GROUP 4 REVIEWER IN

READINGS IN
PHILIPPINE HISTORY

Leader : Rochel Mendoza

Members:
Mandap, Jessa Mae D.
Marbella, Anthonette D.
Matabang, Gemmy R.
Morales, Angelica Trisha Mae S.
Navarro, Kristine Joy
Nerizon, Jenerine M.
Nevado, Cindy
Nigos, Jonalyn May P.
Orienza, Shane
Panlilio, Andrew P.
Paraan, Angelica P.
Parizal, Cassandra Gwen L.
Parizal, Jeffrich M.

LESSON 1: MULTIPERSPECTIVITY

MULTIPERSPECTIVITY is a way of interpreting history by looking at different perspectives of the past. There is no single
objective narrative of historical events. Instead, multiple coexisting perspectives of the past could be equally valid and also
equally partial.

1872- there are two historic events: CAVITE MUTINY and The Martyrdom of the Three Priest

Mariano Gomez, Jose Burgos, Jacinto Zamora- also known as GOMBURZA, three priest and executed by garrote on
Feb. 17, 1872 in Bagumbayan, Philippines.
The Cavity Mutiny- Jose Montero y Vidal's account of the Cavite Mutiny, while presented as historical, is criticized for its
biased portrayal as an attempt to overthrow the Spanish government. Governor-General Rafael Izquierdo's official report,
which corroborates Vidal's account, further implicated the native clergy involved in the secularization movement.

Central Government in Madrid - announced its intention to deprive the friars in these islands of powers of intervention in
matters of civil government and of the direction and management of the university.

José Montero y Vidal was a Spanish historian who interpreted that the mutiny was an attempt to remove and overthrow
the Spanish colonizers in the Philippines. His account, corroborated with the account of Governor-General Rafael
Izquierdo, the governor-general of the Philippines at the time of the mutiny.

General La Torre- created a junta composed of high officials including some friars and six Spanish officials. At the same
time there was created by the government in Madrid a committee to investigate the same problems submitted to the
Manila committee. When the two finished work, it was found that they came to the same conclusions. Here is the
summary of the reforms they considered necessary to introduce

Central Government in Madrid- had announced its intention to "deprive the friars" in these islands of powers of
intervention in matters of civil government and of the direction and management of the university it was due to these facts
and promises that the Filipinos had great hopes of an improvement in the affairs of their country, while the friars, on the
other hand, feared that their power in the colony would soon be a complete thing of the past...

The Spanish revolution-

which overthrew a secular throne; the propaganda carried on by an unbridled priest against monarchical principles,
attentatory [sic] of the most sacred respects towards the dethroned majesty, the democratic and pamphlets, the speeches
and preachings of the apostles of these new ideas in Spain.

Governor-General Rafael Izquierdo-- implicated the native clergy, who were active in the secularization movement. These
two accounts corroborated each other.

who were executed by garrote on February 17, 1872- Gomburza, alternatively stylized as GOMBURZA or GomBurza,
refers to three Filipino Catholic priests, Mariano Gómes, José Burgos, and Jacinto Zamora, who were executed by garrote
on February 17, 1872

Guillermo, Mangsakay- he served as the cabeza (local leader) of the Caloocan barrio.

General Emilio Aguinaldo - he established a government and gained control of much of Luzon by June 1898.

May 1- this date where United States went war with Spain.

William McKinley – this US president was interested in the Philippines because of its commercial potential.

1899 to 1902 - the Philippine-American War spanning from what year?

The Cavite Mutiny

1872 is a historic year of two events: the Cavite Mutiny and the martyrdrom of the three priests, Mariano Gomez, Jose
Burgos, and Jacinto Zamora, later on immortalized as GOMBURZA

Jose Montero y Vidal The documentation of Spanish historian who centered on how the event was an attempt to
overthrow the Spanish government in the Philippines

Rafael Izquierdo Governor-General who implicated the native clergy, who were active in the secularization movement.
These two accounts corroborated each other.

D. Jose Burgos, or D. Jacinto Zamora The Indios have no word in their language to describe this different form of
government, whose head in Tagalog would be called "hari" but it turns out that they would place at the head of the
government a priest.

