Chapter 3

ASSESSMENT AND ANALYSIS OF HISTORICAL

SOURCES
INTRODUCTION
This chapter is devoted to the student’s actual evaluation, assessment, analysis, interpretation
and appreciation of the different historical sources. It will include the variety of templates
that will use for content analysis and different historical sources.

Specific Objectives
At the end of the lesson, the students should be able to:
 Develop critical and analytical skills in assessing the different historical sources.
 Demonstrate the ability to use historical sources to argue in favor or against a
particular issue.
Duration
Chapter 3: Declaration of Principles: Kartilya ng
Katipunan = 3 hours
Memoirs: Paghirang sa Supremo Bilang
Hari =3 hours
Proclamation: The Act Declaration of
Principles =3 hours
Paintings: The Making of the Philippine
Flag and Spolarium =3 hours

Lesson Proper

CHAPTER 3 – ASSESSMENT AND ANALYSIS OF HISTORICAL SOURCES

HISTORICAL SOURCES
Historical source is original source that contain important historical information. These
sources are something that inform us about history at the most basic level, and these sources
used as clues in order to study history Historical sources include documents, artifacts,
archaeological sites, features.

DEFINITION OF THE DIFFERENT HISTORICAL SOURCES

 CHRONICLE is an account or record of series of events means to write about them
or show them in broadcast in the order in which they happened.
 DECLARATION OF PRINCIPLES a paradigm on equality, drawing on the
establishement and emerging principles of a law.
 MEMOIRS a historical account or biography written from personal knowledge or
special sources.
 PROCLAMATION a public official announcement, especially one dealing with a
matter of great importance.
 CARTOONS a simple drawing showing the features of its subjects in a humorously
exaggerated way, especially a satirical one in a newspaper or magazine.

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  SPEECH the expression or the ability to express thoughts and feelings by articulate
sounds.
 PAINTINGS a picture created by putting paint on a surface, or the activity or skill of
creating pictures by using paint.
 FILM is also called as movie, motion picture or moving picture, is a visual art-form
and usually with sound, that make up a story.
 DIFFERENT HISTORICAL SOURCES TO ANALYZE

Here are the historical sources reproduced here which you can subject to situation,
assessment, analysis, interpretation and appreciation.
a. Chronicle – Customs of Tagalogs by Juan de Placencia
b. Declaration of Principles – Kartilya ng Katipunan Emilio Jacinto
c. Memoirs – Paghirang sa Supremo Bilang Hari ni Heneral Emilio Aguinaldo
d. Proclamation – The Act of Declaration of Philippine Independence
e. Cartoon – Political Caricatures of the American Era 1900-1941
f. Speech – Speech before the Joint Session of the United States Congress (1986) by
Corazon C. Aquino
g. Paintings – Spoliarium by Jaun Luna and The making of Philippine Flag by Fernando
Amorsolo
h. Film – The Yellow Propaganda “The Aquino and Cojuango Fact’s We Didn’t Know”

SAMPLE HISTORICAL SOURCES TEMPLATES

Templates available in the following format:
1. Analyze a Photograph
2. Analyze a Written Document
3. Analyze a Poster/Painting
4. Analyze a Cartoon
5. Analyze a Video
6. Analyze a Sound Recording
7. Analyze a Historical Writing
8. Film Review

THE PURPOSES OF HISTORICAL SOURCES

These purposes are 1) illustration and motivation; 2) evidence for historical inquiry; 3) visual
or textual interpretation; 4) source analysis. By reflecting on how each of these purposes can
play a role in the classroom, which kinds of sources are appropriate for each, and where they
fit into an overall sequence of instruction, teachers can ensure that their use of sources
deepens and extends students’ historical understanding.

IMPORTANCE OF PRIMARY HISTORICAL SOURCES

 Primary sources help students relate in a personal way to events of the past and
promote a deeper understanding of history as a series of human events.
 Because primary sources are snippets of history, they encourage students to seek
additional evidence through research.
 First-person accounts of events help make them more real, fostering active reading
and response.
 Many state standards support teaching with primary sources, which require students to
be both critical and analytical as they read and examine documents and objects.

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 Primary sources are often incomplete and have little context. Students must use prior
knowledge and work with multiple primary sources to find patterns.
 In analyzing primary sources, students move from concrete observations and facts to
questioning and making inferences about the materials.
 Questions of creator bias, purpose, and point of view may challenge students’
assumptions.
 Inquiry into primary sources encourages students to wrestle with contradictions and
compare multiple sources that represent differing points of view, confronting the
complexity of the past.
 Students construct knowledge as they form reasoned conclusions, base their
conclusions on evidence, and connect primary sources to the context in which they
were created, synthesizing information from multiple sources.
 Integrating what they glean from comparing primary sources with what they already
know, and what they learn from research, allows students to construct content
knowledge and deepen understanding.

