HISTORY GE 8 REVIEWER, Study notes of History

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Big Picture A

Week 1-3: Unit Learning Outcomes (ULO): At the end of this unit you are

expected to:

a. Explain the meaning and relevance of history; b. Differentiate the primary and secondary sources of information or data; c. Discuss historical criticisms, namely, external and internal criticisms. d. Identify the events and people during the first voyage around the world; and e. Analyze the content and context of selected primary sources;

Big Picture in Focus: ULOa. Explain the meaning and relevance

of history.

Metalanguage In this section, the most essential terms and concepts relevant to the study of history and to demonstrate ULOa will be operationally defined to be able to understand and recognize the importance of history to our lives.

• History is a study of past events.
• Historians are the people who study the past; the people who produce historiography.
• Historiography the imaginative reconstruction of the past from the data derived by that process. Essential Knowledge To perform the aforesaid big picture (unit learning outcomes) for the first three (3) weeks of the course, you need to fully understand the following essential knowledge that will be laid down in the succeeding pages. Please note that you are not limited to exclusively refer to these resources. Thus, you are expected to utilize other books, research articles and other resources that are available in the university's library e.g. ebrary, search.proquest.com etc. 1. THE MEANING OF HISTORY 1.1 History — derived from the Greek word Historia which means learning by inquiry or an inquiry designed to elicit truth. Herodotus, was a Greek historian who lived in 5th century B.C. He was considered to be the "father of history." He came forward with his history of Persian Wars. He followed the principle of "'inquiry' for writing his book (Kochhar, 2005) i .2 There is no universal agreed definition of history. It has been defined differently by different scholars. Edward H. Carr says"history is a dialogue between the present and the past and the chief function of historian is to master and understand the

past as a key to the understanding the present." In the words of Jacob Burckhardt, "'history is on every occasion the record of that which one age finds worthy of note in another." Aristotle look upon history as the systematic accounting of a set of natural phenomena, that is, taking into consideration the chronological arrangement of the account. Thomas Carlyle thinks, "world history is a biography of great men." Karl Marx opines, "the history of all hitherto existing human society is the history of class struggles'" Teodoro Agoncillo explains that "'history deals with the past, not with the future. We use history to void the mistakes of the past, not to recreate the very same events." 1.3 Factual History vs Speculative History

• Factual history — present readers the plain and basic information vis-a-vis the events that took place (What);
• time and date with which the events happened (When); place with which the events took place (Where); - the people that were involve (Who).
• Speculative history — goes beyond the facts because it is concerned about the reasons for which events happened (Why); the way they happened (How) 1.4 Value of History
• Historical knowledge help government officials to introduce beneficial reforms to his people.
• Helps us to understand and appreciate the contributions of our ancestors.
• It helps us understand people and societies. It provides identity and it is essential for good citizenship. 2. THE LIMITATION OF HISTORICAL KNOWLEDGE The scope of history is very vast, long and wide. After all, it is the story of man. It starts with the past and make the present its sheet-anchor and points to the future (Kochchar,2005). Unfortunately, the incompleteness of records has limited man's knowledge of history. Most human affairs happen without leaving any evidence or records of any kind, no artifacts, or if there are, no further evidence of the human setting in which to place surviving artifacts 8)
• The unavailability of written sources. According to Teodoro Agoncillo, "no document no history."
• The difficulty also lies when historians try to reconstruct the past with the aid of written sources but may be unreliable, and they may even be later forgeries (Kochhar,2005) just like the case of Code of Kalantiaw. The whole history of the past (called history-as actuality) can be known to a historian only through the surviving records (history-as-record), and most of history- as-record is only a tiny part of the whole phenomenon (Ligan, et.al.,201 8) Even remains of the past that came down in the form of archaeological evidences and anthropological evidence are only small parts discovered from the total past. Some historians lack of objectivity and impartiality in historical accounts. In the words of John Arnold, "history is above all else an argument. It is an argument

between different historians; and, perhaps, an argument between the past and the present, an argument between what actually happened, and what is going to happen next."

• Interpretation may differ from historian to historian

3. HISTORY AS THE SUBJECTIVE PROCESS OF RE-CREATION Historians strive to restore the total past of mankind. From them, history becomes only that part of the human past which can be meaningfully reconstructed from the available records and from inferences regarding their setting. Their aim is verisimilitude (the truth, authenticity, plausibility) about a past. Study of history is a subjective process as documents and relics are scattered and do not together comprise the total objective that the historian is studying, unlike the study of natural science that has objectively measurable phenomena. Some of the natural scientists, such as geologists and paleo-zoologists who study fossils from the traces of a perished past, greatly resemble historians in this regard, but they differ at certain points since historians deal with human testimonies as well as physical traces (Ligan, et.al,2018) 4. HISTORICAL METHOD AND HISTORIOGRAPHY - Historical method - The process of critically examining and analyzing the records and survivals of the past - Historiography imaginative reconstruction of the past from the data derived by that process. the practice of historical writing is the study of the methods and methodology used by historians. The traditional method in doing historical research that focus on gathering of documents from different libraries and archives to form a pool of evidence needed in making a descriptive or analytical narrative. Historical analysis - is also an important element of historical method. In historical analysis, historians: select the subject to investigate; collect probable sources of information on the subject; examine the sources genuineness, in part of in the whole; extract credible "particulars" thus derived is historiography

Self-Help: You can also refer to the sources below to help you

further understand the lesson:

Bryant, Antony & Black, Alistair & Land, Frank &Porra, Jaana. (2013). Information Systems History: What is History? What is is History? What is History? and Why Even Bother with History?. Journal of Information Technology. 28. 10.1057/jit.2013.3.

