There is a need to:

Module 1: Meaning and Relevance of History Lesson

1: Introduction to History | Why Study History? 1. Identify the types of sources

2. Where to find them
“Historians do not perform heart transplants, improve 3. How to read a document (source identification
highway design, or arrest criminals. In a society that quite
correctly expects education to serve useful purposes. The Two Types of Sources
functions of history can seem more difficult to define than
1. Primary
those of engineering or medicine.
- ‘first hand’ accounts
History - Actual observations
- Actual experiences
History is in fact very useful, actually indispensable, but the
products of historical study are less tangible, sometimes less
immediate than those that stem from some other disciplines.”

– Stearns, 1998

- Peter Stearns (1998), the author, explained why

there is little appreciation for the indispensable
study of the past.

- The study of history involves not only the mere

memorization of facts, but the consideration of
multiple points of view, curation of content, and
interpretation of the past based on the different
contexts and perspectives involved. 2. Secondary Sources
- Knowledge in history creates culturally and socially - Interpretations of aforementioned accounts -
adept individuals who have the capacity to think Interprets original works by reviewing, reacting,
critically and solve present and future problems commenting on them, or comparing these with
based on the ideas that have been learned from others.
the past.
- Studying and understanding history gives us the
skills necessary to interpret how the world works
so that we can chart our own paths.
- The problem, however, is that most people do not
appreciate the need to study history because of
the view that the study of history only involves
the memorization of dates, names, and facts
that are not useful in everyday life, or that the
study of history is repetitive.

Fundamental Reasons for Studying History

According to Stearns (1998), the following fundamental

reasons that justify the utility of the study of the history:

1. History helps us understand people and Non-Written Sources

societies.
- It includes interviews, films, photos, recordings of
- In understanding the consequences of the
music, clothing, buildings, or tools from the
developments, we are experiencing in the
period.
present and those that will happen in the future,
history serves as our imperfect laboratory.
Examples:
- The information we gathered from the experiences
• KZ Tandingan’s Vlog
of the past will thread how we must move
• A video of NCT 127’s concert
forward in the future.
Trolls
2. History helps us understand change and how the
society we live in came to be. - The term “troll” usually refers to someone who
- Understanding how things have evolved and maliciously harasses, attacks, or cyberbullies
changed allows us to see the elements of the others. They might take your words out of
institutions and societies have affected us and context, spam you with offensive content or even
will continue to affect us in the future. engage in racist, homophobic, misogynistic, or
otherwise hateful rhetoric.
Module 1 Lesson 3: Types of Sources
 roles of author, readers, and commentators.
Types of Trolls - Complicated yet simple

1. Classic Troll – tends to be focused on provoking an - As text is situated, within the social environment
online user. the author’s background the readers’
2. Concern Troll – points out problems that do not nature/qualifications the commentators/critics
really exist. views.
3. Professional Troll – concerns on positive messages
4. Black Troll – negative messages
Key Questions
History
1. What does the text reveal about itself as a text? -
Describe/characterize the language and the
rhetoric (how the words are arranged in order to
As defined by Historians achieve some purpose).
- The bodies of knowledge about the past produced - These are the primary components of style.
by historians, together with everything that is
involved in the production, communication of, 2. What does the text tell us about its apparent
and teaching about that knowledge. intended audiences?
- What sort of reader does the author seem to have
envisioned, as demonstrated by the text’s
As define by Scholars language and rhetoric?
- What sort of qualifications does the text appear to
- History is the study of the human past as it is require of its intended reader(s)? How can we
described in written documents left behind by tell?
humans. - What sort of readers appears to be excluded from
- The past, with all of its complicated choices and the text’s intended audiences? How can we tell? - Is
events, participants dead and history told, is what there, perhaps, more than one intended audience?
the general public perceives to be the immutable
bedrock on which historians and archaeologists 3. What seems to have been the author’s intention? -
stand. Why did the author write this text? And why did the
As defined by Philosophers author write this text in this particular way, as
opposed to other ways in which the text might have
- Philosophy of History been written?
- History is the study of the past in all its forms - As in - Remember that any text is the result of deliberate
the case with other area studies, philosophy and decisions by the author. The author has chosen
history investigates problems that are unique to its to write (or paint, or whatever) with these
subject matter. particular words and has therefore chosen not to
use other words that she or he might have used.
Summary - So, we need to consider:
• What the author said – the words that have
• “History tries to avoid repetition of the past mistakes.
been selected
Yet, history repeats itself.”
• What the author did not say – the words that
• Experiences are the best teachers.
were not selected
• The validity and authenticity of sources are outmost
• How the author said it – as opposed to other
important.
ways it might or could have been said