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 TEMPLATE FOR: A PHOTOGRAPH

PASTE HERE PHOTO

CAPTION/TITLE _________________________________________________

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OBSERVE ITS PARTS: List the people, objects and activities you see.
PEOPLE OBJECTS ACTIVITIES

Who took the photo?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________

Where is it from?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________

What was happening as the time in history this photo was taken?
___________________________________________________________________________
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___________________________________________________________________________
___________________________
___________________________________________________________________________
_______________________________________________________________

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Why was it taken? List evidence from the photo or your knowledge about the photographer
that led you to your conclusion?
___________________________________________________________________________
___________________________________________________________________________
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___________________________
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What did you find out form this photo that you might not learn anywhere else?
___________________________________________________________________________
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___________________________
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___________________________________________________________________________
_________________________________________________________

What other documents or historical evidence are you going to use to help you understand this
event or topic?
_____________________________________________________________________________________________________
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 TEMPLATE FOR: A WRITTEN DOCUMENT

What is the document’s title? And Who wrote it?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________

Write one sentence summarizing this document?

___________________________________________________________________________
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_________

Why did the author write it?

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________________________________________________

Quote evidence from the document that tells you this.

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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What was the happening at the time in history this document was created?
___________________________________________________________________________
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____________________________________

What did you find out from this document?

___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________

What other documents or historical evidence are you going to use to help you understand this
event or topic?

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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TEMPLATE FOR: A POSTER/PAINTING

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 PASTE HERE POSTER/PAINTING

WORDS VISUALS
Does it have a message printed on it? If yes List the people, objects, places, and activities
list down. in the poster.

Are there questions or instructions? What are the main colors used?

Does it says who created it? Are there any symbols?

Does the poster try to persuade mainly through words, visuals, or both equally?

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________

Write one sentence summarizing this poster.

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________

Who do you think is the intended audience?

___________________________________________________________________________
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_____________________

Why was it created? List evidence from the poster/painting that tells you this.
___________________________________________________________________________
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_________

What did you find to this poster/painting?

___________________________________________________________________________
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___________________________________________________________________________
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___________________________________________________________________________
_______________

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What other documents or historical evidence are you going to use to help you understand this
event or topic?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________

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 TEMPLATE FOR: A CARTOON

PASTE CARTOON HERE

WORDS VISUALS
Are the labels, descriptions thoughts, or List the people, objects, and places in
dialogue? the cartoon.

List the actions or activities

WORDS VISUALS
Which words or phrases are the most Which of visuals are symbols?
significant?

List adjectives that describe the emotions What do they stand for?
portrayed.

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 TEMPLATE FOR: A VIDEO

OBSERVE ITS PARTS: List people, objects and activities you see.
PEOPLE PLACES ACTIVITIES

Write one sentence summarizing the video.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________

What was happening at the time in history it was created?

___________________________________________________________________________
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Who made it? Who do you think is the intended audience?

___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
_______________________________________

What do you think he creator wanted the audience to respond? List evidence form the video
or your knowledge about who made it that led you to your conclusion.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________

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 TEMPLATE FOR: A SOUND RECORDING

What is the title?

___________________________________________________________________________
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_____________________________________________

What do you think you will hear?

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What is the mood or tone?

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List the people and topics you hear.

PEOPLE TOPICS

Write one sentence summarizing the sound recording.

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________

Who made it? And who do you think is the intended audience?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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___________________________________________________________________________
_____________________________________________
_____________________________________________________________________

What do you think the creator wanted the audience to respond? List evidence from the sound
recording or your knowledge about who made it that led you to your conclusion.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________

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 TEMPLATE FOR: A HISTORICAL WRITING

HISTORICAL WRITING ELEMENTS

Subject:
Focus
Time:

Place:

Text Organization

Style:

Author’s Purpose and Style Purpose:

Features

CONCLUSION:_____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________

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A. CHRONILE
THE

CUSTOMS OF THE TAGALOGS

From the Philippine Islands, 11493-1898.Volume 7, 1588-1591
By Juan de Plasencia,O.S.F.

The distinctions made among the priests of the devil were as follows:
1. The first, called CATOLONAN, was either a man or a woman. This office was an
honorable one among the natives, and was held ordinarily by people of rank, this rule being
general in all the islands.

2. The second they called MANGAGAUAY, or witches, who deceived by pretending to heal
the sick. These priests even induced maladies by their charms, which in proportion to the
strength and efficacy of the witchcraft, are capable of causing death. In this way, if they
wished to kill at once they did so; or they could prolong life for a year by binding to the waist
a live serpent, which was believed to be the devil, or at least his substance. This office was
general throughout the land.