Two accounts underscore the reason for the "revolution": the abolition of privileges enjoyed by the workers of the Cavite
arsenal such as exemption from payment of tribute and being employed in Polos y Servicios, or forced labor

Analysis of the official report of governor Rafael Izquierdo on the Cavite mutiny in 1872

Izquierdo, in a biased report, highlighted that attempt to overthrow the Spanish government in the Philippines, to install a
new "hari" in the persons of Fathers Burgos and Zamora.
Excerpts from Plauchut's Account of the Cavite Munity

➤Changes in tariff rates at customs, and the methods of collection

➤Removal of surcharges on foreign importations

➤ Reduction of export fees

➤Permission for foreigners to reside in the Philippines, buy real estate enjoy freedom of worship, and operate commercial
transports flying the Spanish flag.

➤Establishment of an advisory council to inform the Minister of Oversea Affairs in Madrid on the necessary reforms to be
implemented.

➤ Changes in primary and secondary education.

➤Establishment of an Institute of Civil Administration in the Philippines, rendering unnecessary the sending home of short-
term civil officials every time there is a change of ministry

➤Study of direct-tax system.

➤Abolition of the tobacco monopoly.

March of 1871 In Manila a Society of Arts and Trades to be opened in March of 1871 to repress the growth of liberal
teachings, General Izquierdo suspended the opening of the school the day previous to the scheduled inauguration.

Account of the cry

Guillermo, mangsakay On August 26th, a significant meeting took place at Apolonio Samson's residence in
Balintawak, where he served as the cabeza (local leader) of the Caloocan barrio. The attendees included prominent
figures such as Bonifacio, Emilio Jacinto, Aguedo del Rosario, Tomas Remigio, Bricco Pantas, Teodor Plata, Pio
Valenzuela, Enrique Pacheco, and Francisco Carreon. These individuals were all influential leaders within the Kalipunan
and formed the organization's board of directors.

Pio, Valenzuela This passage describes the early activities of the Katipunan, a Filipino revolutionary society, in August
1896. Andres Bonifacio, Emilio Jacinto, Procopio Bonifacio, Teodoro Plata, Aguedo del Rosario, and the author
sought refuge in Balintawak. On August 22, 1896, around 500 Katipunan members gathered at Apolonio Samson's
house and yard in Kangkong. Notable attendees included Briccio Pantas, Alejandro Santiago, Ramon Bernardo

Santiago, Alvarez In August 1896, a group of over 500 Katipuneros, led by the Supremo Andres Bonifacio, gathered in
Kangkong at the house of Brother Apolonio Sanen. They were armed with various weapons, including revolvers and a
hunting rifle. Concerned about potential enemy interception of couriers carrying important letters, Bonifacio decided to
relocate to a site called Bahay Toro

LESSON 2: CRITICAL PERSPECTIVES IN PHILIPPINE HISTORY

Prehistory - The period before the advent of the written record.

Austronesian- A family of languages spoken in an area extending from Madagascar in the west to the Pacific Islands in
the east, the same family of language that ancestors of Filipinos spoke.

Patronage politics - A system of politics where political support is bought with material rewards such as appointment to
political positions, access to jobs and services, and general corruption.

Reductive - The presentation of historical knowledge in an overly simplified and crude form.
Puppet
government - A government endowed with the outward symbols of authority, but another power exercises direction and
control.

History has been taught to many of us in our elementary and high school days is that focused on rote memorization. We
were made to remember names, dates, places, and events with little regard for what these facts tell us about the past.

PEOPLING OF THE PHILIPPINES

-The peopling of the Philippines is a subject of ongoing research and debate.

-New archaeological discoveries continually reshape our understanding of early human settlement.

EARLY EVIDENCE OF HUMAN SETTLEMENT

1. Tabon Cave, Palawan (1962)

- Excavation of a skullcap dated to 16,500 years ago.

2. Callao Cave, Cagayan (2007-2019)

- Discovery of a metatarsal bone dated to 67,000 years ago

- Later discoveries led to identifying a new species: Horno luzonensis.

3. Earlier Theory: Waves of Migration (H. Otley Beyer)

- Proposed multiple "waves" of settlers:

- Java men Australoid-Sakai Indonesians A & B

- Central Asians Malays. Popularized the Aeta-Indones-Malay sequence in schools.

- Criticized for lack of solid evidence and overly simplistic ideas.

4. The Austronesian Expansion

»Linguistic Evidence:

- Austronesian languages studied by Robert Blust and Lawrence Reid.

- Taiwan seen as the "homeland" because of language diversity.

