Adrian Gabriel D.

Maranan CLOCA 1-A

Readings in Philippine History History – is the study of the beliefs and desires,
practices, and institutions of human beings
Lyceum of the Philippines University - Batangas
 It becomes an active factor in the study of
LPU Batangas Campus Vision Philippine society
 To be a recognized university in the Asia Pacific  It also includes a look into the development of
Region by 2022 Philippine culture through time especially with
the influences of the colonial period that would
Educational Philosophy eventually shape the present Philippine identity.

 Lyceum of the Philippines University, an Why Study History?

institution of higher learning, inspired by the
 An examination of the past can tell us a great
ideals of Philippine President Jose P. Laurel, is
deal about he we came to be who are. It means
committed to the advancement of his philosophy looking at the roots of modern institutions,
and values: “Veritas et Fortitudo” (truth and ideals, values, and problems
fortitude) and “Pro Deo et Patria” (for God and  Looking at the past teaches us to see the world
Country). through different eyes – appreciating the
diversity of human perceptions, beliefs, and
LPU Batangas Campus Mission
cultures.
 LPU-B, espousing the ideals of Jose P. Laurel,  Different and/or new perspectives will enable us
is dedicated to the holistic development of the to analyze critically the present contexts of
individual constantly in pursuit of truth and acts society and beings
with fortitude (Veritas Et Fortitudo) to serve God The Meaning of “History” (excerpt from Understanding
and country (Pro Deo Et Patria). It is committed History: A Primer of Historical Method by Louis
to provide quality education and develop Gottschalk) (1950, New York: Knopf, p.17)
leaders, lifelong learners and globally
competitive professionals who possess the 4C’s  History is derived from the Greek noun “istoiα”
– competence, commitment, credibility and meaning learning
collaboration.  According to Aristotle: History is a systematic
account of a set of natural phenomena, whether
Institutional Core Values or not chronological factoring was a factor in the
account
 G – God Centeredness  Latin word “Scientia” (English, Science) came
 L – Leadership to be used in non-chronological systematic
 I – Integrity accounts of natural phenomena
 N – Nationalism  The word “history” was reserved for accounts
of phenomena (esp. in human affairs) in
chronological order
UNIT 1 - CONTEXT ANALYSIS  History now means, “the past of mankind”
Context Analysis – considers the time and place the
historical document was written as the situation or the II. Understanding Sources
circumstances during the time Historical Sources
 Works pertaining to events in the past are  that out history is studied and written
analyzed by also taking into account the author
 to analyze them, several methodologies and
of the document, his/her biological background,
theories were used by historians to properly
role in the event, and the intent for writing the
study history and glean from the sources what
document.
is, for the, a proper way of writing history to
enhance and disseminate national identity
i. LEARNING HISTORY
Primary Sources – materials proposed by people or
It is the Historians duty to draw insights from the dates
groups directly involved in the event or topic being
and realities that have shaped the lives of men and
studied. These people are either participants or
women and the society. And in understanding these
eyewitnesses to the event. These sources range from
ideas, historians (or in fact students of history) can
eyewitness accounts, diaries, letters, legal documents,
comprehend (1) how situations happened, (2) identify
official documents (government or private), and even
their elements, and (3) think how these situations can
photographs.
solve today’s predicaments and help plan for the future.
 Eight Examples of Primary Sources
Adrian Gabriel D. Maranan CLOCA 1-A
 Photographs that may reflect social  Because it is in-demand, many merchants aspired to
conditions of historical realities and monopolize or get control of the supply and
everyday life distribution in the European markets
 Old sketches and drawings that may  Asian goods reached Europe either via Silk Road or
indicate the conditions of life of societies in Arabian-Italian trade route
the past  Both routes were expensive and oftentimes
 Old maps that may reveal how space and disrupted by wars, natural calamities and bandits
geography were used to emphasize trade  The closing of the land route by the Ottoman Empire
routes, structural build-up, etc. of Constantinople (Turkey) led Europeans to look for
 Cartoons for political expression or ways to purchase spices directly from the source
propaganda  They explore the oceans to look for a way to go to
 Material evidence of the prehistoric past like the Spice Islands
cave drawings, old syllabaries, and ancient  Prince Henry (the navigator of Portugal) put up a
writings maritime school that trained sailors to discover an
 Statistical tables, graphs, and charts eastern sea route going to Spice Islands (Moluccas
 Oral history or recordings by electronic Islands) and other islands in Southeast Asia via
means of accounts of eyewitness or Atlantic Ocean and Indian Ocean
participants; the recordings are then  This route enables them to trade directly with the
transcribed and used for research producers of spices and other Oriental goods
 Published and unpublished primary  The marriage of Queen Isabella of Castile and
documents, eyewitness accounts, and other King Ferdinand II of Aragon plus the victory of
written sources Catholic Monarchs vs. the Moors in the Battle of
Granada resulted in the rise of Spain as a world
Secondary Sources – the testimony of anyone who is power
not an eyewitness – that is one who was not present at  Inspired by the success of Portugal, Spain has
the even of which he tells (Gottschalk) aspired to have a fair share in the spice trade