3. The third they called MANYISALAT, which is the same as mangagauay. These priests
had the power of applying such remedies to lovers that they would abandon and despise their
own wives, and in fact could prevent them from having intercourse with the latter. If the
woman, constrained by these means, were abandoned, it would bring sickness upon her; and
on account of the desertion she would discharge blood and matter. This office was also
general throughout the land.

4. The fourth was called MANCOCOLAM, whose duty it was to emit fire from himself at
night, once or oftener each month. This fire could not be extinguished; nor could it be thus
emitted except as the priest wallowed in the ordure and filth which falls from the houses; and

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he who lived in the house where the priest was wallowing in order to emit this fire from
himself, fell ill and died. This office was general.

5. The fifth was called HOCLOBAN, which is another kind of witch, of greater efficacy than
the mangagauay. Without the use of medicine, and by simply saluting or raising the hand,
they killed whom they chose. But if they desired to heal those whom they had made ill by
their charms, they did so by using other charms. Moreover, if they wished to destroy the
house of some Indian hostile to them, they were able to do so without instruments. This was
in Catanduanes, an island off the upper part of Luzon.

6. The sixth was called SILAGAN, whose office it was, if they saw anyone clothed in white,
to tear out his liver and eat it, thus causing his death. This, like the preceding, was in the
island of Catanduanes. Let no one, moreover, consider this a fable; because, in Caavan, they
tore out in this way through the anus all the intestines of a Spanish notary, who was buried in
Calilaya by father Fray Juan de Merida.

7. The seventh was called MAGTATANGAL, and his purpose was to show himself at night
to many persons, without his head or entrails. In such wise the devil walked about and
carried, or pretended to carry, his head to different places; and, in the morning, returned it to
his body – remaining, as before, alive. This seems to me to be a fable, although the natives
affirm that they have seen it, because the devil probably caused them so to believe. This
occurred in Catanduanes.

8. The eighth they called OSUANG, which is equivalent to” sorcerer;” they say that they
have seen him fly, and that he murdered men and ate their flesh. This was among the Visayas
Islands; among the Tagalogs these did not exist.

9. The ninth was another class of witches called MANGAGAYOMA. They made charms for
lovers out of herbs, stones, and wood, which would infuse the heart with love. Thus did they
deceive the people, although sometimes, through the intervention of the devil, they gained
their ends.

10. The tenth was known as SONAT, which is equivalent to” preacher.” It was his office to
help one to die, at which time he predicted the salvation or condemnation of the soul. It was
not lawful for the functions of this office to be fulfilled by others than people of high
standing, on account of the esteem in which it was held. This office was general through- out
the islands.

11. The eleventh, PANGATAHOJAN, was a soothsayer, and predicted the future. This
office was general in all the islands.

12. The twelfth, BAYOGUIN, signified a” cotquean,” a man whose nature inclined toward
that of a woman.

SOURCES:
Customs of the Tagalogs (two relations), Juan de Plasencia, O.S.F.; Manila, October 21,
1589
Outline of Philippine Mythology, F. Landa Jocano, Centro Escolar University, 1969

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3.1: DECLARATION OF PRINCIPLES

KARTILYA NG KATIPUNAN
Ni Emilio Jacinto

Sometime in 1896, Andres Bonifacio, the father of the Philippine Revolution, and once the
President of the Supreme Council of the Katipunan, penned the Duties of the Sons of the
People, a list of the duties and responsibilities to be followed strictly by every member of the
organization. The rules constituted a decalogue, and embodied Bonifacio’s passionate beliefs.

In admiration of Emilio Jacinto’s literary style, Bonifacio would later adopt Jacinto’s Kartilya
as the official teachings of the Katipunan. Similar to the Decalogue, the Kartilya was written
to introduce new recruits to the principles and values that should guide every member of the
organization.

Mga Aral nang Katipunan ng mga A.N.B.

1. Ang kabuhayang hindi ginugugol sa isang malaki at banal na kadahilanan ay kahoy na

walang lilim, kundi damong makamandag.
2. Ang gawang magaling na nagbubuhat sa pagpipita sa sarili, at hindi sa talagang nasang
gumawa ng kagalingan, ay di kabaitan.
3. Ang tunay na kabanalan ay ang pagkakawang gawa, ang pagibig sa kapua at ang isukat ang
bawat kilos, gawa’t pangungusap sa talagang Katuiran.
4. Maitim man at maputi ang kulay ng balat, lahat ng tao’y magkakapantay; mangyayaring
ang isa’y higtan sa dunong, sa yaman, sa ganda…; ngunit di mahihigtan sa pagkatao.

