MODULE III

PHILIPPINE HISTORY: SPACES FOR CONFLICT AND CONTROVERSIES

Overview
This Module centers on the content and contextual analysis of selected primary
sources from different periods of Philippine history. Let’s look back at external and internal
criticism which are useful in analyzing the context and content of primary sources which
is the focus of Module 2.
Module Outcomes:
After studying the module, the learners are expected to:
• Interpret historical events using primary sources
• Recognize the multiplicity of interpretation that can be read from a historical
text
• Identify the advantages of employing critical tools in interpreting historical
events through primary sources
• Demonstrate the ability to use primary sources to argue in favor or against
a particular issue
Content Outline
Case Study Topic Primary Source
1 Where Did the Cry of Accounts of the Cry by Guillermo
Rebellion Happen? Masangkay; Pio Valenzuela
2 Rizal’s Retraction founded by Fr.
Did Rizal Retract? Manuel Garcia; Balaguer Testimony;
The Testimony of the Cuerpo de
Vigilancia
 3 Excerpts from Pardo de Tavera’s
Differing Dates of the Events Account of the Cavite Mutiny; Excerpts
of 1872 (Cavite Mutiny) from Plauchut’s Account of the Cavite
Mutiny
4 The Site of the First Mass Albo’s Log;
Pigafetta’s Testimonies

LET’S REVIEW!
Before the historian draws his conclusion or generalization based on the
documents and facts, he has to check the authenticity and credibility of the documents
and FACTS by conducting external and internal criticism.
1. External Criticism: - looks at the authenticity of the primary documents with the
following questions”
• When written?
• Where was it written?
• Why did it survive?
• Who was the Real Author?
External criticism includes examination of documents like manuscript, books,
pamphlets, maps, inscriptions and monuments. Authenticity of documents arises in the
manuscripts than the printed documents, because printed documents have already been
authenticated by the editor. Historians have to authenticate ‘authorship’ of the document.
The first question to determine the authenticity of the document is the author.
Knowing the author’s or writer’s name adds the authenticity of the information because of
the character, connection and trustworthiness of the author determine the authenticity.
Second, is, the “Date of Document” that is, the time and place of publication of
the document must be inquired to determine authenticity. In modern publications, the year
and place of publication are indicated on the book or document title page or backside
(overleaf). In old manuscript where the date and place are absent, it can be found out
from the language or date of birth and death of the author.
Third, the historian confronts the textual errors either unintentional or deliberately
committed. Unintentional error can be seen in copies of the documents (original is not
available) caused by the scribe, typist or printer. Intentional error may occur when
modifying, the original. This can be corrected through textual criticism of as many copies
of dubious or doubtful text as possible and are compared.
.Fourthly, after the confirmation of the authenticity the, historians confront
different terms used in the document. Historians must interpret the meaning and sense
in which it has been used in the document.
 2. Internal Criticism – looks at the meaning in context of the primary document.
Questions to ask:
Eyewitness or second hand account?
• Why was it written?
• Literal meaning?
Literal meaning – taking words in the usual or basic sense without metaphor or
allegory; representing the exact words of the text
• Internal consistency? constancy; steadiness; reliability or evenness
• Connotations – an idea or feeling that a word invokes in addition to the literal or
primary meaning; implication
• Remember the document contains the idea of the author.
• Historians must analyze the contents of the documents to determine the real
meaning. He must avoid the reading into meaning which the author did not mean
to convey. and.
• Historians have to hold the view that all that cannot be proved must be temporarily
regarded as doubtful because of the incompetence and unreliability of the author..
• To assess the correctness of the fact, the historian must ensure that the author
know the facts as an eyewitness or not.
Questions to ask:
• What was his source of formation?
• How much time elapsed between the event and the record?
But the dependability of testimony depends on a number of factors, such as:
• The ability and willingness to tell the truth
• The accuracy of the report and independent corroboration
Learning Objectives.
After studying the Module, the students are expected to:
• Analyze the context, content and perspective of different kinds of primary sources.
• Recognize the multiplicity of interpretation that can be read from a historical source
• Identify the advantages and disadvantages of employing critical tools in
interpreting historical event through primary sources
• Formulate an argument for or against a particular issue using primary sources.

Module at a Glance
Lesson 1 – Case Study 4 – Where Did the Cry of Rebellion Happen?
Lesson 2 – Case Study 3 – Did Rizal Retract?
 Lesson 3- Case Study 2 - Differing Accounts of the Events of 1872
Lesson 4 -Case Study 1- Site of the First Mass
What to Submit after studying the Module and its Lessons
Module –3- a) Answer to pre-assessment; b) KWL chart
Lesson 1 – a) Answer to essential question, b) KWL chart, c) Answer to
Excel question 1-3, d) reflection journal
Lesson 2 – a) Answer to analysis question, b) KWL chart, c) Answer to
Embark question, c) Excel test results
Lesson 3 – a) KWL chart, b) Answer to Embark question 1-4, c) answers to
Excel question 1-6
Lesson 4 – a) KWL chart, b) Excel results, c) Argument essay on one of the
4 case studies (4-5 paragraphs), d) Post Module exercises
results
Pre-assessment:
TRY THIS!
TRUE – FALSE: Put a check (/) before the number if the statement is correct or
true and mark (X) if the statement is false or incorrect
_____1. The history we read are all factual being based on facts.
_____2. To make sense of the past, historians utilize facts gathered from primary
sources of history and formulate their own judgment to enable their intended
readers understand the historical event.
_____3. The quality of historical writing based on a variety of lenses to view the
past is called multi-perspectivity.
_____4. The First Christian mass in the Philippines has only one account.
_____5. Historians doubted or questioned the martyrdom of Gomburza.
_____6. The three-martyr priest were tagged or linked with the Cavite Mutiny.
_____7. The writings of Rizal attacked the Christian religion.
_____8. Rizal retracted his essays in order to marry Josephine Bracken.
 _____9. The monument to the Heroes of 1896 was constructed on the actual site
of the Cry of Rebellion.
_____10. The Cry of Rebellion took place in Caloocan now part of Navotas City.
(Check your answers by referring to the Key to Correction at the end of the Unit)
LET’S FIND OUT!
Go over the above list of topics and ask yourself What You already Know and What you
Wish to know more about them. Write your answers in bullet forms in columns 1 and 2
Complete the third column after studying the lesson.
What do you know? What do you want to know? What did you learn?

NOTE: Read and understand the Guide in the Composition of the Lessons
below because the teaching strategy used in this Unit slightly differs
from the one you were exposed to in Units I and II. In the previous two
the Adult Learning Process or 4 As was used. In thisModule, we will be using
the 6 Es as explained below.

Guide in the Teaching Strategy and Composition of the Lessons in this Module
The learning activities in each lesson in this module is organized into six major
parts using 6 E’s.
 You will find interactive activities to establish your mind set,
motivate and focus your efforts on the goal of the lesson. It
Embark may include vocabulary development, guide questions or
situation analysis.
This portion provides you with high-interest materials and
discussions of the facts, concepts and generalizations on a
Explore particular topic. It may be presented in tables, graphs and
other graphic organizers. Vocabularies or terms found in the
text are defined to help facilitate your understanding.
Concepts, generalizations, important facts and theories are
Ensure summarized here to help you remember important data.
This section encourages you to search for additional sources
Expand available in the internet to verify and enrich your knowledge
and information on the particular topic.
This portion asks you to connect or transfer you learning in the
lesson and apply them in real-life situations. Here some issues
or problems are brought to your awareness and challenge you
of what to be done to improve the social conditions of our
Extend country and prevent degradation. These are intended to help
you become patriotic, self-reliant, environment conscious and
responsible citizen who can help build a beautiful and safe
environment for Filipinos to live in.
You will find some test exercises to check your level of
Excel comprehension and knowledge about the topics discussed or
included in the lesson to help you develop and manage your
self-learning skills to acquire knowledge and make meaning.

To help you understand the text in the lesson, key terms are collected and
defined in a box.