5. Archaeological Correlation

»Peter Bellwood's Out of Taiwan Hypothesis:

- Austronesian's southern China. originated from Neolithic

- Migrated to Taiwan, then to the Philippines (Batanes and Luzon), Indonesia, Madagascar, and the Pacific Islands.

6. Alternative Model: Nusantao Hypothesis

- Proposed by Wilhelm Solheim.

- Argued that Austronesians originated from Island Southeast Asia (Celebes Sea region)

- Focused on maritime trade networks (like the Badjao and Samal)

- Criticized the Out of Taiwan theory for ignoring ocean currents andclimatechallenges
-LEGACIES OF COLONIZATION IN THE PHILIPPINES -

I. COLONIAL POWERS AND THEIR INFLUENCE

A. Spain (1565-1898)

Positive interpretations (by Phelan, Zafra, Joaquin, Constantino):

•Brought Catholicism and religious values

•Introduced Spanish culture, cuisine, names, and centralized institutions

Critical views:

•Excluded poor from language and education

•Imposed class divide (elite vs. indios)

•Forced religion, suppressed native culture

B. United States (1899-1946)

Positive interpretations (Agoncillo, Abueva):

•Introduced democracy, education, and modern institutions

•Promoted health, sanitation, and English as a global language

Critical views:

•Replaced Spain as colonizer

•Kept elite rule and politics

•Exploited resources; left post-WWII ruins

C. Britain and Japan

Short occupations with little impact, but added trauma and disunity.

II. LASTING LEGACIES OF COLONIALISM

Political: Growth of dynasties, patronage, and elite control.

Cultural: Colonial mindset, inferiority, and Westernized identity.

Social and Economic: Social gaps and lasting impact on natives, Muslims, and governance.

III. THE NEED FOR A CRITICAL PERSPECTIVE

Problem with Textbooks:

•Glorify resistance, downplay colonizers

•Ignore deep societal wounds and systemic issues

Call to Action:
• Promote historical
thinking and historical awareness

• Reframe historical interpretations to serve the Filipino people’s interests, not colonial narratives

THE PUPPET GOVERNMENT OF WARTIME PHILIPPINES

The “Puppet” President – Jose P. Laurel

Jose P. Laurel was president during the Japanese occupation under the Second Philippine Republic.

Many Filipinos believed his government was controlled by the Japanese.

Laurel tried to balance Filipino and Japanese interests, but Japan still prioritized its own goals.

He protested against Japanese abuses, but was forced to declare war on the U.S. under pressure.

When the Americans returned, he fled and later dissolved the Second Republic.

After the war, his collaboration with Japan became controversial.

He defended his actions as a way to protect Filipinos during wartime.

President Laurel and the Second Republic:

1943 Constitution

▸ Similar to 1935 Constitution but controversial due to Japanese-imposed changes

▸ Laurel defended these changes

KALIBAPI (Kapisanan sa Paglilingkod sa Bagong Pilipinas)

▸ Replaced political parties

▸ Japanese-sponsored group

▸ Laurel promoted national unity, courage, and determination through this

Laurel's Presidency

▸ Seen as collaborating with Japan

▸ He was a lawyer for some Japanese

▸ His son studied in a Japanese Military Academy

Declaration of War

▸ Forced by Japan to declare war on the United States

▸ Lacked public support

Economic and Social Effects

▸ Economy collapsed

▸ Led to hardships and hunger

▸ Rise of guerrilla movements

▸ Government image ruined by corruption and mismanagement

THE PHILIPPINE SECOND REPUBLIC: A PUPPET GOVERNMENT?

▸The “Puppet” Label: The Philippine Second Republic under Japanese occupation is often labelled a “puppet
government,” implying complete Japanese control. However, the reality was more nuanced.

Japanese Promises

- Japan promised Philippine independence, initially viewed by some Filipinos as a way to mitigate the negative effects of
the occupation.

- Used to garner cooperation from Filipino leaders.

Filipino Collaboration

- Filipino leaders, including Jose P. Laurel, engaged with the Japanese, hoping to influence the direction of the occupation
and potentially soften its impact.

The 1943 Constitution

- The creation involved Japanese influence, but Filipino leaders also played a role in shaping its contents. Laurel's
involvement is significant.