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5. Ang may mataas na kalooban inuuna ang puri sa pagpipita sa sarili; ang may hamak na
kalooban inuuna ang pagpipita sa sarili sa puri.
6. Sa taong may hiya, salita’y panunumpa.
7. Huag mong sasayangin ang panahun; ang yamang nawala’y magyayaring magbalik;
nguni’t panahong nagdaan na’y di na muli pang magdadaan.
8. Ipagtanggol mo ang inaapi, at kabakahin ang umaapi.
9. Ang taong matalino’y ang may pagiingat sa bawat sasabihin, at matutong ipaglihim ang
dapat ipaglihim.
10. Sa daang matinik ng kabuhayan, lalaki ay siyang patnugot ng asawa’t mga anak; kung
ang umaakay ay tungo sa sama, ang patutunguhan ng iaakay ay kasamaan din.
11. Ang babai ay huag mong tignang isang bagay na libangan lamang, kundi isang katuang at
karamay sa mga kahirapan nitong kabuhayan; gamitan mo ng buong pagpipitagan ang
kaniyang kahinaan, at alalahanin ang inang pinagbuhata’t nagiwi sa iyong kasangulan.
12. Ang di mo ibig na gawin sa asawa mo, anak at kapatid, ay huag mong gagawin sa asawa,
anak, at kapatid ng iba.
13. Ang kamahalan ng tao’y wala sa pagkahari, wala sa tangus ng ilong at puti ng mukha,
wala sa pagkaparing kahalili ng Dios wala sa mataas na kalagayan sa balat ng lupa; wagas at
tunay na mahal na tao, kahit laking gubat at walang nababatid kundi ang sariling wika, yaong
may magandang asal, may isang pangungusap, may dangal at puri; yaong di napaaapi’t di
nakikiapi; yaong marunong magdamdam at marunong lumingap sa bayang tinubuan.
14. Paglaganap ng mga aral na ito at maningning na sumikat ang araw ng mahal na Kalayaan
dito sa kaabaabang Sangkalupuan, at sabugan ng matamis niyang liwanag ang nangagkaisang
magkalahi’t magkakapatid ng ligaya ng walang katapusan, ang mga ginugol na buhay, pagud,
at mga tiniis na kahirapa’y labis nang natumbasan. Kung lahat ng ito’y mataruk na ng
nagiibig pumasuk at inaakala niyang matutupad ang mga tutungkulin, maitatala ang kaniyang
ninanasa sa kasunod nito.

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3.2: MEMOIRS

PAGHIRANG SA SUPREMO BILANG HARI DAKILANG PARANGAL SA

PAGDATING NG SUPREMO
(hango mula sa mga GUNITA NG HIMAGSIKAN) ni Heneral Emilio Aguinaldo

Nang matapos ang masayang pagpapaalaman, ang Supremo at mga

kasamahan, ay sumama na sa Pamunuan ng Magdiwang. Gayon na lamang ang
karingalan at kasayahang naghari sa pagsalubong na ginawa ng mga bayang kanilang
pinagdaanan. Sa hanay na may siyam na kilometro ang haba, mula sa Noveleta,
hanggang sa San Francisco Malabon, ang lahat halos ng mga bahay ay may mga
palamuting balantok na kawayang kinaskas at pinalamutihan ng sari-saring watawat,
tanda ng maringal na pagsalubong at maligayang bati sa dakilang panauhin. Isang
kilometro pa lamang ang agwat bago dumating sa kabayanan ng San Francisco de
Malabon, ang Supremo Andres Bonifacio, sinalubong agad ng isang banda ng musika
at nang nasa pintuan na ng simbahan at nirupiki ng gayon na lamang ang kampana.
Ang malalaking aranya at dambana sa loob ng simbahan ay pawang may sindi ng
ilaw. At ang kurang Tagalog na si Padre Manuel Trias, saka ang "Pallo," ay
naghihintay naman sa mga panauhin sa pintuan ng simbahan, at pagkatapos ay
kumanta ng Te Deum, hanggang sa dambana na kaakbay ang mga panauhin.
Pagkatapos ng ganyang parangal sila'y itinuloy sa bahay ni Binibining Estefania
Potente.