2. Fellma, Susanna andRahikainen, Marjatta. (2012). Historical Knowledge In Quest

of Theory, Method and Evidence. Cambridge Scholars Publishing. 12 Back Chapman Street, Newcastle, Britain. Retrieved at: https://www.cambridgescholars.com/download/sample/

3. Jayapalan, N. (2008). Historiography. India. Retrieved

athttps://books.qoogle.com.ph/books? id=TYRYH96RaSOC&printsec=frontcover& source=gbs ge summary

4. Kochhar, SK (2005). Teaching of history. India. Retrieved at: https://books.gooqle.com.ph/books?id=PFbmQ562hBUC&printsec=frontcover&hl=fil#v=

5. Ligan, Vigan, et al., (2018). Readings in Philippine history. Mutya Publishing

House, Malabon City.

6. Llewellyn, Jennifer and Thompson, Steve. (2020). What is history? Alpha history,

USA. Retrieved at: https://alphahistory.com/what-is-history/

7. Nasson, Bill (2001). History: the meaning and role of history in human

development. South Africa. Retrieved at: https•J/www.eolss.net/SampleChapters/ C04/E6-22-OO-OO.pdf 8. Standler, Ronald. (2013). What is history and why is it important? USA. Retrieved at: http://www.rbsO.com/wh.pdf

Big Picture in Focus; ULOb. Differentiate the primary and

secondary sources of information or data

Metalanguage In this section, you are going to know about the different sources of historical data and to demonstrate ULOb and will be operationally defined to be able to understand. Primary sources are original, first-hand account of an event or period that are usually written or made during or close to the event or period. Secondary sources are the materials made by people long after the events being described had taken place to provide valuable interpretations of historical events. Essential Knowledge TO perform the aforesaid big picture (unit learning outcomes) for the first three (3) weeks of the course, you need to fully understand the following essential knowledge that will be laid down in the succeeding pages. Please note that you are not limited to exclusively refer to these resources. Thus, you are expected to utilize Other books, research articles and other resources that are available in the university's library e.g., ebrary, search.proquest.com etc.

1. Historical Data — are sourced from artifacts that have been left by the past.

1.1 These artifacts can either be relics or remains, or the testimonies of witnesses to the past. 1.2 Thus, historical sources are those materials from which the historians construct meaning. 1.3 The source provides evidence about the existence of an event; and a historical interpretation is an argument about the event.

Relics or remains, whose existence Offer researchers a clue about the past. For example, the relics or remains of a prehistoric settlement, a bone or a teeth. Artifacts are man-made things which can be found where relics of human happenings can be found, For example, a cloth, a coin, a manuscript, a book, a portrait, a stamp, a piece of wreckage or infrastructure.

2. Testimonies Of witnesses, whether oral or written, may have been created to serve as

records or they might have been created for some Other purposes.

• All these describe an event, such as the record of a property exchange, speeches, and commentaries.

3. The historians deal with the dynamic or genetic (the becoming) as well as the static

(the being) and aims at being interpretative (explaining why and how things happened and were interrelated) as well as descriptive (telling what happened, when and where, and who took part).

4. Historical Sources Historical sources fall into two categories: primary and secondary sources. PRIMARY SOURCES are original, first-hand account of an event or period that are usually written or made during or close to the event or period. The raw materials of history-original documents and objects which were created at the time under study Also called original sources

There are two kinds of primary sources.

Written sources are usually categorized in three ways a. Narrative or literature are chronicles or tracts presented in narrative form, written to impart a message whose motives for their composition vary widely.

• For example, a scientific tract is typically composed

in order to inform contemporaries or succeeding generations; a newspaper article might be intended to shape opinion; the so-called ego document or personal narrative such as a diary or memoir might be composed in order to persuade readers of the justice of the author's actions. b. Diplomatic sources are understood to be those which document/record an existing legal situation or create a new one, and it is these kinds of sources that professional historians once treated as the purest, the "best" source. Classic diplomatic source is the charter, which is a legal instrument. A legal document is usually sealed or authenticated to provide evidence that a legal transaction has been completed and can be used as evidence in a judicial proceeding in case of dispute.

• Diplomatic sources possess specific formal

properties, such as hand and print style, the ink, the seal, for external properties and rhetorical devices and images for internal properties, which are determined by the norms of laws and by tradition. Such characters also vary in time (each generation has its own norms) and according to origin (each bureaucracy has its own traditions). C. Social documents are information pertaining to economic, social, political or judicial significance. They are records kept by bureaucracies.

• A few examples are government reports, such as

municipal accounts, research findings, and documents like these parliamentary procedures, civil registry records, property register and record of census.  Non-written sources Non written sources are unconscious testimony in the form of remains or relics, e.g., fossils, artifacts unearthed by archaeologist and oral sources Unwritten sources are as essential as written sources. There are two types: a. Material evidence , also known as archaeological evidence is one of the most important unwritten evidences. This include artistic creations such as potter, jewelry, dwellings, graves, churches, roads, and others that tell a story about the past These artifacts can tell a great deal about the ways of life of people in the past, and their culture. These artifacts can also reveal a great deal about the socio-cultural interconnections of the different groups of people especially when an object is unearthed in more than one place. Even places that are thought to be insignificant, such as garbage pits, can provide valuable information to historians as these can be traces of a former settlement. Archaeological sites that are of interest to historians are unearthed during excavations for roads, sewer lines, and big building structures. b. Oral evidence is also an important source of information for historians. Much are told by the tales or sagas of ancient

peoples and the folk songs or popular rituals from the premodern period of Philippine history.

• During the present age, interviews are another major form of oral evidence. SECONDARY SOURCES It is the materials made by people long after the events being described had taken place to provide valuable interpretations of historical events. A secondary source analyzes and interprets primary sources. It is an interpretation of second-hand account of a historical event. Examples of secondary sources are biographies, histories, literary criticism, books written by a third party about a historical event, art and theater reviews, newspaper or journal articles that interpret. 19

Big Picture in focus: ULOc. Discuss historical criticism, namely external

and internal criticisms.