Guerrilla Resistance

- Despite collaboration, significant guerrilla resistance against the Japanese continued throughout this period. Jose P.
Laurel: Collaboration and Survival

The Collaboration Argument

- Some historians argue that Filipino elites, including Laurel, collaborated with the Japanese to ensure their survival and
the survival of the oligarchy, viewing it as a strategic move to preserve their power and eventually regain independence.

Laurel's Defense

- Laurel's strongest defense is that he followed instructions from Quezon and MacArthur (though MacArthur denied this).
Other Filipino officials acted similarly based on their own judgment.

Neither Puppet Nor Martyr

- Scholars generally agree that Laurel was neither a completely subservient puppet nor a selfless martyr. His actions
were more complex and motivated by a mix of survival, belief in his goals, and political maneuvering.

Post-War Career:

Laurel's post-war political career

- including his run for president and senate, further complicates the narrative of his wartime actions.

International law

- dictates that under military occupation, inhabitants of a conquered territory owe temporary allegiance to the conquering
power in exchange for protection. Illustrated by the situation in the Philippines during World War II.

LESSON 3: HISTORICAL RESEARCH

Filipiniana - Philippine-related books and nonbook materials.

Catalog - A register of all bibliographic items found in a library.

Search String- a combination of text, numbers, and symbols entered by a user into a search engine to find desired result.

Paleography -The study of writing system and the deciphering and dating of historical manuscripts.
Plagiarism- The practice
of taking someone else's work or deas passing them as one’s own.

Historian- relies on heavily own sources

Historiography-is preoccupied with the writing of history,the claims, arguements ans assertion of historian cannot just
be created out of thin air.

LIBRARIES AND ARCHIVES

Libraries- is tradionally the first place a student goes to whenever they need to do research. Staffed by professional
librarians who would more than willing to help students. Places for quiet study and concentration,practically a one-shop-
shop everything a student will need academically and more.

-Libraries have forgone the tedious and antiquated card cataloging system and have been using the digital version to
catalog their holdings, called the Online Public Access Catalog (OPAC), sometimes simply the Library Catalogue.

- Searching by subject will give you a list of sources, primary and secondary, to aid you in creating a preliminary
bibliography that you may later on access physically in the holdings of the library.

The serach yields too many result-sifting through these may need a more REFINED SEARCH string using more specific
keywords to limit the result.

THE CATALOG LISTS DOWN ALL KINDS OF MATERIAL AVAILABLE BASED ON THE SUBJECT USED IN THE
SEARCH

-Books

-Journal

-Maps

-Other articles that fit your inquiry

Some that are too old to be handled physically may also be available indigital form or microfilm.

SEARCH ENGINE WEBSITES:

Yahoo!([Link])

Google([Link])

A search string is a combination of words that you use to come up with relevant result and lead you to what you need.

Google Scholar – for academic articles

Google Books – read parts of books online

Wikipedia – free encyclopedia, good for starting research

Project Gutenberg – free downloadable books (since 1971)

Internet Archive – huge online library with books, videos, and more

Austin raig – biography of Rizal

Blair and Robertson – The Philippine Islands

Worcester – wrote about the Philippines

UP Diliman – lots of
research materials like Filipiniana and theses

Ateneo de Manila – has American Historical Collection

UST – oldest Catholic university, with books from the 1500s

Family History Center – family and genealogy research

Chinben See Memorial Library – Chinese Filipino studies

Archdiocesan Archives (Manila) – church records

Cyberspace – great research tool if used properly

Philippine Government Website ([Link]) – laws and government documents

Official Gazette – official journal of the Philippines

National Library of the Philippines – digital collections and Tekno-Aklatan

UST's Miguel de Benavides Library Digital Collection ([Link] collections that are
accessible online.

International online Philippines Studies collections

-Digital collections of the University of Michigan

The University of Hawai'i at Manoa

The University of Wisconsin-Madison

Internet sources, both primary and secondary, require proper citation just like physical [Link] addresses
( URLs) are crucial for [Link] researchers should be aware that URLs can change and are not as permanent as
print materials.

The internet is a vast resource for research; careful selection of websites ensures reliable information.

Strict rules govern plagiarism in educational institutions;

•Lead to failing mark

•Result to expulsion

-Doing historical research requires the use of legitimate, authentic, and reliable resources, which could be accessed in a
variety of ways.

-Libraries and archives provide essential research services; effective resource location requires familiarity with their
cataloging systems.

-Plagiarism and copy -pasting are stealing. Always remember to cite your sources when doing research.