PAGHIRANG SA SUPREMO BILANG HARI

Isang paglalarawan kay Bonifacio bilang "Ang
Haring Bayan" Sulat kamay mismo ni Bonifacio
ang titolo at lagda na hango sa "Acta de Tejeros".
Kinabukasan naman, ang Gabinete ng Pamahalaang
Magdiwang, ang gumanap ng kanilang malaon nang
inihandang pagpaparangal sa pamamagitan ng isang
kapasiyahan na pagkalooban ang dakilang
panauhin, Supremo Andres Bonifacio, ng
pinakamataas na tungkulin sa taguring HARING
BAYAN. Sa ganito'y lubusan nang mabubuo ang
pamunuan ng nasabing Sanggunian na dati-rati'y
wala ng tungkuling ito at pansamantala lamang
nanunungkulan sa pagka Vi Rey, si Heneral
Mariano Alvarez. Ang buong Pamunuan ng
kanilang Sanggunian, ay magagarang kasuotan
kung nangagpupulong. Simula sa HARING
BAYAN, hanggang sa kahuli-hulihang Ministro at
Capitan General, ay may mga bandang pulang
ginintuan nakasakbat sa kani-kanilang balikat. Kung minsan sa kanilang paglalakad, ay
nakasuot pa rin ang nasabing banda upang makilala ang kanilang katayuan marahil. Lubhang
masaya sila parati, palibhasa'y ang labing-dalawang bayan na kanilang nasasakupan ay di

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naliligalig sa anumang laban. Sila'y naliliskub halos ay nanga sa likuran ng mga bayang
maliligalig tuwina ng Pamahalaang Magdalo.
Nang matapos ang ilang araw na parangal sa
Supremo at mga kasama, dinalaw nilang lahat ang
labing-dalawang bayang nasasakupan nila bilang
paghahanda sa gagawing pagpipisan ng dalawang
Sangguniang Magdiwang at Magdalo.
Nangagtalumpati sila at anangaral ng pagka-
makabayan at iba pang makagising-damdaming
pangungusap ukol sa kalayaan. Sabihin pa, ang
galak ng mga taong bayan, kaya't gayon na lamang
karingal ang pagtanggap sa kanila at para bang
isang HARING BAYAN nga ang dumating. Ang
mga daan ay pawang binalantukan, may banda ng
musika at panay ang hiyawan ng "Viva Tagalog,"
magkabi-kabila. Ang mga kampana'y halos
mabasag sa pagrurupiki sa mga simbahan niyang
pinatutunguhan, may mga dapit pa ng cereales at
awit ng Te Deum. Sa kabilang dako naman, sa
gitna ng gayong di magkamayaw na kasayahan at
paghdiriwang, ang walong bayang nasa Pamahalaan ng Magdalo. ay laging nagigimbal araw
at gabi ng paghanap sa kalaban sa mga hanay ng Zapote, Almanza, San Nicolas, Bakood,
Arumahan, Pintong Bato, at Molino sa bayan ng Bakoof, at kasakit-sakit sabihin na sa
masamang pagkakataon, ang mga kalaban ay nakalusot tuloy nang di napapansin sa kabilang
ilog ng Zapote, dahil sa puyat at pagod ng ating mga kawal. Gayon man ang matatapang
nating sandatahan sa ilalim ng mando ni Heneral Mariano Noriel at Heneral Pio del Pilar, ay
agad-agad dinaluhong ang mga kalaban, kaya't putukan at tagaang katakut-takot ang naghari
pagkatapos. Sa wakas, muli na namang nagtagumpay ang ating mga kawal, at ang Ilog
Zapote ay muling namula sa dugo ng mga kalaban. Ganyan nang ganyan ang nangyayari
parati sa buong hanay ng aming labanan."

Emilio Aguinaldo,
Mga Gunita ng Himagsikan
Manila: National Centennial Commission, 1964

3.3: PROCLAMATION
THE ACT OF DECLARATION OF PHILIPPINE INDEPENDENCE

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 Translation by Sulpicio Guevara

BEFORE ME, Ambrosio Rianzares Bautista, War Counsellor And Special

Delegate Designated To Proclaim And Solemnize this Declaration of Independence
by the Dictatorial Government of the Philippines, pursuant to, and by virtue of, a
Decree issued by the Engregious Dictator Don Emilio Aguinaldo y Famy, The
undersigned assemblage of military chiefs and others of the army who could not
attend, as well as the representatives of the various towns, Taking into account the
fact that the people of this country are already tired of bearing the ominous joke of
Spanish domination.

Because of arbitrary arrests and abuses of the Civil Guards who cause deaths in connivance
with and even under the express orders of their superior officers who at times would order the
shooting of those placed under arrest under the pretext that they attempted to escape in
violation of known Rules and Regulations, which abuses were left unpunished, and because
of unjust deportations of illustrious Filipinos, especially those decreed by General Blanco at
the instigation of the Archbishop and friars interested in keeping them in ignorance for
egoistic and selfish ends, which deportations were carried out through processes more
execrable than those of the Inquisition which every civilized nation repudiates as a trial
without hearing.

