READINGS IN PHILIPPINE HISTORY

by: Abejean Fatualla

TABLE OF
CONTENT

01 Introduction 09 Which Source?

04 History Birthday 13 Video Viewing

05 Know your Historian 17 Philippine Historiography

INTRODUCTION
HELLO CLASSMATES!
KNOWING ME

NAME: ABEJEAN FATUALLA

AGE: IT DOESN'T MATTER
COURSE & YR: BS ARCHITECTURE 5TH YR
ADDRESS: TABACO CITY
STATUS: SINGLE AND ALWAYS READY TO MINGLE

MOTTO IN LIFE:
“ Di ka rin ba crush ng crush mo? dont worry, di
natin sila bati!”
Thank you
HISTORY BIRTHDAY
ACTIVITY 1
KNOW YOUR HISTORIAN
ACTIVITY 2

01 Early Life and Education

Agoncillo grew up in a modest family, and his early education
was marked by his passion for reading and learning. He
completed his primary and secondary education in Batangas
and later attended the University of the Philippines (UP) in
Manila, where he earned his bachelor's degree in philosophy in
1934. He further pursued a master's degree in history, which he
completed in 1939.

02 Personal Life and Death

Teodoro Agoncillo was married to fellow historian Encarnacion
TEODORO AGONCILLO
Alzona, with whom he had children. He passed away on January 14,
FILIPINO HISTORIAN
1985, leaving behind a rich legacy in the field of Philippine history.

03 Career 04 Legacy
Agoncillo began his career as a teacher, but his passion for Agoncillo's works continue to be influential in the study of
history led him to become a researcher and writer. His early Philippine history. His emphasis on a nationalist interpretation of
works focused on Philippine history, and he soon became history has inspired countless scholars and students to view their
known for his nationalist perspective. He challenged the then- past with a sense of pride and identity. His writings remain a vital
dominant historical narratives that often marginalized the part of Philippine educational curricula, ensuring that future
contributions of ordinary Filipinos in the struggle for generations understand the importance of their nation's history.
independence.
KNOW YOUR HISTORIAN
ACTIVITY 2

Notable Works
1. "The Revolt of the Masses: The Story of Bonifacio and the Katipunan"
(1956) - This book is considered a landmark in Philippine historiography.
Agoncillo highlighted the role of Andres Bonifacio and the common people in
the Philippine Revolution, countering previous narratives that focused more
on elite figures like Jose Rizal.
2. "Malolos: The Crisis of the Republic" (1960) - This work examined the early
years of the Philippine Republic, offering insights into the challenges faced by
the first Filipino government after the revolution.
3. "History of the Filipino People" - Co-authored with his colleague, this book
became a standard textbook in Philippine schools, widely used for teaching
Philippine history.
KNOW YOUR HISTORIAN
ACTIVITY 2

Notable Works
1. "The Revolt of the Masses: The Story of Bonifacio and the Katipunan"
(1956) - This book is considered a landmark in Philippine historiography.
Agoncillo highlighted the role of Andres Bonifacio and the common people in
the Philippine Revolution, countering previous narratives that focused more
on elite figures like Jose Rizal.
2. "Malolos: The Crisis of the Republic" (1960) - This work examined the early
years of the Philippine Republic, offering insights into the challenges faced by
the first Filipino government after the revolution.
3. "History of the Filipino People" - Co-authored with his colleague, this book
became a standard textbook in Philippine schools, widely used for teaching
Philippine history.
KNOW YOUR HISTORIAN
ACTIVITY 2

essay
Teodoro A. Agoncillo was a pivotal figure in Philippine historiography, renowned for his nationalist approach to understanding the
country's past. Born in 1912, Agoncillo played a crucial role in reshaping the narrative of Philippine history, particularly during the
Spanish colonial period and the Philippine Revolution. His most influential work, "The Revolt of the Masses: The Story of Bonifacio and
the Katipunan", challenged the prevailing focus on elite figures like Jose Rizal by highlighting the contributions of Andres Bonifacio and
ordinary Filipinos in the struggle for independence.
As a professor and later the chairman of the Department of History at the University of the Philippines, Agoncillo's scholarship
emphasized the importance of viewing history through a Filipino lens, rather than through colonial narratives. His works, including
"History of the Filipino People," became standard references in the education system, shaping the understanding of Philippine history
for generations.
Agoncillo's legacy lies in his commitment to fostering a sense of national identity and pride among Filipinos through a
reexamination of their history. Despite some criticisms of his nationalist bias, his contributions have had a lasting impact on both
academic circles and broader societal views on Philippine history.
WHICH SOURCE?
ACTIVITY 3