Before proceeding to the historical analysis of problems in history, two major key
concepts are herein defined namely; historical interpretation and multi-perspectivity.
• What is historical interpretation? (Adapted from Prof. Slatta)
faculty.chss.ncsu.edu/slatta/hi216/hist_interp.html)
• Historical interpretation is a process by which we describe, analyze, evaluate and
create an explanation of past events. It is based on primary [firsthand] and
secondary [scholarly] historical sources. We analyze the evidence, context,
points of view and frame of reference.
• Historical interpretation requires synthesizing (combining) a variety of evidence
primary and secondary (critical thinking). Historical thinking involves the ability to
arrive at meaningful and persuasive understanding of the past by applying all other
historical thinking skills, by drawing appropriately of ideas from different field of
 inquiry or discipline and by creatively fusing disparate, relevant (and perhaps
contradictory) evidence from primary sources and secondary works.
Synthesizing may involve applying insights about the past to other historical context or
circumstances including the present. These insights (secondary sources) may come from
social science theories and perspectives of the writings of other historians
(historiography).
Multi-perspectivity - or poly perspectivity – refers to multiple subjects’ views on one
particular object.
• Multi-perspectivity in the context of history and history education is the
consideration of multiple subject perspectives on a particular “historical” object.
(Wansink, Zulhei, Wubbel, Kamman & Akkeman, 2017). The historical object can
be a historical event, phenomenon or figure.
• Temporal Framework of Multiperspectivity
Model of Temporality and Function in Multiperspectivity

The Present

Between Past and Present

The Past

Object

Historical Perspective Taking

Historiographical Perspective taking

Contemporary Perspective Taking

3 temporal layers
1. Subjects positioned “in the past” (the time of the event, phenomenon or figure)
2. Subjects positioned “between past and present”
3. Subjects positioned “in the present”
First layer – “in the past”, refers to perspectives of subjects who are contemporaries
of the historical object. Primary sources can be used to represent the perspective of the
constructor or author of the source.
 To help you understand the text, the following vocabularies are defined
Vocabulary
• authenticity – quality of being authentic, real or genuine
• construe – interpret in a particular way
• contemporaneous -existing or occurring in the same period of time
• diachronic -concerned in the way in which something has developed and
evolved through time
• disparate – essentially different in kind; not allowing comparison
• historicity – historical authenticity
• idiosyncratic- relating to idiosyncrasy; peculiar or individual
• synchronic – meaningful coincidences
• temporal – relating to time; temporary

Multi-perspectivity “of the past” also refers to parallel or synchronic

contemporaneous subjects’ perspectives and its educational function is to teach students
that different historical actors may have different co-existing perspectives on a certain
object based on different experiences, beliefs and ideologies. This is referred to by
several authors as ”historical perspective taking” described as understanding the views
of people in the past and explaining their beliefs and norms (Endorotl & Sturtz, 2014;
Huijgen, Van Voxtel, Van de Guft & Holthuls, 2017).
Second layer – (between past and present”) refers to perspective of subjects that
did not live simultaneously with the object, but succeeded the object in time and have
somehow been concerned with the historical object and its interpretation. Typical subjects
concerned with the past are historians, may be politicians, journalists or citizens who
display their interpretation and view on a historical object because it relates to something
in their own time.
Multi-perspectivity in this layer can concern synchronous subject in the same
temporal context (similar to the function of the perspective taking “in the past”) as well as
diachronic subjects’ perspective that succeed each other overtime (that is, in different
temporal context).
Example of focusing on diachronic perspective would be contrasting a source
written by a historian in the 19th century (subject) with a source written by a historian in
the 20th century (subject) both of whom are taking perspective on the Dutch Revolt
(object).
Although historical perspective is addressed in the temporal layer, it educational
function is more extensive and complex than perspective taking “in the past.” This is
because students must take multiple historical contexts from multiple times into account
and students are faced with epistemological questions of the historicity of the historical
method (I.e. seeing different potential methods and sources used by subjects to (re)
construct the past (Fallace, 2017; Igger, 1997; Kosso, 2009). The idiosyncratic function
for this temporal layer can be labeled “historiographical perspective taking.”
Third temporal layer – “in the present” refers to those subjects who live in the
present and take a contemporary position toward a historical object. Although a distinctive
cut between the “past and present” and “contemporary positions or debates” to some
degree maybe arbitrary, we propose that a cut-off is meaningful for seeing its different
educational function: discussing a recent article of a journalist might serve a different goal
for teachers than discussing an article written in the 19th century in terms of showing the
significance and contractedness of history in the present for students.
In this temporal layer “in the present,” on top of any contemporaries (example;
current politicians, historians, journalists or citizens somehow concerned with the (object),
two distinctive (groups of) objects are the teachers and the students. The educational
function of addressing contemporary perspective is informed reflexibility, i.e. the
realization that perspective is personal and that teachers and students themselves are
consumers of history, critically or uncritically accepting the construction of the past
(Janker, 2012; Vienstral, Kienhues, Feucht & Ryan, 207). A teacher explaining his own
perspective shows the he or she is also an interpreter influenced by a specific social and
cultural context. The educational value of asking students to take a perspective or point
of view on a historical object, issue or topic teaches them to construe critically guided by
criteria, their point of view on a specific historical object or event. This will enable students
to combine and integrate “historical perspective taking” as well as “historiographical
perspective taking” to reflect on their own temporal positioning being actors in the
continuous process of historical meaning making.
Module III –
Lesson 1 -Case Study 4 – WHERE DID THE CRY OF REBELLION HAPPEN?
Overview
This Lesson presents accounts from selected primary sources narrating the dates, places
and situations of the Cry or Rebellion in the Philippines in 1896. Your knowledge and
skills in the previous two units are of great help for you in conducting critical evaluation of
the primary sources to determine the authenticity and credibility of historical sources.
Learning Objectives
After studying the lesson, the students will be able to:
• Analyze two or more primary sources with differing accounts on the dates and
places of the Cry of rebellion
• Detect the controversy based on the inconsistencies and circumstances of the
accounts in the primary sources
• Manifest his/her stand as to the veracity of the primary sources.
Topics at a Glance
• Case Study 4: Where Did the Cry of Rebellion Happen?
• Different Dates and Places of the Cry
• Primary Source: Accounts of the Cry by:
- Guillermo Masangkay
- Pio Valenzuela
Essential Question: When and where did the Cry of Rebellion happen?

Pre-activity: LET’s FIND OUT!

Go over the topics listed above and assess your what you know and what you wish
or want to know about them. Write your answers in the table below in bullet forms on the
first and second column. Accomplish the last column after studying this lesson and
accomplishing the part “Looking Back at Your Learning Process or Experience.
What do you know? What do you want to know? What did you learn?
 Complete this statement about your being a Filipino and what you should do about the
progress of your knowledge in Philippine history.
“As a Filipino, it is important for me to
….”___________________________________________________________________
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______________________________________________________________________
______________________________________________________________________
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EMBARK
When you see the word “controversy’” what comes to your mind?
Draw a line to connect the word/s around the circle which are synonyms of
CONTROVERSY

ACCORD DISSENSION CONSONANCE

AGREEMENT DISAGREEMENT

CONTROVERSY
DISPUTE DISCUSSION

HARMONY QUARREL

FEUD DEBATE

How would you define controversy?