Metalanguage In this section, you are going to explain and discuss historical criticisms and to demonstrate ULOc and will be operationally defined to be able to understand.

• Internal Criticism is concerned with the validity, credibility, or worth of the content of the document.
• External Criticism is concerned with establishing the authenticity or genuineness. Essential Knowledge To perform the aforesaid big picture (unit learning outcomes) for the first three (3) weeksof the course, you need to fully understand the following essential knowledge that will be laid down in the succeeding pages. Please note that you are not limited to exclusively refer to these resources. Thus, you are expected to utilize other books, research articles and other resources that are available in the university's library e.g. ebrary, search.proquest.com etc. HISTORICAL CRITICISMS Historical criticisms — examines the origins of earliest text to appreciate the underlying circumstances upon which the text came to be (Soulen,2001). 1.1 It has two important goals:

• First, to discover the original meaning of the text in its primitive or historical context and its literal sense or sensusliteralishistoricus.
• Second, to establish a reconstruction of the historical situation of the author and recipients of the text.

1.2 Historical criticism has its roots in the 17th century during the

Protestant Reformation and gained popular recognition in the 19th^ and 20th centuries (Ebeling, 1963).

1.3 The absence of historical investigation paved way for historical criticism

to rest on philosophical and theological interpretation.

2. The passing of time has advanced historical criticism into various

methodologies used today such as: 2.1 Source criticism (which analyzes and studies the sources used by biblical authors); 2.2 Form criticism (which seeks to determine a unit's original form and historical context of the literary tradition); 2.3 Redaction criticism (which regards the author of the text as editor of the source materials); 2.4 Tradition criticism (which attempts to trace the developmental stages of the oral tradition from its historcal emergence to its literary presentation) 2.5 Canonical criticism (which focuses its interpretation of the bible on the text of biblical canon); and related methodologies (Soulen,

3. There are two parts to a historical criticism:

3.1 Provenance of a source — to determine the authenticity of the material. The critic should determine the origin of the material, its author, and the sources of information used. (External criticism is used in determining these facts) 3.2 Higher criticism or internal criticism — it deals with more important matters than the external form. It is a process to weigh the testimony to the truth. The critic must examine the trustworthiness of the testimonies as well as determine the probability of the statements to be true.

4. Two types of Historical Criticism:

4.1 External criticism — determines the authenticity of the source. The critic must determine whether the material under investigation is raw, meaning unaltered, and it exists exactly as the author left it. The content must be viewed in every possible angle, as forgery was not known during the Middle Ages. The authenticity of the material can be examined from other genuine sources having the same subject or written during the same period. 4.2 Internal criticism — determines the historicity of the facts contained in the document. It is not necessary to prove the authenticity of the material or document. However, the facts contained in the document must first be tested before any conclusion pertaining to it can be admitted. In determining the value of the facts, the character of the sources, the knowledge of the author, and the influences prevalent at the time of writing must be carefully investigated.

TEST OF AUTHENTICITY

1. To distinguish a hoax or a misrepresentation from a genuine document, the

historian must use tests common in police and legal detection. 1.1 Making the best guess of the date of the document, he/she examines the materials to see whether they are not anachronistic. paper was rare in Europe before the fifteenth century, and printing was unknown; pencil did not exist there before 16th^ century; typewriting was not invented until the 19th^ century; and Indian paper came only at the end of that century. The historian also examines the inks for signs of age or of anachronistic chemical composition.

2. One of the unfulfilled needs of the historian is more of what the French call

"isographies" or the dictionaries of biography giving examples of handwriting. 2.1 For some period of history, experts using techniques known as paleography and diplomaticshave long known that in certain regions at certain times handwriting and the form of officiä documents were conventionalized.

3. The disciplines of paleography and diplomatics were founded in 17th^ century

by Dom Jean Mabillon, a French Benedictine monk and scholar of the Congregation of Saint Maur. 3.1 Seals have been the subject of special study by sigillographers, and experts can detect fake ones. 3.2 Anachronistic styles (idiom, orthography or punctuation) can be detected by specialists who are familiar with contemporary writing. 3.3 Anachronistic references to events (too early or too late or too remote) or the dating of a document at a time when the alleged writer could not possibly have been at the place designated (the alibi) uncovers fraud. 3.4 If the document is where it ought to be (e.g., in a family's archives, of in the governmental bureau's record) its provenance (custody, as the lawyer refer to it), creates a presumption of its genuineness (Gottschalk, 1969).

Self-Help: You can also refer to the sources below to help you

further understand the lesson:

Bokovoy, David. (2014). The creation of the helper: the importance of historical criticism for religious leaders. Retrieved at: https://www.patheos.com/blozs/davidbokovov/2014/01/the- creation-of-the-helperthe-importance-of-historical-criticism -for-religious-readers/

2. Gorlinski, V. (2012). Understanding history. Encyclopedia Britannica. Retrieved

at: http://vmw.britanica.com/place/mindanao

3. Hirst, Kris. (2019). What is history? Dotdash publishing family, USA. Retrieved at: https://

www.thoughtco.com/what-is-history-collection-of-definitions-

4. Llewellyn, Jennifer and Thompson, Steve. (2020). What is history? Alpha history,

USA. Retrieved at: https://alphahistorv.com/historv-concepts/

5. Jayapalan, N. (2008). Historiography. India. Retrieved athttps source=gbs ge

summary

6. Kochhar, SK (2005). Teaching of history. India. Retrieved at:

https://books.gooqle.com.ph/books?id=PFbmQ562h

7. Ligan, Vigan, et al., (2018). Readings in Philippine history. Mutya Publishing

House, Malabon City.

Big Picture in Focus: ULOd. Identify the events and people during

the first voyage around the world

Metalanguage

In this section, the most essential terms and concepts relevant to the study of the first voyage around the world of Ferdinand Magellan history to demonstrate ULOa it will be operationally defined.

