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READINGS IN
PHILIPPINE
HISTORY- GEC 102
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
LSPU Self-Paced Learning Module (SLM)

Course Readings in Philippine History

Sem/AY First Semester/2022-2023
Module No. 2-3
Lesson Title INTRODUCTION TO HISTORY

Week
2 weeks
Duration
Date February 6- 17, 2023
The first lesson is about the basic pieces of information about history such as its definition,
Description relevance, historical sources, duties of historians, etc. The pieces of knowledge that they will
of the Lesson learn in this lesson can give them an understanding and appreciation about the Philippine
history and the historical sources.

Learning Outcomes

Intended Students should be able to meet the following intended learning outcomes:
Learning  State the importance of studying history
Outcomes  Provide an understanding and application regarding Historical Sources
Targets/ At the end of the lesson, students should be able to:
Objectives  identify the relevance of History in their daily lives;
 differentiate primary, secondary and tertiary sources;
 identify examples of primary, secondary and tertiary sources; and
 give the connection of history to the present period/time.

Student Learning Strategies

Online Activities
(Synchronous/
Asynchronous) A. Video conference by a Google Meet
You will be directed to attend in a class discussion on the introduction of
History. To have access to the Online Discussion, refer to this link:
____________________.

(For further instructions, refer to your Google Classroom and see the schedule
of activities for this module)
B. Online Discussion and Power point presentation with audio and visual
narration. Teachers can also use videos related in the topic/ discussion.
C. Learning Guide Questions:
1. What is History?
2. What is the difference between primary and secondary resources?
3. Give three examples each of primary source and secondary source about
your own history.

Note: The insight that you will post on online discussion forum using Learning
Management System (LMS) will receive additional scores in class participation.

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
Offline Activities
Lecture Guide
(e-Learning/Self-
Paced) What is History?
 History is derived from the Greek word historia which means "knowledge
acquired through inquiry or investigation.
 It became known as the account of the past of a person or of a group of people
through written documents and historical evidences.

Relevance of History
1. History allows us to understand our present
2. History offers opportunities to extract valuable lessons.
3. History can provide us with insights into our society.
4. We can avoid making the same mistakes by looking back in the past.

Historian
 It is the job of the historian to gather, give meaning to the facts and organize
them into a timeline, establish causes and write history.

SOURCES OF HISTORY (Primary, Secondary and Tertiary Sources)

All the material which has a direct bearing or can be any assistance in constructing the
history of a particular period are called as historical facts or sources.
Primary Sources

 Primary sources provide direct or firsthand evidence about an event, object,

person, or work of art. This originates from the past.
 It is created at the time of an event or soon after.
 Created by someone who saw or heard an event themselves.
Examples:
 Autobiographies and memoirs
 Diaries, personal letters, and correspondence
 Interviews, surveys, and fieldwork
 Photographs, drawings, and posters
 Works of art and literature
 Books, magazine and newspaper articles and ads published at the time
 Public opinion polls
 Speeches and oral histories
 Original documents (birth certificates, property deeds, trial transcripts)
 Research data, such as census statistics
 Official and unofficial records of organizations and government agencies
 Artifacts of all kinds, such as tools, coins, clothing, furniture, etc.
 Audio recordings and video recordings

Secondary Sources

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
 Secondary sources are 'second-hand' work that is the result of reconstructing
and interpreting the past using the primary material.
 Created after the event, usually after a long time after something happened.
 Expresses an opinion about the past event.
Examples:
 History books and other popular or scholarly books
 Website contents
 Analysis or interpretation of data Documentaries
 Bibliographies
 Biographical works
 Reference books, including dictionaries, encyclopedias, and atlases
 Articles from magazines, journals, and newspapers after the event
 Literature reviews and review articles (e.g., movie reviews, book reviews, film
reviews)
o Sometimes, an item can be either a primary source or
secondary source, depending on how it is used.

Tertiary Sources
 History is written using both primary and secondary sources and shrunk down
to the basic points.
Examples:
 Encyclopedia
 Dictionary
 Textbooks
 Other materials that contain primary and secondary sources.

Repositories of Sources:
 Libraries
 Archives
 Museums.

EXTERNAL AND INTERNAL CRITICISM

Historians and students of history need to thoroughly scrutinize the historical sources
to avoid deception and to come up with the historical truth.

External criticism
 practice of verifying the authenticity of evidence by examining its physical
characteristics
 Examples of the things that will be examined when conducting external
criticism of a document include the quality of the paper, the type of the ink,
and the language and words used in the material.

