UNIVERSITY OF CAGAYAN VALLEY

Tuguegarao City, Cagayan

SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

Department of Social & Behavioral Sciences

Course Title: READINGS IN THE PHILIPPINE HISTORY

Credit: 3.0 units
Prerequisite: None

MODULE IN READINGS IN THE PHILIPPINE HISTORY

COURSE DESCRIPTION:
The course analyses Philippine History from multiple perspectives through the lens of
selected primary sources coming from various disciplines and of different genres. Students are given
opportunities to analyse the authors’ background and main arguments, compare different points of view,
identify biases and examine the evidences presented in the document. The discussions will tackle
traditional topics in History and other interdisciplinary themes that will deepen and broaden their
understanding of Philippine political, economic, cultural, social, scientific and religious History. Priority
is given to primary materials that could help students develop their analytical and communication skills.
The end goal is to develop the historical and critical consciousness of the students so that they will
become versatile, articulate, broad-minded, morally upright and responsible citizens .

Course Outcomes:
At the end of the semester, students shall be able to:

Knowledge
1. Determine the contribution of the different kinds of sources in understanding Philippine
History
2. Equip students with historical and critical consciousness as well as analytical and creative
thinking skills to analyze primary and secondary historical texts and to demonstrate proficient
and effective communication;
3. Provide opportunities for the students to reflect critically on shared concern, to take
responsibility for knowing and being a Filipino, and to contribute personally and
meaningfully to the country’s development;
4. Critically examine, from various perspective, primary sources that will enable them to
understanding deeper the social, political, economic, religious, and other major problems now
faced by the Filipino people;

Skills
5. Effectively communicate, using various techniques and genres, their historical analysis of a
particular event or issue that could help others understand the chosen topic;
6. Demonstrate the ability to use primary sources to argue in favour or against a particular
issue;
7. Display the ability to work in a multi-disciplinary team and contribute to a
group endeavour;
Values
8. Manifest interest in local history and concern in promoting and preserving our country’s
national patrimony and cultural heritage;
9. Appreciate the rich history of the Filipino people, from pre-colonial times to the
present, through the lens of selected primary source.
Course Contents:

PRELIM TOPICS:
 Meaning and Relevance of History
 Katipunan and the Revolution: Memoirs of Santiago Alvarez
 The Tabon Caves by Robert Fox
 Declaration of the Philippine Independence( Proclamation)

LESSON 1: MEANING AND RELEVANCE OF HISTORY

Intended Learning Outcomes

At the end of this lesson, students are expected to:

1. Analyze the meaning and relevance of history in national development

2. Discuss the nature of history;
3. Identify the primary and secondary sources in understanding Philippine history; and
4. Analyze the content, context and perspective of different kinds of primary sources;
5. Appraise the process of historical inquiry as well as sources and discourses in the Philippines.

Learning Activities

Introduction:
History is a boring subject for many. Students find it dull due to certain reasons as previous
techniques in teaching which tended to focus on memorizing the dates of historical events, as well as the
names of historical figures and the places where these events took place. As such, it is the aim of this
lesson to shed light on the meaning and relevance of History in the daily lives of the Filipinos. Without
dismissing the necessity of knowing the answers to the basic questions of what, where, and when,
studying history should be more concerned in answering questions like “Why a certain event happened?”
and “How did it happen?” In the first place, why is it necessary to write history? Is it just a mere caprice
of the academician for him to brag his technical expertise? Can the study of history be useful in
understanding the different factors that led to the development of the present society? Notwithstanding
the necessity of writing history, the knowledge of identifying sources and where to locate them are two of
the basic lessons which a student of history should learn. Sources are the primary foundation of history,
needless to say in dealing with it. Without the sources, the so-called historical narratives can be easily
dismissed as historical fiction. This lesson aims to give the students a preliminary background on the
various sources that could be employed in studying Readings in Philippine History, including certain
information on the repositories of these sources--physical or digital—so that the students would know
where to access them.

Meaning of History

What is History? History originated as a derivation of historia, an ancient Greek term for learning
through inquiry (Hoefferle, 2013). It is usually defined as the study of past events. Merriam Webster
Dictionary denotes that history refers to a chronological record of significant events such as those
affecting a nation or institution, often including an explanation of their causes. The American Historical
Association, on the other hand, currently defines history as the never-ending process whereby people seek
to understand the past and its many meanings. Therefore, history is not only a mere collection of
narratives compiled or collated by authors, rather history employs a system to organize narratives. As
what the Greek philosopher.

One of the great philosopher Aristotle once said, history is a systematic account of a set of natural
phenomena. It is also an investigative work because people aim to satisfy their thirst for truth. History
attempts to know the actions of human beings that were accomplished in the past (Collingwood, 1976). In
the Philippine setting, the classic definition of history is given by Zeus Salazar, a notable historian and
retired professor of the University of the Philippines. Therefore to him, Kasaysayan, the counterpart of
history in the mother tongue, is an essential narrative with to a group of people that is characterized by
uniqueness and identity. This uniqueness, as opined by Salazar, is largely based on their own language
and heritage, hence
“Ang Kasaysayan ay salaysay na may saysay para sa isang grupo ng tao na may kakanyahan, identidad na
nakasandig sa sariling wika at kalinangan (Sebastian and Rosales, 2008). Through this definition, we can
say Salazar reiterates that the essence of history depends on whose history is being narrated and who the
intended audiences are. It is important to note that history is not the past, but rather a glimpse of the past.
The entirety of the past cannot be narrated and included in all of the written histories for the main reason
that not everything which happened in the past were recorded and/or documented. Therefore, history does
not create narration of past events; rather a recreation of past events based on available materials.

Now that you know the definition and basic information about history. Let us continue learning about the
nature and scope of history.

1. A study of the present in the light of the past: The present has evolved out of the past. Modern history
enables us to understand how society has come to its present form so that one may intelligently interpret
the sequence of events. The causal relationships between the selected happenings are unearthed that help
in revealing the nature of happenings and framing of general laws.

2. History is the study of man: History deals with man’s struggle through the ages. History is not static.
By selecting “innumerable biographies” and presenting their lives in the appropriate social context and
the ideas in the human context, we understand the sweep of events. It traces the fascinating story of how
man has developed through the ages, how man has studied to use and control his environment and how
the present institutions have grown out of the past.

3. History is concerned with man in time: It deals with a series of events and each event occurs at a given
point in time. Human history, in fact, is the process of human development in time. It is time which
affords a perspective to events and lends a charm that brightens up the past.

4. History is concerned with man in space: The interaction of man on environment and vice versa is a
dynamic one. History describes about nations and human activities in the context of their physical and
geographical environment. Out of this arise the varied trends in the political, social, economic and
cultural spheres of man’s activities and achievements.

5. Objective record of happenings: Every precaution is taken to base the data on original sources and
make them free from subjective interpretation. It helps in clear understanding of the past and enables us to
take well informed decisions.

6. Multisided: All aspects of the life of a social group are closely interrelated and historical happenings
cover all these aspects of life, not limited only to the political aspect that had so long dominated history.
7. History is a dialogue between the events of the past and progressively emerging future ends. The
historian’s interpretation of the past, his selection of the significant and the relevant events, evolves with
the progressive emergence of new goals. The general laws regulating historical happenings may not be
considered enough; attempts have to be made to predict future happenings on the basis of the laws.

8. Not only narration but also analysis: The selected happenings are not merely narrated; the causal
relationships between them are properly unearthed. The tracing of these relationships lead to the
development of general laws that are also compared and contrasted with similar happenings in other
social groups to improve the reliability and validity of these laws.