• Voyage is a course of travel or passage, especially a long journey by water to a distant place.
• Age of Exploration, it is the period from around 1400-1600, in which Europeans traveled the rest of world in search of goods, raw materials, land and trade partners.

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes) for the fourth and fifth week, you need to fully understand the following essential knowledge that will laid down in succeeding pages. Please note that you are not limited to exclusively refer to these resources. Thus, you are expected to utilize other books, research articles and other resources that are available in the university's library e.g., ebrary, search.proquest.com etc. FIRST VOYAGE AROUND THE WORLD The development of Portuguese maritime empire, apparent scientific and technological advancement, European attraction to Asia's wealth and spices, incited Spain to expend for an expedition.

1. Spain along with other European nations engaged in discovering and taking possessions of lands beyond the continent. 15 th^ century — the period of discovery and expansion began, henceforth from Europe came to the East huge vessels loaded with merchandize and men under a command to discover and covet lands in the east. — This was an eventuality which adjoined people and nations and such encounter had far-reaching consequences until 19th^ century. 1521 — Philippine islands has been "rediscovered" by the Spanish commissioned authority. Ferdinand Magellan , a Portuguese navigator who gained confidence and support from the monarchy of Spain. Accompanying him were Fr. Pedro de Valderama (fleet chaplain), Antonio Pigafetta (chronicler), Duarte de Barbosa (Magellan's brother-in-law) and his Malay slave Enrique of Malacca (acting as interpreter).

1. The narrative of the voyage which is a translation by Lord Stanley of Alderley is

presented below. However, only the necessary and important details of the narrative were taken based on what is useful for the students. The historic voyage began in 1519 and was successfully completed in 1522. SPANISH EXPLORATION IN THE PHILIPPINES 16th Century (15001600)  Europe was experiencing some changes because of the growth of industry and commerce, the advances in science, improvements in navigation, and invention of machines and marine instruments.  Growing desire of the Europeans to know more of the "Orient" because of the stories of Christian crusaders in the Holy Land while reclaiming it from the Muslims.  Trade was also flourishing between some European merchants and Asian countries for Oriental spices, silk, fruits, Persian rugs, perfumes and precious stones which were very profitable in European markets.  The Venetians , or citizens of Venice, monopolized this Euro-Asian trade. Then followed the Portuguese, the Spaniards and other European nations.  This commercial rivalry led to European expeditions to Asia.

May 29, 1453

(Turks sacked

the city of

Constantinople

and controlled

the three

 The Ottoman Turks closed two trade routes:

The Northern route and the Central Route.

 However, they allowed the Venetians to use

the Southern Route by paying a certain

amount of passage.

Euro-Asian trade

routes)

 The Venetians, therefore, monopolized the Southern Route and controlled the Euro-Asian trade.  This Venetian monopoly forced the kingdoms of Portugal and Spain to find another route to

Asia so that they can continue their profitable

trade.

June 7, 1494

(Treaty of

Tordesillas)

 Pope Alexander VI, a Spaniard , mediated this agreement between Spain and Portugal.  This treaty divided the world between the two kingdoms.  Provisions of the treaty:

1. An imaginary line was drawn from north to south at a distance of 370 leagues west of the Cape Verde Islands. Lands to be discovered east of this line would belong to Portugal, and those on the west would belong to Spain.
2. If Spanish ships discovered lands east of the demarcation line, the said lands should be turned over to Portugal.
3. Lands discovered by Portuguese ships west of the line should be turned over to Spain.
4. No Portuguese ships shall be sent to lands belonging to Spain, and vice versa, for the purpose of trading with them.

September 20,

(Magellan

Expedition)

 Ferdinand Magellan, a Portuguese explorer

serving under the Spanish monarch, King

Charles I of Spain, sailed westwards in order

to reach the Orient.

 Magellan sailed with five ships: the flagship

Trinidad , the Concepcion, the Santiago, the

San Antonio, and the Victoria.

March 16, 1521

(Arrival of

Spaniards)

Magellan arrived in Asia and sighted the island of

Samar in the Visayan Islands.

March 17, 1521  Magellan landed his men at an islet, Homonhon ,

in order to take care of the sick.

March 29, 1521

(First Blood

Compact in the

Philippines)

 Magellan landed at Limasawa, Southern

Leyte.

 He then made the first ever blood compact or

sanduguan with Rajah Kulambu and his

brother, Si Agu , as a sign of friendship and

brotherhood.

March 31, 1521

(First Mass in the Philippines)

 An Easter Sunday , Magellan ordered a mass

to be celebrated on Limasawa officiated by

Father Pedro Valderrama near the seashore.

 This was the first Christian Catholic Holy

Mass officiated in the Philippines.

 They then planted a big cross on top of a hill.  Magellan then renamed the islands as "Archipelago of St. Lazarus".

 He and his men stayed at Limasawa for one

week. April 8, 1521 (Spanish Arrival in the island of Sugbu

(Cebu)

 Guided by Rajah Kulambu, Magellan entered the harbor of the rich island of Cebu.  Magellan's Malay slave, Enrique , assured the leader of Cebu, Rajah Humabon , and his people that the Spaniards came as friends and not as enemies.  A blood compact was then sealed between Magellan and Humabon and the giving of gifts from both parties. April 15, 1521 ^ Mass^ was^ celebrated^ in Cebu.  Another cross was erected.

(First Baptism

in the

Philippines)

 Magellan persuaded the Cebuanos to become Christian Catholics.  About 800 Cebuanos became Christians that day.

 Rajah Humabon was given the Christian name

Carlos in honor of King Charles I of Spain.

 Humabon's wife was given the name Juana in

honor of King Charles' mother.

 To make the event memorable, Magellan gave

Juana animage of the Infant Jesus.

 The Infant Jesus is now the Patron of Cebu.

