Cry of Balintawak" (August 26, 1896)
by Guillermo Masangkay
The historic first rally of the Philippine Revolution of 1896
occurred at the rustic barrio of Balintawak, a few kilometers north of
the city of Manila. On August 26, 1896, according to this eyewitness
account by Katipunan General Guillermo Masangkay, Bonifacio's
childhood friend. Similarly, this date and site were American
regimes, after having consulted the surviving katipuneros and
prestigious historians at the time. A monument depicting the event
was erected near the site, financed by funds donated by the people,
and was inaugurated on September 11, 1911. In his memoirs,
General Masangkay recounts the "Cry of Balintawak" as follows.
On August 26th [1896], a big meeting was held Balintawak at the
Guillermo Masangkay house of Apolonio Samson, then the cabeza of the barrio of
Caloocan. Among those who attended, I remember; were Bonifacio, Emilio
125

Jacinto, Aguedo del Rosario, Tomas Remigio, Briccio Pantas, Teodoro Plata, Pio
Valenzuela, Enrique Pacheco, and Francisco Carreon. They were all leaders of the

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Learning Module 3 Surigao del Norte State University

Katipunan and composed of directors of the organization. Delegates from Bulacan,

Cabanatuan, Cavite, and Morong (now Rizal), was also present.
At about nine o'clock on the morning of August 26, the meeting
was opened with Andres Bonifacio presiding and Emilio Jacinto
acting as Bonifacio's secretary. The purpose was to discuss when
the uprising was to take place. Teodoro Plata [Bonifacio’s brother-
in-law], Briccio Pantas, and Pio Valenzuela were all opposed to
starting the revolution too early. They reasoned that the people
would be in distress if the revolution were started without adequate
preparation. Plata was very forceful in his argument, stating that
the uprising could not very well be started without arms and food
for the soldiers. Valenzuela used Rizal's argument about the rich not
siding with the Katipunan organization.
Andres Bonifacio, sensing that he would lose in the discussion
Teodoro de Jesus Plata then, left the session hall and talked to the people, who were waiting
outside for the result of the meeting of the leaders. He told the people that the
leaders were arguing against starting the revolution early, and appealed who
was shot in Bagumbayan. Should we return now to the towns, the Spaniards will
only shoot us. Our organization has been discovered and we are all marked
men. If we don't start the uprising, the Spaniards will get us anyway. What then
do you say?"
"Revolt!" the people shouted as one.
Bonifacio then asked the people to give a pledge
that they were to revolt. He told them that the sign of
the slavery of the Filipinos was (sic) the cedula tax
charged on each citizen. "If it is true that you are ready
to revolt," Bonifacio said, "I want to see you destroy
your cedulas. It will be the sign that all of us have
declared our severance from the Spaniards." With tears
in their eyes, the people as one man pulled out their
cedulas and tore them to pieces. It was the beginning of
the formal declaration of the separation from Spanish
Cedula rule. With their cedulas destroyed, they could no longer
go back to their homes because the Spaniards would persecute them, if not for
being katipuneros, for having no cedulas. And people who had no cedulas
during those days were severely punished. When the people's pledge was
obtained by Bonifacio, he returned to the session hall and informed the leaders
of what took place outside. "The people want to revolt, and they have destroyed
their cedulas," Bonifacio said, "So now we have to start the uprising; otherwise,
the people by hundreds will be shot." There was no alternative. The board of
directors, in spite of the protest of Plata and Valenzuela, voted for the
126

revolution. And when this was decided, the people outside shouted: "Long live
the Philippine Republic!"