4. What is the occasion for this text?

Module 2: Context and Contextual Analysis of Selected - Is it written in response to:
Primary Sources • Some particular, specific contemporary
incidents or events?
Module 2 Lesson 1: Analyzing Primary
• Some more “general” observation by the
Sources Contextual Analysis author about human affairs and/or
experiences?
- Simply an analysis of a text (in whatever medium, • Some definable set of cultural circumstances?
including multimedia) that helps us to assess that
text within the context of its historical and cultural 5. Is the text intended as some sort of call to or for
setting, but also in terms of its textuality – or the action?
qualities that characterize the text as a text. - If so, by whom? And why?
- Combination of formal analysis and cultural - And also, if so, what action/s does the author want
archaeology the reader/s to take?
- Systematic study of social, political, economic,
philosophical, religious, and aesthetic conditions - 6. Is the text intended rather as some sort of call to
Situating the text within the milieu of its time, the or for reflection or consideration rather than
 direct action?
Live Situations Speeches, interviews,
plays, concerts

- If so, what does the author seem to wish the

readers to think about and to conclude or decide? - Observations Gestures, rooms,
products in shops
Why does the author wish the readers to do this?
What is to be gained, and by whom?

7. Can we identify any non-textual circumstances

that affected the creation and reception of the Media Content and Audience Content
text? o Private Audience Content
- Such circumstances include historical or political
• Open-ended questions in surveys
events, economic factors, cultural practices, and
• Interview transcripts
intellectual or aesthetic issues, as well as the
• Group discussions
particular circumstances of the author's own life.

Context Analysis o Public Audience Content - comes from

communication between all the audience members,
- A method for summarizing any form of content by such as:
counting various aspects of the content. • Letters to the editor
- This enables a more objective evaluation than • Postings to an online discussion forum
comparing content based on the impressions of • Listeners’ responses in talkback radio
a listener.
- This analysis is: Context Analysis’ Six Main Stages
• More objective
• Selecting content for analysis
• Written in words
• Units of content
• Quantitative in nature
• Presented in numbers and percentages • Preparing content
- Though it may seem crude and simplistic to make • Coding the content
such statements, the counting serves two • Counting and weighing
purposes: • Drawing conclusion
• To remove much of the subjectivity from
summaries 2. Who wrote the document?
• To simplify the detection of trends - Anything written in the past can constitute historical
document or “text,” whether it is a letter, diary,
Key Questions shopping list, literary text, memo, novel, film,
charter, or act of parliament.
1. What is the content? - It is important to ask the right questions and to
- The content that is analyzed can be in any form, to make the right assumptions.
begin with, but is often converted into written - Documents were created by individuals in a specific
words before it is analyzed. historical setting for a particular purpose. - Until you
- The original source can be printed publications, know who created the document, you cannot know
broadcast programs, other recordings, the why it was created or what meaning its author
internet, or live situations. intended by creating it.
- All this content is something that people have - Sometimes, you can figure out who the author
created. was by the document itself.
- You can’t do content analysis of weather – but if
somebody writes a report predicting the weather, 3. When and where was the document written? - The
you can do a content analysis of that. best primary source is often that which is composed
closest in time to the event described. - Text must
Print Media Newspaper items,
magazine articles, have been written after a certain date (terminus
books, catalogs post quem) or before another date (terminus ante
quem)
Other Writings Web pages, - Often it is possible to say that the date is
advertisements, approximately or around such and such a date
billboards, posters, (circa written as c.)
graffiti - The location may not always be relevant, but it
might suggest something about the author
Broadcast Media Radio programs, and/or when it was published. (Difference in
news items, TV viewpoint or agenda)
programs

Other Recordings Photos, drawings, 4. Who was the document’s intended audience? -
videos, films, music Determines what to expect from the document - The
use of language, amount of knowledge - Is it them, a
 private person, group, or an organization? wrote it? What do you know about the author?
- “What is the document about?” - Where and when it was written?

