HISTORY

COLLEGE OF ALLIED SCIENCES STUDENT COUNCIL A.Y. 2023 – 2024

MIDTERM REVIEWER GE-HIS | SIR JOSHUA F. OLANO

MEANINGS OF HISTORY
○ how?
OUTLINE: ● the past can only be known indirectly except where one
actually witnesses a particular event
I. The Past & The Narrative ● but even the eyewitness account, or one’s memory is
II. History the Narrative
fallible
III. History the Discipline
IV. Historian’s competencies ● its impossible for a historian to cover all of the past
V. Historian’s attitudes
VI. Ethics History the Narrative
● Arthur Marwick: interpretations of (the past by) historians
The Past & The Narrative based on their critical study of the widest possible range of
relevant sources, every effort having been made to
challenge, & avoid the perpetuation of myth

From the past to the narrative: doing history

Accessing the Past

1. Through memory
● personal, not easy to verify, filtered by experience Issues in history
● goes back to one’s childhood but can include 1. epistemology: one past, many histories
memories shared by elders ● history different from the past
● dies w/ person ● history separated from the past by time and
space
2. Through history
● shared memory, open to public ● past remembered differently
● can be proven or questioned ● history re-created by historians writers after the
● goes back to earliest times event
● lasts for generations ● selectivity, historians’ pov and interpretations
2. personal element: history an individual’s construct
3. Through relics ● historian’s bias
● tangible remnants, cannot speak for themselves, ● historian’s attitude
need to be interpreted
● historian’s pov influenced by his/her background
● can be destroyed over time
and by society
● tend to present image of static past
● lasts for generations ● povs change or can harden
● individual judgement of what is interesting, worth
Problem of Epistemology studying
● absence of one to one correspondence (disparity or ● historian’s level of maturity
mismatch) between the past and the account of the past 3. ideology
○ is the epistemological problem soluble? ● Political views & opinions

Reviewer by: Nicole Catabian of BCH 1-1 1

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○ evaluating arguments put forth in primary sources

and by historians
○ analysis of historical causality and avoiding the
traps of lineality and inevitability
○ arriving at conclusion, even if tentative, based on
available evidence

4. historical research capabilities

○ formulating and proving a sound historical
argument or thesis
○ working with a variety of primary sources,
evaluating their credibility, worth and relevance
History the Discipline ○ process of historical inquiry and the writing of
● a distinct way of knowing, a domain & form (type) of history
knowledge
○ core concepts 5. writing like a historian
○ historical methodology
○ ethical standards 6. historical issue-analysis and decision-making
● a profession ○ dealing with controversies and dilemmas in
○ “community of historians… collectively engages history and analyzing alternatives available to
in investigating and interpreting the past as a those on the scene
matter of disciplined learned practice” (AHA) ○ raising counterfactuals and evaluating effects that
○ shared canons of historical scholarship and might have resulted from options that were not
ethical values chosen
● Historicity
○ sense of being situated in history
○ awareness of time and of history
○ realization of differences between past and
present
○ link between dual meanings of history

Thinking Historically
1. chronological thinking: “the mental scaffolding for
organizing historical thought”
○ understanding the temporal structure of events
as they unfolded over time, actions and Historian’s Competencies
intentions of those who were there, temporal 1. source-based
connections between antecedents and their ○ find sources (mastery of sources)
consequence
○ necessary to analyze relationships between ○ select sources (determine relevance)
events and probe into causality ○ evaluate sources (weigh evidence, establish
credibility)
2. historical comprehension ○ consider contrary evidence
○ reading critically and imaginatively ○ apply the appropriate methodology (depending
○ understanding historical context so as to avoid on sources used)
“present-mindedness”
○ developing historical perspectives while
describing the past on its own terms, through the 2. interpretive
eyes and experiences of those who were there ○ see link between events and understand their
context
3. historical analysis and interpretation ○ build plausible, coherent argument using
○ engaging in dialogue with historians not only historical materials
about what happened but also why and how it ○ show importance of one’s work in light of other
happened, its effect on other events and people,
accounts
and how much importance it should be given
○ use perspectives, frameworks appropriately