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Learning Module 3 Surigao del Norte State University

At about 5 o'clock in the afternoon, while the gathering

at Balintawak was celebrating the decision of the Katipunan
leaders to start the uprising, the guards who were up in trees to
watch for any possible intruders or the approach of the enemy
gave the warning that the Spaniards were coming. Led by
Bonifacio, Emilio Jacinto, and other leaders of the Katipunan, the
men were distributed in strategic positions and were prepared for
the attack of the civil guards. I was with a group stationed on the
bank of a small creek, guarding the places where the Spaniards
were to pass in order to reach the meeting place of the
katipuneros. Shots were then fired by the civil guards, and that
was the beginning of the fire which later became such a hug
Emilio Jacinto conflagration.
From the eyewitness accounts presented, there is indeed marked
disagreement among historical witnesses about the place and time of the
occurrence of the Cry. Using primary and secondary sources, four places have
been identified: Balintawak, Kangkong, Pugad Lawin, and Bahay Toro, while
the dates vary: 23, 24, 25, or 26 August 1896.
Valenzuela's account should be read with caution: He once told a
Spanish investigator that the "Cry' happened in Balintawak on Wednesday,
August 26, 1896. Much later, he wrote in his Memoirs of the Revolution that it
happened at Pugad Lawin on August 23, 1896. Such account inconsistencies
should always be a red flag when dealing with primary sources.
According to Guerrero Encarnacion and Villegas, all these places are in
Balintawak, then part of Caloocan, now in Quezon City. As for the dates,
Bonifacio and his troops may have been moving from one place to another to
avoid being located by the Spanish Government, which could explain why there
are several accounts of the Cry.

Activity 5 Let's Collect! Write in the space provided the consistent and
inconsistent details in the four accounts of "Cry of Balintawak." Write your
answers in the space provided. A rubric is provided as your guide in giving the
points.
Different Accounts Consistent Details Inconsistent Details

Pio Valenzuela
127

Gregoria de Jesus

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Learning Module 3 Surigao del Norte State University

Santiago Alvarez

Guillermo
Masangkay

Rubric
2pts The answer is incorrect, but there is some correct support.
4pts The answer is correct, but no support is provided.
6pts The answer is correct, and there is some support.
8pts The answer is correct, and the support is developed.
10pts The answer is correct, and the support is fully developed.

Assessment Task (CO-AT3): Students have an online debate on a particular issue in

Philippine history. This is a group activity; students are expected to formulate
arguments in favor or against a specific event or issue. To understand how the online
debate will happen, read the information below and its rubric.

What is debate? How to conduct it? This information was adopted in this link
https://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/tns/tn-13.pdf
A debate is a discussion or structured contest about an issue or a resolution. A
formal debate involves two sides: one supporting and opposing a resolution. Such a
debate is bound by rules previously agreed. Debates may be judged to declare a winning
side. Debates, in one form or another, are commonly used in democratic societies to
explore and resolve issues and problems. Indeed, any discussion of a resolution is a
form of debate that may or may not follow formal rules. In the classroom context, the
topic for debate will be guided by the curriculum's knowledge, skill, and value
outcomes.
Structure for Debate. A formal debate usually involves three groups: one
supporting a resolution (affirmative team), one opposing the resolution (opposing
team), and those judging the quality of the evidence and arguments and the performance
in the debate. The affirmative and opposing teams usually consist of three members
each, while the judging may be done by the teacher, a small group of students, or the
class as a whole. In addition to the three specific groups, there may be an audience of
class members not involved in the formal debate. A particular resolution is developed,
128

and rules for the debate are established.

These are the following debate preparation: 1) develop the resolution to be
debated; 2) organize the teams; 3) establish the rules of the debate, including timelines;

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Learning Module 3 Surigao del Norte State University