9. Continuity and coherence are the necessary requisites of history: History carries the burden of human
progress as it is passed down from generation to generation, from society to society, justifying the essence
of continuity.

10. Relevant: In the study of history only those events are included which are relevant to the
understanding of the present life.

11. Comprehensiveness: According to modern concept, history is not confined to one period or country or
nation. It also deals with all aspects of human life-political, social, economic, religious, literary, aesthetic
and physical, giving a clear sense of world unity and world citizenship.

To widen your knowledge about the nature of history watch and reflect on this video:
https://www.youtube.com/watch?v=gdGkyEwXjRM

The Relevance of History tells that history is valuable because it teaches people what they have
done and thus what man is. Through history, the present generation could assess the feats and defeats of
the previous generations and can learn not only from their errors but also from their victories. The
following relevance of history were enumerated:

RELEVANCE OF HISTORY
1. History helps us understand people and societies.
2. History contributes to moral understanding.
3. History provides identity.
4. Studying history is essential for good citizenship.
5. History is useful in the world of work.

The test of Authenticity means originality. In history, it is more important to for us use original
sources than secondary sources because they provide raw data that have not been subjected to the
interpretation of historians. They also lead directly the researcher or historian to the perception and milieu
of the eyewitness in relation to the event being studied. Genuine sources are usually the sources from
which secondary materials derived their data. Why the Test of Authenticity is done? It is done in order to
determine the genuineness of sources. It is necessary to determine real accounts from hoax stories or
those that were fabricated covertly by persons who wanted to have false claims on documents that
allegedly prove certain phenomena in the very remote past.

DISTINCTION OF PRIMARY AND SECONDARY SOURCES

Primary sources provide direct or firsthand evidence about an event, person, or object. These sources are
contemporary to the events and people described. In the context of historical research, primary sources are
sources that were created during the specific time period being studied. Some examples of primary
sources include: Newspaper articles, Diaries, Letters, Memoirs and autobiographies, Speeches,
Photographs, Novels, poems, Government documents.
Secondary sources were produced sometime after an event took place. Unlike primary sources, secondary
sources do not provide firsthand evidence. Instead, they provide information that has been analyzed or
interpreted in some way. Secondary sources often analyze information that has been gathered from
various primary sources. Examples of secondary sources include: Book reviews, Scholarly articles (those
that interpret or analyze other sources), Literature reviews, Biographies
.
EXTERNAL AND INTERNAL CRITICISM
External Criticism is sometimes called as “lower criticism”.
-The genuineness of the document.
-Form and appearance and more particularly to question of authorship and textual
circumstances such as time, place and purpose.
-The following questions are under external criticism:
Who was the author, not merely what is his name, but what were his personality, character and position,
etc.
How was the document written, from memory, after checking facts?
How is the fact related to other documents? Is it original, partly or whole?

Internal criticism is sometimes called as “higher criticism”.

-The meaning and trustworthiness of the contents.
-Value and worth of its content

DIFFERENT KINDS OF PRIMARY SOURCES

Literary or Cultural Sources
 Novels, plays, poems
 Television shows, movies or videos
 Paintings or photographs
Accounts that describe events, people or ideas
 Newspapers
 Chronicles or historical accounts
 Essays and speeches
 Memoirs; diaries, journals and letters
 Philosophical treaties or manifestos
Information about people
 Census records
 Obituaries
 Newspaper articles
 Biographies and autobiographies
Finding information about a place
 Maps and atlases
 Census information
 Statistics
 Photographs
 City directories
 Local libraries or historical societies
Finding information about an organization (archives)

THREE TYPES OF WRITTEN SOURCES

 Narrative sources or Literary Sources tell a story or message. These include diaries,
films, biographies, leading philosophical works and scientific works.
  Diplomatic sources include charters and other legal documents which observe a set
format.
Social documents are records created by organizations such as register of births and tax records.

Assessment Strategies:
Activity No. 01:
Instructions: Knowing my Town!
A. Research on the history of your town.
B. Ask people (parents, grandparents, elders, community resources like the
Municipal Mayor and others through call or chat), read some historical
accounts or find other primary and secondary sources that you know can help in
gathering information regarding the history of your town.
C. After gathering some information, make an advertisement in a form of spoken poetry
with 4-5 stanzas and 4 lines each stanza.
D. Include also the relevance of knowing the history of your town to you as a resident of
it.

Criteria: Relevance-20pts
Originality-15pts
Coherence of form and structure (harmony of words)-10pts
Clarity of imagery and language-5pts

Activity No. 02: Answer Me!

Instructions: Answer the following questions briefly.

1. How important is history to mankind?

2. Differentiate primary sources form secondary sources?

3. Why is it more credible and reliable to use the primary sources

Activity No. 03:

Instructions:
Get the original copy of your birth certificate issued by the Philippine Statistics Authority (formerly
National Statistics Office) and discuss its (1) competence and impartiality in telling the truth, (2)
willingness in telling the truth and (3) adequacy of data that it conveys. What other sources do you have
at home do you think you can corroborate with your birth certificate? What corroboration did you
establish?

References:
 Agoncillo, Teodoro. (2012). History of the Filipino People
 Blair, Emma Helen and Robertson, James Alexander. (1961). The Philippine Islands
 Constantino, Renato. (1975). The Philippines: A Past Revisited
 Constantino, Renato and Constantino, Letizia. (1978). The Philippines: The Continuing
Past
 http://philhist.pbworks.com/w/page16367040/FrontPage
 UNIVERSITY OF CAGAYAN VALLEY
Tuguegarao City, Cagayan, Philippines

MODULE 2 READINGS IN PHILIPPINE HISTORY

LESSON 2: THE MEMOIRS OF SANTIAGO ALVAREZ

Intended Learning Outcomes

At the end of the lesson, the students will be able to:
1. Determine the relevance of the memoirs to present times;
2. Discuss the narrative account;
3. Identify the important events of the revolution; and
4. Analyze the content, context of how the Katipunan and Revolution started and ended.

Learning Activities

Introduction

Santiago Alvarez is general, founder and honorary president of the first directorate of
the Nacionalista party. Due to his inflamed bravery and courage in Cavite’s famous battles as commander
he is named as “kidlat ng apoy” and the only child of revolutionary general Mariano Alvarez. His writing
become primary source because he is in the scene, or an eye-witnessed because he personally experienced
what happen that time.

“The Katipunan and the Revolution: Memoirs of a General”

By: Santiago V. Alvarez

To start the lesson let me introduce to you the background of Santiago Alvarez.

Santiago V. Alvarez (July 25, 1872 -October 30, 1930), the only child of revolutionary
general Mariano Alvarez and Nicolasa Virata, was born in Imus but was raised in Noveleta, Cavite.
He was known as Kidlat ng Apoy (Lightning of Fire), because of his inflamed bravery
and participation in the Battle of Dalahican. ,Santiago was among the first in Cavite to take up arms
against Spain. All through the
Revolution, he fought side by side with his father. In the 36-hour battle in Dalahican, one of the
bloodiest encounters during the Revolution, he scored a decisive victory and repulsed the Spanish
troops.

When the American civil government was established in the Philippines in 1901, Santiago assisted
in the organization of the Nacionalista Party, where he later became president of its directorate.

During the 19205, his memoirs were published in Sampaguita, a Tagalog weekly, in 36 installments
(from July 24, 1927 to April 15, 1928). These were reproduced in book form and translated in English
by Paula Carolina S. Malay.
 Malay graduated from the University of the Philippines. She taught economics at various universities
during the 1950s and 1960s. She turned to translation and writing during the martial law period.