Super Typhoon Yolanda

We reflect on Super Typhoon Yolanda (Haiyan) as a pivotal moment in 21st-century history. Striking the Philippines in 2013 with unprecedented
force, Yolanda caused massive destruction, particularly in Tacloban, and led to over 6,000 deaths. The disaster exposed weaknesses in disaster
response and highlighted the urgent need for climate action.
In the years following the typhoon, significant strides were made in disaster preparedness, climate resilience, and international cooperation. Yolanda
became a symbol in global climate discussions, pushing nations to adopt stronger environmental policies and support vulnerable communities. By
2050, the legacy of Yolanda is seen in the Philippines' leadership in climate adaptation and the global recognition of the critical need for sustainable
practices to protect against future calamities.
WHICH SOURCE?
ACTIVITY 3

As historians analyzing Super Typhoon Yolanda from a 2050 perspective, several primary sources could be invaluable for reconstructing the events,
understanding the immediate impact, and assessing the long-term consequences. Here are some key types of primary sources that could be used:
1. Government Reports and Documents
National Disaster Risk Reduction and Management Council (NDRRMC) Reports: These official reports detail the extent of the damage, the number of
casualties, and the response efforts by the government. They provide critical insights into the logistical challenges and governmental responses during the
crisis.
Legislative Records: Documents from the Philippine Congress, such as bills, resolutions, and hearings conducted in the aftermath of Yolanda, can reveal
how the disaster influenced policy-making, particularly in areas of disaster preparedness, climate change, and infrastructure development.
Local Government Records: Minutes of meetings, local ordinances, and communications within affected municipalities like Tacloban would offer a closer
view of the local responses and challenges faced during and after the typhoon.
2. Eyewitness Accounts and Oral Histories
Survivor Testimonies: Interviews and oral histories collected from survivors provide personal perspectives on the disaster's impact. These narratives
capture the human experience of Yolanda, offering details on the immediate chaos, the struggle for survival, and the long-term effects on communities.
First Responders and Aid Workers: Accounts from those who were on the ground during the relief efforts, including local and international aid workers,
can offer insights into the logistical challenges, the effectiveness of the response, and the coordination between various agencies.
3. Media Coverage
Newspaper Articles and Broadcasts: Contemporary news reports from both local and international media would be crucial in understanding the real-time
coverage of the disaster, public perceptions, and the global response. These sources also track how the narrative around Yolanda evolved.
Photographs and Video Footage: Images and videos taken by journalists, civilians, and government agencies capture the devastation and relief efforts,
providing visual evidence of the typhoon's impact. These sources are also vital for understanding the emotional and psychological effects of the disaster
on the population.
WHICH SOURCE?
ACTIVITY 3

4. Social Media Posts

Tweets, Facebook Posts, and Other Social Media Content: During Yolanda, many people used social media to share real-time updates, seek help, and
communicate with loved ones. These posts can serve as a record of how information was disseminated and how people experienced the disaster as it
unfolded.
5. International Aid Organization Reports
UN and NGO Reports: Documents from organizations like the United Nations, the Red Cross, and various non-governmental organizations detail the
international response, the coordination of aid, and the challenges faced in delivering assistance. These reports often include assessments of needs,
logistical strategies, and evaluations of the effectiveness of relief operations.
6. Environmental Data
Meteorological Records: Data from the Philippine Atmospheric, Geophysical and Astronomical Services Administration (PAGASA) and international
meteorological organizations would provide precise information on Yolanda's path, wind speeds, storm surges, and rainfall. This data is essential for
understanding the physical characteristics of the storm.
Climate Studies: Scientific reports and studies conducted before and after the typhoon that analyze the relationship between Yolanda and broader climate
patterns. These documents would be critical in linking the storm to global climate change discussions.
7. Personal Diaries and Letters
Private Correspondence: Letters, diaries, and journals written by individuals who experienced Yolanda offer personal, often unfiltered insights into the
disaster's impact. These sources are particularly valuable for understanding the emotional and psychological effects on individuals and communities.
WHICH SOURCE?
ACTIVITY 3