LESSON 4: LOCAL AND ORAL HISTORY IN THE PHILIPPINES

Key Terms:

Visual Analysis – Understanding art by describing and explaining its visual elements.
Textual Analysis –
Studying language, symbols, or images in texts to understand meaning and experience.

Historiophoty – Representation of history through visual images and films.

Local History

A microcosm of national history—shows big historical patterns on a smaller, local scale.

Example: Los Baños, Laguna – named for its hot baths (baños), reflecting colonial influence and local geography.

Helps us see how local communities experienced national events.

Oral History

-Captures personal experiences and memories often missing in written records.

-Adds depth to history by showing how people lived through and remembered events.

-Useful when there are no written documents.

Development of Local History

-Emerged in the 19th–20th century, grew stronger after World War II in the Philippines.

-Promoted by historians, schools, and local governments.

-Often supported by oral history.

Researching Local History

1. Professionalism – Be respectful and work independently if needed.

2. Canons of Research

• Read all available written sources before fieldwork.

• During fieldwork: record, credit, and save all new sources.

3. Local History is Multifaceted

• It’s not just about places, but also people and their experiences.

• Compare with nearby communities for a full understanding.

4. Fairness and Open-mindedness

• Include all findings, even if you disagree.

• Understand context and balance common patterns with what makes the topic unique.
ORAL HISTORY

Origin

• First mentioned by Joseph Gould in the 1940s.

• Popularized by Allan Nevins and Louis Starr.

• Expanded worldwide by the 1960s.

• International Oral History Association founded in 1987.

• Became a method for “history from below” during 1970s civil rights & social movements.

LOCAL HISTORY

Origin

-Emerged alongside national history in the 19th–20th century.

-Became stronger after World War II in the Philippines.

Aimed to highlight:

Unique local events, people, and cultures.

Promoted by:

Historians, schools, and local governments.

Often supported by oral history when written sources are lacking.

Oral History in the Philippines

• Passed through stories, songs, rituals, testimonies.

• Preserves community memory and cultural identity.

• Offers alternative views of events, often challenging official records.

• Especially important for indigenous and rural communities.

Who is Interviewed in Oral History?

• Initially: famous or powerful people (e.g., politicians).

• Today: everyday people, marginalized, activists, etc.

• Purpose: give voice to those usually left out of history.

Reliability of Oral History

• Must be verified, just like written documents.

• Both have limitations (bias, memory loss, emotion).

• Use trained interviewers and fact-checking to ensure accuracy.

INTERVIEWING AS A METHOD

Preparing for the Interview

 • Know
your topic and the respondent’s background.

• Prepare questions in advance (chronological order helps).

• Secure consent forms for ethical/legal use.

• Set a quiet, safe place or use video calls if online.

• Confirm appointment 2 days ahead.

• Ready your recording equipment (e.g., smartphones).

During the Interview

• Let the respondent talk more.

• Avoid interrupting; show interest with nodding or “That’s interesting!”

• Ask open-ended questions like:

• “Can you describe…”

• “Tell me about…”

• Begin with general, then specific questions.

• Be sensitive to emotional stories and allow breaks if needed.

• Respect privacy if they don’t want to answer something.

After the Interview

• Organize notes and thoughts right after.

• Check your recording for clarity.

• Transcribe or highlight key parts of the interview.

• Review while the conversation is still fresh in your memory.

CHALLENGES AND LIMITATIONS OF LOCAL AND ORAL HISTORY

Challenges of local history

Limited Access to Sources

-Hard to find written records or archives in some areas.

-Verifying facts becomes difficult.

Variation in Accounts

-Different communities may have different versions of the same event.

-This makes it hard to create a unified historical narrative.

Challenges of Oral History

Memory Bias or Forgetfulness

-People's memories can fade or change over time.

-This leads to inaccurate or incomplete stories.

Inconsistent Narratives

-Different people may tell the same event differently.

-This causes contradictions or confusion in oral accounts.

Limitations of Oral History

Subjectivity

-Oral accounts reflect personal feelings and opinions, not just facts.

Loss of Information

If stories aren’t recorded, they can be lost forever—especially when elders pass away.

Limitations of Local History

Narrow Focus

-Concentrates only on small areas or specific events, which may not reflect national/global history.

Dependence on Oral Tradition

-Suffers the same issues as oral history (bias, forgetfulness) if no written sources exist.