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________________________________________________________________
________________________________________________________________
________________________________________________________________
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Relating CONTROVERSY or CONFLICT to the quote, “One past, but many
histories.”
It cannot be denied that several events happened in Philippine history in the past
and several eyewitnesses wrote their own version of a particular event. More often than
not, the accounts or stories of the authors differ from each other depending on how each
of them looked at and interpreted the said event. Hence, the controversy or conflict of the
facts and information or data. As students of history, you are expected to conduct a critical
evaluation of the documents to determine the authenticity and veracity of the primary
source/s which is the focus of this Unit. However, before proceeding to the analysis of
historical problems, two key concepts need to be defined – interpretation and multi-
perspectivity
Making Sense of the Past: Historical Interpretation
Traditionally, History was defined as the study of the past, but the more
contemporary definition focused on how it affects the present through its consequences.
Geoffrey Barraclough defines history as “the attempt to discover on the basis of
fragmentary evidence, the significant things about the past. He also notes that the “history
we read, though based on facts is not factual at all but a series of accepted judgments.”
Such judgments of historians on how the past should be seen make the foundation of
historical interpretation. (Candelaria and Alphora, 2018).
Interpretation of the past vary according to who reads the primary source, when
it was read and how it was read. As students of history you should be able to recognize
the different interpretations through historical evaluation. Interpretations of historical
events change overtime thus; you should be able to track the changes in order to
understand the past.
Multi-perspectivity
Multi-perspectivity refers to the quality of historical writing based on a variety of
lenses to look at the past. A particular historical event is viewed differently by one person
to another, hence the need to conduct external and internal evaluation of the primary
sources.
E X P L O R E: Read and evaluate the following documents.
Case Study 4: Where Did the Cry of Rebellion Happen?
Momentous events swept the Spanish colonies in the late nineteenth century,
including the Philippines. Journalists of the time referred to the phrase “El Grito de
Rebelion” or “Cry of Rebellion to mark the start of the revolutionary events, identifying the
places where it happened. In the Philippines, this happened in August 1896, northeast of
Manila, where they declared rebellion against the Spanish government. These events are
important markers in the history of colonies that struggled for their independence against
the colonizers.
 The controversy regarding this event comes from the identification of the date and
place WHERE the Cry happened. Teodoro Agoncillo, a prominent historian emphasizes
the event when Bonifacio tore the cedula or tax receipt before the Katipuneros who also
did the same. Some writers identified the first military event with the Spaniards at the
moment of the Cry, for which, Emilio Aguinaldo commissioned an “Himno de Balintawak”
to inspire the renewed struggle after the Pact of the Biak-na-Bato failed. A monument of
the Heroes of 1896 was erected in what is now Epifanio de los Santos (EDSA) Avenue
and Andres Bonifacio Drive- North Diversion road, and from then on until 1962, the Cry
of Balintawak was celebrated every 26th of August. The site of the monument was chosen
for an unknown reason.
Different Dates and Places of the Cry
Various accounts of the Cry give different dates and places. A guardia civil, Lt.
Olegario Diaz, identified the Cry to happen in Balintawak on 25 August 1896. Teodoro
Kalaw, Filipino historian, marks the place to be in Kangkong, Balintawak on the last week
of August 1896. Santiago Alvarez, a Katipunero and son of Mariano Alvarez, leader of
the Magdiwang faction in Cavite, put the Cry in Bahay Toro in Quezon City on 24 August
1896. Pio Valenzuela, known Katipunero and privy to many events concerning the
Katipunan stated that the Cry happened in Pugad Lawin on 23 August 1896. Historian
Gregorio Zaide identified the Cry to have happened in Balintawk on 26 August 1896 while
Teodoro Agoncillo put it at Pugad Lawin on 23 August 1896 according to statements by
Pio Valenzuela. Research by historians Milagros Guerrero, Emmanuel Encarnacion, and
Ramon Villegas claimed that the event took place in Tandang Sora’s barn in Gulod,
Barangay Banlat, Quezon City on 24 August 1896
Primary Source: Accounts of the Cry by Guillermo Masangkay.
Source: Guillermo Masangkay, “Cry of Balintawak” in Gregorio Zaide and Sonia Zaide,
Documentary Sources of Philippine History, Volume 8 (Manila: National Book Store,
1990), 307-309.
On August 26th, a big meeting was held in Balintawak, at the house of Apolonio
Samson, then cabeza of that barrio of Caloocan. Among those who attended, I remember,
were, Bonifacio, Emilio Jacinto, Aguedo del Rosario, Tomas Remigio, Briccio Pantas,
Teodoro Plata, Pio Valenzuela, Enrique Pacheco, and Francisco Carreon. They were all
leaders of the Katipunan and composed the board of directors of the organization.
Delegates from Bulacan, Cabanatuan, Cavite and Morong were also present.
At about nine o’clock in the morning of August 26, the meeting was opened with
Andres Bonifacio presiding and Emilio Jacinto acting as secretary. The purpose was to
discuss when the uprising was to take place. Teodoro Plata, Briccio Pantas and Pio
Valenzuela were all opposed to starting the revolution too early…Andres Bonifacio,
sensing that he would lose in the discussion then, left the session hall and talked to the
people who were waiting outside for the result of the meeting of the leaders. He told the
people that the leaders were arguing against starting the revolution early, and appealed
to them in a fiery speech in which he said: “You remember the fate of our countrymen
who were shot in Bagumbayan. Should we return to the towns, the Spaniards will only
shoot us. Our organization has been discovered and we are all marked men. If we don’t
start the uprising, the Spaniards will get us anyway. What then, do we say?”
“Revolt!” the people shouted as one.
Bonifacio then asked the people to give a pledge that they were to revolt. He told
them that the sign of slavery of the Filipinos were (sic) the cedula charged each citizen.
“If it is true that you are ready to revolt…I want to see you destroy your cedulas. It will be
a sign that all of us have declared our severance from the Spaniards.”
Pio Valenzuela
Source: Pio Valenzuela, ‘Cry of Pugad Lawin,” in Gregorio Zaide and Sonia Zaide,
Documentary Sources of Philippine History, Volume 8 (Manila” National Book Store,
1990), 301-302.
The first place of refuge of Andres Bonifacio, Emilio Jacinto, Procopio Bonifacio,
Teodoro Plata, Aguedo del Rosario and myself was Balintawak, the first arriving there on
August 19, and I, on August 20, 1896. The first place where some 500 members of the
Katipunan met on August 22, 1896, was the house and yard of Apolonio Samson at
Kangkong. Aside from the persons mentioned above, among those who were there were
Briccio Panta, Alejandro Santiago, Ramon Bernardo, Apolonio Samson and others. Here,
views were only exchanged, and no resolution was debated or adopted. It was in Pugad
Lawin, the house, store-house and yard of Juan Ramos, son of Melchora Aquino, where
over 1000 members of the Katipunan met and carried out considerable debate and
discussion on August 23, 1896. The discussion was on whether or not the revolution
against the Spanish government should be started on August 29, 1896. After the
tumultuous meeting many of those present tore their cedula certificates and shouted
“Long live the Philippines! Long live the Philippines!”
From the eyewitness accounts presented, there is indeed marked disagreement
among historical witnesses as to the place and time of the occurrence of the Cry. Using
primary and secondary sources, four places have been identified: Balintawak, Kangkong,
Pugad Lawin and Bahay Toro, while the dates vary: 23, 24, 25, or 26 August 1896.
Valenzuela’s account should be read with caution. He once told a Spanish
navigator that the “Cry” happened in Balintawak on Wednesday, 26 August 1896. Much
later, he wrote in his Memoirs of the Revolution that it happened in Pugad Lawin on 23
August 1896. Such inconsistencies in accounts should always be seen as a red flag when
dealing with primary sources
According to Guerrero, Encarnacion and Villegas, all these places are in
Balintawak, then part of Caloocan, now in Quezon City. As for the dates, Bonifacio and
his troops may have been moving from one place to another to avoid being located by
the Spanish government which could explain why there are several accounts of the Cry.
E N S U R E.
The Table below summarizes the accounts on the dates and places of the Cry of
Rebellion in August 1896.

Primary Source Position Date Place

Pio Valenzuela Katipunero and 23 August 1896 Pugad Lawin at the
privy to the house of Apolonio
Katipunan Samson
Santiago Alvarez Katipunero, son of 24 August 1896 Bahay Toro,
Mariano Alvarez- Quezon City
leader of
Magdiwang faction
in Cavite
Lt. Olegario Diaz Guardia Civil 25 August 1896 Balintawak
Guillermo Katipunero 26 August 1896 Balintawak at the
Masangkay house of Apolonio
Samson
Secondary Source Position Date Place
Teodoro Agoncillo Filipino historian 23 August 1896 Pugad Lawin
Teodoro Kalaw Filipino historian Last week of Kangkong
August 1896 Balintawak
Milagros Guerrero, Filipino 24 August 1896 Tandang Soraa’
Emmanuel researchers house in Gulod,
Encarnacion & Barangay Banlat,
Ramon Villegas Quezon City
Gregorio Zaide Filipino historian 26 August 1896 Balintawak

Based on the primary and secondary sources presented, there is a marked

controversy as to the date and place of the occurrence of the Cry. Four places were
identified: Balintawak, Kangkong, Pugad Lawin and Bahay Toro, while the dates vary
from 23, 24, 25 or 26, August, 1896. All the four places identified were then part of
Caloocan, now in Quezon City. The variation of the dates and places of the Cry could be
explained by the transfer of Bonifacio and his troops from one place to another to evade
location and capture by the Spanish government.
However, the differing dates were due to how the eyewitness interpreted the event
undertaken by the Katipunan leaders and members. Some reckoned the Cry on the
preparatory activities such as the meetings, others put it on the day when Bonifacio and
the Katipuneros tore their cedulas and the “Shout or Cry to revolt” was sounded.
A monument to the Heroes of 1896 was erected in what is now the intersection of
Epifanio de los Santos Avenue (EDSA) and Andres Bonifacio Drive, North Diversion road
and from that time on until 1962, the Cry of Balintawak was celebrated every 26 th of
August. It is said that the site of the monument was chosen for an unknown reason. (Try
yourself to search for the reason of constructing the monument on its site.)

EXPAND
For more information about the Cry of Rebellion access the following materials at:
• www.coursehero.com>file>Ca – Case Study 4: Where Did the Cry of Rebellion Happen
• Prezi.com - Prezi Video Cry of Rebellion
• Ncca.gov.ph - In Focus: Balintawak: The Cry for Nationwide Revolution
• www.scribd.com>presentation - Where Did the Cry of Rebellion Happen pptx
Philippines Cry of Rebellion documentrary
• Youtube.com/watch?v=TDYdQieXnkA -

EXTEND
Based on the accounts presented, When and Where do you think the Cry of Rebellion
took place? Support your stand by citing evidences to justify your claim.
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EXCEL
Look back on the summary of the accounts of the Cry and answer the following questions:
1. Pio Valenzuela’s, Santiago Alvarez’ and Guillermo Masangkay’s accounts are primary
sources to the Cry of rebellion being eyewitnesses to the event, while the historical
accounts of Teodoro Agoncillo, Teodoro Kalaw, Milagros Guerrero, Emmanuel
Encarnacion and Ramon Villegas are secondary sources since they were not present
during the event.
Question: 1. What can you infer why Pio Valenzuela and Teodoro Agoncillo
shared the same date and place of the Cry on August 23, 1896 at Pugad
Lawin; Santiago Alvarez and researchers Guerrero, Encarnacion and
Villegas August 24, 1896 and Guillermo Masangkay and Gregorio Zaide on
26 August 1896?
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 ____________________________________________________________
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2. Examine closely the primary sources of Pio Valenzuela and Guillermo
Masangkay, whose account do you see as more authentic and credible?
Support your stand or view.
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3. Explain in your own words, this quote: “One past but many histories.”
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Looking Back at Your Learning Experience

1. Go back to the pre-activity “LET’S FIND OUT! And fill up the third column (What did you learn?)
2. Answer the following questions on My Reflection Journal.
a. Which part of the module/lesson was easy for you?
b. Why was it easy?
c. Which part of the module/lesson was difficult for you to study?
d. Why was this part difficult for you?
e. If you were to study the content of the module/lesson and do the exercise once again, how
would you improve your learning?
i. Refer to your own exercise
ii. Confer with your classmates and ask them about their past exercises in studying
iii. Consult your teacher and ask for suggestions.