Examples of Secondary Sources  Spain financed the trans-Atlantic voyages of
Christopher Columbus which led to the discovery
 Books of territories on the other side of the Atlantic Ocean
 Articles  Spanish Monarch also supported the plan of
 Scholarly journals that had been interpreted Ferdinand Magellan to go to the East by sailing
primary sources or had use them to discuss westward, a proposal that Portugal refused to
certain events of history finance
 The Magellan-Elcano expedition’s main objective
was to search for a new maritime path to the Spice
Robert B. Fox vs. William Henry Scott views about the Islands that would not violate Spain’s treaty with
Tabon Man (p.9-12) Portugal
 The expedition suffered from natural and man-made
challenges and out of five ships only three reached
UNIT 2 – UNDERSTANDING PERSPECTIVE the Philippines
 The first couple of weeks of their stay in Ph, were
Perspective – refers to the point of view of the said marked with hospitality and cordial exchanges of
writer who was a witness to the vent. goods
In any case, reading a historical event from the points of  Local inhabitants traded with them and others
view of all sides will enable us to form our own studies convert from Christianity
about the said event  Lapu-Lapu (chieftain of Mactan) refused to trade
with the Spaniards -> when Magellan learned this,
III. Magellan’s voyage around the world he waged war with him
 Spaniards lost the battle including the end of
Historical Context Magellan himself
 One benefits that Europeans gained from Crusades  By that time, their number was just enough for two
was the discovery of some products that were not ships: Victoria (under the command of Juan
available in their home country. Sebastian Elcano) and Trinidad
 These includes porcelain, silk, incense, herb,  The expedition finally reached the Spice Islands and
perfumes etc. but of all these Asian products, spices managed to purchase a large amount of spices
become the most expensive and in-demand  Unfortunately, Trinidad and her crew were captured
commodity by the Portuguese on their journey back
 Spices have numerous uses such as food  Elcano and 17 survivors arrived in Spain aboard
preservation, flavor enhancement, and medicine the shop Victoria. One of them was Antonio
Pigafetta (assistant of Magellan) who kept a journal
Adrian Gabriel D. Maranan CLOCA 1-A
that became the main source of what we know about appeared in The Philippine Islands opus (Vol.33)
the first encounter of the Spaniards and the Filipinos as well as in a separate edition
 Pigafetta’s account is the longest and most
Antonio Pigafetta comprehensive
 Born around 1490 in the town of Vicenza,  It recounted the fates of the five ships (Trinidad,
Venice, Italy San Antonio, Concepcion, Santiago, and
 Eldest son of Giovanni Pigafetta to second wife Victoria) that comprise Magellan expedition
Angela Zoga  It narrated how they survived the problems and
 He studied astronomy, geography, and challenges such as shortage of food, diseases,
cartography crew lack of confidence in Magellan’s
leadership, and hostile attitude of the people.
 During his younger years, he worked in the ships
owned by the Knights of Rhodes  It also includes maps, glossaries of native
words, and geographic information and
 he is a well-educated young man possessing an
descriptions of the flora and fauna of the places
avid curiosity of the world
they visited
 he joined the delegation of Monsignor Francesco
 He contributed to the enrichment of Philippine
Chieregati
historiography
 After hearing about the spice trade and the
 His writing provided a glimpse of the political,
voyage undertaken by Magellan, he went to
economic, and social conditions of the islands in
Seville and presented his credentials to
the Visayan region during the 16th century
Magellan and to the Casa de la Contratacion
(office in charge of voyages to the New World)  He described vividly the physical appearance,
social life, religious beliefs, and cultural practices
 He was admitted as one of the sobresalientes
of the people they encounter in the islands of
(supernumeraries), or men coming from
Samar, Leyte, and Cebu
prominment families who will join the trip for the
love of adventure and for the advancement if  It also contains data about the economic
military service. activities of the local folks and the goods they
offered for trade
 He survived the challenges and catastrophes of
the expedition, including being wounded in the  He got all the information from Magellan’s
Battle of Mactan. slave/interpreter, Enrique de Malacca
 He was among the 18 survivors who returned to  He gave us an eyewitness account of the death
Spain aboard the Victoria with Elcano of Magellan in the Battle of Mactan
 From Seville, Pigafetta reported to Majesty King  Since Pigafetta and Enrique de Malacca were
Carlos V and gave him a handwritten account of not natives of the Visayan region, there were
what happened to them during the journey inaccuracies in the information about and the
spelling of the names of places they visited
 Latter of his life, he joined the Knights of St.
John of Jerusalem in its battle against the Turks
 He died sometime in 1534
About the Book (Magellan’s Voyage Around the World)
- Excerpts from Magellan’s Voyage Around the World –
 Jacques Fabre – condensed version of his
manuscript
 The original journal did not survive; what was -The End-
handed down were copies of the Manuscripts
that were never been printed; three of them were
in French and two are kept in the Bibliotheque
Nationale in Paris
 Thomas Philipps – British collector who owned
the book
 Beinecke Rare Book – bought it and now kept
at the Manuscript Library of Yale University in
New Haven
 Fourth Copy – written in mixed Italian, Spanish,
Venetian languages and could be found at
Ambrosian Library in Milan
 In 1800, Carlo Amoretti – published an Italian
version and the following year a French version
came out in Paris
 James Alexander Robertson – published an
English version of the Ambrosian copy and it