5. What was the purpose of the document? Why was - Why was it written?
it written? - To what audience it is addressed? What do you
- Everything is written for a reason; every author has know about this audience?
some sort of agenda that shapes the
document’s content and tone. b. Classify the source
- The purpose to convince the audience - What kind of work is it?
- What strategies were employed to: - What was its purpose?
• Motivate - What are the important conventions and traditions
• Persuade governing this kind of source? Of what legal,
• Entertain politics, religious, or philosophical traditions it is
• Spur discussion apart?

6. What type of document is this? c. Understand the source

- The form and genre of the document reflect its - Keyword
purpose. - Thesis
- Examine the document's presentation - Evidences
- Assumptions
• How is it organized? – e.g., letters usually
contain a greeting, a complimentary close, - Arguments
- Values
and a signature.
- Problems
• Is the document’s organization formal or
- Actions
informal?
- Participants
• Is it written in legal language? - Expected results

7. What are the basic assumptions made in the d. Evaluate the source as a source of the historical
document? documents
- Every author has a point of view, and exposing - How typical is this source for this period? - How
the assumptions of the document is an essential widely was this source circulated? - What problems,
task for the reader. assumptions, arguments, ideas,
- Ask yourself, “is this likely story?”, “Why or why and values, if any, does it share with other
not?”, “How reliable is this document?”, “What sources from this period?
are its limitations, biases, and blind spots?” - What other evidence can you find to corroborate
- NOTE: Cultural and societal values are not static. your conclusions?
Views today on to a subject are often different e. Be an interpreter
from the past.
- Patience
- Imagination
8. What does this document mean to you? -
- Hard work
Why is the document important?
- Transferrable skills
- What did it mean to the historical actors (author, the
- To think on your own
original audience/s, and/or society)?
- What does it mean to today’s society or to you? Secondary Sources
Module 2 Lesson 2: Types of Sources - Secondary sources are works that analyze, assess,
or interpret a historical event, era, or
Primary Sources phenomenon, generally utilizing primary sources
to do so.
- These present firsthand accounts of contemporary
events by people real time or several years after - These are written after the events took place. -
those took place. These are materials that have taken a primary
- People with direct connection (newspaper reports, source and summarized it, analyzed it, combined it,
laws, etc.) rephrased it, and interpreted it.
- Events created by individuals during that period of Three Ways to Use a Secondary Source
time or several years later (such as
correspondence, diaries, memoirs, and personal 1. As a collection of facts
histories) - Who, when, and where
- It can be described as those sources that are that
are closest to the origin of the information. 2. As a source of background material
- Contains raw information that needs interpretation. - If your interests are focused on one subject, but
you need to know something about what else
Interpreting Primary Sources was going on at that time or what happened
earlier, you can use a secondary source to find
a. Place the source in its historical context. - Who
the background material you might need.
 Journals Theses
3. As an interpretation
Letters

- Making sense of the information, for people to 3. Government Records

understand
Parliamentary Bills
Using Interpretations proceedings

1. Finding an interpretation Acts Treaties

a. In an essay – the thesis statement is usually
found at the end of the introductory
section or in the conclusion.
b. In a book – the thesis for the book as a
Census data Court transcripts
whole will often be found either in the
introduction or in the conclusion

2. The importance of the interpretation – in past or for

4. Corporate records
the present times
3. Historians often disagree on interpretations - Account books Purchase orders
Different views and beliefs
E-mails Minutes
Evaluating an Interpretation
Invoices Annual reports
1. A look on the argument
- What historical problem is the author addressing? -
What is the thesis?
- How is the thesis arrived at?
5. Works of Literature
2. Evaluation
- Did the author present a convincing argument? - Novels Poetry
Does the author use questionable methods or
techniques? Plays Short stories
- What questions remain unanswered?
- Does the author have a polemical purpose?