To know more about Santiago Alvarez, proceed to the link below and watch.

https://www.youtube.com/watch?v=klMAY35d938

Content Analysis
The book was originally published in Sampaguita, a Tagalog weekly during the 1920’s. It
was serialized from 24 July 1927 to 15 April 1928. The original work was written in Tagalog but
was translated by Paula Carolina S. Malay in English. Composed of four hundred sixty six pages,
two hundred thirty six is the English translation while two hundred pages composed the original
Tagalog text, included is the appendix on the comments of Teodoro Gonzales about the series. The
book was divided into eighty parts; probably the number it appeared in the weekly.
The work is a faithful reconstruction of events that happened in the brightest period of our
history as a people longing for an independent country. This work did not have any pretention of
an academic “high brow” but in the process has created a new form of historiography, of writing
history from the point of view of the masses. The uniqueness and strength of this historical work
lies in the fact that the author was an active participant in the events he was writing about. This
work is a collection of narratives of ordinary people living in an extraordinary period.
Santiago Alvarez started his memoir on a specific date, March 14, 1896, the day when the
future military rival in Emilio Aguinaldo was to become a member of the secret society initiated by
the Supremo himself, Andres Bonifacio. Although his mentioning of important dates associated
with important personalities during this period was a recurrent theme in his work, his narration of
chronological events portrayed the lives not only of the major actors but the ordinary “sons of the
people” in an effort to write “history from below”. To corroborate his own recollection, he also
included the accounts of ordinary people, such as in a case of Juan Maibay and Ramon Bernardo
whose raw emotion was captured candidly by Alvarez. The apprehension, excitement, superstition,
anxiety, bravery, treachery, cowardice were not filtered in his work, an account lacking in other
memoirs relating to the period.
Readers who are familiar with the works of Agoncillo and Constantino particularly during
this time will find themselves a chance for a fresh look at the “facts” presented by them as Alvarez
readily offered firsthand account. In this work, readers are given a chance to concretize their own
historical analysis. Alvarez supplied his reader the raw materials to develop an independent inquiry
devoid of coloration. This work did not offer refuge to both Magdalo and Magdiwang members
and leaders alike; of their mistakes, miscalculations, abuses, personal ambitions, of which caused
the fatal rift between the two factions.

Conclusion
Decades of hiatus in shelves of this very important work has denied historians and readers a
wealth of a source in Alvarez’s work. This work has stood the test of time. With regards to the
value of his work as an academic endeavor, it has contributed enormously to Philippine
historiography. His methodology, somewhat advanced for his time, has given chance for common
people to be heard and be identified. He humanized the rather nameless and faceless individuals,
weaving a beautiful legacy of history for future generation. He avoided grand narratives of heroes
and their heroism as individuals. He put emphasis on the people, the multitude of them, being
historical actors. The natural flow of narration made it more compelling as a historical work, it was
believable, authentic.
 On the internal struggle within the Katipunan, he gave his reader a new insight, a new
perspective. Of course, his is a point of view of a disgruntled nationalist, a recipient of unfortunate
turn of events, being on the side of the Magdiwang. He undeniably captured the feeling of a patriot
in his portrayal of the tragedy of Bonifacio’s life. He made you realize the heavy burden of waging
a revolution, its complexities, and its uncertainties. He elucidated on the motives of each actor,
and painted the general atmosphere of the period.

It all began on March 14, 1896 when Santiago Alvarez accompanied Emilio F. Aguinaldo and
Raymundo Mata for their initiation into the Katipunan Secret Society. Good Friday in the month of
April 1896, the house of Supremo Andres Bonifacio was put has been burned along with some
important Katipunan materials. May 3, 1896, A general meeting of the Katipunan held in Pasig
whereas Supremo Bonifacio apprised them that their existence was exposed and their enemies knew
about it. Apolonio De la Cruz’ drawer were forced open and numerous Katipunan paraphernalia were
discovered. Thus, a hunt for Katipunan member began. The first ones who were arrested were tortured
and forced to identify Katipunan members. As the crisis had worsen, more had joined the Katipunan.

The memoirs of a general by Santiago Alvarez was written in a story manner whereas he narrated
what he saw and knew about the Katipunan and Revolution in his own perspective not just as an
eyewitness but also as an active participant.

Furthermore the rivalry that existed between the Magdalo and the Magdiwang factions of the
Katipunan in Cavite led to a series of reverses early in January 1897. The Tejeros Convention. – As
months passed by and as the rebels found themselves on the receiving end of the armed power with
the Spaniards. When Bonifacio was being proclaimed, Daniel Tirona, a Magdalo, stood up and said:
“The position of Director of the Interior is an exalted one and it is not proper that a person without
lawyer’s diploma should occupy it. We have in our province a lawyer, Jose del Rosario.” The Second
Meeting at Tejeros. – Aguinaldo, who was at Pasong Santol, a barrio of Dasmarinas, was notified the
following day of his election to the Presidency. Bonifacio and his men, numbering forty-five, again
met at the estate-house of Tejeros on March 23. The revolt of masses was more of a biography of
Andres Bonifacio. Meaning, Agoncillo presents a detailed description of the life of
Bonifacio. Agoncillo didn’t personally witness the life of Bonifacio, but this book has thorough
description of how it all started.

Based on your readings. What are the significant information about the Santiago Alvarez that makes his
memoirs as primary source?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________.
Can we consider the translation of Carolina Malay on the narrative account of Santiago Alvarez a primary
source of history?
____________________________________________________________________________________
____________________________________________________________________________________
________________________________________.

Assessment Strategies:
Activity No. 01: Analysing Visual Images
Direction: Analyze the image carefully and answer the following questions exhaustively.
A. Describe –Look closely at the image. Describe briefly about what you see.
B. Identify – Identify basic information about the image
C. Interpret – Given what you see and what you know about the image, what do you think it means?
D. Evaluate - What do you think might have been the intended purpose of the image?
E. Reflect - What do you think might be the possible impact of the image?

Activity No.02: Answer Me!

Instruction: Answer the following exhaustively.
1. According to Alvarez’s memoirs, what was the purpose of Aguinaldo’s second visit to
the supremo?
2. How did the Supremo threat Aguinaldo on the latter’s visit?
3. What was the significance of this narrative account?

Rubrics:
Content- 5pts
Organization- 3pts
Cleanliness- 2pts

References:

 Aguinaldo, Emilio. (1964). Mga Gunita ng Himagsikan

 Alvarez, Santiago. (1998). Katipunan and the Revolution
 Blount, James. (1968). The American Occupation of the Philippines
 Cavanna, Jesus. The Unfading Glory: Documentary History of the Conversion of
Jose Rizal
 Del Pilar, Marcelo. (1957). Monastic Supremacy in the Philippines
 Forbes, William. (1928). The Philippine Islands, Vol. 2
  Fox, Robert. (1970). The Tabon Caves
 http://www.lawphil.net/statutes/repacts/ra1988/ra_6657_1988.html
 http://www.lawphil.net/statutes/presdecs/pd1972/pd_27_1972.html
http://www.lawphil.net/statutes/repacts/ra1955/ra_1400_1955.html

UNIVERSITY OF CAGAYAN VALLEY

Tuguegarao City, Cagayan, Philippines

MODULE 3 READINGS IN PHILIPPINE HISTORY

LESSON 03: THE TABON CAVES

Intended Learning Outcomes

At the end of this lesson, students are expected to:

1. Determine the relevance of the account to present times;

2. Review the different discoveries in the Tabon Caves;
3. Examine the authenticity of the discoveries in the Tabon caves; and
4. Evaluate if Tabon man really existed as the oldest man in the Philippines.