Had resolved to start a revolution in August 1896 in order to regain the independence and
sovereignty of which the people had been deprived by Spain through Governor Miguel Lopez
de Legazpi who, continuing the course followed by his predecessor Ferdinand Magellan who
landed on the shores of Cebu and occupied said Island by means of a Pact of Friendship with
Chief Tupas, although he was killed in the battle that took place in said shores to which battle
he was provoked by Chief Kalipulako of Mactan who suspected his evil designs, landed on
the Island of Bohol by entering also into a Blood Compact with its Chief Sikatuna, with the
purpose of later taking by force the Island of Cebu, and because his successor Tupas did not
allow him to occupy it, he went to Manila, the capital, winning likewise the friendship of its
Chiefs Soliman and Lakandula, later taking possession of the city and the whole Archipelago

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in the name of Spain by virtue of an order of King Philip II, and with these historical
precedents and because in international law the prescription established by law to legalize the
vicious acquisition of private property is not recognized, the legitimacy of such revolution
can not be put in doubt which was calmed but not complete stifled by the pacification
proposed by Don Pedro A. Paterno with Don Emilio Aguinaldo as President of the Republic
established in Biak-na-Bato and accepted by Governor-General Don Fernando Primo De
Rivera under terms, both written and oral, among them being a general amnesty for all
deported and convicted persons; that by reason of the non-fulfillment of some of the terms,
after the destruction of the plaza of Cavite.
Don Emilio Aguinaldo returned in order to initiate a new revolution and no sooner had he
given the order to rise on the 31st of last month when several towns anticipating the
revolution, rose in revolt on the 28th , such that a Spanish contingent of 178 men, between
Imus Cavite-Viejo, under the command of major of the Marine Infantry capitulated , the
revolutionary movement spreading like wild fire to other towns of Cavite and the other
provinces of Bataan, Pampanga, Batangas, Bulacan, Laguna, and Morong, some of them with
seaports and such was the success of the victory of our arms, truly marvelous and without
equal in the history of colonial revolutions that in the first mentioned province only the
Detachments in Naic and Indang remained to surrender; in the second all Detachments had
been wiped out; in the third the resistance of the Spanish forces was localized in the town of
San Fernando where the greater part of them are concentrated, the remainder in Macabebe,
Sexmoan, and Guagua; in the fourth, in the town of Lipa; in the fifth, in the capital and in
Calumpit; and in last two remaining provinces, only in there respective capitals, and the city
of Manila will soon be besieged by our forces as well as the provinces of Nueva Ecija,
Tarlac, Pangasinan, La Union, Zambales, and some others in the Visayas where the
revolution at the time of the pacification and others even before, so that the independence of
our country and the revindication of our sovereignty is assured. And having as witness to the
rectitude of our intentions the Supreme Judge of the Universe, and under the protection of our
Powerful and Humanitarian Nation.

The United States of America, we do hereby proclaim and declare solemnly in the name by
authority of the people of these Philippine Islands, That they are and have the right to be free
and independent; that they have ceased to have allegiance to the Crown of Spain; that all
political ties between them are should be completely severed and annulled; and that, like
other free and independent States, they enjoy the full power to make War and Peace,
conclude commercial treaties, enter into alliances, regulate commerce, and do all other acts
and things which and Independent State Has right to do, And imbued with firm confidence in
Divine Providence, we hereby mutually bind ourselves to support this Declaration with our
lives, our fortunes, and with our sacred possession, our Honor.

We recognize, approve, and ratify, with all the orders emanating from the same, the
Dictatorship established by Don Emilio Aguinaldo whom we reverse as the Supreme Head of
this Nation, which today begins to have a life of its own, in the conviction that he has been
the instrument chosen by God, inspite of his humble origin, to effectuate the redemption of
this unfortunate country as foretold by Dr. Don Jose Rizal in his magnificent verses which he
composed in his prison cell prior to his execution, liberating it from the Yoke of Spanish
domination, And in punishment for the impunity with which the Government sanctioned the
commission of abuses by its officials, and for the unjust execution of Rizal and others who
were sacrified in order to please the insatiable friars in their hydropical thirst for vengeance
against and extermination of all those who oppose their Machiavellian ends, trampling upon
the Penal Code of these Islands, and of those suspected persons arrested by the Chiefs of