3. The debate 6. Arts and artifacts

- How does this book compare to others written on Paintings Coins
this or similar topics?
- How do the theses differ? Sculptures Objects
- Why do the theses differ?
- When were the works written? Photographs
- Do the authors have different backgrounds? - Do
they differ in their political, philosophical, ethical,
cultural, or religious assumptions?
7. Journal articles reporting original research
Primary Sources vs. Secondary Sources

Primary Source – first-hand information on the topic. 8. Original audio and video recordings

Primary Source include:

Feature films Performances
1. Original research
News footage
Results of experiment Interviews

Questionnaires Studies
9. Music
Surveys Archaeological digs
Notated (print) Recorded

2. Personal works
10. Other
Diaries Memoirs and
autobiographies Advertisements Data files

Identification papers Speeches Maps Newspaper reports

from ‘the field’
 Patents Posters survey of
drug addicts
Public opinion polls and their
activities

Social Work A diary kept Guidebook for

by parents of parents of
Secondary Sources – based upon information found in a special-needs
primary sources. special-needs children
child
Secondary Sources include:

• Biographies
• Books – textbooks, literary criticism
• Editorials and commentaries Module 2 Lesson 3: Historical Texts or Documents
• Encyclopedias Historical Text
• Journal articles
• Reviews - Informs the reader about key events and important
• These people from the past
- Gives the reader an understanding of what led up
Examples of Sources in Various Subjects and to the important events in history
Disciplines
- Historical documents are original documents that
Subject or contain important historical information about a
Primary person, place, or event and can thus serve as
Secondary primary sources as important ingredients of the
Discipline historical methodology.
Source
Source Criteria that historians use that can be applied to
establish the significance of events:
Commerce Export Book on
company’s profits of • Relevance to people living at the time
annual report Canadian • Resonance to people’s experiences, beliefs, or
export situations at the time
companies • Relevance to an increased understanding of the
present-day.

Steps on How To Read Historical Documents/Texts

1. Identify the document’s components

a. Audience
b. Time and place
English Huckleberry Book review c. Intended audience
Finn (Book) of d. The storyline – what the document is about;
Huckleberry might be simple but complicated in
Finn meaning

Fine Arts Michelangel Book 2. Probe behind the facts

o’s David describing a. Purpose
(Painting) and b. Type of document
illustrating c. Basic assumptions
famous d. Is it believable/acceptable?
sculptures
e. Morals/Lessons – today’s view versus the
past
Music Mozart’s Musical
Requiem analysis of
Mozart’s
Requiem

Physics Findings of Article f. The meaning of the document

an MRI study promoting
at UNB advances in Module 2 Lesson 4: Examining Author’s Main Argument
MRI research
at Canadian Argument
universities
- It is a claim that is supported by reasons or
Psychology University of Book about evidence
British drug - When an author tries to persuade the reader that
Columbia addiction in something is true or correct by presenting
(UBC, Canada supporting reasons or evidence, an argument is
Canada) being made.
 o Trinidad
Three Major Ways That Authors Present an Argument o Victoria
1. Reasoning – the author presents a logical With 270 men of different nationalities
explanation of the argument.
2. Evidence – the author presents statistics, facts, and • Sailed in Seville on August 20, 1519 and returned
studies to prove his point. with only Victoria and 18 men as survivors in
3. Appeal – the author appeals to the reader’s emotions September 7, 1522 including Juan Sebastian
to elicit empathy. Elcano and Antonio Pigafetta.