Reviewer by: Nicole Catabian of BCH 1-1 2

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3. communication ○ if you highlight words not emphasized in the

○ write clearly and in an organized, coherent way original, say so
○ cite references accurately through quotations, ● if after painstaking effort you still cannot find evidence,
footnotes, bibliography (fidelity to sources) admit uncertainty or tentative nature of findings — sign of
○ follow the standard format (font, margin, maturity, not weakness
pagination, etc) ● dont invoke “lessons” of history in a shallow way
○ the study of the past can be inspiring, instructive
Historian’s Attitudes but is not a source of solutions to problems
1. personal level ● points of view, identifications and preferences are
○ see importance of the past one one’s own life inevitable in the interpretation and writing of history
and to society ○ these are not by themselves objectionable as
○ understand diverse cultures nd develop a sense long as
of shared humanity ■ theyre openly stated by the historian
○ learn to live with uncertainty and frustration, ■ theyre reasonable (not irrational, not
realizing that not all problems can be solved based on ethnic, gender or some other
○ be aware of one’s biases and not to allow them to prejudice)
cloud one’s judgement ■ the historian’s scholarly apparatus is
○ recognize individuals who have made a clear
difference in history

2. intellectual level
○ understand that events dont happen in a
vacuum, that context is important
○ avoid anachronism when looking at the past
○ appreciate how things happen and change,
which human intentions count, & how results are
shaped by the means used to carry them out
○ enjoy reading, digging up evidence & making
discoveries
○ recognize the difference between evidence &
judgment
○ set apart what is important from what is not
○ grasp the complexity of historical causation,
human actions & events
○ avoid simplistic & judgmental assumptions
○ appreciate the often-tentative nature of
judgements about the past
○ affirm the importance of human agency & accept
that sometimes accidental force plays a role in
human affairs

Ethics
● be human, self aware and fair
● always acknowledge others’ ideas / works that you borrow
and the role of collaborators, inc. financial support
● be faithful to sources
○ dont add words to author’s statements or shorten
it, that would change the meaning

Reviewer by: Nicole Catabian of BCH 1-1 3

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HISTORICAL METHOD
○ audio recordings
OUTLINE:
Primary Sources
I. History as Reconstruction ● testimony of an eyewitness
II. Historical Sources ● must have been produced by a contemporary of the event
III. Historical Criticism it narrates
● a document or physical object which was written or created
History as Reconstruction during the time under study
● the historian is many times removed from the events under
● these sources were present during an experience or time
investigation
period and offer an inside view of a particular event
● historians rely on surviving records
● “only a part of what was observed in the past was
● characterized by their content, regardless of whether they
remembered by those who observed it; only a part of what are available in original format, in microfilm/microfiche, in
was remembered was recorded; only a part of what was digital format, or in published format
recorded has survived; only a part of what has survived has ● 4 main categories of primary sources
come to the historian’s attention” ○ written sources
● “only a part of what is credible has been grasped, and only ○ images
a part of what has been grasped can be expounded or ○ artifacts
narrated by the historian ○ oral testimony

Historical Method Secondary Sources

● historians have to verify sources, to date them, locate their ● interprets and analyzes primary sources
place of origin and identify their intended functions ● are one or more steps removed from the event
● the process of critically examining and analyzing the ● may have pictures, quotes or graphics of primary sources
records and survivals of the past in them
● ex.
Historical Sources
○ history textbook
● Sources
○ an object from the past or testimony concerning ○ printed materials (serials, periodicals which
the past on which historians depend in order to interprets previous research)
create their own depiction of that past ● practical example
● Written sources ○ topic: Tejeros Convention
○ published materials ○ primary source: Santiago Alvarez’ account
■ books, magazines, journals ○ secondary source: Teodoro Agoncillo’s Revolt of
■ travelogue the Masses
■ transcription of speech
○ manuscript (any handwritten or typed record that
has not been printed)
■ archival materials
■ memoirs, diary
● non written sources
○ oral history
○ artifact
○ ruins
○ fossils
○ art works
○ video recordings