Internal criticism-
 It looks at the content of the source and examines the circumstance of its
production, looks at the truthfulness and factuality of the evidence by looking
at the author of the source and its context.

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

Performance Tasks

Performance Task

I. Instructions: Construct an acrostic that will represent your understanding on History and its connection in the
present times. (20 points)

H–
I–
S–
T–
O–
R–
Y–

Note: Use of any online or offline application for creating acrostics (acrostic generating application) is
strictly not allowed. Thus, this kind of output will automatically receive a score of zero.

Photo Source: https://dailytimepoems.com/acrostic-poem-on-friends/

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
Understanding Directed Assessment

Criteria for Acrostics

Content/Ideas 4 points (x2)
Connection of Ideas 4 points
Creativity 4 points
Grammar and Mechanics 4 points
Total 20 points

Learning Resources

Candelaria, J., & Alporha, V. (2018). Readings in Philippine History. Manila: Rex Book Store, Inc.

Solmerano, E., Palencia, M., & Galicia, R. (2018). Readings in Philippine History. Manila: Fastbooks
Educational Supply, Inc.
https://guides.lib.uw.edu/c.php?g=344285&p=2580599
https://www.thoughtco.com/primary-and-secondary-sources-their-meaning-in-history-1221744
https://sccollege.edu/Library/Pages/primarysources.aspx

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
LSPU Self-Paced Learning Module (SLM)

Course Readings in Philippine History

Sem/AY First Semester/2022-2023
Module No. 4
Lesson Title TEXTUAL AND CONTEXTUAL ANALYSIS

Week
1 week
Duration
Date February 20-24, 2023
In the second lesson, students will able to analyze the historical source presented to them. It
Description will teach the students how to critically analyze the document and think about its historical
of the Lesson significance in our country.

Learning Outcomes

Intended Students should be able to meet the following intended learning outcomes:
Learning  Analyze the primary source given
Outcomes  Provide concrete supporting details regarding their claims
 Develop critical and analytical skills with exposure to historical sources
Targets/ At the end of the lesson, students should be able to:
Objectives  Give importance to the primary source given
 Identify the salient points of the Kartilya ng Katipunan
 Integrate the message of the given primary resource in their daily living.

Student Learning Strategies

Online Activities A. Video conference by a Google Meet

(Synchronous/ You will be directed to attend in a class discussion on the topic. To have access
Asynchronous) to the Online Discussion, refer to this link: ____________________.

(For further instructions, refer to your Google Classroom and see the schedule
of activities for this module)
B. Online Discussion and Power point presentation with audio and visual
narration and reading materials.
C. Learning Guide Questions:
1. What is the historical significance of the Kartilya?
2. What do you think is reason why the author made it?
Note: The insight that you will post on online discussion forum using Learning
Management System (LMS) will receive additional scores in class participation.

Offline Activities Lecture Guide

(e-Learning/Self- The translated version of the rules in Kartilya ng Katipunan. The document is
Paced) written by Emilio Jacinto.

I. The life that is not consecrated to a lofty and reasonable purpose is a tree

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
without shade, if not a poisonous weed.

II. To do good for personal gain and not for its own sake is not virtue.

III. It is rational to be charitable and love one's fellow-creature, and to adjust

one's conduct, acts, and words to what is in itself reasonable.

IV. Whether our skin be black or white, we are all born equal: superiority in
knowledge, wealth, and beauty are to be understood, but not superiority by
nature.

V. The honorable man prefers honor to personal gain, the scoundrel, gain to
honor.

VI. To the honorable man his word is sacred.

VII.Do not waste thy time: wealth can be recovered, but not the time lost.

VIII. Defend the oppressed and fight the oppressor before the law or in the
field.

IX. The prudent man is sparing in words and faithful in keeping secrets.

X. On the thorny path of life, man is the guide of woman and of the children, and
if the guide leads to precipices, those whom he guides will also go there.

XI. Thou must not look upon woman as a mere plaything, but as a faithful
companion who will share with thee the penalties of life; her weakness will
increase thy interest in her and she will remind thee of the mother who bore
thee and reared thee.

XII.What thou dost not desire done unto thy wife, children, brothers and sisters,
that do not unto the wife, children, brothers, and sisters of thy neighbor.

XIII. Man is not worth more because he is a king, because his nose is
aquiline and his color white, nor because he is a priest, a servant of God, nor
because of the high prerogative that he enjoys upon earth, but he is worth
most who is a man of proven and real value, who does good, keeps his word,
is worthy and honest; he who does not oppress, nor consent to being
oppressed, he who loves and cherishes his fatherland, though he be born in
the wilderness and know no tongue but his own.