Learning Activities

Introduction:

The Tabon Cave: the site, artifacts and human remains. The Tabon complex is a critical set of
caves and rock shelters that can be found in the western coast of the Palawan Island. It can be found in
the Lipuun Point Reservation, just north of the Quezon municipality, and has been declared a world
heritage site by the UNESCO World Heritage Center in May 2006. Its name comes from the Megapodius
species of birds, locally known as the Tabon bird, that nests inside the eponymous cave system. The
human remains found in the caves, together with the remains found in the Callao cave in the northern
Luzon, represent the best candidate to stand in between Homo erectus and the earliest Homo sapiens in
insular Southeast Asia.
 In 1962, Dr. Robert B. Fox, Chief Anthropologist of the National Museum, discovered the
fossilized Pleistocene skull of the oldest man in the Philippines inside the Tabon Caves of Quezon,
Palawan. The discovery drew international attention and recognition, thus placing Philippine
Anthropology in the limelight. As a result, the National Museum received grants from the National
Geographic Society and the National Science Development Board for the production and publication of
"Tabon Caves: Archaeological Exhibitions and Explorations in Palawan Island, Philippines" in 1968.

This module discusses the different discoveries in Palawan specifically in Lipuun Point.

The earliest evidence of man, himself, in the Philippines: which is also the earliest appearance of
modern man – Homo sapiens sapiens – in these islands, is that of the Tabon Man of Palawan. The
discovery of the human fossil was made by a National Museum team headed by the late Dr. Robert B.
Fox. The fossil is composed of the skull cap, or the frontal skull bone, two fragments of jaw bones and
some teeth. The set of fossils suggest that are at least three individuals. The skull cap is that of a young
individual, probably female.

The fossils were found in a cave in Lipuun Point in the municipality of Quezon, Palawan. The cave
faces the South China Sea and is located on the western face of the limestone cliff, one among the more
than thirty caves found in that rock outcropping. The cave was named Tabon after the large-footed bird
that lays eggs in huge holes it digs into cave floors, many of which have been found in the cave. The
mouth is about 33 meters above the sea level. A curious fact is that there is no signs of any sea shells in
the cave floor deposits. This is because during that time of occupation by Tabon Man the sea coast was
about thirty kilometers away since the sea did not reach its present level until about eleven to seven
thousand years ago. The layer where the fossils of the Tabon Man was found has been dated to 22 to 23
thousand years old, which also gives the age of the fossils.

The Tabon Cave, in fact, was populated by peoples earlier than Tabon Man, since stone tools
were there again to prove this. The deepest soil deposit of the cave was dated to aprroximately 50,000
years old, and the youngest to about 10,000 years. This shows that the cave was used continuously for
about 40,000 years by peoples that used the same kind of tools. The earliest carbon 14 date obtained for
the Tabon Cave was about 30,000 years B.C. from charcoal sample, which among others suggest the
earliest date for the use of the fire in the Philippines. The way the tools were made was exactly the
same as those found in the Cagayan Valley about 700,000 years earlier: the smaller flake tools and the
larger pebble-cobble tools. There was however, one difference. In Cagayan Valley, there were more of
the large kinds of stone tools. In the Tabon Cave, there was less than one percent of the pebble-cobble
tools compared to the flake tools. This has been taken to mean that the larger number of large stone tools
in Cagayan was due to the different needs in that place as compared to Palawan. In the Tabon Caves, the
archeological remains tend to show that the early peoples here were catching more of small animals, bats
and birds that live in the cave itself, hence there was less need for larger kinds of tools.

Unidentified striations on the stone tools suggest work on some other material, which the two
authors suggest might be rattan. The Manunggul Jar. The oldest signs of the use of clay pots in the
Philippines is found in Masbate, with the production of the claysherds dating to around 2710 BC. Perhaps
the most complete and artistically striking prehistoric artifact in the Philippines is the Manunggul Jar.
The Manunggul Jar is a burial jar that was found at the Manunggul Cave in the Tabon cave complex. Part
of the prehistory of the Tabon cave complex was its use as a burial site. The jar is around 70 centimeters
tall, and around 51 centimeters in diameter. On the very top of the jar is a sculpture of two souls on a
boat, rowing towards the afterlife. Below the boat are curved lines carved into the lid, perhaps to
represent water. The jar has been dated to be from around 890-710 BC. It is interesting to note that, to this
day, cultural minorities in Palawan like the Tagbanuas still believe that the afterlife is reached by a
journey of the souls of the dead by boat. The prehistoric culture of the Philippines marks a link between
water and the afterlife. This is why many burial sites are situated near bodies of water like rivers.
The Tabon Man and other human remains. Inn 1962, Robert Fox’ excavations unearthed three fossilized
human bones in an area outside the main excavation zone: two mandibular fragments and one frontal
lobe. These bones were not found in situ, rather they were found in context that was highly disturbed by
the local fauna (specifically, the Tabon birds living in the area). Despite this, Robert Fox correlated the
fossilized remains to Assemblage III, whose age is 22,000 – 24,000 years old, placing the fossilized
remains well into the Upper Pleistocene. There have been doubts to Robert Fox’s estimates, but absolute
dating of the frontal bone places the fossilized human bones to be from humans 16,000 ± 2000 years ago,
which proves Robert Fox mistaken, but unmistakably establishes the remains in the Upper Pleistocene.
Another mandible was found and studied by Macintosh in 1978, although the authenticity of this
mandible is questionable. The original mandible cannot be found, and only a cast can be found in the
National Museum of the Philippines.

The type of tools found in the Tabon Cave actually continued to be in use in other sites in
the Lipuun Point even after Tabon Cave was abandoned. In fact, this type of tools continued to be in use
even to recent times among certain peoples. There are a number of archeological sites in the Philippines
that have this kind of tools together with tools of later kind. In Lipuun Point, one of the more important of
these sites is the Guri Cave. This cave was a place where people lived. This cave contained a layer of soil
that contained the garbage left by the people which was composed mostly of marine shells. This layer was
dated between 5000 and 2000 years B.C., and was found to contain flake tools, bones of animals like the
wild pig, deer and others. This cave was used by people at the time when the sea reached its present level
which brought the coastline right at Lipuun Point.

Another difference with Tabon Cave was that the stone tools from Guri were made from rock
cores that have been previously prepared before flaking off an intended tool, which produced stone tools
with shapes that are repeated – a method that cannot be done with cores that were not prepared.

MANUNGGUL CAVE

The Manunggul jar was one of the numerous jars found in a cave believed to be a burial site
(Manunggul, was part of the archaeologically significant Tabon Cave Complex in Lipuun Point, Quezon,
Palawan) that was discovered on March 1964 by Victor Decalan, Hans Kasten and other volunteer
workers from the United States Peace Corps. The Manunggul burial jar was unique in all respects. Dating
back to the late Neolithic Period (around 710 B.C.),

Robert Fox described the jar in his landmark work on the Tabon Caves:

The burial jar with a cover featuring a ship-of-the-dead is perhaps unrivalled in Southeast Asia; the
work of an artist and master potter. This vessel provides a clear example of a cultural link between the
archaeological past and the ethnographic present. The boatman is steering rather than padding the "ship."
The mast of the boat was not recovered. Both figures appear to be wearing a band tied over the crown of
the head and under the jaw; a pattern still encountered in burial practices among the indigenous peoples in
Southern Philippines. The manner in which the hands of the front figure are folded across the chest is also
a widespread practice in the Islands when arranging the corpse.

The Manunggul jar served as a proof of our common heritage with our Austronesian-speaking
ancestors despite the diversity of cultures of the Philippine peoples. Traces of their culture and beliefs
were seen in different parts of the country and from different Philippine ethno-linguistic groups .

To add more to your knowledge, analyze the table below.