Reviewer by: Nicole Catabian of BCH 1-1 4

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Historical Criticism ■ i.e. historical facts - particulars which

● in order for a source to be used as evidence in history, rest upon the independent testimony of
basic matters about its form and content two or more reliable witnesses
○ form → external criticism
○ content → internal criticism
3 major components to effective historical thinking
External Criticism 1. sensitivity to multiple causation
● the problem of authenticity 2. sensitivity to context
● to spot fabricated, forged, faked documents 3. awareness of the interplay of continuity and change in
● to distinguish a hoax or misrepresentation human affairs
● tests of authenticity
○ determine the date of the document to see
whether they are anachronistic
■ e.g. pencils did not exist before the
16th century
○ determine the author
■ e.g. handwriting, signature, seal
○ anachronistic style
■ e.g. idiom, ortography, punctuation
○ anachronistic reference to events
■ e.g. too early, too late, too remote
○ provenance or custody
■ e.g. determines its genuineness
○ semantics
■ determining the meaning of a text or
word
○ hermeneutics
■ determining ambiguities

Internal Criticism
● the problem of credibility
● relevant particulars in the document - is it credible?
● verisimilar - as close as what really happened from a
critical examination of best available sources
● tests of credibility
○ identification of author
■ e.g. to determine his reliability; mental
processes; personal attitudes
○ determination of the approximate date
■ e.g. handwriting, signature, seal
○ ability to tell the truth
■ e.g. nearness to the event,
competence of witness, degree of
attention
○ willingness to tell the truth
■ e.g. to determine if the author
consciously or unconsciously tells
falsehoods
○ corroboration

Reviewer by: Nicole Catabian of BCH 1-1 5

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FIRST VOYAGE AROUND THE WORLD

James Alexander Robertson

OUTLINE:
● born 1873 in Corry, Pennsylvania
I. Background of the Author ● 6th of 8 children born to Canadian parents, John McGregor
II. Historical Context of the Document Robertson & Elizabeth Borrowman Robertson → became
III. About the Book naturalized US citizens after relocating to Corry in 1866
IV. Analysis of the Important Historical Information ● 1923
V. Contribution & relevance of Pigafetta’s Document
○ Gained a position as professor at Stetson
University in DeLand, Florida, & lectured for 10
Background of the Author yrs
Antonio Pigafetta
● 1935
● (1491-c. 1534)
○ Moved to Annapolis, Maryland as the archivist for
● Born 1491 in Vincenza (a town 100km west of Venice Italy)
the Maryland State Archives’ Hall of Records
● Eldest son of Giovanni Pigafetta to 2nd wife Angela Zoga
● 1902
● Studied astronomy, geography, and cartography
○ Robertson became involved in the compilation of
● Worked in the ships owned by Knights of Rhodes
a massive multivolume work on the history of the
● Well educated, possessed avid curiosity of the world
PH, initially called The Philippine Islands,
around him
1493-1803
● 1519
○ Joined the delegation of Monsignor Francesco
Historical Context of the Document
Chieregati when he was assigned as Papal
Spices
Nuncio to Spain ● became the most expensive & in demand commodity
○ Became acquainted with the lucrative spice trade among Europeans bec. of their numerous uses.
& heard voyage news to be undertaken by ● Originally, they used them to preserve foods and keep
Ferdinand Magellan them from spoiling.
○ Presented his credentials to Magellan & to the ● Later they found out that spices have medicinal uses and
Casa de la Contratacion, the office in charge of may also be used for flavoring, coloring, & as food
voyages to new world additives.
● Survived the challenges that the expedition encountered & ● Since it was a very lucrative commodity, many merchants
got wounded in the battle of Mactan aspired to monopolize its supply & distribution in the
● Returned to Spain on Sept 6 1522 aboard the Victoria w/ European markets.
Juan Sebastian Elcano & 12+ survivors
● Presented a handwritten book to Charles V (now Holy
Routes
Roman Emperor) → daily record of things that happened ● Asian goods reached Europe via the Silk Road /
during their voyage Arabian-Italian trade route.
● Magellan’s voyage ● Both routes are expensive & oftentimes disrupted by wars
○ A narrative account of the first circumnavigation, & natural calamities
a detailed tale of exploration and exotica ● land routes were expensive & required consent of many
● emperor Charles was not impressed, & Pigafetta received powerful armed groups → Portugal explored ocean as an
no honor beyond his wages alternative to the Spice Islands.
● On his way home → passed by Portugal & France; shared ● Prince Henry the Navigator of Portugal put up a maritime
to the people the things he knew about Magellan’s school that trained sailors → later discovered a sea route
expedition going to Southeast Asia via the Atlantic & Indian Ocean.
● Italy: Pope gave him residence while he prepared ○ This route enabled them to trade directly w/ the
manuscript for publication producers of spices & other oriental goods.
● Joined the Knights of St. John of Jerusalem in battle
against the Turks
● Died in 1534