8. Reconstruction Plans and Progress Reports

Post-Disaster Recovery Plans: Government and NGO documents detailing the plans for rebuilding affected areas, including timelines, budget allocations,
and progress reports, help trace the long-term recovery efforts and evaluate their success.
Monitoring and Evaluation Reports: Reports that assess the effectiveness of the reconstruction efforts, including independent evaluations by watchdog
organizations, are crucial for understanding the long-term impact of the disaster and the sustainability of the recovery efforts.

These primary sources collectively provide a comprehensive view of Super Typhoon Yolanda, from the immediate human experiences and
governmental responses to the long-term effects on society, infrastructure, and global climate policy.
VIDEO VIEWING
ACTIVITY 4

1. Is the interview with Lola Estelita a primary or

01 secondary source? Explain.
The interview with Lola Estelita is a primary source. A primary source is an
original document or firsthand account of an event, created by someone
who directly experienced or witnessed it. Since Lola Estelita is a survivor of
the atrocities committed during World War II, particularly as a comfort
woman, her interview provides direct, personal testimony about those
events. Therefore, her words and experiences recorded in the interview are
considered primary evidence of historical events.
VIDEO VIEWING
ACTIVITY 4

2. Employ internal and external criticism to this

02 source. (Is it authentic? Is she telling the truth? Is she
a credible source? Why or why not?
Authenticity: To determine if the interview is authentic, one would consider
the context in which the interview was conducted—such as who conducted
it, the medium used to record it, and whether the details in the interview
align with other known facts about Lola Estelita’s life and the broader
historical context of World War II. If these factors check out, the interview
can be considered authentic.

Truthfulness: While Lola Estelita’s story is deeply personal, it’s essential to

recognize that memory can be influenced by time, trauma, and other
factors. However, the consistency of her narrative over time and the
emotional weight of her testimony lend credibility to her truthfulness. The
historical context of Japanese occupation and the documented existence of
comfort women provide a strong basis for believing her account.
VIDEO VIEWING
ACTIVITY 4

3. How does her story represent the life of the

03 Filipinos during the war?

Lola Estelita's story represents the harrowing experiences many Filipinos

endured during the Japanese occupation in World War II. Her account
highlights the widespread violence, exploitation, and suffering inflicted upon
civilians, especially women, who were forcibly recruited as comfort women
—a euphemism for sexual slavery. Her story reflects the broader struggles
of Filipinos who faced extreme hardship, loss, and trauma during this
period. It also underscores the resilience of those who survived such
atrocities, as well as the long-lasting impact these experiences had on their
lives and on Filipino society as a whole.
VIDEO VIEWING
ACTIVITY 4

4. Is it still important for younger Filipinos to learn

03 about these historical details after many decades?
Why or why not?
Yes, younger Filipinos must learn about these historical details, even after many decades.
Preservation of Memory: Learning about the experiences of comfort women like Lola Estelita helps preserve the
memory of those who suffered and ensures that their stories are not forgotten or erased from history.
Historical Awareness: Knowledge of these events provides younger generations with a more comprehensive
understanding of their national history, particularly the impacts of war and occupation on their ancestors. This
awareness fosters a deeper connection to their heritage and cultural identity.
Lessons for the Future: By learning about the atrocities of the past, such as the exploitation and abuse suffered
during wartime, younger Filipinos can be more vigilant in advocating for human rights, peace, and justice in the
present and future. It serves as a reminder of the consequences of war and the importance of standing against
oppression and violence.
Empathy and Respect: Engaging with these painful histories cultivates empathy and respect for the survivors and
their descendants, acknowledging the sacrifices they made and the injustices they endured. It also encourages
younger generations to support efforts for justice and reconciliation for those who suffered.
PHILIPPINE HISTORIOGRAPHY
ACTIVITY 5
TOPIC 1 – Kasaysayan in Ancient Philippine Society
a. Describe and trace the development of history as a discipline in the Philippines;