Comparison of Types of Artifacts from Chamber A and Chamber B of Manunggul Cave

Types of Artifacts Chamber A (Late Neolithic) Chamber B ( Metal Age)
Iron Fragments 0 20
Glass Beads 0 13
Glass Bracelets 0 3
Jade Beads 83 50(?)
Carnelian Beads 0 21
Misc. Stone Beads 0 19
Shell Beads (17)* (17)*
Jade Bracelets 4 1
Agate Bracelets 3 0
Shell Bracelets 2 0
*Beads from the two chambers of this cave were accidentally mixed during analysis.

The National Museum estimates that only 25 percent of the archaeological sites have been excavated
leaving much of the area for future archaeological expeditions.

What step did the government take to protect our natural and historical treasures?
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________.

Assessment Strategies
Activity No. 01: Work on ME!
Instruction: Answer the following exhaustively.
1. What exactly did Dr. Robert Fox discover in the Tabon Caves?
2. How historically significant are the discoveries of Dr. Fox?
3. Recall how your previous history teacher discussed these findings and comment if there were
new information you gained from this actual report of Dr. Fox.
Rubrics:
Content-5pts
Organization- 3pts
Cleanliness- 2pt

Activity No. 02: Answer Me!

Direction: Read the program theme carefully and answer the following questions substantially.

Program Theme: Cultural/Historic Buildings and Sites

Program Year: 2010
Awarding Agency: Public Affairs Section, US Embassy in Manila
Partner: National Commission for Culture and Arts
Amount: US$19,500
Status: Completed
Project Summary: The Project aimed to do a full documentation of the Tabon Cave Complex. The
complex is composed of some 200 caves and rock shelters located in a limestone promontory coast of
Western Palawan, which hold evidence that the first modern humans in the Philippines arrived during the
Pleistocene era. The main cave, the Tabon Cave, is the site where possibly the oldest Homo sapiens fossil
evidence in Southeast Asia in the form of a tibia fragment (dating to 47,000 +/- 11-10,000 years ago) has
been found. Specifically, the project produced still photographs and video under the guidance of a
professional archaeologist to update and complement the earlier documentation and studies done by the
National Museum.

Citation: The Tabon Cave Complex is listed as a National Cultural Treasure in the Philippine Registry of
Cultural Properties.

A. What is the issue?

B. What is the goal of the program?
C. What is the context of the problem?
D. What key facts should be considered?
E. What alternatives are available to support the program?
F. What would you recommend — and why?

Activity No. 03: Exit Card

Instruction: Create an exit card that answers the following question

List 3 things you learned about the lesson

Give two things you find interesting
Give one question did this lesson raise to you
References:
 Aguinaldo, Emilio. (1964). Mga Gunita ng Himagsikan
 Alvarez, Santiago. (1998). Katipunan and the Revolution
 Blount, James. (1968). The American Occupation of the Philippines
 Cavanna, Jesus. The Unfading Glory: Documentary History of the Conversion of Jose
Rizal
 Del Pilar, Marcelo. (1957). Monastic Supremacy in the Philippines
 Forbes, William. (1928). The Philippine Islands, Vol. 2
 Fox, Robert. (1970). The Tabon Caves
 Laurel, Jose. (1962). War Memoirs of Jose P. Laurel
 Mabini, Apolinario. (1969). The Philippine Revolution
 McCoy, Alfred & Roces, Alfredo. (1985). Philippine Cartoons: Political Caricature of the
American Era
 http://www.lawphil.net/statutes/repacts/ra1988/ra_6657_1988.html
 http://www.lawphil.net/statutes/presdecs/pd1972/pd_27_1972.html
 http://www.lawphil.net/statutes/repacts/ra1955/ra_1400_1955.html
 http://www.gov.ph/constitutions/the-philippine-organic-act-of-1902/
 http://www-rohan.sdsu.edu/dept/polsciwb/brianl/docs/1934PhilippineIndep.pdf
 http://philhist.pbworks.com/w/page16367040/FrontPage
 https://www.youtube.com/watch?v=bWmXEvU979c

UNIVERSITY OF CAGAYAN VALLEY

Tuguegarao City, Cagayan, Philippines

MODULE 4 READINGS IN PHILIPPINE HISTORY

LESSON: 04 DECLARATION OF PHILIPPINE INDEPENDENCE

Intended Learning Outcomes

At the end of this lesson, students are expected to:

1. Evaluate the merits of the account from primary sources;

2. Discuss the criticisms on the issues on the Declaration of the Philippine Independence; and
3. Cite the historical importance of the narrative account .

Learning Activities
Introduction
In 1896, the Philippine Revolution began. Eventually, the Spanish signed an agreement with the
revolutionaries and Emilio Aguinaldo went into exile in Hong Kong. At the outbreak of the Spanish-
American War, Commodore George Dewey sailed from Hong Kong to Manila Bay leading a squadron of
U.S. Navy ships. On May 1898, the United States defeated the Spanish in the Battle of Manila
Bay. Later that month, the U.S. Navy transported Aguinaldo back to the Philippines.

This module discusses the historical background and the declaration of the Philippine Independence/
Proclamation.

The Philippine Declaration of independence was proclaimed on June 12, 1898 in Cavite II el Viejo
(present-day Kawit, Cavite), Philippines. With the public reading of the Act of the Declaration of
independence (Spanish: Acta de la proclamación de independencia del pueblo Filipino), Filipino
revolutionary forces under General Emilio Aguinaldo proclaimed the sovereignty and independence of
the Philippine Islands from the colonial rule of Spain.

Background

In 1896, the Philippine Revolution began. Eventually, the Spanish signed an agreement with the
revolutionaries and Emilio Aguinaldo went into exile in Hong Kong. At the outbreak of the Spanish-
American War, Commodore George Dewey sailed from Hong Kong to Manila Bay leading a squadron of
U.S. Navy ships. On May 1 1898, the United States defeated the Spanish in the Battle of Manila Bay.
Later that month, the U.S. Navy transported Aguinaldo back to the Philippines.

The Pr\;oclamation on June 12 Independence was proclaimed on June 12, 1898 between four and
five in the afternoon in Cavite at the ancestral home of General Emilio Aguinaldo some 30 kilometers
South of Manila. The event saw the unfurling of the National Flag of the Philippines, made in Hong Kong
by Marcela Agoncillo, Lorenza Agoncillo, and Delfina Herboza, and the performance of
the Marcha Filipina Magdalo, as the national anthem, now known as Lupang Hinirang, which was
composed by Julián Felipe and played by the San Francisco de Malabon marching band.

The original Flag raised by President Emilio Aguinaldo in declaring the independence in 1898.

Look at the image. Why do you believe the Philippines is symbolized by three stars and a sun?

_____________________________________________________________________________________
_____________________________________________________________________________________
__________________.
Why is it important as a Filipino to follow the flag heraldic code of the Philippines?

____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
________________________.

The Act of the Declaration of Independence was prepared, written, and read by
Ambrosio Rianzares Bautista in Spanish. The Declaration was signed by ninety-eight people, among them
an American army officer who witnessed the proclamation. The proclamation of Philippine independence
was, however, promulgated on 1 August, when many towns had already been organized under the rules
laid down by the Dictatorial Government of General Aguinaldo. Later at Malolos, Bulacan, the Malolos
Congress modified the declaration upon the insistence of Apolinario Mabini who objected to that the
original proclamation essentially placed the Philippines under the protection of the United States.