XIV. When these rules of conduct shall be known to all and the longed-for
sun of Liberty shall rise brilliant over this most unhappy portion of the globe
and its rays shall diffuse everlasting joy among the confederated brethren of
the same race, the lives of those who have gone before, the fatigues, and the
well-paid suffering will remain. If he who desires to enter has informed
himself of all this and believes he will be able to perform what will be his
duties, he may fill out the following application for admission."

Performance Tasks

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
Performance Task

I. Instructions: Analyze each rule in the “Kartilya ng Katipunan”, choose two (2) rules to explain and integrate to
the current situation of the Philippines. Answer must be written in paragraph form, one paragraph with five (5)
sentence only per rule. (10 points) (by pair)

Learning Resources

Candelaria, J., & Alporha, V. (2018). Readings in Philippine History. Manila: Rex Book Store, Inc.

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
LSPU Self-Paced Learning Module (SLM)

Course Readings in Philippine History

Sem/AY First Semester/2022-2023
Module No. 5
Lesson Title THE SITE OF THE FIRST MASS IN THE PHILIPPINES
Week
1 week
Duration
Date February 27-March 3, 2023

Description
The lesson is about the Controversy of the First Site of Mass in the Philippines. They will learn
of the Lesson
how to analyze a primary source given to them and justify their stand regarding the issue.

Learning Outcomes

Intended Students should be able to meet the following intended learning outcomes:
Learning  Analyze the primary source given
Outcomes  Provide concrete supporting details regarding their claims
 Develop critical and analytical skills with exposure to historical sources
Targets/ At the end of the lesson, students should be able to:
Objectives  Identify the different claims about the First Mass in the Philippines
 Examine and analyze the claim of Albo’s Log and Pigafetta’s statements
 Provide insights about the claims

Student Learning Strategies

Online Activities A. Online Discussion via Google Meet

(Synchronous/ You will be directed to attend in a three-Hour class discussion on the topic
Asynchronous) “The Site of the First Mass”. To have access to the Online Discussion, refer to
this link: ____________________.

(For further instructions, refer to your Google Classroom and see the schedule
of activities for this module)
B. Online Discussion and Power point presentation with audio and visual
narration.
C. Other options: Share YouTube Video Presentation and reading materials
D. Learning Guide Questions:
1. What are the salient points of the topic?
2. What do you think is the reason why people are
debating on this issue until now?
3. Among the two claims which are more reliable?
Note: The insight that you will post on online discussion forum using Learning
Management System (LMS) will receive additional scores in class participation.

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
Offline Activities
Lecture Guide
(e-Learning/Self-
Paced) Where did the First Catholic Mass Take Place in the Philippines?
Butuan has long been believed as the site of the first Mass. In fact, this has been the
case for three centuries, culminating in the erection of a monument in 1872 near
Agusan River, which commemorates the expedition’s arrival and celebration of Mass
on 8 April 1521. The Butuan claim has been based on a rather elementary reading of
primary sources from the event.
Toward the end of the nineteenth century and the start of the twentieth century, a more
nuanced reading of the available evidence was made, which brought to light more
considerations in going against the more accepted interpretation of the first Mass in the
Philippines, made both by Spanish and Filipino scholars.
There are only two primary sources that historians refer in identifying the site of the first
Mass. One of these is the log kept by Francisco Albo, a pilot of one of Magellan’s ship,
Trinidad. He was one of the 18 survivors who returned with Sebastian Elcano on the ship
Victoria after they circumnavigated the world. The other, more complete, was the
account by Antonio Pigafetta, Primo viaggio intorno al mondo (First Voyage Around the
World). Pigafetta, like Albo, was a member of the Magellan expedition and eyewitness of
the events, particularly, of the first Mass.
PRIMARY SOURCE: ALBO’S LOG
Source: “Diario o dereteo del viage de Magallanes desde el cabo se S, Augustin en el
Brazil hasta regreso a Espana de la nao Victoria, escorito por Francisco Albo,”
Document no. xxii in Collection de viages y descubrimientos que hicieron por mar los
Espanoles desde fines del siglo XV, Ed. Martin Fernandez de Navarrete (reprinted
Buenos Aires 1945, 5 vols.) IV, 191-225. As cited in Miguel A. Bernad “Butuan or
Limasawa? The Site of the First mass in the Philippines: A Reexamination of Evidence”
1981, Kinaadman: A Journal of the Southern Philippines, Vol III, 1-35.
1. On the 16th of March (1521) as they sailed in a westerly course from Ladrones,
they saw land towards the northwest; but owing to many shallow places they
did not approach it. They found later that its names were Yunagan.
2. They went instead that same day southwards to another small island named
Suluan, and there they anchored. There they saw some canoes but these fled at
the Spaniards’ approach. This island was at 9 and two-thirds degrees North
latitude.
3. Departing from those two islands, they sailed westward to an uninhabited
island of “Gada” where they took in a supply of wood and water. The sea
around that island was free from shallows. (Albo does not give the latitude of
this island, but from Pigafetta’s testimony, this seems to be the “Acquada” or
Homonhon, at 10 degrees North latitude.)
4. From that island they sailed westward towards a large island names Seilani
that was inhabited and was known to have gold. (Seilana- or as Pigafetta calls
in, “Ceylon”- was the island of Leyte.)
5. Sailing southwards along the coast of that large island of Seilani, they turned