My Reflection Journal
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MODULE- III
Lesson 2- Case Study 2 – THE RETRACTION OF RIZAL

Overview
This lesson exposes you to another controversial issue in Philippine history. f you
Critically examine the truth based on primary sources presented written by different
authors. Again, try to know the author because it can help you evaluate their authority
about the topic, their intention in writing their accounts and their integrity or credibility in
addition to the content of the document.
In Case study 4, you analyzed the dates and places of the Cry of Rebellion which
identified four places, then parts of Caloocan and now in Quezon City and four differing
dates in August 1896 (23, 24, 25 or 26). Now, you will evaluate documents concerning
our national hero, Dr. Jose Protacio Mercado Rizal. Hopefully, you will be able to have
your personal stand whether Rizal retracted his essays and criticisms against the Spanish
friars in the Philippines at his time.
Learning Objectives
At the end of the lesson, you are expected to be able to:
• Interpret historical events using primary sources.
• Recognize the multiplicity of interpretation that can be read from historical text.
 • Identify the advantages and disadvantages of using critical tools in interpreting
historical events through primary sources.
• Manifest a personal conviction for or against the controversial issue.
Topics at a Glance
• Case Study 3: Did Rizal Retract?
Primary Source: Rizal’s Retraction
Source: --Translated from the document found by Father Manuel Garcia.
--The Balaguer Testimony
--The Testimony of Cuerpo de Vigilancia

Key Question: Did Rizal retract?

Pre-Activity: LET’S FIND OUT!

Go over the topics listed above and assess yourself what you know and what you want
to know about the. Write your answers in bullet forms on the first and second columns of
the KWL chart. Fill up the last column after studying this lesson and complete the
statement below it/
What I know on the What I want to know more What I learned from the
topics lesson

Complete this statement,

“As a Filipino, it is important for me to
…”___________________________________________________________________
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EMBARK
• What comes to your mind when you hear the word retraction?
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_
Read and analyze the situation to get an idea about retraction
. Adrian Cruz wrote an article about the abuses of the local government officials in their
barangay which made the concerned officials to react negatively because their integrity
was adversely affected. Because of that the officials concerned pressured Adrian to ask
public apology and retract his article. At first, Adrian refused to follow the pressure but
later he complied for compassion sake.
Retraction is the act of withdrawing oral or written utterances or discourse about
somebody or something which are deemed damaging on the person or situation affected.
It is intended to erase what was written so as to clear the reputation or integrity of affected
individual. In legal parlance, it is termed as affidavit of desistance wherein the plaintiff or
complainant withdraws his/her complaint against the accused or defendant for whatever
reason/s.
In this lesson, be able to find out whether Rizal retracted his essays condemning the
abuses of the Spanish friars but not the Catholic faith.
EXPLORE
Before anything else, try to know some terms or vocabularies which may appear
unfamiliar to help facilitate your understanding of the text in the primary sources.
Vocabulary
• abominate – to dislike strongly; abhor (ex. abominates Masonry,
corruption and the like
• cuerpo - a group or organization
• iteration – to utter or do repeatedly ex. four iterations or repetition)
• vilify – to speak of as vile: slander, put to shame (ex. vilify the friars)

Read and evaluate the authors’ personal background, their arguments, intention of
producing the documents as well as date of publication to be able to come up with your
personal view about the issue.
Case Study 3: Did Rizal Retract?
Jose Rizal is identified as the hero of the revolution for his writings that center on
ending colonialism and liberating Filipino minds to contribute to creating the Filipino
nation. The great volume of Rizal’s lifework was committed to this end, particularly the,
Noli Me Tangere and El Filibusterismo. His essays vilify not the Catholic religion, but the
friars, the main agents of injustice in Philippine society
It is understandable, that any piece of writing from Rizal that recants everything
he wrote against the friars and the Catholic Church in the Philippines casts heavy damage
on his image as a well-known Filipino revolutionary. A certain document exists, allegedly
signed by Rizal few hours before his execution. This document referred to as “The
Retraction,” declares Rizal’s belief in the Catholic faith, and retracts everything he wrote
against the Church’s agents. Primary Source: Rizal’s Retraction Source: Translated
from the document found by Fr. Manuel Garcia.
C.M. on 18 May 1935
I declare myself a catholic and in this religion in which I was born and educated I
wish to live and die.
I retract with all my heart whatever in my words, writings, publications and conduct
has been contrary to my character as son of the Catholic Church. I believe and I
confess whatever she teaches and I submit to whatever she demands. I abominate
Masonry, as the enemy which is of the Church, and as a Society prohibited by the
Church. The Diocesan Prelate may, as the Superior Ecclesiastical Authority, make
public this spontaneous manifestation of mine in order to repair the scandal which
my acts may have caused and so that God and people may pardon me.
Manila 29 of December of 1896
Jose Rizal
There are four iterations of the texts of this retraction: the first was published in La
Voz Espanola and Diario de Manila on the day of execution, 30 December 1896. The
second appeared in Barcelona, Spain in the magazine La Juventud a few months after
the execution, Cuerpo de Vigilancia stationed in Fort Santiago to report on the events
during the [illegible] day in prison of the accused Jose Rizal, informs me on this date of
the following:
At 7:50 yesterday morning, Jose Rizal entered death row accompanied by his
counsel, Senor Taviel de Andrade, and the Jesuit priest Vilaclara. At the urgings
of the former and moments after entering, he was served a light breakfast. At
approximately 9, the Assistant of the Plaza, Senor Maure, asked Rizal, if he
wanted anything. He replied that at the moment, he only wanted a prayer book,
which was brought to him shortly by Father. March.
Senor Andrade left death row at 10 and Rizal spoke for a long while with the Jesuit
fathers, March and Vilaclara, regarding religious matters, it seems. It appears that
these two presented him with a prepared retraction on his life and deeds that he
refused to sign. They argued about the matter until 12:30 when Rizal ate some
 poached egg and a little chicken. Afterwards, he asked to leave to write and wrote
for a long time by himself.
At 3 in the afternoon, Father March entered the chapel and Rizal handed him what
he had written. Immediately the chief of the firing squad, Senor del Fresno and
the Assistant of the Plaza, Senor Maure, were informed. They entered death row
and together with Rizal signed the document that the accused had written.
At 5 this morning of the 30th, the lover of Rizal arrived at the prison … dressed in
mourning. Only the former entered the chapel, followed by a military chaplain
whose name I cannot ascertain. Donning his formal clothes and aided by a soldier
of the artillery, the nuptials of Rizal and the woman who had been his lover were
performed at the point of death (en articulo mortis). After embracing him, she left
flooded with tears.
This account corroborates the existence of the retraction document, giving it
credence. However, nowhere in the account was Fr. Balaguer mentioned, which makes
the friar a mere secondary source to the writing of the document.
The retraction of Rizal remains to this day, a controversy; many scholars, however,
agree that the document does not tarnish the heroism of Rizal. His relevance remains
solidified to Filipinos and pushed them to continue the revolution, which eventually
resulted in independence in 1898
ENSURE
Rizal’s lifework particularly his novels Noli Me Tangere and El Filibusterismo and
other essays did not strongly attack or despise the Catholic religion but the acts of the
friars believed to be agents of injustice in Philippine society during his time.
It appears that there is only one eyewitness account of the retraction document
that, of the Jesuit friar, Fr. Vicente Balaguer whose name was not mentioned in the
account and happened to be a member of the target group of criticism by Rizal. The
retraction of Rizal remains a controversy to date because of the limited documents
available to validate the authenticity of the issue. Nevertheless, the controversy on
whether Rizal retracted or not, does not affect or reduce the Rizal’s heroism to awaken
the Filipino nationalism towards gaining independence in 1898.
EXPAND
To enrich your knowledge about the retraction of Rizal visit:
englishkyoto_seas.org>2019/12 Vol. 8, No. 3 Rene EscalantelCSEAS
Journal Southeast
wwwjstage.jst.go.jp>seas_pdf. Did Rizal Die a Catholic? Revisiting
Rizal’s…J Stage
 varsitarian.net>news>rizal’s_ret Rizal’s retraction: Truth vs MythlThe
Varsitarian
www.joserizal.ph> Jose Rizal [The Retraction] The Retraction-Our Native
Hero
youtube.com/watch?v=GyD760wSw-M – Rizal’s Retraction: Thoughts and
Ideas
EXTEND
Suppose you are an employee in the government unit or agency, and you have
sufficient evidences of anomalous transactions or other graft and corrupt practices
committed by key officials or personnel, will you report it to proper authorities with
supporting documents or evidences and stand firm with your report? Will you not retract
or withdraw your testimonies when a case will be filed in court? Explain briefly.
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EXCEL
A. Identify these. Answers are found in the box below. Write your answer on the
space before the number.