Reviewer by: Nicole Catabian of BCH 1-1 6

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Rivalry between Spain & Portugal ● James A. Richardson made his own Eng ver. of the
● This rivalry in the Iberian Peninsula was exacerbated by Ambrosian copy & it appeared in PH → the copy widely
trade as both were interested in exploring & developing circulated in the PH
trade.
● Both were located in ideal places to start exploring Africa Pigafetta’s Travelogue
○ Started thinking about trying to go around Africa ● contributed immensely to the enrichment of Philippine
& find a way to Spice Islands in Asia. historiography
● The competition between Spain & Portugal became heated ● His writing described the ff of the ppl they encountered in
enough that the 2 countries had to get the pope to divide Samar, Leyte & Cebu
up the New World into ○ physical appearance
○ parts that would be Spanish ○ social life
○ parts that would be Portuguese ○ religious beliefs
○ cultural practices
Ferdinand Magellan ● contains info about the economic activities of the local folks
● the Royal Crown of Spain supported the plan to go east by & goods they offered for trade
sailing westward → proposal was not supported by ● He got this info thru the help of Enrique de Malacca
Portugal (Magellan’s slave/interpreter)
● expedition suffered natural & man-made challenges ● gave an eyewitness account of the Battle of Mactan which
● 3/5 ships that left Spain reached the PH resulted to the death of Magellan & him getting wounded
● Magellan’s voyage was instrumental in introducing
Christianity in the PH but it also cost his life after the Analysis of the Important Historical Information
Spaniards lost in the Battle of Mactan. Introduction
● With only 2 ships, the survivors of Magellan were able to ● All info that can be gleaned from the account “First Voyage
reach the Spice Island Around the World” is written from the perspective of the
● September 7, 1522 → Juan Sebastian Elcano and 17 writer/author who is Italian
survivors arrived in Spain aboard the ship Victoria. ○ a view from the outsider
○ it should be understood in the context of the time
About the Book ● descriptions of our ancestors are explicitly described
Antonio Pigafetta’s Journal ○ the way they treat visitors
● He was one of the survivors who kept a journal ○ their homes
● became the main source about the 1st encounter of ○ their customs and traditions
Spaniards & Filipinos ○ Foods
● The original journal of Pigafetta did not survive in history ○ Others
● what was handed down are copies that never came out of ● one should be careful for some of these info are described
the press during his lifetime in a way that it needs to be analyzed using both
● 3 were in French & 2 are kept in the Bibliotheque Nationale perspectives → European and our own (i.e. words and
in Paris terminologies)
● The 3rd one was originally owned by the British Collector ● the “pantayong pananaw” is employed for the presentation
Sir Thomas Phillipp of the analysis
● Beinecke Rare Book bought the 3rd & now kept in the
Manuscript Library of Yale University in New Haven Important Personages Cited in the Document
Ferdinand Magellan
4th Copy of the Journal ● Portugese - Ferñao de Magalhaes
● was written in mixed Italian, Spanish & Venetian ● Captain
● could be found in Ambrosian Library in Milan ● General leader of the expedition
● 1800: Carlo Amoretti published an Italian version
● 1801: a French version came out in Paris Antonion Pigafetta
● 1819: Pinkerton → translated & publishes it to English ● Italian
● Official chronicler of the expedition