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
southwest to a small island called “Mazava”. That island is also at a latitude of
9 and two-thirds degrees North.
6. The people of that island of Mazava were very good. There the Spaniards
planted a cross upon a mountain-top, and from there they were shown three
islands to the west and southwest, where they were told there was much gold.
“They showed us how the gold was gathered, which came in small pieces like
peas and lentils.”
7. From Mazava they sailed northwards again towards Seilani. They followed the
coast of Seilani in a northwesterly direction, ascending up to 10 degrees of
latitude where they saw three small islands.
8. From there they sailed westwards some ten leagues, and there they saw three
islets, where they dropped anchor for the night. In the morning they sailed
southwest some 12 leagues, down to a latitude of 10 and one-third degree.
There they entered a channel between two islands, one of which was called
“Matan” and the other “Subu”.
9. They sailed down that channel and then turned westward and anchored at the
town (la villa) of Subu where they stayed many days and obtained provisions
and entered into a peace-pact with the local king.
10. The town of Subu was on an east-west direction with the islands of Suluan and
Mazava. But between Mazava and Subu, there were so many shallows that the
boats could not go westward directly but has to go (as they did) in a round-
about way.
In Albo’s account, the location of Mazava fits the location of the island of Limasawa, at
the southern tip of Leyte, 9°54’ N. Also, Albo does not mention the first Mass, but only
the planting of the cross upon a mountain-top from which could be seen three islands
to the west and southwest, which also fits the southern end of Limasawa.

PRIMARY SOURCE: PIGAFETTA’S TESTIMONY ON THE ROUTE OF MAGELLAN’S

EXPEDITION
Source: Emma Blair and James Alexander Robertson, The Philippine Islands, Vols. 33
and 34, as cited in Miguel A. Bernad, “Butuan or Limasawa? The Site of the First Mass
in the Philippines: A Reexamination of Evidence” 1981, Kinaadman: A Journal of
Southern Philippines, Vol. III, 1-35.
1. Saturday, 16 March 1521- Magellan’s expedition sighted a “high land” named
“Zamal” which was some 300 leagues westward of Ladrones (now the
Marianas) Islands.
2. Sunday, March 17- “The following day” after sighting Zamal Island, they landed
on “another island which was uninhabited” and which lay “to the right” of the
above-mentioned island of Zamal. (To the “right” here would mean on their
starboard going south or southwest). There they set up two tents for the sick
members of the crew and had a sow killed for them. The name of this island
was “Humunu” (Homonhon). This island was located at 10 degrees North
latitude.