La Voz Espanola Federico Moreno Taviel de Andrade

Vicente Balaguer Fr. March & Vilaclara Barcelona
colonialism Archdiocesan archives Spanish friars
en articulo mortis Bagumbayan Madrid

_________________1. The works of Rizal were centered on ending the

___________liberating the Filipino mind to contribute to creating the Filipino
nation.
_________________2. Rizal’s essays attacked the _____________ who
were the agents of injustice in the Philippines during Rizal’s time, not the
Catholic faith or religion.
 ________________ 3 The first text of the retraction document found by Fr.
Manuel Garcia on May 18, 1935, was published in the _________ and
Diario de Manila.
________________4. The second text appeared in _________, Spain in
the magazine La Juventud on 14 February 1897..
_________________5. The Jesuit priests who presented a prepared
retraction document which Rizal refused to sign.
_________________6. He was the counsel of Rizal in the case filed against
him in the Spanish military tribunal.
_________________7 The original text of Rizal’s alleged retraction was
found in the _______________ by Fr. Manuel Garcia.
_________________8. The place of execution of Rizal on December 30,
1896.
_________________9. It means “at the point of death.”
________________10. Another eyewitness account came out in 2016 in
the documents of the Cuerpo de Vigilancia was written by ___________.
B. Answer briefly
1. Who are the sources of Rizal’s retraction?
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2. What is a retraction letter?
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3. Based on the documents, Did Rizal retract his writings against the
Catholic Church but not the Catholic religion?

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___________________________________________________________

Looking Back at Your Learning Experience/Process

1. Go back to the pre-activity “LET’S FIND OUT! and fill up the third
column “What did you learn?”
2. Answer the following questions on My Reflection Journal
a. Which of the module/lesson was easy for you?
b. Why was it easy?
c. Which part of the module/lesson was difficult for you to study?
d. Why was this part difficult for you?
e. If you were to study the content of the module/lesson and do the
exercise once again, how would you improve your learning?
i. Refer to your own exercises
ii. Confer with your classmates and ask them of their past
exercises in studying.
iii. Consult your teacher and ask for suggestions.

My Reflection Journal
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Module III
Lesson 3- Case Study 3 – The Two Faces of the 1872 Cavite Mutiny

.
Learning Objectives
At the end of this lesson, you are expected to be able to:
• Interpret historical events using primary sources.
• Recognize the multiplicity of interpretation that can be read from a historical text.
• Identify the advantages and disadvantages of employing critical tools in
interpreting historical events through primary sources.
• Argue for or against a particular issue.
Topics at a Glance
• The Two Faces of the 1872 Cavite Mutiny
The Spanish Perspectives to Injustice: A Filipino Version of the Incident
Differing Accounts of the Events of 1872
Primary Source: Excerpts from Pardo de Tavera’s Account of the Cavite
Mutiny
Excerpts from Plauchut’s Account of the Cavite Mutiny
;
.
Pre-Activity: LET’S FIND OUT?
Go over the topics listed above and assess what you know and what you want to know
about them. Write your answers in bullet forms on the first and second columns of the
table below. Accomplish the last column after studying this lesson and complete the
statement below the KWL chart.
What do you know? What do you want to know? What did you learn?

Complete the statement below on what you will do improve your knowledge of Philippine
history being a Filipino citizen.

“As a Filipino citizen, it is important for me to

……”_______________________________________________________
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__________________ ….
EMBARK
Try to reflect on the following questions and write what you know about them.
1. What happened in the Cavite Mutiny?
2. What were the causes or reasons of the mutiny in Cavite?
3. Who headed or led the Cavite Mutiny?
4. What were the effects of the mutiny?
Write your answers below.
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Before going into the main issue, try to know some terms to help facilitate your
understanding of the historical text.
Vocabulary
• clergy -a body of people ordained for religious duties, especially in the
Christian church
• conspiracy – an agreement of two or more persons to do an evil act
punishable by law in concert
• corroborated – confirm or give support to a statement, theory or finding
• court martial – military court for hearing charges brought against
members of the armed forces or system within its jurisdiction, also the
legal proceeding of such a military court, in ancient times soldiers
generally forfeited any rights that they might have had as civilians or were
completely subjects.
• frailocrasia or frailocracy – government of the friars
• gullible -capable of being easily deceived
• indios – term used for the native or indigenous Filipinos during
the Spanish colonial period.
• martyrdom – the death or suffering of a martyr; a display of feigned or
exaggerated suffering to obtain sympathy and admiration
• mutiny – any act of defiance or attack upon military (including naval)
authority by two or more persons subject of such authority. This term is
occasionally used to describe nonmilitary instances of defiance or attack
such as mutiny on board a merchant ship or a rising of slaves in a state
in which slavery is recognized by law or custom. It must be distinguished
from revolt or rebellion which involves a more widespread defiance and
which generally have a political objective. (Britannica)
• peninsulares – are Spaniards born in the Philippines
• propensity – a liking for; tendency or inclination
• quell -to suppress; to put an end to; extinguish or stop
 • revolution – a forcible overthrow of a government or social order in favor
of a new system
• secularization- to make secular or worldly; separate from religious or
spiritual connection or influence; make worldly or unspiritual; imbue with
secularism
• unraveling – explaining something complicated
• unwavering – continuing in a strong and steady way; constant; steadfast

EXPLORE
Read and understand carefully the following text for you to be able to evaluate
critically the accounts of data contained therein.
The Two Faces of the 1872 Cavite Mutiny posted on Sept. 05, 2012
By Chris Antonette Piedad-Pugay
The 12th of June of every year since 1898 is a very important event for all the
Filipinos. In this particular day, the entire Filipino nation as well as Filipino communities
all over the world gather to celebrate the Philippine’s Independence Day. 1898 came to
be a very significant year for all of us—it is as equally important as 1896 –the year when
the Philippine Revolution broke out owing to the Filipinos desire to be free from the abuses
of the Spanish colonial regime. But we should be reminded that another year is as historic
as the two –1872.
Two major events happened in 1872, first was the 1872 Cavite Mutiny and the
other was the martyrdom of the three martyr priests in the persons of Fathers Mariano
Gomes, Jose Burgos and Jacinto Zamora (GOMBURZA). However, not all of us knew
that there are different accounts in reference to the said event. All Filipinos must know
the different sides of the story – since this event led to another tragic yet meaningful part
of our history – the execution of GOMBURZA which in effect a major factor in the
awakening of nationalism among the Filipinos.
1872 Cavite Mutiny: Spanish Perspectives
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, Governor-General Rafael Izquierdo’s official report magnified the
event and made use of it to implicate the native clergy, which was then active in the
secularization. The two accounts complimented and corroborated with one another, only
that the general’s report was more spiteful. Initially both Montero and Izquierdo scored
out that the abolition of privileges enjoyed by the workers of the Cavite arsenal such as
the nonpayment 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 overthrow 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. In particular, Izquierdo blamed the unruly Spanish press for
“stockpiling” malicious propaganda- grasped by the Filipinos. 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. They 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 Governor 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 Audiencia (High Court) from the practice of law,
arrested and were sentenced with life imprisonment at the Marianas Island. Furthermore,
Governor Izquierdo dissolved the native regiment of artillery and ordered the creation of
artillery force to be composed of the Peninsulares.
On 17 February in an attempt of the Spanish government and Frailocrasia 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 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 which turned out to be
dissatisfied with the abolition of their privileges. Indirectly Tavera blamed Governor
Izquierdo’s cold-bloodied policies such as the abolition of privileges of the workers and
the native army members of the arsenal and the prohibition of the founding of the 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 officers in sight. The insurgents were expecting support from the bulk of the
army, unfortunately that did not happen. The news about the mutiny reached authorities
in Manila and Gov. Izquierdo immediately ordered the reinforcement of the Spanish
troops in Cavite. After two days, the mutiny was officially declared subdued.
Tavera believed that the Spanish friars and Izquierdo used the Cavite Mutiny as a
powerful lever by magnifying it as a full-blown conspiracy involving not only the native
army but also included residents of Cavite and Manila and more importantly the native
clergy to overthrow the Spanish government in the Philippines. It is noteworthy that during
the time the Central government in Madrid announced its intention to deprive the friars of
the power of intervention in matters of civil government and the direction and
management of educational institutions. This turn of event was believed by Tavera
prompted the friars to do something drastic in their desire 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 promoted the fusion of
sectarian schools run by the friars into a school called Philippine Institute. The decree
proposed to improve the standard of education in the Philippines by requiring teaching
positions 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 then who
participated in that mutiny were sentenced life imprisonment, while members of the clergy
headed by GOMBURZA were tried and executed by garrote. This episode leads to the
awakening of nationalism and eventually to the outbreak of Philippine Revolution in 1896.
The French writer Edmund Plauchut’s account cemented Tavera’s account by confirming
that the event happened due to discontentment of the arsenal workers and soldiers in the
Cavite fort. The Frenchman, however dwell more on the execution of the three martyr
priests which he actually witnessed.
Unraveling the Truth
Considering the four accounts of the 1872 mutiny, there were some basic facts
that remained to be unwavering. 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 Governor Izquierdo. Second, Gov. Izquierdo introduced rigid and strict policies
that made the Filipinos move and turn away from the Spanish government out of disgust.
Third, the Central Government failed to conduct an investigation ss what truly transpired
but relied on the 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 tom 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. There may be different
versions of the event, but one thing is certain, the 1872 Cavite Mutiny paved way for a
momentous 1898.
The road to independence was rough to toddle, many patriots – named and
unnamed shed their blood to attain reforms and achieve independence. June 12, 1898
may be a glorious event for us but we should not forget that before we came across
victory, our forefathers suffered enough. As we enjoy our freedom may we be more
historically aware of our past to have a better future ahead of us. And just what Elias said
in Noli Me Tangere,” may we not forget those who fell during the night.”