Reviewer by: Nicole Catabian of BCH 1-1 7

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Raia Colambu March 28, 1521

● Raja Kulambu ● they anchored near the island of Mazaua (Limasawa) &
● King of Mazaua (Limasawa) they met the king who came in balanghai

Raia Siaui March 29, 1521

● Raja Siagu ● Holy Friday
● King of Butuan ● they finally met the king who entered their ship

Raia Humabon March 31, 1521

● King of Zubu (Cebu) ● Easter Sunday
● they went ashore to say mass & set up cross on the
Raia Cilapulapu and Raia Zula summit of the mountain
● Chiefs (kings) of Matan (Mactan)
April 7, 1521 (Sunday)
Latitudes & Leagues - geographical position of the islands ● they entered the port of Zubu (Cebu)
● Zamal ● Monday
○ 300 leagues from the islands of Ladroni ○ their notary together w/ their interpreter went
● Mazaua ashore to met w/ the king of Zubu
○ Latitude: 9º ⅔º toward the Arctic Pole ● Tuesday
○ Longtitude: 162º from the line of demarcation & ○ the king of Mazaua & later the prince of Zubu
25 leagues from the Acquada went aboard their ship
(Humunu-Homonhon) ● Wednesday
○ 20 leagues from Mazaua to Gatighan ○ they consecrated the place & buried their two
○ 15 leagues from Gatighan to Zubu (Cebu) dead crews
● Friday
Chronology of Dates ○ They showed our ancestors with different
March 16, 1521 merchandise
● dawn of Saturday
● the Spanish colonizers arrived at Zamal (Samar) April 14, 1521 (Sunday)
● no need to add one day for this is not yet covered by the ● they baptized our ancestors from Zubu & few from
International Date Line neighboring islands

March 17, 1521 April 26, 1521 (Friday)

● their captain-general desired to land at Humunu ● Raia Zula came to seek help to fight the other chief of
(Homonhon) & which he named, Acquada da li buoni Matan, Cilapulapu
Segnialli (“the Watering-place of Good Signs)
● Later the entire group of island was named as Archepalago April 27, 1521 (Saturday)
of St. Lazaro ● the Spaniards wave ashore in the island of Matan
● fighting commenced between them & men of Raia
March 18, 1521 Cilapulapu
● they met & exchanged goods w/ our ancestor from the ● led to the death of Magallanes
island of Zuluan
May 1, 1521 (Wednesday)
March 25, 1521 ● 21 Spaniards were massacred by the Zubuanos thus
● they weight anchored & changed course toward west forcing the remaining Spaniards to depart Zubu
southwest immediately

Reviewer by: Nicole Catabian of BCH 1-1 8

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Description of Our Ancestors ● Festivities