April 27, 1521

(Battle of

Mactan)

 In answer to Rajah Sula's plea of help to defeat his rival Rajah of Mactan, Si Lapu-lapu , who did not recognize the authority of the Spanish king, Magellan and sixty well-armedmen sailed in the early morning from Cebu to Mactan.  During the Battle of Mactan , Magellan was wounded in the leg.  Seeing this, the warriors of Mactan killed him using spears.  With Magellan's death, the other Spaniards returned to their ships and went back to Cebu.

Aftermath of the

Expedition

 Before Magellan died, he promised his Malay slave Enrique freedom when he dies.  But when the remaining Spaniards denied Enrique of this promise, he conspired with Rajah Humabon to kill the Spaniards in a feast that the Rajah would sponsor.  After a drunken revelry in the feast, the remaining Spaniards were massacred in Cebu by the men of Rajah Humabon because these men also robbed the natives and raped some native women.

 Some survivors were able to return to their

ships. They then decided to leave Cebu and

return to Spain.

 Only two ships remained: the Victoria and

the Trinidad.

 The Trinidad's route was eastwards: via the

Pacific Ocean. But the ship and its men were

captured by the Portuguese and no one aboard the Trinidad, even the ship, ever returned to Spain again.

 The Victoria's route was westwards : to return

to Spain across the Straits of Malacca , the

Indian Ocean and then via the Cape of Good

Hope in Africa.  There were eighteen Spanish survivors of the Magellan expedition aboard the Victoria. They

were led by Sebastian de Elcano.  Elcano is said to be the first circumnavigator of the globe when he succeeded leading the survivors to return safely in Spain.  But majority of world historians would give this honor to the original leader of the expedition, Ferdinand Magellan , as the first circumnavigator of the world.

Importance of

the Expedition

 Magellan's expedition proved that the earth is round.  His expedition led to other Spanish expeditions to colonize the Philippine islands:

 Loaysa Expedition (1525—1526)—

commanded by Father Juan Garcia Jofre de

Loaysa (Loaisa); ended in failure.

 Cabot Expedition (1526—1530) —

commanded by Sebastian Cabot; ended in

failure.

 Sayavedra Expedition (1527-1528) — commanded by Alvaro de Sayavedra (Saavedra); reached Mindanao but did not succeed in settling in any of the islands; ended also in failure.

April 22, 1529

(Treaty of

Zaragoza)

 Spain and Portugal ended their dispute over the possession of the islands of the Mollucas (Spice Islands). The agreement's provisions were:

1. Portugal would pay 350,000 gold ducats to Spain.

2. Another imaginary line was drawn from north to south

at 297 1/2 leagues east of the Mollucas.

3. Lands to be found on the west of this line would belong

to Spain, while those on the east would belong to Portugal.  In paying a sum, Portugal bought what was rightfully hers; for Mollucas lay in the east of the demarcation line as provided in the former Treaty of Tordesillas.

November 1,

(Villalobos

Expedition)

 Ruy Lopez de Villalobos, commanded this expedition with six ships from Mexico, under orders from the Viceroy of Mexico, his brother-in-law, and King Charles I of Spain.

 They reached MiÅdanao in February 1543.

 Faced with starvation, Villalobos sent Bernardo de la Torre to Tandaya (now Samar) to find some food.  de la Torre met the chieftain, Makandala , and gave him enough food.  Villalobos then named the islands of Leyte and Samar Felipinas, in honor of Crown Prince Philip of Spain, son of King Charles I of Spain.  They then left the Philippines for the Mollucas. They were captured by the Portuguese but was set free. He died on his way back to Mexico, making his expedition a failure. SPANISH COLONIZATION IN THE PHILIPPINES (1565-1898)  God — propagation of Catholic Christianity, attested by the Christian Spirit of the Laws of the Colonies.

Three Aims

of

Spanish

Colonization

 Gold — monopolization of the spice trade of the Orient and to acquire riches.  Glory — Spain's ambition to become the greatest empire.

November 21,

(Legazpi

Urdaneta

Expedition)

 This expedition was sent by King Philip Il of Spain from Mexico.  Led by Miguel Lopez de Legazpi and piloted by Father Andres de Urdaneta, a survivor of the Loaysa expedition.  Their objectives were to survey and report on the trade of spices and find a new return route for Mexico.

February 22,

 With four ships and 380 men, they reached Mindanao, Cibabao (Leyte) and then to Samar where Legazpi made blood compact to the chief, Urrao.

March 9,

 Legazpi made a blood compact with Bankaw, a

chieftain of Limasawa.

March 16,

 They sailed to Camiguin, Butuan, Mindanao and then to Bohol where he made a blood compact with Datus Sikatuna and Sigala.

April 27,

 Legazpi and his men reached Cebu.

 Tupas , the chieftain of Cebu, defied Spanish might and so his kingdom was assaulted by the men of Legazpi under cover of artillery.  Tupas was defeated and retreated to the hills of Cebu.  Legazpi named the first Spanish settlement in the Philippines La Villa de San Miguel.

June 1, 1565  Legazpi ordered Father Urdaneta, together with

Captain Felipe de Salcedo, Legazpi's grandson, to return to Mexico and find the new return route.  Urdaneta steered his ship NorthEastward from the Philippines in a wide arc towards the Pacific and ended in Santa Catalina in California, down to the port of Navidad and then to Acapulco.  This route was known as the Urdaneta Passage that the galleons would follow in the years to come.

June 4, 1565

(First Spanish- Filipino Treaty)  With the help of his brothers Si Makayo and Si Katapan and Legazpi's policy of attraction instead of violence, Tupas acknowledged Spanish sovereignty.  Furthermore, the Spanish-Filipino agreement states that:

1. The Filipinos promised to be loyal to the King of Spain and the Spaniards.
2. The Filipinos promised to help the Spaniards in any battle against an enemy; and in return, the Spaniards promised to protect the Filipinos from all enemies.
3. A Filipino who had committed a crime against a Spaniard should be turned over to the Spanish authorities, while a Spaniard who committed a crime against a Filipino will be turned over to the chieftain.
4. Goods to be sold should be moderately priced.
5. An armed Filipino would not be allowed to enter any Spanish settlement.