THINK AND REFLECT: Which is reliable: the Spanish perspective or the Filipino
perspective? Explain briefly and justify.
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ENSURE
The year 1872 is as historic as 1896 when the Philippine Revolution broke out and
1898 when the Philippine Independence was proclaimed. Two major events occurred in
1872 – first was the Cavite Mutiny and the other was the execution of the three martyr
priests—Mariano Gomes, Jose Burgos and Jacinto Zamora. There were differing
accounts of the Cavite Mutiny written in Spanish perspectives by Jose Montero y Vidal, a
Spanish historian and Spanish Governor-General Rafael Izquierdo. The other one was
the Filipino point of view written by a Filipino historian, Trinidad Herminigldo Pardo de
Tavera confirmed by accounts of French writer, Edmund Plauchut. The table below
summarizes the two faces of the tragic event.
1872 Cavite Mutiny
Spanish Perspective Filipino Perspective
By Jose Montero y Vidal – Spanish By Filipino Historian, Trinidad H. Pardo
historian de Tavera
Governor – General Rafael Izquierdo Nature of the Event – a mere mutiny by
Goal – Overthrow the Spanish the Filipino soldiers and laborers of the
Government in the Philippines Cavite arsenal as a response to
• Main Cause- abolition of privileges Injustices
enjoyed by laborers in the arsenal Causes:
and members of the native army a. Dissatisfaction due to the
- Non-payment of tribute (taxes) abolition of privileges of the
- Exemption from force labor members of the native army and
Other Causes: laborers
a. Spanish revolution which overthrew b. Strict and rigid policies of Rafael
the secure throne Izquierdo
b. Dirty propaganda proliferated by c. Prohibition of the establishment
uncontrolled press of a school of arts and trades
c. Democratic, liberal and republic d. Decision of the Central
books and pamphlets reaching the Government of Spain to deprive
Philippines the friars to intervene civil
d. Presence of native clergy who sere government matters, direction
against the Spanish friars and management of educational
supported the rebels institutions
e. Stockpiling of malicious e. Educational decree authored by
propaganda by the Spanish press Segismundo Moret promoting
f. Plan of the rebels to overthrow the the fusion of sectarian schools
Spanish government and install a run by friars into a Philippine
new “hari” preferred by Frs. Burgos Institute to improve the standard
and Zamora of education in the Philippines.
Both Montero and Izquierdo The other account was written by
considered the mutiny as a planned Edmund Plauchut, a French writer
revolution and big conspiracy among which confirmed Tavera’s account that
educated leaders, mestizos, the event was primarily due to
abogadillos and residents of Manila discontent of the arsenal workers and
and Cavite and the native clergy. soldiers. His account dwelt more on the
Izquierdo branded the Indios as execution of GOMBURZA which he
gullible and had the propensity for actually witnessed.
stealing.
Effects of the Cavite Mutiny
The failure of the Cavite Mutiny resulted to the following:
• GOMBURZA was tried by a court martial and sentenced to die by strangulation
• Suspension of the patriots: Joaquin Pardo de Tavera, Antonio Ma. Regidor, Jose
and Pio Basa and other abogadillos by the Audiencia (High Court) from the
practice of law, arrested and sentenced life imprisonment at the Marianas islands
• Dissolution of the native regiments of artillery force comprised exclusively by
Peninsulares
• Execution of GOMBURZA at Bagumbaayan on 17 February 1872 which shaped
and awakened the Filipino nationalism and eventually the Philippine independence
on June 12, 1898
Unwavering Facts about the Cavite Mutiny
Considering the four accounts of the 1872 Mutiny, there are basic facts that remained to
be unwavering.
First, there was dissatisfaction among members of the arsenal and native army due to
abolition of the privileges by Governor Rafael Izquierdo.
Second, strict and rigid policies of Izquierdo drove Filipinos away from the Spanish
Government out of disgust.
Third, the Central Government of Spain failed to conduct investigation about the truth of
the incident but relied only on the report of Izquierdo and the friars and opinion of the
public.
Fourth, The Central Government of Spain decided to reduce the power of the friars to
Intervene in civil government affairs, direction and management of educational
Institutions.
Fifth, active participation of the native clergy in the secularization movement for the
secularization of parishes in the country was vehemently objected by the friars. They did
not native priests to handle parishes.
Sixth, Filipinos during that time responded actively against injustices.
Lastly, the execution of GOMBURZA severed the ill-feelings of the Filipinos and motivated
them to call for reforms and struggle for independence.

EXPAND
For more information about the lesson try to access the following sources.
• Coursehero.com Case Study 2: What Happened in the Cavite Mutiny?
 • www.britannica.com>event>c Cavite Mutiny/Summary, Importance and
Facts/Britannica
• quizlet.com>primary_source_ex Primary Source Excerpts from Montero’s
Account of the Cavite
Watch a Video on the Cavite Mutiny @ www.YouTube.com>watch
http.www.powtoon.com/YouTube -Whose side is more reliable: Spanish ….
www.YouTube.com>watch - Cavite Mutiny and Execution of Gomburza
youtube.com/watch?v=GruhpddknXY
EXCEL
Answer the following questions:
1. Who are the primary sources of the Cavite mutiny?

______________________________________________________________
______________________________________________________________
______________________________________________________________
2. What is the main reason or cause of the Cavite mutiny according to Tavera?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Who wrote the accounts of the Cavite mutiny from the points of view of the
Spaniards?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. Do you agree that the Cavite mutiny was insinuated by GOMBURZA? Why?
Why not?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
5. Who led the
Cavite________________________________________________________
______________________________________________________________
 6. Do you agree that what happened in the Cavite arsenal on January 20, 1872
was a full-blown “revolution” and a big conspiracy of the educated men, native
clergy and army and the residents of Manila and Cavite to overthrow the
Spanish government in the Philippines.? (Justify)
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Looking Back at Your Learning Process/Experience

1. Go back to the pre-activity The KWL chart!” and fill up the third column
“What did you learn?”
2. Answer the following questions on My Reflection Journal
a. Which part of the module/lesson was easy for you?
b. Why was it easy?
c. Which part of the module/lesson was difficult for you to study?
d. Why was the part difficult for you to study?
e. If you were to study the content of the module and do the exercises
once again, how would you improve your learning?
i. Refer to your own experience
ii. Confer with your classmates and ask them about their past
exercises in studying
iii. Consult your teacher and ask for suggestions.

My Reflection Journal
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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______________________________________________________________________
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MODULE III
Lesson 4- Case Study 4 – THE SITE OF THE FIRST MASS IN THE PHILIPPINES

Overview
This lesson focuses on the reexamination of evidence regarding the Site of the
First Mass in the Philippines. Conflicting records exist which are the subject of your critical
evaluation for you to decide which source gives reliable data or facts on the controversy.
Learning Objectives
At the end of the lesson, you are expected to be able to:
• Interpret historical event using primary sources.
• Recognize the multiplicity of interpretation than can be read from the historical text.
• Identify the advantages and disadvantages of using critical tools in interpreting
historical event through primary sources.
• Argue for or against a particular issue using primary sources.
Topics at a Glance
• Primary Source: Albo’s Log
• Primary Source: Pigafetta’s Testimony on the Route of Magellan’s Expedition
• Primary Source: Pigafetta and Seven Days in Masao
Pre-activity Go over the above listed topics and assess what you know and what you
wish/want to know about them. Write your answers in the table below in bullet forms on
the first and second columns. Accomplish the last column after studying the lesson and
the analysis of your learning experience after the summary portion of this lesson.
 What do you know? What do you want to know? What did you learn?