Seignior (king/chief) ○ Our ancestor are heavy drinkers
● Matured (old man in some encounters)
○ Before the king drinks, he raised his clasped
● Some are bit larger than his men & the finest looking man
hands towards the sky and then towards the
● Some are painted (tattooed)
person he is drinking with and the former extends
● Wore gold earrings
his fist of the left hand towards the latter
● Some have black hair & hung to shoulders
○ Sometimes they have a meal that would last for
● Head covered with silk (kerchiefs)
six hours
● Wore cotton cloth all embroidered with silk which covered
him from the waist to the knees
● entertainment
● Some have spots of gold on every tooth ○ Our ancestor played musical instruments like
● Some are perfumed with storax & benzoin drums, metallic discs, gongs and bells
● Wore armlets and other rings for the feet ○ Our ancestors can dance
● wore necklace of great value ● Religion
○ Our ancestors don’t have formal religion but they
Men have God which they call “Abba”
● Naked, w/ cloth woven from a bark of a tree about (cover) ○ Although, no religion they have idols made of
their privies wood, hollow and lack of back parts
● Dark, fat & painted (tattooed) ● Food
● Anointed w/ their bodies with coconut & beneseed oil as a ○ Our ancestors eat umay (rice), coconut, meat
protection against sun & wind and fish, and drink uraca (arrack) – a wine taken
● Some have dark hair that hung to the waist from palm (coconut)
● Have their penises pierced from one side to the other near
● Animals and Other Produce
the head with a gold or tin bolt as large as a goose quill.
○ Dogs, cats, swine, fowls, goats, rice, ginger,
coconuts, figs (banana), oranges, lemons, millet,
Women
panicum, sorgo, wax and gold
● Clad in tree cloth from waist down
● Hair is black and reaches the ground
● Dwellings
● They are as white and as large as the Spaniards ○ Built up from the ground on huge posts of wood
● Holes on their ears which are filled with gold (earrings) and thatched with fig and palm leaves
● Constantly chewing a fruit (areca) which resembles a pear,
cut into four and wrapped with betre (betel) leaves Terminologies
● Uraca → Arrack; Palm wine; This resembles tuba at
● Women age 6 upward have their vaginas gradually opened
present
because of the men’s penises
● (H)umay → rice
● Caphri → heathen
Cultural Milieu
● Thanksgiving/Gratitude ● Anime → A gum of a tree wrapped in palm or fig (banana)
leaves for lights
○ Raised clasped hands and face towards the sky
● baloto → small boat
and then turned to others
● Balanghai → big boat; resembles fusta in spanish
● Friendship (casi-casi)
● Aghon → gongs; Resembles bells in spanish
○ A ritual of friendship wherein one has to shed a ● Laghan → Large sea snails; Kills whales by eating whales
drop of his blood from his right arm and the other heart
will do the same and partake each others’ blood
● Marriage Contribution & Relevance of Pigafetta’s Document
○ One can have many wives as they wish but one Geography
of them is the principal wife ● The Pigafetta document gave a detailed chronicle of the
● Trade significant events of the exploration of Ferdinand Magellan
○ Our ancestor have a custom that all ships that
enter their port should pay tribute

Reviewer by: Nicole Catabian of BCH 1-1 9

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● Provided a description, location & distances of the places

visited thereby enhancing the knowledge of cartography at
that time
● The chronicle contributed immensely to European
historiography because it preserved & popularized the
achievements of the Magellan - Elcano expedition

Economics and Trade

● there was evidence of agricultural activities based on their
produce
● They engaged in trade w/ neighboring countries such as
China

Arts, Customs, Traditions and Religion

● Filipinos have their unique musical instruments
● Thy have arts as seen in their bodies being tattooed in
some villages
● Performed rituals during dining & some gatherings
● Have a lot of burial practices
● Worship of antos (wooden idols) & ritual for healing of ill
persons

Status (inferiority) of the Filipinos

● Warfare - weapons
● Manner of dressing
● System of writing

Christianization
● The documents narrated the conversion of early Filipinos
into Christianity

At present
● Textbook writers use his book as their source of historical
info every time they discuss the beginning of Christianity in
the PH
● Taken from Pigafetta’s book
○ accounts on the first mass in the P
○ the conversion of Rajah Humabon & his wife
○ the story of the image of Sto. Nino

Reviewer by: Nicole Catabian of BCH 1-1 10