Ratification
The proclamation of Philippine independence was, however, promulgated on 1 August, when many
towns had already been organized under the rules laid down by the Dictatorial Government of General
Aguinaldo. 190 municipal presidents of different towns from 16 provinces—Manila, Cavite, Laguna,
Batangas, Bulacan, Bataan, Infanta, Morong, Tayabas, Pampanga, Pangasinan, Mindoro, Nueva Ecija,
Tarlac, La Union and Zambales—ratified the Proclamation of Independence in Bacoor, Cavite.

Later at Malolos, Bulacan, the Malolos Congress modified the declaration upon the insistence of
Apolinario Mabini who objected to that the original proclamation essentially placed the Philippines under
the protection of the United States.

Struggle for independence

The declaration was never recognized by either the United States or Spain. Later in 1898, Spain
ceded the Philippines to the United States in the 1898 Treaty of Paris that ended the Spanish–
American War.

The Philippine Revolutionary Government did not recognise the treaty or American sovereignty, and
subsequently fought and lost a conflict with the United States originally referred to by the Americans as
the "Philippine Insurrection" but now generally and officially called the Philippine–American War, which
ended when Emilio Aguinaldo was captured by U.S. forces, and issued a statement acknowledging and
accepting the sovereignty of the United States over the Philippines. This was then followed on July 2,
1902, by U.S. Secretary of War Elihu Root telegraphing that the insurrection the United States had come
to an end and that provincial civil governments had been established everywhere except those areas
inhabited by Moro tribes.Pockets of resistance continued for several years.

Following the end of World War II, the United States granted independence to the Philippines on 4
July 1946 via the Treaty of Manila. July 4 was observed in the Philippines as Independence Day until
August 4, 1964 when, upon the advice of historians and the urging of nationalists, President Diosdado
Macapagal signed into law Republic Act No. 4166 designating June 12 as the country's Independence
Day. June 12 had previously been observed as Flag Day and many government buildings are urged to
display the Philippine Flag in their offices.
To learn more about the Declaration of Philippine Independence read and analyze. The Act of
Declaration of Philippine Independence from Nataional Historical Institute.
In the town of Cavite-Viejo, Province of Cavite, this 12th day of June 1898:
BEFORE ME, Ambrosio Rianzares Bautista, War Counsellor and Special Delegate designated to
proclaim and solemnize this Declaration of Independence by the Dictatorial Government of the
Philippines, pursuant to, and by virtue of, a Decree issued by the Engregious Dictator Don Emilio
Aguinaldo y Famy,
The undersigned assemblage of military chiefs and others of the army who could not attend, as
well as the representatives of the various towns,
Taking into account the fact that the people of this country are already tired of bearing the
ominous joke of Spanish domination,
Because of arbitrary arrests and abuses of the Civil Guards who cause deaths in connivance
with and even under the express orders of their superior officers who at times would order the
shooting of those placed under arrest under the pretext that they attempted to escape in violation of
known Rules and Regulations, which abuses were left unpunished, and because of unjust deportations
of illustrious Filipinos, especially those decreed by General Blanco at the instigation of the
Archbishop and friars interested in keeping them in ignorance for egoistic and selfish ends,
which deportations were carried out through processes more execrable than those of the Inquisition
which every civilized nation repudiates as a trial without hearing.
Had resolved to start a revolution in August 1896 in order to regain the independence and
sovereignty of which the people had been deprived by Spain through Governor Miguel Lopez de
Legazpi who, continuing the course followed by his predecessor Ferdinand Magellan who landed on
the shores of Cebu and occupied said Island by means of a Pact of Friendship with Chief Tupas,
although he was killed in the battle that took place in said shores to which battle he was provoked by
Chief Kalipulako of Mactan who suspected his evil designs, landed on the Island of Bohol by
entering also into a Blood Compact with its Chief Sikatuna, with the purpose of later taking by force
the Island of Cebu, and because his successor Tupas did not allow him to occupy it, he went to
Manila, the capital, winning likewise the friendship of its Chiefs Soliman and Lakandula, later taking
possession of the city and the whole Archipelago in the name of Spain by virtue of an order of King
Philip II, and with these historical precedents and because in international law the prescription
established by law to legalize the vicious acquisition of private property is not recognized, the
legitimacy of such revolution cannot be put in doubt which was calmed but not complete stifled by
the pacification proposed by Don Pedro A. Paterno with Don Emilio Aguinaldo as President of the
Republic established in Biak-na-Bato and accepted by Governor-General Don Fernando Primo De
Rivera under terms, both written and oral, among them being a general amnesty for all deported and
convicted persons; that by reason of the non-fulfillment of some of the terms, after the destruction of
the plaza of Cavite, Don Emilio Aguinaldo returned in order to initiate a new revolution and no
sooner had he given the order to rise on the 31st of last month when several towns anticipating the
revolution, rose in revolt on the 28th , such that a Spanish contingent of 178 men, between Imus
Cavite-Viejo, under the command of major of the Marine Infantry capitulated , the revolutionary
movement spreading like wild fire to other towns of Cavite and the other provinces of Bataan,
Pampanga, Batangas, Bulacan, Laguna, and Morong, some of them with seaports and such was the
success of the victory of our arms, truly marvelous and without equal in the history of colonial
revolutions that in the first mentioned province only the Detachments in Naic and Indang remained to
surrender; in the second all Detachments had been wiped out; in the third the resistance of the
Spanish forces was localized in the town of San Fernando where the greater part of them are
concentrated, the remainder in Macabebe, Sexmoan, and Guagua; in the fourth, in the town of Lipa;
in the fifth, in the capital and in Calumpit; and in last two remaining provinces, only in their
respective capitals, and the city of Manila will soon be besieged by our forces as well as the
provinces of Nueva Ecija, Tarlac, Pangasinan, La Union, Zambales, and some others in the Visayas
where the revolution at the time of the pacification and others even before, so that the independence
of our country and the revindication of our sovereignty is assured.
And having as witness to the rectitude of our intentions the Supreme Judge of the Universe, and
under the protection of our Powerful and Humanitarian Nation, The United States of America, we do
hereby proclaim and declare solemnly in the name by authority of the people of these Philippine
Islands,
That they are and have the right to be free and independent; that they have ceased to have
allegiance to the Crown of Spain; that all political ties between them are should be completely
severed and annulled; and that, like other free and independent States, they enjoy the full power to
make War and Peace, conclude commercial treaties, enter into alliances, regulate commerce, and do
all other acts and things which and Independent State Has right to do,
And imbued with firm confidence in Divine Providence, we hereby mutually bind ourselves to
support this Declaration with our lives, our fortunes, and with our sacred possession, our Honor.
We recognize, approve, and ratify, with all the orders emanating from the same, the Dictatorship
established by Don Emilio Aguinaldo whom we reverse as the Supreme Head of this Nation, which
today begins to have a life of its own, in the conviction that he has been the instrument chosen by
God, inspite of his humble origin, to effectuate the redemption of this unfortunate country as foretold
by Dr. Don Jose Rizal in his magnificent verses which he composed in his prison cell prior to his
execution, liberating it from the Yoke of Spanish domination,
And in punishment for the impunity with which the Government sanctioned the commission of
abuses by its officials, and for the unjust execution of Rizal and others who were sacrified in order to
please the insatiable friars in their hydropical thirst for vengeance against and extermination of all
those who oppose their Machiavellian ends, trampling upon the Penal Code of these Islands, and of
those suspected persons arrested by the Chiefs of Detachments at the instigation of the friars, without
any form nor semblance of trial and without any spiritual aid of our sacred Religion; and likewise,
and for the same ends, eminent Filipino priest, Doctor Don Jose Burgos, Don Mariano Gomez, and
Don Jacinto Zamora were hanged whose innocent blood was shed due to the intrigues of these so-
called Religious corporations which made the authorities to believe that the military uprising at the
fort of San Felipe in Cavite on the night of January 21, 1872 was instigated by those Filipino martyrs,
thereby impeding the execution of the decree- sentence issued by the Council of State in the appeal in
the administrative case interposed by the secular clergy against the Royal Orders that directed that the
parishes under them within the jurisdiction of this Bishopric be turned over to the Recollects in
exchange for those controlled by them in Mindanao which were to be transferred to the Jesuits, thus
revoking them completely and ordering the return of those parishes, all of which proceedings are on
file with the Ministry of Foreign Affairs to which they are sent last month of the year of the issuance
of the proper Royal Degree which, in turn, caused the grow of the tree of the liberty in our dear land
that grow more and more through the iniquitous measures of oppressions, until the last drop of our
chalice of suffering having been drained, the first spark of revolution broke out in Caloocan, spread
out to Santa Mesa and continued its course to the adjoining regions of the province were the
unequalled heroism of its inhabitants fought a one sided battle against superior forces of General
Blanco and General Polavieja for a period of 3 months, without proper arms nor ammunitions, except
bolos, pointed bamboos, and arrows.
Moreover, we confer upon our famous Dictator Don Emilio Aguinaldo all the powers necessary
to enable him to discharge the duties of Government, including the prerogatives of granting pardon
and amnesty,
And lastly, it was results unanimously that this Nation, already free and independent as of this
day, must use the same flag which up to now is being used, whose designed and colored are found
described in the attached drawing, the white triangle signifying the distinctive emblem of the famous
Society of the "Katipunan" which by means of its blood compact inspired the masses to rise in
revolution; the tree stars, signifying the three principal Islands of these Archipelago - Luzon,
Mindanao, and Panay where the revolutionary movement started; the sun representing the gigantic
step made by the son of the country along the path of Progress and Civilization; the eight rays,
signifying the eight provinces - Manila, Cavite, Bulacan, Pampanga, Nueva Ecija, Bataan, Laguna,
and Batangas - which declares themselves in a state of war as soon as the first revolt was initiated;
and the colors of Blue, Red, and White, commemorating the flag of the United States of America, as
a manifestation of our profound gratitude towards this Great Nation for its disinterested protection
which it lent us and continues lending us.