Antonio Pigafetta

When examining a text, reader should check to see if: - Born around 1490 in Vicenza, Venice, Italy - He
used to be an astronomer, geographer, and
• Facts are provided cartographer
• Facts are supported by evidences - He was the official chronicler of the Magellan
• Facts are derived from different perspectives • facts are exploration
supportive of author’s opinions, arguments, and - In his return, he reported to the king of Spain the
conclusion entire voyage by presenting his handwritten
travelogue.
Remember - Returned to his private life and joined the Knight of
St. John of Jerusalem; died around 1534.
Regardless of the author's position and purpose, evidence
should be provided to support statements and conclusions, Pigafetta’s Account
and the sources for that evidence should be cited so
readers can check out and judge the accuracy of the facts - In his return to Italy, many of his associated
themselves. encouraged him to write a formal account of the
exploration and published it.
In addition, authors should establish the authority of their - He sought financial help to Pope Clement VII,
claims and arguments. Philippe de Villiers L’Isle-Adam and Louis of
Savoy.
If they don't, readers must.
- He did not succeed to seek help because the
accounts of Maximilianus Transylvanus (the
Secretary of the King of Spain) and Peter Martyr
Module 3: One Past But Many Histories (Transylvanus' mentor) were already out.
- In 1536, condensed version was published in
Module 3 Lesson 1: Social, Political, and Spiritual
Venice by Jacques Fabre.
Conditions | Magellan’s Voyage Around the World
- The original manuscript did not survive time.
• in the old times, Spices are considered as a precious
The Copies of the Book
product for the Europeans, some families and
government and institutions un the continent is • Three were written in French but only 2 kept in the
eager to control/monopolize its supply to gain Bibliotechque Nationale in Paris.
immense wealth.
• The other one was originally owned by Sir Thomas
• These spices became an in-demand commodity Philipps but currently kept in Yale University.
because of its numerous uses such as
• The 4th copy was written in mixed Italian, Spanish and
o Food preservation
Venetian kept in Ambrosian Library in Milan. • Carlo
o Flavor enhancement
Amoretti published an Italian version of the book in
o Medicinal use
1800.
• Many European started to establish Maritime schools
• A French version was released by the following year. •
to develop and train sailors in preparation to
The English version was published in 1819. • James
discover possible routes going to Spice Islands
Alexander Robertson published his own
(Moluccas Island, Indonesia)
English version can be found in the Philippine
• Ferdinand Magellan – a Portuguese sailor visioned
Island Opus (Volume 33).
the greatest exploration that will change the history
Customs of the Tagalogs

of Maritime science. He presented his plan to go to

Spice Island using the West direction, proving the • During the 1st century of Spanish rule, the colonial
mythical belief that Earth is not Flat. government had difficulty in running local politics
• He tried to propose the plan to the kind of Portugal but because of the limited number of Spaniards who
rejected. He did the same to the Kingdom of Spain wanted to love outside Intramuros.
which then approved to invest by giving five (5) • This situation forced the Spaniards to allow Filipinos to
ships namely: hold the position of Gobernadorcillo (Little
o Santiago Governor)
o San Antonio • To ensure that the Gobernadorcillos would remain
o Concepcion loyal to the Crown, the friars assigned in the local
 parishes. numerous towns in Quezon, Laguna, Rizal and
Bulacan.
Duties and responsibilities of the Parish Priest in the Spanish • He wrote Doctrina Christiana en Lengua Española y
Colonial Government Tagala which became the first printed book in the
Philippines in 1593.
• He died on 1590 in Liliw, Laguna.

Relacion de las Costumbres de los Tagalogs (Customs

of the Tagalogs)

• The original document is currently kept in the Archivo

General de Indias in Seville, Spain.
• A duplicate copy of it is kept in the Archivo
Franciscano Ibero-Oriental in Madrid, Spain.
• An English translation appeared in Volume VII of the
Blair-Robertson’s The Philippine Islands and another
• Friars who were assigned in mission territories were English Translation was published as part of the
required periodically to inform their superiors of volume for precolonial Philippines in the second
what was happening in their respective areas. series of the Filipiniana Book Guild.
• Their report includes the number of narratives they
converted, the people’s way of life, their socio
economic situation, and the problems they
encountered. Module 3 Lesson 2: Controversies in the PH History |
The First Cry of the Philippine Revolution
Philippine History Written on Early Part of Spanish
Rule • The start of the Philippine Revolution in 1896 was
later known as “First Cry” towards
Author Year independence.
Title • Highlighted by tearing the cedulas (community
Written tax) as proclamation of war against Spain.
• Upon the discovery of KKK on August 19, 1896,
Miguel de Loarca 1582 Relacion de las
Islas Filipinas Supremos Andres Bonifacio proceeded to a
designated place to plan for the next move.
Lt. Governeor 1609 Sucesos de las • Original Plan: End of August by A. Bonifacio •
Antonio de Morga Islas Filipinas Changed to an earlier day due to arrests