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Detachments at the instigation of the friars, without any form nor semblance of trial and
without any spiritual aid of our sacred Religion; and likewise, and for the same ends, eminent
Filipino priest, Doctor Don Jose Burgos, Don Mariano Gomez, and Don Jacinto Zamora were
hanged whose innocent blood was shed due to the intrigues of these so-called Religious
corporations which made the authorities to believe that the military uprising at the fort of San
Felipe in Cavite on the night of January 21, 1872 was instigated by those Filipino martyrs,
thereby impeding the execution of the decree- sentence issued by the Council of State in the
appeal in the administrative case interposed by the secular clergy against the Royal Orders
that directed that the parishes under them within the jurisdiction of this Bishopric be turned
over to the Recollects in exchange for those controlled by them in Mindanao which were to
be transferred to the Jesuits, thus revoking them completely and ordering the return of those
parishes, all of which proceedings are on file with the Ministry of Foreign Affairs to which
they are sent last month of the year of the issuance of the proper Royal Degree which, in turn,
caused the grow of the tree of the liberty in our dear land that grow more and more through
the iniquitous measures of oppressions, until the last drop of our chalice of suffering having
been drained, the first spark of revolution broke out in Caloocan, spread out to Santa Mesa
and continued its course to the adjoining regions of the province were the unequalled heroism
of its inhabitants fought a one sided battle against superior forces of General Blanco and
General Polavieja for a period of 3 months, without proper arms nor ammunitions, except
bolos, pointed bamboos, and arrows.

Moreover, we confer upon our famous Dictator Don Emilio Aguinaldo all the powers
necessary to enable him to discharge the duties of Government, including the prerogatives of
granting pardon and amnesty, and lastly, it was results unanimously that this Nation, already
free and independent as of this day, must used the same flag which up to now is being used,
whose designed and colored are found described in the attached drawing, the white triangle
signifying the distinctive emblem of the famous Society of the "Katipunan" which by means
of its blood compact inspired the masses to rise in revolution; the tree stars, signifying the
three principal Islands of these Archipelago - Luzon, Mindanao, and Panay where the
revolutionary movement started; the sun representing the gigantic step made by the son of the
country along the path of Progress and Civilization; the eight rays, signifying the eight
provinces - Manila, Cavite, Bulacan, Pampanga, Nueva Ecija, Bataan, Laguna, and Batangas
- which declares themselves in a state of war as soon as the first revolt was initiated; and the
colors of Blue, Red, and White, commemorating the flag of the United States of America, as
a manifestation of our profound gratitude towards this Great Nation for its disinterested
protection which it lent us and continues lending us.

And holding up this flag of ours, I present it to the gentlemen here assembled:

Don Segundo Arellano Don Mariano Toribio Don Marcelino Gomez

Don Tiburcio del Rosario Don Gabriel de los Reyes Don Valentin Politan
Sergio Matias Don Hugo Lim Don Felix Politan
Don Agapito Zialcita Don Emiliano Lim Don Evaristo Dimalanta
Don Flaviano Alonzo Don Faustino Tinorio Don Gregorio Alvarez
Don Mariano Legazpi Don Rosendo Simon Don Sabas de Guzman
Don Jose Turiano Santiago y Don Leon Tanjanque Don Esteban Francisco
Acosta Don Gregorio Bonifacio Don Guido Yaptinchay
Don Aurelio Tolentino Don Manuel Salafranca Don Mariano Rianzares
Don Felix Ferrer Don Simon Villareal Bautista
Don Felipe Buencamino Don Calixto Lara Don Francisco Arambulo

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 Don Fernando Canon Don Buenaventura Toribio Don Antonio Gonzales
Faustino Don Gabriel Reyes Don Juan Antonio Gonzales
Don Anastacio Pinzun Don Hugo Lim Don Juan Arevalo
Don Timoteo Bernabe Don Emiliano Lim Don Ramon Delfino
Don Flaviano Rodriguez Don Fausto Tinorio Don Honorio Tiongco
Don Gavino (?) Masancay Don Rosendo Simon Don Francisco del Rosario
Don Narciso Mayuga Don Leon Tanjanque Don Epifanio Saguil
Don Gregorio Villa Don Gregorio Bonifacio Don Ladislao Afable Jose
Don Luis Perez Tagle Don Manuel Salafranca Don Sixto Roldan
Don Canuto Celestino Don Simon Villareal Don Luis de Lara
Don Marcos Jocson Don Calixto Lara Don Marcelo Basa
Don Martin de los Reyes Don Buenaventura Toribio Don Jose Medina
Don Ciriaco Bausa Don Zacarias Fajardo Don Efipanio Crisia
Don Manuel Santos Don Florencio Manalo Don Pastor Lopez de Leon
Don Ramon Gana Don Epitacio Asuncion Don Mariano de los Santos
Don Santiago Garcia Don Catalino Ramon Don Antonio Calingo
Don Andres Tria Tirona Don Juan Bordador Don Pedro Mendiola
Don Estanislao Tria Tirona Don Jose del Rosario Don Estanislao Galinco
Don Daniel Tria Tirona Don Proceso Pulido Don Numeriano Castillo
Don Andres Tria Tirona Don Jose Maria del Rosario Don Federico Tomacruz
Don Carlos Tria Tirona Don Ramon Magcamco Don Teodoro Yatco
Don Sulpicio P. Antony Don Ladislao Diwa

Who solemnly swear to recognize and defend it unto the last drop of their blood.

