READINGS IN PHILIPPINE HISTORY: LESSON 1

History

o study of life in society in the past and an investigation

into the past using evidence, telling the tale of man
through time.
o a continuous process and written in chronological order
of events and it is important to our society.
o from the Greek word "HISTORIA" which means to
search or look into.
o a brief summary of results based on factual research
and it also deals with the sequence of important
events.
o deals with science that describes and examines past
events in a specific group of people.

“History is who we are and why we are the way we are” - -

(David McCullough)

Historical Sources

o originators of information and data. It may be a

document, a picture, a sound recording, a book, a Primary sources may be classified into:
cinema film, a television program, or an object.

Primary Source
Secondary sources
o provides direct or firsthand evidence about an event,
o documents or works made by individuals who are not
object, person, or work of art.
directly involved in the events
o provide the original materials on which other research
o produced by an author who used primary sources to
or work is based.
produce the material
o produced at the same time as the event, period, or
o evidence of someone who was not present at the time
subject being studied.
of occurrence of the event
o often located in the Special Collections of a library,
rather than in the general collection Examples:

Examples:  Bibliographies
 Biographical works
 Autobiographies and memoirs  Reference books, including dictionaries, encyclopedias,
 Diaries, personal letters, and correspondence and atlases
 Interviews, surveys, and fieldwork  Articles from magazines, journals, and newspapers after
 Internet communications on email, blogs, listservs, and the event
newsgroups  Literature reviews and review articles (e.g., movie
 Photographs, drawings, and posters reviews, book reviews)
 Works of art and literature  History books and other popular or scholarly books
 Books, magazine and newspaper articles and ads  Works of criticism and interpretation
published at the time  Commentaries and treatises
 Public opinion polls  Textbooks
 Speeches and oral histories  Indexes and abstracts
 Original documents (birth certificates, property deeds,
trial transcripts) External Criticism
 Research data, such as census statistics
o sometimes called “lower criticism”
 Official and unofficial records of organizations and
o the practice of verifying the authenticity of evidence by
government agencies
 Artifacts of all kinds, such as tools, coins, clothing, examining its physical characteristics
furniture, etc. o consistency with the historical characteristics of the
 Audio recordings, DVDs, and video recordings time when it was produced
 Government documents (reports, bills, proclamations, o materials used for evidence.
hearings, etc.) Internal Criticism
 Patents
 Technical reports o sometimes called “higher criticism”
 Scientific journal articles reporting experimental o examines the honesty of the proof, it takes a gander at
research results the substance of the source and analyzes the condition
of its generation.
READINGS IN PHILIPPINE HISTORY: LESSON 2 - Having knowledge of the background environment of
the document and the author would make your analysis
Content Analysis
more accurate.
o a tool of qualitative research used to determine the
The following are questions that you should always ask
presence and meaning of concepts, terms, or words in yourself when reading any historical document:
one or more pieces of recorded communication.
o the study of documents and communication artifacts, 1. What does the text reveal about itself as a text?
which might be texts of various formats, pictures, audio 2. What is the frame of reference of the document?
or video. 3. What does the text tell you about its apparent
o Social scientists use content analysis to examine intended audience?
patterns in communication in a replicable and  What sort of reader does the author seem to have
systematic manner. envisioned, as demonstrated by the text’s language
and rhetoric?
Explicit data - transparent and easy to identify  What sort of qualifications does the text appear to
Implicit data - requires some form of interpretation and is require of its intended reader(s)? How can you tell?
often of a subjective nature.  What sort of readers appears to be excluded from
the text’s intended audiences? How can you tell?
Types of Content Analysis:  Is there, perhaps, more than one intended
audience?
 Conceptual analysis - focuses on the number of times a
4. What seems to have been the author's intention?
concept occurs in a set of data and is generally focused
What is his motive? Do you detect any bias from the
on explicit data.
author? Why did the author write this text? And why
 Relational content analysis - assesses the relationships
did the author write this text in this particular way, as
between different concepts, how they are connected,
opposed to other ways in which the text might have
and the context in which they appear.
been written?
Use of Content Analysis 5. What is the occasion for this text?
6. Can you identify any non-textual circumstances that
o typically used in studies where the aim is to better affected the creation and reception of the text?
understand factors such as behaviors, attitudes, values,
emotions, and opinions. Contextual Analysis considers the following:

Klaus Krippendorf listed six questions that need to be 1. The author's background, intent (to the extent
addressed in every content analysis: discernible), and authority on the subject
 When and where was the person born?
1. Which data are analyzed?  What was their life like? Did they have special
2. How are they defined? education or training?
3. What is the population from which they are drawn?  What were their values and beliefs?
4. What is the context relative to which the data are  Who or what inspired the author/creator?
analyzed?  What were their impressions of the work they
5. What are the boundaries of the analysis? created?
6. What is the target of the inferences? 2. The historical context of the source (time and place it
was written and the situation at the time);
Contextual Analysis considers the following:
 What was the political situation when the source
o the historical context of the source (time and place it was created?
was written and the situation at the time),  What was the economic situation in those years in
o the author’s background, intent (to the extent that country?
discernible), and authority on the subject,  What were the key historical events at that time?
o the source’s relevance and meaning today.  In what cultural tradition or era was it made?
 The source's relevance and meaning today.
Contextual Analysis  What is the long-term historical impact and
- helps to assess text within the context of its historical relevance of the document in contemporary
and cultural setting, and its textuality (the qualities that times?
characterize the text as a text.)  How does the document contributes in the
- combines features of formal analysis with features of narratives of history?
“cultural archaeology, ” ( the systematic study of social,  How does the document influence the mind or
political, economic, philosophical, religious, and behavior of the readers?
aesthetic conditions that were in place at the time and
place when the text was created.)

Using Contextual Analysis to Evaluate Texts

- must consider the author, his intent, and what is

happening in and around the time period of the
historical data
 o A system known as barter was also practiced by the
natives where they exchange goods.