1567 ^ Juan de Salcedo, "'the Last Spanish

Conquistador" and Legazpi's youngest fighting

grandson, arrived in the Philippines, with his older brother Felipe de Salcedo and fresh troop reinforcements from Mexico.

March 21,

(Baptism of

Tupas)

 Under the guidance of Father Diego de

Herrera, Tupas accepted Christianity

with Legazpi as his godfather.

 Pinsuncan, Tupas' son and the crown prince

of Cebu, was also baptized, with Captain

Felipe de Salcedo, Legazpi's grandson, as

godfather.

January 1, 1571

 Unexpectedly, Juan Camus, a Spanish

soldier, found an infant image of Jesus.

 Because of this, Legazpi changed the name

their settlement "City of the Most Holy

Name of Jesus".

1569  Owing to shortage of food in Cebu,

Legazpi and some of his men went to

Panay and founded the second Spanish

settlement in the islands.

 Together with Father Juan de Alba and

other Augustinian missionaries, the Panay

Filipinos were converted and pacified by

the Spaniards.

 Datu Macabaog and Datu Madidong, were converted to Christianity and became good friends with Legazpi.

 Panay Island became Legazpi's home base

because of abundant food and supplies.

May 24, 1570

(First Conquest

of Manila)

 Master of the Camp and Marshal Martin

de Goiti defeated Rajah Sulayman, King

of Maynilad.

 Rajah Sulayman retreated while ordering his men to burn down the whole kingdom.  Goiti returned to Panay and informed Legazpi that Manila is a far greater and better place to settle with. April 20, 1571 (Second

Conquest of

Manila)

 With 27 vessels, 280 Spaniards and 600

Visayan allies, Legazpi left Panay and

reached Manila Bay with the intent of

colonizing Luzon.

 By May, the Spaniards defeated the defending forces of Maynilad. June 24, 1571

(Founding of

Manila)

 Over the ashes of the kingdom, Legazpi

established the city of Manila, capital of

the Philippines.

August 20,

(Death of

Legazpi)  Adelantado Miguel Lopez de Legazpi, one of the greatest Spanish conquistadores, died of heart attack in Manila.

March 11,

1576 (Death

of

Salcedo)

 Juan de Salcedo, the Last Conquistador, died of fever in Vigan at the young age of 27, after pacifying Northern Luzon and claiming it for Spain.

Self-Help: You can also refer to the sources below to help you

further understand the lesson:

Depasquale, Joh. (2017). Straight to the source: a primary source analysis guide. 100 Scolastic guide, USa. Retrieved at: https://www.scholastic.com/teachers/blog-posts/john-depasquale/2017/Straightto- the-Source-A-Primary-Source-Analysis-Guide/

2. Larena, Penn (2018). Content and contextual analysis of selected primary sources

in Philippine history. Retrieved at: https://www.slideshare.net/PennVillanueva/chapter-2content-and- contextualanalysis-of-selected -primary-sources-in-philippine-history

3. Liban, Josephine. (2015). The Spanish conquest and the colonization of the

Philippines. Retrieved at: https://www.slideshare.netoosephinecliban/the- spanishconquest-and-the-colonization-of-the-philippines-

4. Ramos, Arnulfo. (2012) Philippine history (with gender issues). Second Edition.

Davao City: SMKC Printshoppe

5. Thomas, S. (n.d.) Primary sources; primary vs. secondary sources. Retrieved at:

http://libl.bmcc.cuny.edu/help/sources/

6. Zaide, Gregorio and Sonia Zaide. (1990). Documentary sources of Philippine

history. Vol. 5. Manila: National Book Store.

7. Ligan, Vigan, et al., (2018). Readings in Philippine history. Mutya Publishing

House, Malabon City.

Big Picture in Focus: ULOe. Analyze the content and context of

selected primary sources;

Metalanguage

In this section, you are going to know about the customs of the Tagalogs. ULOb will help you analyze the content and context of selected primary sources. You are required to make a content analysis about selected documents.

• Custom, is defined as a cultural idea that describes a regular, patterned behavior that is considered characteristics of life in a social system.

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes) for the fourth to fifth week of the course, you need to fully understand the following essential knowledge that will laid down in succeeding pages. Please note that you are not limited to exclusively refer to these resources. Thus, you are expected to utilize other books, research articles and other resources that are available in the university's library e.g. ebrary, search.proquest.com etc.

1. CUSTOMS OF THE TAGALOGS THE CUSTOMS of the Tagalogs is a narrative on the established culture of the Tagalogs in Luzon written by Juan de Plasencia , a Franciscan missionary in the Tagalog region since 1578 until 1590.