In witness thereof, I certify that this Act of Declaration of Independence was signed by me
and by all those here assembled including the only stranger who attended those proceedings,
a citizen of the U.S.A., Mr. L.M. Johnson, a Colonel of Artillery.

Ambrosio Rianzares Bautista

War Counsellor and Special Delegate-Designate

Source: Centennial Publication. National Historical Insitute

See: The Proclamation of Philippine

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3.4: PAINTING
SPOLIARIUM (1884) by Juan Luna

The painting features a glimpse of Roman history centered on the bloody carnage brought by
gladiatorial matches. Spoliarium is a Latin word referring to the basement of the Roman
Colosseum where the fallen and dying gladiators are dumped and devoid of their worldly
possessions.

At the center of Luna’s painting are fallen gladiators being dragged by Roman soldiers. On
the left, spectators ardently await their chance to strip off the combatants of their metal
helmets and other armory. In contrast with the charged emotions featured on the left, the right
side meanwhile presents a somber mood. An old man carries a torch perhaps searching for his
son while a woman weeps the death of her loved one.

The Spoliarium is the most valuable oil-on-canvas painting by Juan Luna, a Filipino educated
at the Academia de Dibujo y Pintura (Philippines) and at the Academia de San Fernando in
Madrid, Spain. With a size of 4.22 meters x 7.675 meters, it is the largest painting in the
Philippines. A historical painting, it was made by Luna in 1884 as an entry to the prestigious
Exposicion de Bellas Artes (Madrid Art Exposition, May 1884) and eventually won for him
the First Gold Medal.

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 MAKING OF THE PHILIPPINE FLAG by Fernando Amorsolo

The making of Philippine flag is a masterpiece painting by Fernando Amorsolo in

Philippines. Fernando Amorsolo was one of the most important artists in the history of
painting in the Philippines. No doubt he created such a wonderful artwork. The painting
shows three women namely Marcella Marino de Agoncillo (on the right side) refer as the
mother of the Philippine flag, with the help of Lorenza and Delfina Herbosa de Natividad
which is actually the daughter of Marcela. They was tasked by Gen. Emilio Aguinaldo to sew
the first flag for the new republic. The clothes that the women are wearing are an older style,
more vintage and really depict the traditional styles. The skirts the women’s are wearing are
long and their tops were like a traditional “kimona”. The three women are sewing
passionately which demonstrates elegance.the painting was not that kind of vibrant in the
eyes but canset your mood in calm. The setting is inside of a house which is more like a
“Bahay Kubo” The main colors that was used in painting was brown, red, blue and yellow.
The mood and visual effect that this painting can be considered is calm and serene.

The painting shows a contrasts of colors of brown to yellow, it is not a harmonious. The artist
balanced his characters and the background in his painting which makes the painting
balanced.  There are no real lines in the painting because it is painted in a pointillist style. The
colors of the author set the moods of the audiences as warm by the usage of brown and
yellow colors. The yellow background signifies that it a beautiful sunny day. The colors of
the characters were also contrasted with the background which made the painting calm as it
seen. The artist shows rough texture in some parts of the painting namely the dresses as well
as in the backgrounds. The artist uses a different color values for the dresses also to
differentiate it from the background. That made the painting realistic scene.
It is believed that Fernando Amorsolo made this painting to show the citizen of the
Philippines of how the Philippine flag was made and to remind them the traditions and
customs that we did not realize it becomes faded. To take care and give importance the
National flag which it symbolizes as white triangle stands for equality and fraternity; the blue
field for peace, truth and justice; and the red field for patriotism and valor. The eight rays of
the sun stand for the first eight provinces that the colonizers have put under martial law. The
three stars symbolize Luzon, Visayas and Mindanao. These just shows us to loved our

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country, be proud of it do not be ashamed because our ancestors risked their lives for the
freedom from the hands of the colonizers. It is really shown in the painting of Amorsolo that
he is a nationalistic person some his paintings portray and commemorate the different
tradition, cultures and customs of Filipino.

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References

Fleming, G. & Jagodowski, S. (2018). Importance of Context in Analysis and Interpretation.

Alpha History and Publishing

Fernandez, Leandro H. (1930) Mga Tala ng aking buhay by Gregoria de Jesus. published in
the June 1930 issue of the Philippine Magazine, Volume XXVII, No 1.

Llewellyn, J. & Thompson, S. 2015) . “The History” at publishing of The Alpha History.
Alpha History Publishing House

Zaide, G. & Sonia Z. (1990) Documentary Sources of Philippine History 12 vols. Manila:
National Book Store

http://web.nlp.gov.ph/nlp/?q=node/10008

http://www.kasaysayan-kkk.info/membership-documents

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