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

3. On the same day (Sunday, March 17), Magellan named the entire archipelago
the “Islands of Saint Lazarus,” the reason being that it was Sunday in the
Lenten season when the Gospel assigned for the Mass and the liturgical Office
was the eleventh chapter of St. John, which tells of the raising of Lazarus from
the dead.
4. Monday, March 18- In the afternoon of their second day on that island, they
saw a boat coming towards them with nine men in it. An exchange of gifts was
effected. Magellan asked for food supplies and the men went way, promising to
bring rice and other supplies in “four days”.
5. There were two springs of water on that island of Homonhon. Also, they saw
there some indications that there was gold in these islands. Consequently,
Magellan renamed the island and called it the “Watering Place of Good Omen”
(Aquada la di bourni segnialli)
6. Friday, March 22- at noon the natives returned. This time they were in two
boats, and they brought food supplies.
7. Magellan’s expedition stayed eight days at Homonhon: from Sunday, Match 17
to the Monday of the following week, March 25.
8. Monday, March 25- in the afternoon, the expedition weighed anchor and left
the island of Homonhon. In the ecclesiastical calendar, this day (March 25) was
the feast-day of the Incarnation, also called the feast of the Annunciation and
therefore “Our Lady’s Day.” On this day, as they were about to weigh anchor,
an accident happened to Pigafetta: he fell into the water but was rescued. He
attributed his narrow escape from death as grace obtained through the
intercession of the Blessed Virgin Mary on her feast day.
9. The route taken by the expedition after leaving Homonhon toward the west
southwest, between four islands; namely, Cenalo, Hiunanghan, Ibusson and
Albarien. “Very probably “Cenalo” is a misspelling calls “Ceilon” and Albo calls
“Seilani”: namely the island of Leyte. Hiunanghan” (a misspelling of
Hinungnangan) seemed to Pigafettas to be a separate island but is actually on
the mainland of Leyte (i.e., Ceylon). On the other hand, Hibuson (Pigafetta’s
Ibusson) is an island east of Leyte’s southern tip.
Thus, it is easy to see what Pigafetta meant by sailing “toward the west southwest”
past those islands. They left Homonhon sailing westward towards Leyte, then
followed the Leyte coast southward, passing between the island of Hibuson on their
portside and Hiunangan Bay on their starboard and then continued southward, then
turning westward to Mazaua.
10. Thursday, March 28- in the morning of Holy Thursday, March 28, they
anchored off an island where the previous night they had seen a light or a
bonfire. That island “lies in a latitude of nine and two-thirds towards the Arctic
Pole (i.e., North) and in a longitude of one hundred and sixty-two degrees from
the line of demarcation. It is twenty-five leagues from the Acquada, and is
called Mazaua.”
11. They remained seven days on Mazaua Island.

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
12. Thursday, April 4- they left Mazaua, bound for Cebu. They were guided thither
by the king of Mazaua who sailed in his own boat. Their route took them past
five “islands” namely: “Ceylon, Bohol, Canighan, Baibai, and Gatighan.”
13. At Gatighan, they sailed westward to the three islands of the Camotes Group,
namely, Poro, Pasihan and Ponson. Here the Spanish ships stopped to allow
the king of Mazaua to catch up with them, since the Spanish ships were much
faster than the native balanghai – a thing that excite the admiration of the king
of Mazaua.
14. From the Camotes Islands they sailed southwards towards “Zubu.”
15. Sunday, April 7- at noon they entered the harbor of “Zubu” (Cebu). It had taken
them three days to negotiate the journey from Mazaua northwards to the
Camotes Islands and then southwards to Cebu.
It must be pointed out that both Albo and Pigafetta’s testimonies coincide and
corroborate each other. Pigafetta gave more details on what they did during their
weeklong stay at Mazaua.

PRIMARY RESOURCES: PIGAFETTA AND SEVEN DAYS IN MAZAUA

Source: Emma Blair and James Alexander Robertson, The Philippine Islands, Vols. 33
and 34, as cited in Miguel A. Bernad, “Butuan or Limasawa? The Site of the First Mass
in the Philippines: A Reexamination of Evidence” 1981, Kinaadman: A Journal of
Southern Philippines, Vol. III, 1-35.
1. Thursday, March 28- in the morning they anchored near an island where they
had seen a light the night before a small boat (boloto) came with eight natives,
to whom Magellan threw some trinkets as presents. The natives paddled away,
but two hours later two larger boats (balanghai) came, in one of which the
native king sat under an awning of mats. At Magellan’s invitation some of the
natives went up the Spanish ship, but the native king remained seated in his
boat. An exchange of gifts was effected. In the afternoon, that day, the Spanish
ships weighed anchor and came closer to shore, anchoring near the native
king’s village. This Thursday, March 28, was Thursday in Holy Week, i.e., Holy
Thursday.
2. Friday, March 29- “Next day. Holy Friday,” Magellan sent his slave interpreter
ashore in a small boat to ask the king if he could provide the expedition with
food supplies, and to say that they had come as friends and not as enemies. In
reply the king himself came in a boat with six or eight men, and this time went
up Magellan’s ship and two men embraced. Another exchange of gifts was
made. The native king and his companions returned ashore, bringing with
them two members of Magellan’s expedition as guests for the night. One of the
two was Pigafetta.
3. Saturday, March 30- Pigafetta and his companion had spent the previous
evening feasting and drinking with the native king and his son. Pigafetta
deplored the fact that, although it was Good Friday, they had eaten meat. The
following morning (Saturday) Pigafetta and his companion took leave of their
hosts and returned to the ships.