This document was written as an answer to the request of the monarchy in Spain which was to provoke pieces of information about the government, administration of justice, inheritances, slaves, dowries, worship, burials, and superstition of the "Indians" in the colony. In addition, the document is to rectify previous reports about the people's way of life in the region. Plasencia wrote: "This people always had chiefs, called by them datos , who govemed them and were captains in their wars, and whom they obeyed and reverenced. The subject who committed any offense against them, or spoke but a word to their wives and children, was severely punished. " These chiefs ruled over but few people; sometimes as many as a hundred houses, sometimes even less than thirty. This tribal gathering is called in Tagalog a barangay. It was inferred that the reason for giving themselves this name arose from the fact (as they are classed, by their language, among the Malay nations) that when they came to this land, the head of the barangay, which is a boat thus called — as is discussed at length in the first chapter of the first ten chapters — became a dato. And so, even at the present day, it is ascertained that this barangayin its origin was a family of parents and children, relations and slaves. There were many of these barangays in each town, or at least, on account of wars, they did not settle far from one another. They were not, however, subject to one another, except in friendship and relationship. The chiefs, in their various wars, helped one another with their respective barangays. "In these three classes, those who are maharlicas on both the father's and mother's side continue to be so forever; and if it happens that they should become slaves, it is through marriage, as I shall soon explain. If these maharlicas had children among their slaves, the children and their mothers became free; if one of them had children by the slave-woman of another, she was compelled, when pregnant, to give her Master half of goal tael, because of her risk of death, and for inability to labor during pregnancy. In such a case half of the child was free — namely, the half belonging to the father, who supplied the child with food. If he did not do this, he showed that he did not recognized him as his child, in which case the latter was wholly a slave. If a free woman had children by a slave, they were all fee, provided he were not her husband. If two persons married, of whom one was a maharlica and the other a slave, whether namamahay or alipingsaguiguilid, the children were divided: First, whether male or female, belonged to the father, as did the third and fifth; the second, the fourth, and the sixth fell to the mother, and so on. In this manner, if the father were free, if he were a slave all those who belonged to him were slaves; and the same applied to the mother. If there should not be more than one child he was half free and half slave. The only question here concerned the division, whether the child he were male or female. Those who became slaves fell under the category of servitude which was their parent's, either namamahay or saguiguilid. If there were an odd number of children, the odd one was half free and half slave. I have not been able to ascertain with any certainty when or at what age division of children was made, for each one suited himself in this respect. Of these two kinds of slaves the saguiguilid could be sold, but not the namamahay and their children, nor could they be transferred. However, they could be transferred from the barangay by inheritance, provided they remained in the same village. They condemned no one to slavery, unless he merited the death-penalty. As for the witches, they killed them, and their children and accomplices became slaves of the chief, after he had made some recompense to the injured person. All other offenses were punished by fines in gold, which, if not paid with promptness, exposed the culprit to

serve, until the payment be made, the person aggrieved, to whom the money was to be paid. This was done in the following way: Half the cultivated lands and al their produce belonged to the master. The master provided the culprit with food and clothing, thus enslaving the culprit and his children until such time as he might amass enough money to pay the fine. If the father should by chance pay his debt, the master then claimed that he had fed and clothed his children, and should be paid therefore... In what concerns loans, there was formerly, and is today, an excess of usury, which is a great hindrance to baptism as well as to confession; for it turns out in the same way as I have showed in the case of the one under judgement, who gives half of his cultivated lands and profits until he pays the debt. The debtor is condemned to a life of toil; and thus borrowers become slaves, and after the death of the father the children pay the debt. Not doing so, double the amount must be paid. This system should and can be reformed. In the case of a child by a free married woman, born while she was married, if the husband punished the adulterer this was considered a dowry; and the child entered with the others into partition in the inheritance. His share equaled the part left by the father, nothing more. If there were no other sons than he, the children and the nearest relatives inherited equally with him. But if the adulterer were not punished by the husband of the woman who had the child, the latter was not considered as his child, nor did he inherit anything. It should be noticed that the offender was not considered dishonored by the punishment inflicted, nor did the husband leave the woman. By the punishment of the father the child was fittingly made legitimate. Dowries are given by the men to the women's parents. If the latter are living, they enjoy the use of it. At their death, provided the dowry has not been consumed, it is divided like the rest of the estate, equally among the children, except in case the father should care to bestow something additional upon the daughter. If the wife, at the time of her marriage, has neither father, mother nor grandparents, she enjoys her dowry — which, in such a case, belongs to no other relative or child. It should be noticed that unmarried woman can own no property, in land or dowry, for the result of all their labors accrues to their parents. The above is what I have been able to ascertain clearly concerning customs observed among these natives in all this Laguna and the tingues , and among the entire Tagalog race. The old men say that a dato who did anything contrary to this would not be esteemed; and, in relating tyrannies which they had committed, some condemned them and adjudged them wicked. In all the villages, or in other parts of the Filipinas Islands, there are no temples consecrated to the performing of sacrifices, the abortion or their idols, or the general practice of idolatry. It is try that they have the name simbahan which means a temple or place of adoration; but this is because, formerly, when they wished to celebrate a festival, which they called pandot, or "worship" they celebrated it in the large house of a chief. There they constructed, for the house, with a roof, called sibi, to protect the people from the wet when it rained. They so constructed the house that it might contain many people — dividing it, after the fashion of ships, into three compartments. On the posts of the house they set small lamps, called sorihile; in the center of the house they placed one large lamp, adorned with leaves of the white palm, wrought into many designs. They also brought together many drums, large and small, which they beat successively while the feast lasted, which was usually four days. During this time the whole barangay, or family, united, and joined in the worship which they call nagaanitos. The house, for the abovementioned period of time, was called a temple.