o Dates
FIRST VOYAGE AROUND THE WORLD o • March, 16, 1521- The voyagers arrived
1. Author’s background in an island
o named Zamal (now Samar)
 born in Vicenza in the 1941
o • March 18, 1521- A boat with 9 men
 died in the same city in 1534.
approached them.
 known as Antonio Lombardo or Francisco Antonio o The voyagers and the natives exchanged
Pigafetta. and
 parents are Giovanni Pgafetta and Angela Zoga. o introduced goods to one another.
 An Italian seafarer and geographer o • March 22, 1521- The men from Suluan
 studied astronomy, geography, and cartography when he who promised
was young and worked in the ships owned by the Knights o they’d return came in two boats with
of Rhodes coconuts, sweet-
 accompanied the papal nuncio, Monsignor Chieregati, to o oranges, a jar of palm-wine, and a cock.
Spain. o • March 25, 1521- Holy Monday, the
voyagers shaped
 joined Magellanes-Elcano expedition to the Moluccas
o their course toward the west southwest
from August 1519 to September 1522.
between four
 one of Magellan’s original crew who have completed the o small islands, namely, Cenalo, Hiunanghan,
first circumnavigation of the world. Ibusson,
 able to document Magellan’s journey which served as a o and Abarien.
source for his writings. o • March 28, 1521- the voyagers seen a
2. Historical background of the document small boat with
 Pigafetta first heard about Magellan’s expedition in 1519 o 8 men which was called as boloto by the
in Barcelona. natives.
 On August 10, 1519, five ships led by Ferdinand Magellan o • March 29, 1521, the captain-general
sent his slave
to circumnavigate the globe.
o ashore in a small boat to ask the king if he
The ships were named as Trinidad, San Antonio,
had any
Concepcion, Santiago, and Victoria. o food to have it carried to the ships
 First, they headed towards Canary Islands and down o • March 31, 1521- The captain sent the
along the African coast and across the Equator. priest with
 Then, they sailed to Brazil coast, Patagonia, and to the o some men to prepare the place for a
Philippines. mass. They
 On September 6, 1522, one ship carrying 21 men o gathered for an hour mass.
returned to Seville. 4. Dates
 Pigafetta was able to accomplish the document after the  March, 16, 1521 - The voyagers arrived in an island
death of Ferdinand Magellan. named Zamal (now Samar)
 He was able to leave a detailed description of the journey  March 18, 1521 - A boat with 9 men approached them.
in the Report of the first trip around the world, a lost The voyagers and the natives exchanged and introduced
manuscript that was obtained again later, in 1797. goods to one another.
 This document is considered as one of the most  March 22, 1521 - The men from Suluan who promised
important documentary evidences relating to the they’d return came in two boats with coconuts, sweet-
geographical discoveries of the 16th Century. oranges, a jar of palm-wine, and a cock.
3. Content Analysis:  March 25, 1521 - Holy Monday, the voyagers shaped their
 Socio-cultural Significance course toward the west southwest between four small
o The early natives were able to show their traditions, islands, namely, Cenalo, Hiunanghan, Ibusson, and
culture, and beliefs that they shared to Pigafetta and Abarien.
the other voyagers.  March 28, 1521 - the voyagers seen a small boat with 8
o They believed in a deity they call Abba. men which was called as boloto by the natives.
o They give presents and prepare feasts for their visitors.  March 29, 1521, the captain-general sent his slave ashore
 Political Significance in a small boat to ask the king if he had any food to have
 The political system ofther early natives showed that they it carried to the ships
also have a social system where there are leaders and  March 31, 1521 - The captain sent the priest with some
servants. They address their leaders as kings while the men to prepare the place for a mass. They gathered for
servants are the slaves. an hour mass.
 Economic Significance  April 7, 1521 - The voyagers entered the port of Zubu
o As from the description of Pigafetta, from the kinds of (Cebu)
clothes and jewelries they wore, the feasts they throw, 5. Places
the natives led an abundant life. They may have  Islands of Ladroni - Island of thieves
practices which may have different from the foreigners  Zamal (Samar) - a high land at a distance of three
who visited their lands, but the vast number of hundred leagues from the islands of Latron
resources that they had around them were able to  Suluan - the island of the 9 men that approached the
provide them a good life. Voyagers and where they were given presents such as
 fish, a jar of palm wine, figs more than one palm long,
and coconuts
 Humunu (Homonhon) - where they found the clearest
water that they called as Acquada da li bouni Segnialli
(the Watering-place of good Signs). They found signs of
gold, great quantity of white coral, large trees with fruit a
trifle smaller than almond and resembling pine seed, and
many more goods.
 Archipelago of San Lorenzo - where Humunu is situated
along with other islands, discovered on the Sabbath of St.
Lazarus
 Zamatra (Sumatra) - formerly called as Traprobana, where
the slave belonging to the captain-general was from
 Butuan and Calagan - ruled by the two kings (Raia
Colambu and Raia Siaui) where the voyagers were
welcomed
 Ceylon, Zubu, and Calaghann - the port where the
voyagers can get best food
 Mazaua - a vast number of resources lies in this island. It
lies in a latitude of nine and two 16 thirds degrees toward
the Arctic Pole, in a longitude of one hundred and sixty-
two degrees from the line of demarcation, and is twenty-
five from the Acquada
 Ceylon, Bohol, Canighan, Baybai, and Gatighan- the
voyagers coursed toward the northwest passing among
these 5 islands
 Polo, Ticobon, and Pozon - where the voyagers waited for
the king of Mazaua
6. Personalities
 Captain General (Ferdinand Magellan) - leader of the
circumnavigation around the world.
 Raia Colambu - first king of the Butuan and Calagan
 Raia Siaui - second king of the Butuan and Calagan
 King of Mazua
 King of Zubu

7. Contextual Analysis
 Pigafetta first took interest in joining the voyage in
Barcelona in 1519 where he asked permission to join.
 His motive in creating the document was he wanted to
acquire knowledge about the world.
 He wanted to record information while they
circumnavigate around the world and discover different
islands along the way.
 To keep tract of the things he learnt, he kept a diary
where he wrote everything he comes across with.
8. Relevance/contribution in Philippine history
• Considered as the best source of the customs of the
Filipinos in the early 16th century
• paints a picture of the lives of the natives before the
Spanish colonization.
• describe the clothes the natives wore, how they
communicate, what kind of lifestyle they had.
• made into account naming few of the native leaders and
tribes, plants, places, cultures, customs, and traditions.
• we can learn that the Philippines prior to the colonial
period was a rich land of resources.
• document the first Visayan vocabulary of the natives.
• that document was one of the ways that the Philippines
was introduced to the world.

TEJEROS CONVENTION