4) research the topic and prepare logical arguments; 5) gather supporting evidence, and
examples for the position is taken; 6) anticipate counter-arguments and prepare
rebuttals; 7) team members plan to order and content of speaking in the debate, 8)
prepare the room for debate; 9) establish expectations, if any, for assessment of the
debate.
In conducting the debate, this is the process. Debate opens with the affirmative
team (the team that supports the resolution) presenting their arguments, followed by an
opposing team member. This pattern is repeated for the second speaker in each group.
Finally, each team gets an opportunity to rebut the opponent's arguments. Speakers
should speak slowly and clearly. The judges and audience members should be taking
notes as the debate proceeds. A typical sequence for debate, with suggested timelines,
is as follows:
 The first speaker on the affirmative team presents arguments supporting the
resolution. (5 – 10 minutes)
 The first speaker on the opposing team presents arguments opposing the
resolution. (5 – 10 minutes)
 The second speaker on the affirmative team presents further arguments
supporting the resolution, identifies conflict areas, and answers questions that
the opposition speaker may have raised. (5 – 10 minutes)
 The second speaker on the opposing team presents further arguments against
the resolution, identifies different areas of conflict, and answers questions that
the previous affirmative speaker may have raised. (5 – 10 minutes)
 The rules may include a short recess for teams to prepare their rebuttals. (5
minutes)
 The opposing team begins with the rebuttal, attempting to defend the opposing
arguments and defeat the supporting arguments without adding any new
information. (3 – 5 minutes)
 First rebuttal of the affirmative team (3 – 5 minutes)
 Each team gets a second rebuttal for closing statements, with the affirmative
team having the last opportunity to speak. (3 – 5 minutes each)
 There cannot be any interruptions. Speakers must wait for their turns. The
teacher may need to enforce the rules.

Post-debate Discussion and Assessment. When the formal debate is finished,

allow time for debriefing and discussion. Members of the audience should be
allowed to ask questions and contribute their thoughts and opinions on the
arguments presented. Members of the debate teams may also wish to reflect on
their performance and seek feedback from the audience, including the teacher.
If some form of assessment were part of the debate plan, it would be conducted
now. Assessment could be completed by the teacher, the judging team, or the
entire class.
129

Since the students already had the background about the debate, the class
will be divided into four groups and given a topic related to the cases in this
module. Each group will be divided again into two teams, the affirmative and

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Learning Module 3 Surigao del Norte State University

opposing sides. They will be given time to prepare their arguments, and the
teacher will schedule the online class debate.
Rubric for Class Debate
Category 5 4 3 2 1 Score
Respect for All Statements Most Statements, Statements,
Other Team statements, and statements responses, responses,
body responses and and body and body
language, were responses language language
and compliant were were were
responses and used respectful borderline consistently
were appropriate and appropriate not
respectful language, improper —some respectful.
and but once or language, sarcastic
inappropriate twice body but there remarks.
language. language was one
was not. sarcastic
remark.
Information All Most Most Some Information
information information information information had some
presented in presented presented in was significant
this debate in this the debate accurate, but inaccuracies
was precise, debate was was clear there were OR was
accurate, and precise, and accurate some minor usually not
thorough. accurate, but was not inaccuracies. clear.
and usually
thorough. thorough.
Rebuttal All counter- Most Most Some Counter-
arguments counter- counter- counter- arguments
were arguments arguments arguments were not
accurate, were were were weak accurate and
relevant, and accurate, accurate and and relevant.
robust. relevant, relevant, but irrelevant.
and robust. several were
weak.
Use of Every major Every Every major Some points Every point
Facts/Statistics point was major point point was were was not
well was supported supported supported.
supported adequately with facts, well, and
with several supported statistics, others were
relevant with and not.
facts, relevant examples,
statistics, and facts, but the
examples. statistics, relevance of
and some was
examples. questionable.
Organization All Most All Arguments Arguments
arguments arguments arguments were not were not tied
130

were tied to were tied to were tied to tied well to to an idea at

an idea an idea an idea an idea. all.

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Learning Module 3 Surigao State College of Technology

(premise) (premise) (premise),

and and but the
organized in organized organization
a tight, in a tight, was
logical logical sometimes
fashion. fashion. not clear or
logical.
Understanding The team The team The team The team The team did
of Topic clearly clearly seemed to seemed to not show an
understood understood understand understand adequate
the topic in- the topic the main the main understanding
depth and in-depth points of the points of the of the topic.
presented and topic and topic but
their presented presented didn't
information their those with present them
forcefully information ease. with ease.
and with ease.
convincingly.
Presentation The team The team The team One or more The team's
Style consistently usually sometimes team presentation
used used used members style did not
gestures, eye gestures, gestures, eye had a keep the
contact, tone eye contact, tone presentation attention of
of voice, and contact, of voice, and style that did the audience.
a level of tone of a level of not keep
enthusiasm voice, and enthusiasm attention.
to keep the a level of to keep the
audience's enthusiasm audience's
attention. to keep the attention.
audience's
attention.
Total
Reference: http://www.learner-autonomy.org/ld/non-lang-
arts/assessment/Debate%20Rubric.pdf