The development of history as a discipline in the Philippines has evolved significantly from its early beginnings to the present day. In pre-
colonial times, Filipino historiography was rooted in oral traditions and storytelling, where epic narratives and oral accounts played a
crucial role in preserving historical memory. With the arrival of Spanish colonizers in the 16th century, historical writing shifted to
European perspectives, often aimed at justifying colonial rule and documenting native societies through the eyes of missionaries and
colonial officials. The American colonial period introduced Western historiographical methods, marking a transition towards more
systematic and empirical approaches. This era saw the establishment of academic institutions that fostered historical research. Following
independence in 1946, a nationalist historiographical approach emerged, driven by figures such as Teodoro Agoncillo and Renato
Constantino, who sought to reclaim and reinterpret Philippine history from a local perspective. Today, contemporary Philippine
historiography embraces diverse methodologies, including critical and postcolonial theories, reflecting both global trends and the ongoing
quest to address historical revisionism and preserve cultural heritage. This evolution underscores the dynamic nature of historical
scholarship in the Philippines and its response to changing socio-political contexts.
PHILIPPINE HISTORIOGRAPHY
ACTIVITY 5
TOPIC 1 – Kasaysayan in Ancient Philippine Society
b. Relate how historical context influences the way history is written and interpreted,

Historical context profoundly shapes how history is written and interpreted, as it affects both the perspectives of historians and the
narratives they construct. During periods of colonization, for example, colonial powers often framed historical accounts to justify their
dominance and control, emphasizing narratives that portrayed their rule as benevolent or civilizing. This resulted in historical
interpretations that marginalized or distorted the perspectives and contributions of colonized peoples. Conversely, nationalist
movements, such as those in the Philippines post-independence, sought to challenge these colonial narratives by emphasizing local
perspectives, resistance, and cultural heritage. In contemporary times, the rise of critical and postcolonial theories has further influenced
historiography, encouraging historians to re-examine and deconstruct previous interpretations, question dominant narratives, and
highlight previously overlooked voices and experiences. Thus, historical context not only dictates the focus and framing of historical
narratives but also drives the ongoing evolution of historiographical methods and interpretations as societies and their values change over
time.
PHILIPPINE HISTORIOGRAPHY
ACTIVITY 5
TOPIC 1 – Kasaysayan in Ancient Philippine Society
c. Differentiate the way colonizers and Filipinos perceive history at different period.

The perception of history by colonizers and Filipinos has varied markedly across different periods, reflecting the contrasting perspectives
and agendas of each group. During the Spanish colonial period (1565-1898), Spanish colonizers predominantly viewed Philippine history
through a Eurocentric lens, focusing on narratives that justified and legitimized their colonial rule. Their accounts often emphasized the
supposed civilizing mission of Spanish governance while downplaying or disregarding the existing indigenous cultures and resistance.
Conversely, Filipinos, who were subjected to colonial rule, had their own oral traditions and historical perspectives, which were frequently
marginalized or misrepresented in Spanish records. With the advent of American colonization (1898-1946), American historians and
officials introduced Western historiographical methods, framing Philippine history in terms that often highlighted the perceived benefits of
American governance and education while continuing to overlook Filipino contributions and perspectives. Following the country’s
independence in 1946, Filipino historians began to assert a more nationalist perspective, emphasizing pre-colonial history, resistance to
colonial powers, and the valorization of indigenous culture and identity. This shift represented a move towards reclaiming and
reinterpreting history from a local standpoint, countering earlier colonial narratives and highlighting the agency and resilience of Filipinos
throughout their history.
END NA yey!!!

READINGS IN PHILIPPINE HISTORY

by: Abejean Fatualla