EMBARK
Look at the words below and determine which of them are associated with the First Mass
in the Philippines. Encircle the words which are relevant to the said historical event in the
history of our country.
Antonio Pigafetta Homonhon March 31, 1521
Easter Sunday Palm Sunday

Masao FIRST MASS IN Mazaua

THE PHILIPPINES

Cross Humabon
Magellan Cebu Pedro de Valderama
EXPLORE
Primary Source: Albo’s Log
Source: “Diario o derotero del viage de Magallanes desde el cabo de S. Agustin en el
Brazil hasta el regreso a espana de la nao Victoria, escrito por Francisco Albo, “Document
no. xxii in Collecion de viages y descubrimientos que hicieron por mar los Espanoles
desde fines del siglo XV, Ed. Martin Fernandes de Navarrete (reprinted Buenos Aires
1945, 5 Vols.) IV, 191-225. As cited in Miguel A. Bernad “Butuan or Limasawa? The Sie
of the First Mass in the Philippines: A Reexamination of Evidence” 1981: Kinaadman: A
Journal of Southern Philippines, Vol.III, 1-35.
1. On the 16th of March (1521) as they sailed in a westerly course from Ladrones,
they land towards the northwest; but owing to many shallow places they did not
approach it. They found later that its name was 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 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 westwards to a large island named Seilani that was
inhabited and was known to have gold. (Seilani – or, as Pigafetta calls it, “Ceylon”
– was the island of Leyte.)
5. Sailing southwards along the coast of a large island of Seilani, they turned
southwest to a small island called “Masava.” That island is also at a latitude of 9
and two-thirds degrees North.
6. The people of that island Masava 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 from small pieces like peas and lentils.”
7. From Masava 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
Masava. But between Masava and Subu, there were so many shallows that he
boats could not go westward directly but has to go (as they did) in a round-about
way.
It must be noted that in Albo’s Account, the location of Masava fits the location of
the island of Limasawa, at the southern tip of Leyte, 9 degrees 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 bits 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 34A Reexamination of Evidence”1981, as cited in Manuel A. Bernad,
“Butuan or Limasawa? The Site of the First Mass in the Philippines: Kinaadman: A
Journal of Southern Philippines,Vol. III, 1-35.
Vocabulary
• portside – side of the vessel which is to the left of an observer aboard the
vessel and facing the bow that is facing forward towards the direction the
vehicle is heading when underway
• starboard – to the right of an observer

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 latitudes.
On that 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
chapter of St. John, which tells the raising of Lazarus from the dead.
3. Monday, March 18 – in the afternoon of the second day of 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 away, promising to bring rice
and other supplies in “four days.”
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
named the island and called it the “Watering Place of the Good Omen” (Acquada
la de bouni signialli).
4. Friday, March 22 – At noon the natives returned. This time they were in two
boats, and they brought food supplies.
Magellan’s expedition stayed eight days at Homonhon from Sunday, March 17, to
the Monday of the following week, March 25.
5. 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.
The route taken by the expedition after leaving Homonhon was “toward the west
southwest, between four islands namely, Cenalo, Hiunanghan, Ibusson and
 Albarien. Very probably, Cenalo is a misspelling in the Italian manuscript for what
Pigafetta in his map calls “Ceilon” and Albo calls “Seilani”: namely the island of
Leyte. “Hiunanghan” (a misspelling of Hiunanghan) seemed to Pigafetta 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 the island east of Leyte.”). On the
other hand, Hibuson (Pigafetta’s Ibusson) is an island east of Leyte’s southern tip.
Thus, it is easy to say 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 “Masava.”
6. 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 aa 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 it is called “Mazaua.” They remained
seven days in Mazaua Island.
7. 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.
At Gatighan, they sailed westward to the three islands of the Camotes Group,
namely, Poro, Pasihan and Ponson. Here the Spanish ship 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 excited the admiration of the king of Mazaua.
From the Camotes Islands they sailed southwards toward “Zubu.”
8. Sunday, April 7 – At noon they entered the port 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 Source: 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 (baloto)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 ship
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 to the boat with six or eight men, and this time went
up Magellan’s ship and the 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 to eat meat. The
following morning (Saturday) Pigafetta and his companion took leave of their
host and returned to the ships.
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 fifty men and Mass was
celebrated, after 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 the planting of the cross were the king of Mazaua and the 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 to in order to obtain
more abundant supplies of food than were available in the 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 following morning. He asked for someone to
guide him thither. The kings replied that the pilots would be available “anytime.”
But later that evening the king of Mazaua changed 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 two days,” i.e. Tuesday and Wednesday, the 2nd and 3rd of April.
8. Thursday, April 4 – They left Mazaua, bound for Cebu.
Using the primary sources available, Jesuit priest Miguel A. Bernad in his work
Butuanor Limasawa: The Site of the First Mass in the Philippines: A
 Reexamination of Evidence (1981) lays down the argument that in the Pigfetta
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. It is a curious omission in the account of the river, which
makes part of a distinct characteristic of Butuan’s geography that seemed to
be too important to be missed.
ENSURE
As you have noted there are only two primary sources that historians refer to in
identifying the site of the First Mass in the Philippines. One is the log of Francisco
Albo and the other is the account or testimony of Antonio Pigafetta. It is noteworthy
to know a bit of these two authors in person to help you weigh whose account is
more reliable.
Background of the Authors
Francisco Albo or Alvaro was a pilot of one of Magellan’s ship, Trinidad and
was one of the 18 survivors who returned with Sebastian Elcano on the ship,
Victoria after the circumnavigated the world. He was born in Italy in 1875. He kept
a journal or a logbook of their expedition. Editor Martin Fernandez de Navarete
reprinted Albo’s log in Buenos Aires 1945 in 5 volumes as cited in Miguel A. Bernad
“Butuan of Limasawa? The Site of the First Mass in the Philippines: A
Reexamination of Evidence” 1981.
Antonio Pigafetta, like Albo was also an Italian, born in the town of Vicenza,
Venice, Italy in 1492. His birthdate was not exactly known but was estimated to be
between (1480 – 1491.) He came from a rich family. He was an Italian scholar,
explorer and historian. He studied astronomy, geography and cartography. He was
commissioned by Spain to document the expedition of Magellan. Before 1519, be
collected data regarding the geography, climate, flora and fauna and the native
inhabitants of the destination of the expedition. He was with the ship where
Magellan was, being the chronicler. He became acquainted with the lucrative spice
trade and heard the news of the voyage to be undertaken by Magellan. He was
admitted as one of the sobrelientes (supernumeraries).

• supernumeraries – a person or thing in excess of the normal or requisite

He died sometime in 1534. Just like Albo he was also one of the 18 survivors who
returned to Spain on Sept. 6, 1522 under Juan Sebastian Elcano. Both Albo and
Pigafetta were eyewitnesses of the events particularly, the first mass.
Note that the testimonies of Albo and Pigafetta coincide and corroborate with each
other. However, it appears that Pigafetta’s account was more detailed than that of
Albo.
(Think and Explain.)
 • Why do you think, Pigafetta’s account was more detailed than Albo’s log?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
EXPAND
Learn more about the event of the first mass in the Philippines by accessing the
following webs
www.coursehero.com>file>fir... First Mass in the Phil. pptx -Course Hero
www.academia.ed>FIRST_MASS_joan -PPT, First Mass joan/Joan dollison
prezi.com>av/ctzygc6>seve - Seven Days at Mazaua by Christine Bautista
www.facebook.com>notes>m - Mazaua -the real ssite of the Easter Mass of
March 31, 1521
youtube.com/watch?v=CX7ZBiQNqYg – First Mass in the Philippines
EXCEL
Self-Check: Find out how much you learned. Match the statements in Column A
with the word or words in Column B. Write the letter of your choice on the space
before the number.
A B
____1. The first island landed by a. Francisco Albo
Magellan in Zamal on March 16, 1521
which lies 10 degrees N latitude.
____ 2. The present name of Ladrones b. Leyte
Islands in the Pacific
____ 3. The Italian pilot of Magellan’s c. King of Mazaua
ship, Trinidad
____ 4. He guided Magellan’s fleet d. Homonhon
from Mazaua to Subu (Cebu)
____ 5. The island referred to by Albo e. Ferdinand Magellan
as Seilani and Ceilon by Pigafetta
___ 6. He was commissioned to f. Mar. 31 -Easter Sunday
document Magellan’s Voyage around
the world.
 ____ 7. Gave the name “Islas de San g. Mazaua/Limasawa
Lazarus to the islandsIslands landed
by the Spaniards in the Phil. On Mar.
16,1521
____ 8. The day when the mass in h. Sebastian Elcano
Mazaua and the planting of the Cross
was held
____ 9. The island that lies 9 and two- i. Marianas islands
thirds degrees N latitude and 162
degrees longitude
____ 10. He was the first man to j. Antonio Pigafetta
circumnavigate the world.
k. Mar. 30 -Black Saturday
EXTEND
Performance Task
Having undertaken a series of critical examination of conflicting or controversial events in
Philippine history using external and internal criticisms of primary sources, I suppose you
have developed the skill to formulate an argument for or against a historical issue
manifesting your stand. For your midterm output, develop and argument paragraph on
one of the case studies in this module. Choose only one of the following events or topics.
a. Differing Dates and Places of the Cry
b. The Retraction of Rizal
c. The Cavite Mutiny
d. The Site of the First Mass in the Philippines

Performance Task:
• Write a three-paragraph argument for or against your chosen event or topic
listed above
• Your argument should be encoded -single space
• Margin – one inch all sides
• Font size –
• Paper size – A4

Argument Paragraph Scoring Rubric

Source: rcampus.com/rubricshowc.cfm?code=w48A52&sp=yes&
Criteria for Poor Fair Good Excellent Your
Paragraph 1 pt. 2 pts. 3 pts 4 pts Score
 The topic Very well-developed
The topic
sentence does The topic topic sentence It
sentence
not state what sentence is fairly engages the reader
states the
Topic is being well developed. and creates
topic being
Sentence argued & But it is not very interest. Clearly
argued, but it
there is no engaging or states the topic
may not take a
clear stand creative. being argued &
clear stand.
taken. takes a stand.