And holding up this flag of ours, I present it to the gentlemen here assembled:

Don Segundo Arellano Don Ramon Gana

Don Tiburcio del Rosario Don Marcelino Gomez
Sergio Matias Don Valentin Politan
Don Agapito Zialcita Don Felix Politan
Don Flaviano Alonzo Don Evaristo Dimalanta
Don Mariano Legazpi Don Gregorio Alvarez
Don Jose Turiano Santiago y Acosta Don Sabas de Guzman
Don Aurelio Tolentino Don Esteban Francisco
Don Felix Ferrer Don Guido Yaptinchay
Don Felipe Buencamino Don Mariano Rianzares Bautista
Don Fernando Canon Faustino Don Francisco Arambulo
Don Anastacio Pinzun Don Antonio Gonzales
Don Timoteo Bernabe Don Juan Antonio Gonzales
Don Flaviano Rodriguez Don Juan Arevalo
Don Gavino (?) Masancay Don Ramon Delfino
Don Narciso Mayuga Don Honorio Tiongco
Don Gregorio Villa Don Francisco del Rosario
Don Luis Perez Tagle Don Epifanio Saguil
Don Canuto Celestino Don Ladislao Afable Jose
Don Marcos Jocson Don Sixto Roldan
Don Martin de los Reyes Don Luis de Lara
Don Ciriaco Bausa Don Marcelo Basa
Don Manuel Santos Don Jose Medina
Don Mariano Toribio Don Efipanio Crisia(?)
Don Gabriel de los Reyes Don Pastor Lopez de Leon
Don Hugo Lim Don Mariano de los Santos
Don Emiliano Lim Don Santiago Garcia
Don Faustino Tinorio(?) Don Andres Tria Tirona
Don Rosendo Simon Don Estanislao Tria Tirona
Don Leon Tanjanque(?) Don Daniel Tria Tirona
Don Gregorio Bonifacio Don Andres Tria Tirona
Don Manuel Salafranca Don Carlos Tria Tirona
Don Simon Villareal Don Sulpicio P. Antony
Don Calixto Lara Don Epitacio Asuncion
Don Buenaventura Toribio Don Catalino Ramon
Don Gabriel Reyes Don Juan Bordador
Don Hugo Lim Don Jose del Rosario
Don Emiliano Lim Don Proceso Pulido
Don Fausto Tinorio(?) Don Jose Maria del Rosario
Don Rosendo Simon Don Ramon Magcamco(?)
Don Leon Tanjanque(?) Don Antonio Calingo
Don Gregorio Bonifacio Don Pedro Mendiola
Don Manuel Salafranca Don Estanislao Galinco
Don Simon Villareal Don Numeriano Castillo
Don Calixto Lara Don Federico Tomacruz
Don Buenaventura Toribio Don Teodoro Yatco
Don Zacarias Fajardo Don Ladislao Diwa(?).
Don Florencio Manalo
Who solemnly swear to recognize and defend it unto the last drop of their blood.
In witness thereof, I certify that this Act of Declaration of Independence was signed by me and
by all those here assembled including the only stranger who attended those proceedings, a citizen of
the U.S.A., Mr. L.M. Johnson, a Colonel of Artillery.
Ambrosio Rianzares Bautista
War Counsellor and Special Delegate-Designate

Assessment Strategies:

Activity No. 01: Poster Making!

Instruction: Make a poster regarding how you visualize/give importance to the Declaration
of the Philippine Independence. Do this in a long bond paper. Examples are attached below.

Criteria: Relevance- 15pts

Originality- 10pts
Craftsmanship- 15pts
Visual Impact- 10pts

Examples:
Activity No. 02: ESSAY!
 Instruction: Answer the following exhaustively.
1. What were the main reasons behind the declaration of independence?
2. What are the highlights of the Declaration?
3. How is the legality of the Declaration of Independence compared to the present day’s system of
enacting a law?

Rubrics:
Content- 5pts
Organization- 3pts
Cleanliness- 2pts

Activity No. 03: Video Analysis

Watch the video clip about the Declaration of the Philippine Independence describe,
identify, interpret and reflect about the importance of the Philippine Independence as well as the
contributions of the different prominent people.

https://www.youtube.com/watch?v=WwXaKxviiyg

References:
 Aguinaldo, Emilio. (1964). Mga Gunita ng Himagsikan
 Alvarez, Santiago. (1998). Katipunan and the Revolution
 Blount, James. (1968). The American Occupation of the Philippines
 Cavanna, Jesus. The Unfading Glory: Documentary History of the Conversion of Jose
Rizal
 Del Pilar, Marcelo. (1957). Monastic Supremacy in the Philippines
 Forbes, William. (1928). The Philippine Islands, Vol. 2
 Fox, Robert. (1970). The Tabon Caves
 Laurel, Jose. (1962). War Memoirs of Jose P. Laurel
 Mabini, Apolinario. (1969). The Philippine Revolution
 McCoy, Alfred & Roces, Alfredo. (1985). Philippine Cartoons: Political Caricature of the
American Era
 National Historical Institute. (1997). Documents of the 1898 Declaration of Philippine
Independence. The Malolos Constitution and the First Philippine Republic
 National Historical Institute. (1978). Minutes of the Katipunan
 Nolledo, Jose. (1999). Principles of Agrarian Reform, Cooperatives and Taxation
 Pigafetta, Antonio. (1969). First Voyage Around the World
 Ricarte, Artemio. (1992). Memoirs of General Artemio Ricarte
 Richardson, Jim. (2013). The Light of Liberty: Documents and Studies on the Katipunan
 http://www.lawphil.net/statutes/repacts/ra1988/ra_6657_1988.html
 http://www.lawphil.net/statutes/presdecs/pd1972/pd_27_1972.html
 http://www.lawphil.net/statutes/repacts/ra1955/ra_1400_1955.html
 http://www.gov.ph/constitutions/the-philippine-organic-act-of-1902/
 http://www-rohan.sdsu.edu/dept/polsciwb/brianl/docs/1934PhilippineIndep.pdf
 http://philhist.pbworks.com/w/page16367040/FrontPage
 https://www.youtube.com/watch?v=bWmXEvU979c

 G. HISTORIA
  Inquiry or knowledge acquired from investigations.

 History is the record of what one age finds worthy to note in another.