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

4. Sunday, March 31- “Early in the morning of Sunday, the last of March and
Easter day.” Magellan sent the priest ashore with some men to prepare for the
Mass. Later in the morning Magellan landed with some men to prepare for the
Mass. Later in the morning Magellan landed with some fifty men and Mass was
celebrated, after which a cross was venerated. Magellan and the Spaniards
returned to the ship for the noon-day meal, but in the afternoon, they returned
ashore to plant the cross on the summit of the highest hill. In attendance both
at the mass and at the planting of the cross were the king of Mazaua and king
of Butuan.
5. Sunday, March 31- On that same afternoon, while on the summit of the highest
hill, Magellan asked the two kings which ports he should go in order to obtain
more abundant supplies of food than were available in that island. They
replied that there were three ports to choose from: Ceylon, Zubu and Calagan.
Of the three, Zubu was the port with the most trade. Magellan then said that he
wished to go to Zubu and to depart the ff. morning. He asked for someone to
guide him thither. The kings replied that the pilots would be available “any
time.” But later that evening the king of Mazaua change his mind and said that
he would himself conduct Magellan to Zubu but that he would first have to
bring the harvest in. he asked Magellan to send him men to help with the
harvest.
6. Monday- April 1- Magellan sent men ashore to help with the harvest, but no
work was done that day because the two kings were sleeping off their drinking
bout the night before.
7. Tuesday- April 2 and Wednesday- April 3- Work on the harvest during the
“next to days”, i.e., Tuesday and Wednesday, the 2nd and 3rd of April.
8. Thursday, April 4- They leave Mazaua, bound for Cebu.
Using the primary sources available, Jesuit priest Miguel A. Bernad in his work Butuan
or Limasawa: The site of the First Mass in the Philippines: A Reeexamination of
Evidence (1981) lays down the argument that in the Pigafetta account, a crucial aspect
of Butuan was not mentioned- the river. Butuan is a riverine settlement, situated on
the Agusan River. The beach of Masao is in the delta of the said river.

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

Performance Tasks

I. Instructions: Choose one primary source; Albo’s Log or Pigafetta’s Testimony on the Route of Magellan’s
Expedition, craft a creative timeline based on the chosen source that shows important events that happen
before and during the first mass in the Philippines. (20 points)

Understanding Directed Assessment

Criteria for Creative Timeline (PT 1)

Content/Facts 4 points
Accuracy of information 4 points
Style and Organization 4 points
Creativity 4 points
Grammar and Mechanics 4 points
Total 20 points

Learning Resources

Candelaria, J., & Alporha, V. (2018). Readings in Philippine History. Manila: Rex Book Store, Inc.

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
LSPU Self-Paced Learning Module (SLM)

Course Readings in Philippine History

Sem/AY First Semester/2022-2023
Module No. 6
Lesson Title THE 1872 CAVITE MUTINY
Week
1 week
Duration
Date March 6-10, 2023
The Controversy about the 1872 Cavite Mutiny will tackle the main perspectives regarding the
Description event. In addition, it will also cover the causes and effects of it to our country.
of the Lesson

Learning Outcomes

Intended Students should be able to meet the following intended learning outcomes:
Learning  Analyze the primary source given
Outcomes  Provide concrete supporting details regarding their claims
 Develop critical and analytical skills with exposure to historical sources
Targets/ At the end of the lesson, students should be able to:
Objectives  Identify the differences between the Spanish version and Filipino version account of
1872 Cavite Mutiny
 State the significant causes of the 1872 Cavite Mutiny
 Give the effects of the 1872 Cavite Mutiny and the execution of the GOMBRUZA to our
country’s history

Student Learning Strategies

Online Activities A. Online Discussion via Google Meet

(Synchronous/ You will be directed to attend in a Four-Hour class discussion on the
Asynchronous) controversies of the Cavite Mutiny. To have access to the Online Discussion,
refer to this link: ____________________.