SELF-EVALUATION:
COLLECT-ANALYZE-JUDGMENT
Direction: Based on the different cases provided in this module, select at least
one topic and answer what is needed in the table. A rubric is given as your reference in
providing the points.
Title of the Different Accounts
Selected Case

Evidence 1 Evidence 2 Evidence 3 Evidence 4

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Learning Module 3 Surigao del Norte State University

Analysis 1 Analysis 2 Analysis 3 Analysis 4

Judgment 1 Judgment 2 Judgment 3 Judgment 4

Rubric
3pts The answer is incorrect, but there is some correct support.
6pts The answer is correct, but no support is provided.
9pts The answer is correct, and there is some support.
12pts The answer is correct, and the support is developed.
15pts The answer is correct, and the support is fully developed.

REVIEW OF CONCEPTS:
We have one past, but there are many histories, which was proven with the
different cases presented in this module. The most important while reading these
conflicting views is being vigilant enough on what specific sources are reliable. There
are numerous accounts given by the author that may seem true. The history of the First
Mass in the Philippines, Cavite Mutiny, Retraction of Rizal, and the Cry of Balintawak
are only a few of the controversies that need to be settled. Until now, some past chapters
need strong evidence to approve what is real and what is not. Since there is not enough
evidence, the experts may have conducted the further study.

POST-TEST:
POSITION PAPER
Direction: In 300 to 500 words, write a position paper in the four cases
132

presented. Highlight the significant findings by analyzing primary and secondary

sources. You may opt to agree or disagree with your selected case. Just pass your
answers in the designated post in Google classroom and read the rubric already given

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Learning Module 3 Surigao del Norte State University

for your guidance in providing the points. If you do not know how to write a position
paper, read the information below from Fleming (2019).
A position paper is about choosing a side on a particular topic, sometimes a
controversial one, and building up a case for your opinion or position. You will use
facts, ideas, statistics, and other evidence to convince your reader. At first, you need to
collect ample information by having research and craft an outline to create a well-
constructed argument. In any essay writing, you need to have your topic. The topics
were given already, and all you have to do is to make your argument sound and logical.
The good thing is that the teacher has already discussed the topics, but it is up to you if
you want additional information related to the topic. Just remember to visit reputable
websites. The more supporting evidence you collect, the better you know what side you
will stand on. If you think you are ready, you can create an outline in this format:
 Introduce your topic with some basic background information. Build up your
thesis sentence, which asserts your position.
 Introduce possible objections to your position.
 Support and acknowledge the opposing points. Just be sure you aren't
discrediting your own views.
 Explain that your position is still the best, despite the counter-arguments'
strength. This is where you can work to discredit some counter-arguments and
support your own.
 Summarize your argument and restate your position. End your paper by
focusing on your statement and avoiding the counter-arguments.

Remember, when writing a position paper, you need to have confidence

and state your opinion with authority. After all, your goal is to demonstrate that
your position is the correct one.

RUBRIC FOR POSITION PAPER

Criteria 10 8 6 4 2 Score
Developed a Developed a Developed a Developed a The thesis
strong thesis and strong thesis strong thesis thesis statement needs
included it and included it and included statement and to be developed
Thesis appropriately in appropriately it included it in further or is not
Statement the paper. The in the paper. appropriately the paper. included in the
(10%) thesis was the The thesis was in the paper. Some of the paper. The thesis
paper's focal the focal point Most of the information is not fully
point and was of the paper information supported the supported in the
strongly and and supported supported the thesis paper. A clear
thoroughly throughout the thesis statement. position is not
supported paper. statement. present
throughout the throughout the
paper. paper.
The position is The position is A minimum A minimum Reasons are
133

supported by supported by of three of three weak and/or

well-developed, well- distinct distinct repetitive.