- Buckhardt

Nature of history

 History is a study of the present in the light of the past.

 History is the study of man.

 History is

 concerned with man in time.

 History is concerned with man in space.
 History
 provides an objective record of happenings.
 History is
 Multisided
 History is a dialogue between the events of the past and progressively emerging future ends.
 History is not only narration but it is also an analysis.
 Continuity and coherence are the necessary requisites of history
 History is relevant
 History is
 Comprehensive
 History helps us understand people and societies.
 History contributes to moral understanding
 History provides identity
 Studying history is essential for good citizenship
 History is useful in the world work

Historian - writes and studies the records of the past.

Cryptographer- deciphers the meanings of ancient writings.
Archeologist- studies the remains of ancient civilizations.
Anthropologist- gives a background on the cultural history
of ancient peoples.
Herodotus father of history

Primary sources
 Provides direct or firsthand evidence about event, an object, a person, or a work of art.
 Primary sources are absolutely fundamental to history.
Different kind of primary sources
 Literary or cultural sources
 Novels, plays, poems (published and in manuscript form)
 Television shows, movies , or videos
 Paintings or photographs
 Accounts that describe events, people or ideas
 Newspaper
 Chronicles or historical accounts
 Essays and Speeches
 Memoirs, diaries, journals and letters
 Philosophical treatises or manifestos
 Information about people
 Census record
 Obituaries
 News paper articles
 Autobiographies
 Finding information about a place
 Maps and atlases
 Census information
 Statistics
 Photographs
 City directories
 Local libraries or historical societies
 Finding information about an organization
 Archives
 Narrative sources or literary sources
 It tell a story or message.
 These include diaries, films, biographies, leading philosophical works and scientific
works.
 Diplomatic sources
 Include charters and other legal documents which observe a set of format.

Three types of written sources

 Social documents
 Records created by organizations, such as registered births and tax records.

Secondary sources
 interpretations and analysis based on available sources.
1.WHY IS PRIMARY SOURCES MORE CREDIBLE AND RELIABLE TO USE THE PRIMARY SOURCES.

1. . WHY IS PRIMARY SOURCES MORE CREDIBLE AND RELIABLE TO USE AS SOURCE OF OUR
HISTORY?
2. 2. HOW CAN BE ORAL GATHERING OF HISTORY DEPENDABLE AS A PRIMARY
RESOURCES?

 KATIPUNAN AND THE REVOLUTION:

 MEMOIRS OF A GENERAL

SANTIAGO V. ALVAREZ
  (JULY 25,1872 – OCTOBER 30,1930)

 KIDLAT NG APOY (Lightning of Fire)

 Fought side by side with his father

 in 36-hour battle in Dalahican.

 Gen. Mariano Alvarez

 Nicolosa Virata

PAULA CAROLINA S. MALAY

She translated the Memoirs of Alvarez in English.

Teaches economics at various universities from 1950s – 1960s

Translator and writer during Martial Law period

Battle in dalahican

“Long Live Patriots And Death to the Enemy”

Gen. Artemio Ricarte

Lieutenant General

They are all here. Nobody is coming. Alert your comrades about tighter security

Ynchausti Boats

Mr. Luis Yango and already manage by his son Teodor Yango

Isabel, Domingo and others

Mariano Alvares -president

Pascual Alvares – secretary

Dionisio Alvares – treasurer

Valentin Salud – procecutor

Benito Alix – sergeant at arms

Directors
Nicolas Ricafrente

Adriano Guinto

Emeterio Malia

Valeriano Aquino

ROBERT BRADFORD FOX( 1918-1985)

-was an anthropologist and leading Historian on the Prehispanic Philippines.

-he actively served the National Museum of the Philippines from 1948 to 1975.

- He lead a 6 years archeological research in Palawan focused mainly on the caves and rockshelters of
Lipuun Point in the southern part of the Island.

The tabon Cave

- The large main cave where the only Pleistocene human fossil in the Philippines were found.

- June and July 1962, the scattered fossil bones of at least three individual were excavated, including the
large fragments of a frontal bone with the brows and the portion of nasal bone.

Manunggul cave

- Is 375 feet high and to the south of Tabon Cave.

The cave only reached from the side by passing through a gap in the cliff under an overhanging
limestone bridge and by climbing a sheer cliff

MANUNGGUL JAR

- One remarkable artifacts found in Manunggul Cave, Lipuun Pt.,. Quezon, Palawan explains the
primitive way of burial in the Philippines.

Mr. victor decalan

MR. HANS KASTEN

PHILIPPINE INDEPENDENCE
June 12, 1898 - The Philippine Declaration of independence was proclaimed in Cavite el Viejo (present-
day Kawit, Cavite)

Filipino revolutionary forces under General Emilio Aguinaldo proclaimed the sovereignty and
independence of the Philippine Islands from the colonial rule of Spain.

1896 - the Philippine

Revolution began. Eventually, the Spanish signed an agreement with the revolutionaries

Emilio Aguinaldo went into exile in Hongkong. At the outbreak of the Spanish-American war.

Commodore George Dewey - sailed from Hong Kong to Manila Bay leading a squadron of U.S. Navy
ships.

Ò May 1, 1898 - the United States defeated the Spanish in the Battle of Manila Bay.

Ò the U.S. Navy transported Aguinaldo back to the Philippines.

Proclamation of June 12

Independence was proclaimed on June 12, 1898 between four and five in the afternoon in Cavite at the
ancestral home of General Emilio Aguinaldo.

Ò The event saw the unfurling of the National Flag of the Philippines, made in Hong Kong by Marcela
Agoncillo, Lorenza Agoncillo, and Delfina Herboza.

and the performance of the Marcha Filipina Magdalo, as the national anthem, now known as Lupang
Hinirang, which was composed by Julián Felipe and played by the San Francisco de Malabon marching
band.

Ò The Act of the Declaration of Independence was

prepared, written, and read by Ambrosio Rianzares Bautista in Spanish.

The Declaration was signed by ninety-eight people, among them an American army officer who
witnessed the proclamation who attended the proceedings, Mr. L. M. Johnson, a Coronel of Artillery.

The proclamation of Philippine

independence

was, however, promulgated on 1 August, when many towns had already been organized under the rules
laid down by the Dictatorial Government
The declaration was not recognized by the U.S. nor Spain and Spain later sold the Philippines to the
United States in the 1898 Treaty of Paris ended the Spanish-American War.

Ò Philippine-American War - The Philippine Revolutionary Government did not recognize the treaty or
American sovereignty, and subsequently fought and lost a conflict with United States.

ended when Emilio Aguinaldo was captured by U.S. forces, and issued a statement acknowledging and
accepting the sovereignty of the United States over the Philippines

Following World War II, the US granted independence to the Philippines on July 4, 1946 via the Treaty
of Manila.

1964 - President Diosdado

Macapagal signed into law Republic Act No. 4166 designating June 12 as the

country's Independence Day.