(For further instructions, refer to your Google Classroom and see the schedule
of activities for this module)
B. Online Discussion and Power point presentation with audio and visual
narration.
C. Other options: Other resources from YouTube and reading materials.
D. Learning Guide Questions:
1. What are the causes of the 1872 Cavite Mutiny according to the Spanish
perspective and Filipino perspective? Explain each briefly.
2. What is the reason why the Filipinos were defeated during the 1872
Cavite Mutiny?
Note: The insight that you will post on online discussion forum using Learning
Management System (LMS) will receive additional scores in class participation.
Offline Activities

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
(e-Learning/Self- Lecture Guide
Paced)
THE TWO FACES OF THE 1872 CAVITE MUTINY

1872 Cavite Mutiny: Spanish Perspective

Jose Montero y Vidal, a prolific Spanish historian documented the event and
highlighted it as an attempt of the Indios to overthrow the Spanish government in the
Philippines.
Meanwhile, Gov. Gen. Rafael Izquierdo’s official report magnified the event and
made use of it to implicate the native clergy, which was then active in the call for
secularization. Initially, both Montero and Izquierdo scored out that the abolition of
privileges enjoyed by the workers of Cavite arsenal such as non-payment of tributes
and exemption from force labor were the main reasons of the “revolution” as how they
called it, however, other causes were enumerated by them including the Spanish
Revolution which overthrew the secular throne, dirty propagandas proliferated by
unrestrained press, democratic, liberal and republican books and pamphlets reaching
the Philippines, and most importantly, the presence of the native clergy who out of
animosity against the Spanish friars, “conspired and supported” the rebels and
enemies of Spain. He reported to the King of Spain that the “rebels” wanted to
overthrow the Spanish government to install a new “hari” in the likes of Fathers
Burgos and Zamora. The general even added that the native clergy enticed other
participants by giving them charismatic assurance that their fight will not fail because
God is with them coupled with handsome promises of rewards such as employment,
wealth, and ranks in the army. Izquierdo, in his report lambasted the Indios as gullible
and possessed an innate propensity for stealing.
The two Spaniards deemed that the event of 1872 was planned earlier and was
thought of it as a big conspiracy among educated leaders, mestizos, abogadillos or
native lawyers, residents of Manila and Cavite and the native clergy. They insinuated
that the conspirators of Manila and Cavite planned to liquidate high-ranking Spanish
officers to be followed by the massacre of the friars.
The alleged pre-concerted signal among the conspirators of Manila and Cavite was
the firing of rockets from the walls of Intramuros. According to the accounts of the
two, on 20 January 1872, the district of Sampaloc celebrated the feast of the Virgin of
Loreto, unfortunately participants to the feast celebrated the occasion with the usual
fireworks displays. Allegedly, those in Cavite mistook the fireworks as the sign for the
attack, and just like what was agreed upon, the 200-men contingent headed by
Sergeant Lamadrid launched an attack targeting Spanish officers at sight and seized
the arsenal.
When the news reached the iron-fisted Gov. Izquierdo, he readily ordered the
reinforcement of the Spanish forces in Cavite to quell the revolt. The “revolution” was
easily crushed when the expected reinforcement from Manila did not come ashore.
Major instigators including Sergeant Lamadrid were killed in the skirmish, while the
GOMBURZA were tried by a court-martial and were sentenced to die by strangulation.
Patriots like Joaquin Pardo de Tavera, Antonio Ma. Regidor, Jose and Pio Basa and
other abogadillos were suspended by the Audencia (High Court) from the practice of

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
law, arrested and were sentenced with life imprisonment at the Marianas Island.
Furthermore, Gov. Izquierdo dissolved the native regiments of artillery and ordered
the creation of artillery force to be composed exclusively of the Peninsulares.
On 17 February 1872 in an attempt of the Spanish government and Frailocracia to
instill fear among the Filipinos so that they may never commit such daring act again,
the GOMBURZA were executed. This event was tragic but served as one of the moving
forces that shaped Filipino nationalism.