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Learning Module 3 Surigao del Norte State University

Strong thought-out developed, reasons reasons Reasons are not

Reasons reasons thought-out support the supports the developed or are
(40%) (minimum of reasons position. position. repetitive. Ideas
three). Reasons (minimum of Reasons are Reasons are can be difficult
show robust three). Reasons developed, developed, to understand.
analysis and are well- but more but are more
conclusions developed, but analysis and general and
based on the the analysis conclusions need to be
information. and are needed. developed
conclusions further.
need to be
strengthened.
The position is A variety of A variety of The position The paper lacks
supported in sources sources needs to be valid and
depth by a supports the supports the supported accurate
variety of position. position. with more information.
sources. Adequate Valid and valid and Some of the data
Depth and Important valid valid, and accurate accurate is not relevant
Variety of and accurate accurate information information. and does not
Evidence information in information has been Some of the support the
(40%) the form of has been used used information position. Little
expert opinion, throughout the throughout may not be to no support
statistics, paper. the paper. relevant and from researched
research studies, Information is Most of the does not information is
etc., has been relevant and data is support the present in the
used throughout supports the relevant and thesis. paper.
the papers. writer's ideas. supports the
Information is writer's
relevant and ideas. A mix
supports the of general
writer's ideas. and specific
information
is used.
Ideas are well- Most ideas are The Paper has Paper lacks
organized and well-organized organization some organization,
free of and free of of the paper organization, and numerous
mechanical mechanical needs to be but some mechanical
Organization errors. errors. Some strengthened. diversions or errors make
and Transitional transitional Mechanical abrupt shifts comprehension
Mechanics words and words and errors are in purpose are difficult. Lack of
(10%) phrases are used phrases are present present. transitions.
to connect ideas used to connect throughout Many
and coherence ideas and the paper. mechanical
between maintain Too few errors are
paragraphs. coherence transitions present as
134

between were used or well. The

paragraphs. sentence

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Learning Module 3 Surigao del Norte State University

used structure
correctly. needs to be
strengthened.
Too few
transitions
were used.
Total
Reference: https://s3-us-west-2.amazonaws.com/courses-images-archive-read-only/wp-
content/uploads/sites/213/2014/09/05175903/BUS280-Position-Paper-RUBRIC.pdf

REFERENCES:

Main References:
Books
Candelaria, J. L. P., Alporha, V. C. (2018). Readings in Philippine History. Rex
Printing Company, Inc.

Martinez, R. M., Bumidang, J. G., Tayaban, D. B., Battung, J. T., Fragata, R. D.,
Viloria, M. I., Dulay, M. J., Cristobal, J. M. (2018). The Readings in Philippine
History. Mindshapers Co., Inc.

Umali, V., Ramos, O., Amvida, M. Maliban, N. (2018). Readings in Philippine History.
Jodeh Publishing

Solmerano, E., Palencia, M., & Galicia, R. (2019). Readings in Philippine History
(2nd ed.). Azes Publishing Corporation.

Supplemental References
Antonio de Herrera y Tordesillas [Image]. (2011). Retrieved from
https://jedeballemesoamerique.wordpress.com/2011/04/20/le-tlachtli-reel-jeu-
ou-fonction-social/
Astrolabe [Image]. (n.d.). Retrieved from
https://www.mhs.ox.ac.uk/astrolabe/catalogue/browseReport/Astrolabe_ID=2
20.html
Cedula [Image]. (2019). Retrieved from https://www.philstar.com/lifestyle/arts-and-
culture/2019/11/11/1967609/lifestyle
Cry of Balintawak [Image]. (2013). Retrieved from https://emaniuz-
collection.blogspot.com/2013/09/postcard-philippines-cry-of-pugadlawin.html
Charles V [Image]. (2020). Retrieved from
https://www.britannica.com/biography/Charles-V-Holy-Roman-
emperor#/media/1/107009/205757
135

Chua, X. (2020, May 28). Xiao Time: Ang Unang Sigaw ng Himagsikan sa
Balintawak, Caloocan [Video]. YouTube.
https://www.youtube.com/watch?v=Dtc9q_V8_hs