Dr. Pio Valenzuela’s Account

Fr. Pedro 1604 Relacion de las - This account was the basis of the official date and
Chirino, SJ Islas Filipinas place of the revolution.
- His account was published as Memoirs of the KKK
Fr. Juan 1751 Historia General and the Philippine Revolution.
Delgado, SJ
- In the excerpt, Valenzuela said that they decided to
meet at Balintawak, Andres and Procopio Bonifacio,
Fr. Francisco 1663 Labor Evangelica
Teodoro Plata, Aguedo del Rosario and Emilio
Colin, SJ
Jacinto arrived on August 19 and he then followed
Fr. Francisco 1668 Historia Natural them by the next day.
Ignacio Alcina, del Sitio, - The first meeting was held on August 22 at the house
SJ Fertilidad y of Apolonio Samson in Kangkong with them and
Calidad de las estimated 500 members in attendance.
Islas e Indios de - On August 23, another meeting was held in the house,
Bisayas store-house and yard of Juan Ramos, son of
Melchora Aquino with 1000 members attended;
finally, they decided to start the revolution by August
29.
Fray Juan de Plasencia - It was mentioned in this account that the tearing of
cedulas happened.
• Born Joan de Portocarrero, was a member of the
Franciscan Order who came together with the first Santiago Alvarez’ Account
batch of missionaries to the Philippines in 1578.

- Published in “Sampaguita”, a weekly magazine with

• Together with Fray Diego de Oropesa, were assigned 26 parts in 1927.
to do mission works in the Southern Luzon, where - Later published as a book “The Katipunan and the
they helped in the foundation and organization of Revolution” – Paula Malay
 - His account somehow has melodramatic elements
Vice President Mariano Trias
that will make his audience fantasize each scene. -
Venue of the Event: Bahay Toro (Now Project 8, Captain General Artemio Ricarte
Quezon City
- Date: August 24, 1896 Director of War Emiliano Riego de Dios
- Started in a meeting at the house of Apolonio
Samson – his brother Director of the Interior Andres Bonifacio
- Secured the areas, August 22, 1896 with heavily
armed 300 men.
- Met on August 23, 1986 with estimated 500 men at the
house of Cabeza Melchora Aquino. - Emilio Aguinaldo had been awarded the highest prize
- August 24, 1896: A meeting was called by A. as it was his own birthday and in absentia. - While for
Bonifacio when and where he approved the uprising. - Bonifacio, allegedly, he had been maneuvered out of
Decision: August 29, 1986 (Midnight) power.
- Objective: To capture Manila - Moreso, Magdiwangs – who were supposed to be his
supporters, did not vote for him either for President
Account of Guillermo Masangkay
or VP.
- Friend and fellow of Bonifacio - Another insult was when the Caviteño elite could not
- Recounted his memories in 1932 at the Sunday accept an "uneducated" man, and a non-Caviteño at
Tribune Magazine that, even for the minor post of Director of the
- He said that the date was August 26, 1896 - This Interior.
account was used in the 1st decade of the American - Daniel Tirona protested Bonifacio's election saying
Rule related to the erection of the “Monument of the that the post should not be occupied by a person
Heroes of 1896”. without a lawyer's diploma. He suggested a
- Changed his narratives on August 1057 – in an Caviteño lawyer, Jose del Rosario for the position
interview published in ‘Bagong Buhay’, that it began
Bonifacio, who thereupon hotly declared:
on August 23.
o Then, was changed again to August 26 by “I, as a chairman of this assembly and as a President of
her granddaughter, Soledad Borromeo the Supreme Council of the Katipunan, as all of you do
not deny, declare this assembly dissolved, and I annul
The Tejeros Assembly that has been approved and resolved.” – The
- Defeats of Bonifacio in Manila then retreated to Philippines: A Past Revisited (Renato Constantino)
Montalban
Artemio Ricarte’s Account
- Aguinaldo was able to suppress the enemies and
controlled Cavite - Official of Magdiwang faction
- Faction in KKK: Magdiwang and Magdalo - Served as Secretary General during the assembly
- To resolve the differences, Aguinaldo and Bonifacio when Bonifacio began presiding over the session. -
met and decided to form a revolutionary government. - Ricarte was elected in the Tejeros Assembly as
Date: March 22, 1897 Captain-General of the Revolutionary government. - His
- Venue: Barrio Tejeros, Malabon account of the Philippine revolution was titled: "Apuntes
- His account somehow has melodramatic elements that Historicos de la Insurreccion pro los Asociados al
will make his audience fantasize each scene. 'Kamahalmahala't Kataastaasang Katipunan nang
manga Anak ng Bayan' contral el Gobrierno Español en
Highlights of Tejeros Assembly las Islas Filipinas.”
o Written while he was imprisoned in 1904
- March 22, 1897
o Translated to English manuscript form
o Magdiwang and Magdalo met at the friar
- Ricarte's memoirs were published in Tagalog in 1927 in
estate house in Tejeros – a brrio of San
Yokohama, Japan with the title Himagsikan ng
Francisco de Malabon
Mga Pilipino Laban sa Kastila.
- This convention proved even stormier than the Imus
meeting and, as in Imus, the declared objective of Andres Bonifacio’s Account
the meeting was not even discussed.
- The assembled leaders, including the Magdiwangs, - This is a letter he wrote to Emilio Jacinto in Montalban
decided to elect the officers of the revolutionary from Indang, Cavite on April 24, 1897 – a month
government, thus unceremoniously discarding the after the Tejeros elections.
Supreme Council of KKK. - This would be the first time the other members of the
Supreme Council would hear of the events that
Results of the Election happened in Cavite.
President Emilio Aguinaldo - This was first published in Jose P. Santos, Si Andres
Bonifacio at ang Himagsikan (1932)