A Response to Injustice: The Filipino Version of the Incident

Dr. Trinidad Hermenigildo Pardo de Tavera, a Filipino scholar and researcher,
wrote the Filipino version of the bloody incident in Cavite. In his point of view, the
incident was a mere mutiny by the native Filipino soldiers and laborers of the Cavite
arsenal who turned out to be dissatisfied with the abolition of their privileges.
Indirectly, Tavera blamed Gov. Izquierdo’s cold-blooded policies such as the abolition
of privileges of the workers and native army members of the arsenal and the
prohibition of the founding of school of arts and trades for the Filipinos, which the
general believed as a cover-up for the organization of a political club.
On 20 January 1872, about 200 men comprised of soldiers, laborers of the arsenal,
and residents of Cavite headed by Sergeant Lamadrid rose in arms and assassinated
the commanding officer and Spanish officers in sight. The insurgents were expecting
support from the bulk of the army unfortunately, that didn’t happen. The news about
the mutiny reached authorities in Manila and Gen. Izquierdo immediately ordered the
reinforcement of Spanish troops in Cavite. After two days, the mutiny was officially
declared subdued.
It is noteworthy that during the time, the Central Government in Madrid announced
its intention to deprive the friars of all the powers of intervention in matters of civil
government and the direction and management of educational institutions. This
turnout of events was believed by Tavera, prompted the friars to do something drastic
in their dire sedire to maintain power in the Philippines.
Meanwhile, in the intention of installing reforms, the Central Government of Spain
welcomed an educational decree authored by Segismundo Moret. The decree
proposed to improve the standard of education in the Philippines by requiring
teaching positions in such schools to be filled by competitive examinations. This
improvement was warmly received by most Filipinos in spite of the native clergy’s
zest for secularization.
The friars, fearing that their influence in the Philippines would be a thing of the
past, took advantage of the incident and presented it to the Spanish Government as a
vast conspiracy organized throughout the archipelago with the object of destroying
Spanish sovereignty. Tavera sadly confirmed that the Madrid government came to
believe that the scheme was true without any attempt to investigate the real facts or
extent of the alleged “revolution” reported by Izquierdo and the friars.
Convicted educated men who participated in the mutiny were sentenced life
imprisonment while members of the native clergy headed by the GOMBURZA were

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
tried and executed by garrote. This episode leads to the awakening of nationalism and
eventually to the outbreak of Philippine Revolution of 1896. The French writer
Edmund Plauchut’s account complimented Tavera’s account by confirming that the
event happened due to discontentment of the arsenal workers and soldiers in Cavite
fort.

Important Keys:
First, there was dissatisfaction among the workers of the arsenal as well as the
members of the native army after their privileges were drawn back by Gen. Izquierdo;
Second, Gen. Izquierdo introduced rigid and strict policies that made the Filipinos
move and turn away from Spanish government out of disgust;
Third, the Central Government failed to conduct an investigation on what truly
transpired but relied on reports of Izquierdo and the friars and the opinion of the
public;
Fourth, the happy days of the friars were already numbered in 1872 when the Central
Government in Spain decided to deprive them of the power to intervene in
government affairs as well as in the direction and management of schools prompting
them to commit frantic moves to extend their stay and power;
Fifth, the Filipino clergy members actively participated in the secularization
movement in order to allow Filipino priests to take hold of the parishes in the country
making them prey to the rage of the friars;
Sixth, Filipinos during the time were active participants, and responded to what they
deemed as injustices; and
Lastly, the execution of GOMBURZA was a blunder on the part of the Spanish
government, for the action severed the ill-feelings of the Filipinos and the event
inspired Filipino patriots to call for reforms and eventually independence.

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

Performance Tasks

Instruction: Using a Venn diagram, give the similarities and differences of the Spanish and Filipino Version of 1872
Cavite Mutiny. Give at least five similarities and five differences. (15 points) (by pair)

Spanish Perspective Filipino Perspective

Learning Resources

https://nhcp.gov.ph/the-two-faces-of-the-1872-cavite-mutiny/

Prepared by:

MARIA DAISY F. CAMILON, MAEd

Assistant Professor II

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

Intellectual Property

This module is for educational purpose only. Under section Sec. 185 of RA 8293, which
states, “The fair use of a copyrighted work for criticism, comment, news reporting, teaching
including multiple copies for classroom use, scholarship, research, and similar purposes is not an
infringement of copyright.”

The unauthorized reproduction, use, and dissemination of this module without joint consent
of the authors is strictly prohibited and shall be prosecuted to the full extent of the law, including
appropriate administrative sanctions, civil, and criminal.

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

UNIVERSITY CLUSTER CURRICULUM REVIEW COMMITTEE (UCCRC)

APPROVAL SHEET

Type of Instructional Material Course Guide

Course Title GEC 102- Readings in Philippine History

Author/s Maria Daisy Faller Camilon

Campus San Pablo City Campus

College College of Arts and Sciences

Academic Year 2022-2023

Semester Second Semester

Recommending Approval:

__Maria Daisy F. Camilon, MAEd__ Ms. Rowena Reyes, PhD_

Subject Matter Expert BS Psychology Program Coordinator

Ruby B. Brion, PhD Jherwin P. Hermosa

GAD Focal Person ITSO Coordinator

Julie Fe D. Panoy, PhD __Allen Pasia__

Associate Dean, CAS CID Chairperson

Approved:

Alberto D. Yazon, Ph.D ___January 30, 2023___

CIDQA Director Date

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

LSPU SELF-PACED LEARNING MODULE: GEC 102: READINGS IN PHILIPPINE HISTORY (SLM 1)