Reasons for the

Reasons for
argument are
the argument
Reasons for clearly stated &
not stated or Reasons for the
the argument there are enough
there are argument are
are stated but details and
obvious stated & there
Reasons there are few examples to support
fallacies that are enough
Supported concrete & the argument
contradict the details &
by Details specific details effectively and
detail & examples to
and or examples to thoroughly Concrete
examples. support the
Examples support the and specific
Perhaps the argument
argument examples are
argument is adequately and
adequately & presented that
an logically.
logically. effectively support
unsupported
and strengthened
trant.
the argument
No discernible
organization.
Reasons
Reasons are
either missing Reasons are
effectively
or not in any in discernible Reasons are in
supported by details
discernible order but clear, effective
Organizatio and examples that
order. They do these are not order and they
n/ are presented in
not support enough to adequately
Structure very effective order
the argument effectively support the
that enhance and
or there is support the argument.
strengthened the
obvious argument.
argument.
fallacies in the
proposed
logic.
Writing is Writing is clear Writing is smooth,
confusing and but sentences skillful and
hard to follow. may lack coherent.
Contains variety. The Writing is clear Sentences are
fragments tone is and sentences strong expressive
and/or run-on inconsistent have varied with varied
Style: sentence. The and word structure. There structure.
sentence tone and choice while is consistent tone Consistent and
flow, tone purpose is adequate and word choice appropriate tone
and inconsistent could be are appropriate and word choice are
and difficult to better. While with fairly good used throughout the
determine. transitions are use of transitions paragraph.
Transitions present, they to guide a reader. Transitions are
are either do not add to appropriate and add
missing or the overall to the effectiveness
inappropriate. effectiveness of the paragraph.
 of the
paragraph.
A few errors in
A few minor
punctuation,
errors in
grammar,
Distracting punctuation,
spelling
and major spelling,
capitalization No error in
error in grammar or
that while punctuation,
Mechanics grammar, capitalization but
distracting the spelling, grammar
punctuation, they do not
meaning and or capitalization.
spelling and distract from the
intent of the
capitalization overall meaning
paragraph can
and effectiveness
still be
of the paragraph.
discerned.
Total Score

Looking Back at Your Learning Experience in the Unit

Reflect on your engagement with the different lessons in the Unit and accomplish
the following:
Looking Back at Your Learning Process
1. Go back to the pre-activity and fill up the third column (What did you learn?)
2. Answer the following questions on My Reflection Journal
a. Which part of the module was easy for you?
b. Why was it easy?
c. Which part of the module/unit was difficult for you to study?
d. Why was this part difficult for you to study?
e. If you were to study the content of the module or unit and do the exercise
once again, how would you improve your learning?
i. Refer to your own exercises.
ii. Confer with your classmates and ask them about their past
experiences in studying
iii. Consult your teacher and ask for suggestions.

My Reflection Journal
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Post Test
TRUE-FALSE: Direction: On the space before the number, Write true if the
statement is correct and false if otherwise.
_____ 1. The writings of Rizal attacked the Christian religion.
_____ 2. The Cry of Rebellion happened in Caloocan now part of Navotas City.
_____ 3. Multiperspectivity is the quality of historical writing based on a variety
lenses to view the past.
_____ 4. The three martyr priests (Gomburza) were tagged or linked with the Cavite
Mutiny.
_____ 5. There is only one account on the First Christian Mass in the Philippines.
_____ 6. In order to marry Josephine Bracken, Rizal retracted his writings or essays.
_____ 7. The monument of the Heroes of 1896 was not constructed on the actual site
of the Cry of Rebellion.
_____ 8. Historians doubted or questioned the martyrdom of Gomburza.
_____ 9. The history we read are all factual being based on facts from primary and
secondary sources.
_____ 10. To make sense of the past, historians utilize facts gathered from historical
sources and formulate their own judgment to enable their readers to
understand the historical event.

MODULE III- EXERCISES

A. Multiple Choice: Choose the best answer from the given options. Encircle the
letter of your choice.
1. Which primary sources are referred to by historians to identify the site of the
first mass in the Philippines?
I. Miguel A. Bernad Account
II. Francisco Albo’s log
III. Antonio Pigafetta’s Account
IV. Martin Fernandez de Navarete’s Diary
 a. I & II only c. I, II & III
b. II & III only d. I, I, III, & IV

2. The first island landed by Magellan in the Philippines was ____________.

a. Homonhon c. Ladrones
b. Suluan d. Ceilon
3. The Spanish Governor-General who abolished the privileges of the laborers in
the Cavite arsenal and members of the native army.
a. Carlos de la Torre c. Rafael Izquierdo
b. Camilo de Polavieja d. Ramon Blanco
4. How do historical interpretations of primary source of the past vary? It varies
according to:
I. Who read the primary source
II. When the primary source was read
III. How the primary source was read
IV. Where the primary source was read
a. II & IV only c. III & IV only
b. I, II & III d. I, II, III & IV
5. Why were there different places identified by the eyewitnesses of the Cry of
Rebellion?
I. Authors of primary sources shared a common interpretation of the
event
II. Authors of primary sources differed in their interpretation of the event
III. Revolutionaries like Bonifacio and others move from one place to the
other to evade location and capture by Spanish authorities
IV. Bonifacio and the Katipuneros shouted the cry of rebellion in many
places in Luzon
a. I & IV only c. I, II, & III
b. II & III only d. I, II, III & IV
6. Which of the following best explains the quote, “One past, but many histories?”
a. One particular historical event in the past, has many accounts by
different authors of primary or secondary sources
b. Interpretations of past event never change overtime
c. Few people can write and interpret past historical events
d. Not all people can write stories of past historical events
7. Why do historians utilize verified facts collected from evaluated sources of
history and drew their own understanding to make their target readers
understand the historical event and make sense of the past
I. Not all primary sources are accessible to the general audience
 II. A non-historian without proper training and background in
interpreting aa primary source may cause misunderstanding or even
result to more problems
III. To minimize misinterpretation and misunderstanding of a historical
event
IV. To make the readers acquire skills in interpreting and making sense
of the past
a. III & IV only c. I, II, III
b. I, & II only d. I, II, III, & IV
8. Which work of Rizal was dedicated to the three martyr priests GOMBURZA?
a. Mi Ultimo Adios c. El Filibusterismo
b. Noli Me Tangere d. A La Juventud Filipina
9. Which is not the result or effect of the Cavite Mutiny?
a.Execution and martyrdom of Gomburza
b.Philippine Revolution of 1896
c. Awakened the spirit of nationalism among Filipinos to struggle for
independence
d. Strengthened the relationship of the Filipinos and the Spaniards
10.Several hours before the execution of Rizal at Bagumbayan (now Luneta) two
Spanish friars went to Rizal’s room at Fort Santiago bringing a retraction document
which Rizal refused to sign because it was long. Who were those friars?
a.Fr. Damaso & Fr. Salvi c. Fr. Garcia and Fr.Balaguer
b.Fr. March and Fr. Vilaclara d. Fr. Sanchez and Fr. Collantes
11.Which of the following is the first question to ask to determine the authenticity
or genuineness of a historical document?
a.When was it written? c. Who was the real author?
b.Where was it written? d. Why did it survive?
12.What do you call the process of determining the genuineness of the early and
medieval handwriting?
a. Cartography c. Paleography
b. Archaeology d. Alchemistry
13.Why were the three priests (Gomburza) linked to the Cavite Mutiny?
 a. They insinuated the laborers and members of the native army for an
uprising
b. They were active in their campaign for the secularization of Philippine
parishes
c. They supported the mutineers financially and morally
d.They wanted to take over the Christian church
14. On the controversy about the site of the first mass in the Philippines, whose
account is most credible or reliable?
a.Antonio Pigafetta c. Miguel A. Bernad
b.Francisco Albo d. Alexander Robertson
15. On what Sunday of Lent did the First Mass in the Philippines happen?
e. Palm Sunday c. Easter Sunday
f. St. Lazarus Sunday d. Benevolent Sunday

B. TRUE-FALSE. On the space before the number, write true if the statement is
correct and false if otherwise

____ 1. The Cry of rebellion took place in Caloocan now part of Quezon City.
_____2. Rizal retracted his essays against the friars to marry Josephine Bracken.
_____3. The history is not factual though based on facts because they are based
on the judgments of the historians.
_____ 4. The writings of Rizal vilify or despise the Catholic faith or religion.
_____ 5. The Christian mass in the Philippines has only one account.
_____ 6. The quality of historical writing based on a variety of lenses to view the past
is called multiperspectivity
_____7. Internal criticism looks at the credibility of primary sources.
_____8. Antonio Pigafetta is a Portuguese.
_____9. Sebastian Elcano was the first man to circumnavigate the world.
_____10. Rizal retracted his essays against the Spanish friars with credible
evidences.
C. Answer Briefly: (4pts.each)
1. Do you agree that Rizal retracted his essays against the Christian church?
(Justify)
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2, How can you assess the authenticity and credibility of a historical source
(primary or secondary)?
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