Accounts of Santiago Alvarez

- This account of the convention is found in Chapter 32

of General Santiago Alvarez’ memoirs.
 Sources
1. Fr. Vicente Balaguer’s Statement
- Father Balaguer was one of the Jesuit priests who
visited Rizal during the last hours in Fort Santiago
- Alvarez was a direct participant and witness to the and claimed that he managed to persuade Rizal to
events that occurred in the elections. denounce Masonry and return to the Catholic fold.
- In an affidavit executed in 1917 when he had returned
Rizal’s Retraction Issue to Spain, Balaguer also claimed that he was the one
who solemnized the marriage of Josephine Bracken
- Alleged retraction of Rizal of his masonic ideals, his
writings, and that he was reconverted to Catholicism and Rizal hours before the hero's execution.
upon persuasion by Jesuit Priests.
2. Father Pio Pi’s Statement
- There was considerable doubt to this allegation by
Rizal's family and friends until in 1935, the supposed - Father Pio Pi was the Jesuit Superior in the Philippines
retraction document with Rizal's signature was during the time when Rizal was executed.
found. - In 1917, he issued an affidavit recounting his
- Issue: Was it forged or not? involvement in the alleged retraction of Rizal. - Unlike
Father Balaguer, however, he was involved only in
securing the retraction document from the Archbishop of
Manila Bernardino Nozaleda, OP, and writing another
shorted retraction document as well which was the one
Rizal allegedly copied.

3. Rafael Palma’s Critical Analysis

- Lawyer, writer, educator and politician Rafael Palma
was the author of Biografia de Rizal, a work on the
life of the National Hero which won a literary contest

in 1938 sponsored by the Commonweath

Government.
- The publication of the book, however, was postponed
because of the World War II and only saw in print in
1949.
- That same year, an English translation by Roman
Ozaeta with the title Pride of the Malay Race was
published by Prentice-Hall, Inc. in the United States.
- The Story of Rizal's alleged retraction is found in
Chapters 32 and 33 with Palma's analysis in the
latter chapter.

4. Austin Coates’ Critical Analysis

- Coates' interest in Jose Rizal began when he was
Assistant Colonial Secretary and Magistrate in Hong
Kong in 1950.
- His first study on Rizal was on the latter's year-long
stay in Hong Kong (1891-1892).
- At that time, many of the personalities who knew Rizal
were still alive.
- This early awareness on Rizal eventually led to the
writing and publication of his book -- Rizal:
Philippine Nationalist and Martyr (Oxford
University Press, 1956) -- the first Rizal biography
 written by a European since Vida y Escritos del Dr.
Jose Rizal by Wenceslao Retana in 1907.
- The second edition of the book was published in the
Philippines by Solidaridad Publishing House in
1992.

Summary:

• When was the exact date of the ‘First Cry’ of

Revolution?
• What really happened during the Tejeros Convention?
• Did Rizal retract?