Among their many idols there was one called Badhala, whom they especially worshiped. The title seems to signify "all powerful", or "'maker of all things". They also worshiped the sun, which, on account of its beauty, is almost universally respected and honored by heathens. They worshiped, too, the moon especially when... These natives had no established division of years, months, and days; these are determined by the cultivation of the soil, counted by moons, and the different effect produced upon the trees when yielding flowers, fruits, and leaves: all this help them in making up the year. The winter and summer are distinguished as sun-time and watertime — the latter term designating winter in those regions, where there is no cold, snow, or Ice... Their manner of offering sacrifice was to proclaim a feast, and offer to the devil what they had to eat. This was done in front of the idol, which they anoint with fragrant perfumes, such as musk and civet, or gum of the storax-tree and other odoriferious woods, and praise it in poetic songs sung by the officiating priest, male or female, who is called catalonan. The participants made responses to the song, beseeching the idol to favor them with those things they were in need, and generally, by offering repeated healths, they all became intoxicated. In some of their idolatries they were accustomed to place a good piece of cloth, doubled, over the idol, and over the cloth a chain or large, gold ring, thus worshipping the devil without having sight of him. The devil was sometimes liable to enter into the body of the catalonan, and, assuming her shapeand appearance, filled her with so great arrogance — he being the cause of it — that she seemed to shoot flames from her eyes; her hair stood on end, a fearful sight to those beholding, and she uttered words of arrogance and superiority. In some districts, especially in the mountains, when in those idolatries the devil incarnated himself and took on the form of his minister, the latter had to be tied to a tree by his companions, to prevent the devil in his infernal fury from destroying him. This, however, happened but rarely. The objects of sacrifice were goats, fowls, and swine, which were flayed, decapitated, and lain before the idol. In the case of young girls who first had their monthly course, their eyes were blindfolded four days and four nights; and, in the meantime, the friends and relatives were all invited to partake of food and drink. At the end of this period, the catalonan took the young girl to the water, bathed her and washed her hed, and removed the bandage from her eyes. The old men said that they did this in order that the girls might bear children, and have fortune in finding husbands to their taste, who would not leave them widows in their youth. Their manner of burying the dead was as follows: The deceased was buried beside his house; and, if he were a chief, he was places beneath a little house or porch which they constructed for purpose. Before interring him, they mourned him for four days; and afterwards laid him on a boat which served as a coffin or bier, placing him beneath the porch, where guard was kept over him by a slave. These infidels said that they knew that there was another life of rest which they called maca just as if we should say "'paradise" or, in other words, "'village of rest". They say that those who go to this place are just, and the valiant, and those who lived without doing harm, or who possessed other moral virtues. They said also that in the other life and mortality, there was a place of punishment, grief, and affliction, called casanaan which was "a place of anguish;" they also maintained that no one would go to heaved, where there dwelt only Bathala , "the maker of all things", who governed from above. There were also other pagans who confessed more clearly to a hell, which they

called, as I have said, casanaan ; they said the wicked went to that place, and there dwelt the demons, whom thay called sitan .. There were also ghosts, which called vibit , and phantoms, which they called Tigbalaang. They had another deception — namely, that if any woman died in childbirth, she and the child suffered punishment; and that, at night, she could be heard lamenting. This was called patianac. May the honor and glory be God our Lord's, that among all the Tagalogs not a trace of this is left; and that those who are now marrying do not even know what it is, thanks to the preaching of the holy gospel, which has banished it" Source: Plasencia, Juan de. "Customs of the Tagalogs" in Emma Helen Blair and James Alexander Robertson. The Philippine Islands: 1493-1898. Cleveland, OH: The Arthur H. Clark Company, 1906.

Self-Help: You can also refer to the sources below to help you

further understand the lesson:

Blair, Emma Helen. (2004). The Philippine Islands. The Project Gutenberg EBook. Retrieved at: https://www.gutenberg.org/files/13701/13701-h/13701- h. htm

2. Castillo, Fides. (2016). Gospel-culture relationship of traditional Filipino religion

and Catholicism. Retrieved at: https ://WVM. researchgate. net/publicati on/289166646_GospelCulture_Relationship_of_Traditional_Filipino_Religion_a nd_Catholicism

3. Potet, Jean Paul. (2019). Ancient beliefs and customs of the Tagalogs. Lulu.com

Publishing. Retrieved at: https://books.google.com.ph/books/about/Ancient_Beliefs_and_Customs_of_the

4. Ramos, Arnulfo. (2()12) Philippine history (with gender issues). Second Edition.

Davao City: SMKC Printshoppe

5. Ravago, John Rey. (2018). Juan de Placencia's Customs of the Tagalog. Retrieved

at: https://www.slideshare.net/rey_john_rey/juan-de-plasencia-customof-the- tagalogs

6. Said, Edward W.(2007). The Edward Said reader. New York: Knopf Doubleday

Publishing Group. As cited in Artes de Las Isas Filipinas : Purveyor of Knowledge and Emerging Publisher of Art Retrieved at http://www.artesdelasfilipinas.com/archives/186/accusto med -0th ering-in- colonial- writing

7. Ligan, Vigan, et al., (2018). Readings in Philippine history. Mutya Publishing

House, Malabon City.

Big Picture in Focus: ULOf. Describe the contribution of primary

sources in understanding Philippine history.

1.1 Compare the famous paintings of Luna and Amorsolo.

Metalanguage

In this section, you are going to examine few of the famous paintings of Juan Luna and Fernando Amorsolo. ULOa will lead you to discover the meaning of the paintings and what message the author wants to convey in his work. You are required to compare Luna's and Amorsolo's paintings.

• Historical Paintings are visual representations of concrete happenings on the life of people in a specific period. Essential Knowledge To perform the aforesaid big picture (unit learning outcomes) for the fourth and fifth weeks of the course, you need to fully understand the following essential knowledge that will be laid down in the succeeding pages. Please note that you are not limited to exclusively refer to these resources. Thus, you are expected to utilize other books, research articles and other resources that are available in the university's library e.g., ebrary, search.proquest.com etc. WORKS OF JUAN LUNA AND FERNANDO AMORSOLO

1. Historical Paintings are visual representations of concrete happenings on

the life of people in a specific period. 1.1 The idea about certain events and people is communicated or expressed aesthetically through art with form, technique, and style. 1.2 Essentially, these paintings are instrumental to the visualization of the reality which stands equally with texts, photos, caricatures, and films. The students will be exposed to determining and seeing the balance between history and imagination. The artwork itself will be scrutinized and examined as to how it shows the reality contextually. JUAN LUNA (1857-1899) is best known for impressive rendition of classical subjects in his academic works. These works includé4historical scenes and portraiture, however subsequently he turned to realism depicting social inequalities. In this lesson, the "Spoliarium" and "The Parisian Life" are Luna's paintings presented for the analysis of the students. SPOLIARIUM 19TH^ Century— Juan Luna This is the most valuable oil-on- canvass painting with a size of 4.22 meters x 7.675 meters, making it the largest painting in the Philippines. It won First Gold Medal in 1884 as an entry to the prestigious