GE Hist – Readings in Philippine History

Learning Module 3 Surigao del Norte State University

Chua, X. (2020, June 4). Xiao Time: Ang pag-aaklas sa Cavite (Cavite Mutiny)
[Video]. YouTube. https://www.youtube.com/watch?v=5CwmcUCwuv8

Chua, X. (2020, June 4). Xiao Time: Retraction ni Jose Rizal, totoo kaya? [Video].
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Chua, X. (2020, June 4). Xiao Time: Tulang Sa Aking Mga Kabata, si Dr. Jose Rizal
nga ba ang sumulat? [Video]. YouTube.
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Execution of GOMBURZA [Image]. (2019). Retrieved from
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Finding primary sources: Evaluating primary & secondary sources. (2020, April 30).
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First Mass in the Philippines [Image]. (2011). Retrieved from

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Fleming, Grace. (2021, September 9). 5 Steps to Writing a Position Paper. Retrieved
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Gabii sa Kabilin (2021). The First Mass: Latest Inquiry [Facebook page]. Facebook.
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GOMBURZA [Image]. (n.d.). Retrieved from https://filipinojournal.com/the-1872-

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Homonhon Island [Image]. (2020). Retrieved from https://usscmc.com/foreign-cargo-

vessel-barred-from-docking-at-isle-off-eastern-samar-due-to-covid-19-scare/

GE Hist – Readings in Philippine History

Learning Module 3 Surigao del Norte State University

João de Barros. (1998, July 20). João de Barros, lithograph by Luiz after a portrait by
Legrane [Image]. Encyclopædia Britannica.
https://www.britannica.com/biography/Joao-de-Barros#/media/1/54159/22359
Jose E. Marco [Image]. (n.d.). Retrieved from
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Kearney, V. (2021, August 3). How to write a reflective essay with sample essays?
Owlcation. https://owlcation.com/humanities/How-to-Write-a-Reflective-
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Limasawa Island [Image]. (2009). Retrieved from
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Lord Stanley of Alderly [Image]. (2020). Retrieved from
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oil-painting-barwell-frederick-bacon/
Map of Placer, Surigao del Norte [Image]. (2011). Retrieved from
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on.html
Masao Beach, Butuan City [Image]. (n.d.). Retrieved from
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Miguel López de Legazpi [Image]. (n.d.). Retrieved from
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Moluccas [Image]. (2004). Retrieved from http://news.bbc.co.uk/2/hi/asia-
pacific/7330204.stm
Pio Valenzuela [Image]. (2013). Retrieved from https://xiaochua.net/2013/04/06/xiao-
time-4-april-2013-papel-ni-pio-valenzuela-sa-katipunan/
Replica of Balanghai [Image]. (2013). Retrieved from
https://www.mindanews.com/top-stories/2013/04/replica-of-butuans-historic-
balanghai-boat-undergoes-repair-2/
Retraction Letter of Rizal [Image]. (2016). Retrieved from
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ni-jose-rizal-mga-bagong-dokumento-at-pananaw/story/
Santiago Alvarez [Image]. (n.d.). Retrived from http://malacanang.gov.ph/8720-
national-heroes-day/
Sonia Magbanua Zaide [Image]. (2009). Retrieved from
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Learning Module 3 Surigao del Norte State University

Teodora Alonso [Image]. (2012). Retrieved from

https://xiaochua.net/2012/11/08/xiaotime-8-november-2012-teodora-alonso-
ang-dakilang-ina-ng-ating-bayaning-si-dr-jose-rizal/
Teodoro de Jesus Plata [Image]. (2013). Retrieved from
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The Cross in Limasawa [Image]. (2014). Retrieved from
http://www.lagataw.com/2014/11/limasawa-most-underrated-island-in.html
Treaty of Tordesillas [Image]. (2016). Retrieved from
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Trinidad Pardo de Tavera [Image]. (2014). Retrieved from
http://darthphilatelist.blogspot.com/2014/04/today-in-philippine-history-
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William Henry Scott [Image]. (n.d.). Retrieved from
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