MODULE 1: MEANING AND RELEVANCE OF their minds in advance and present only

HISTORY their own point of view

 Exaggerated- this is when a writer makes
WHAT IS HISTORY?
something seems greater than it really is.
 Systematic study of the past about people,  Propaganda-is where writers are trying to
places and events. win the reader over to their point of view
 A chronological record of significant events using posters, radio, tv and speeches
 Greek work “historia”, knowledge acquired  Fact or opinion
through inquiry or investigation
Importance: How do Historians put events in order?

 It can provide us with solutions to many  When historians find out information about
problems of the present. the past, it is important to get events in the
 Introduce us to some of the things that we right order.
need that aren’t sufficiently visible in the  They usually use dates.
world today.  This makes it easier for people to follow the
 Teaches us that things can change. story of what happened.
 This is called chronological order.
“Those who cannot remember the past are
condemned to repeat it.” -George Santayana An introduction to Primary and Secondary
Those who don’t know history may not improve the Sources
present Primary Sources
Historiography  Original records from the past recorded by
 History of history people who were:
 Study of historical writing  Involved in the event
 Study of how history is written and how our  Witnessed the event, OR
historical understanding changes over time.  Knew the persons involved in the
 Historiography considers the approaches event
used by historians and seeks to understand  Sources that are made during the time of
how and why their theories and the event
interpretations differ.  Can be a documentary by someone who
lived during the event but wrote down years
later
Historians are like detectives who gather  They can also be objects (artifacts) or visual
information or evidence to put together the evidence.
story of the past. They gather evidence from  They give you an idea about what people
different sources e.g. archaeological digs, alive at the time saw or thought about the
manuscripts or search the internet event.
 Keep in mind that a primary source reflects
To make sure that the story of the past is only one point of view and may contain a
accurate/credible as possible, historians will use as person’s bias (prejudice) toward an event.
many sources as possible then compare it, Cross- (Not much reliable info)
checking.
EXAMPLES OF PRIMARY SOURCES:
Artifacts- Objects from the past. Can symbolized
 Personal Records- Diaries, Journals,
how they live before.
Records
Historians judge whether the source is:  Visual Materials- Paintings, Sculpture,
Drawings, Photographs, Films, Maps
 Bias- This means that the writer may have (historical)
a strong, personal opinion about an event
 Oral Histories- Chronicles, memoirs, myth,
and tries to show that their opinion is right.
legends passed down by word of mouth
 Accurate- to prove that the claim is right/
 Songs and Poems-
correct and exact
 Artifacts- Tools, ornaments, objects
 Prejudice- is where writers have made up
 cultural, economic, religious, and scientific
Secondary Sources history.
 Secondary sources are made at a later
History’s Relevance to Life
time.
 They include written information by  You will develop an appreciation of the society
historians or others AFTER an event has in which you live and of other societies, past
taken place. and present.
 Claims based on primary sources  You will also develop a greater awareness of
 Although they can be useful and reliable, your own identity and traditions
they cannot reflect what people who lived at  You will learn more about the particular role of
the time thought or felt about the event. women in shaping the past
 But they can represent a fairer account
Relevance to Careers
of the event because they can include more
than one point of view, or may include  Employers tend to see those with a history
information that was unavailable at the time education as:
of the event. o Independent thinkers
o Open-minded and objective
EXAMPLES OF SECONDARY SOURCES: o Disciplined
 Textbooks, biographies, histories, o Good communicators
newspaper report by someone who was not o Able to analyze issues and
present problems
 Magazine o Able to put together logical
 Can include map if ever someone remade arguments
or alter  Historians are regarded as having had an
education that trains their minds to
assemble, organize and present facts and
MODULE 2: EVALUATING PRIMARY AND opinions and this is a very useful quality in
SECONDARY SOURCES many walks of life and careers … history is
an excellent preparation for very many
Why study HISTORY? A future with your past
other jobs
 Your choice of subject for Leaving Certificate
Communication Skills
may influence your future career or third level
options  The study of history is not just about
 History will give you a combination of skills and interpreting the past but also presenting
insights that will help you to: your thoughts
o Prepare you for work  History helps you to write in an organized,
o Enable you to participate fully in coherent, logical way, supporting your
society views with evidence
o Develop you as a person  This will help you in your other subjects, as
 History is very relevant to modern life well as in life and work later
 Many books, films and plays are inspired by Research Skills
historical events
 Many people enjoy history as a hobby, as can  Your study of the past will introduce you to
be seen in the popularity of history books, films many different types of evidence, such as:
and documentaries o Maps
 History also helps us to understand many of the o Photographs
issues that affect the world today. o Political cartoons
 By broadening our knowledge of current affairs, o Diary entries
you are developing yourself personally and o Memoirs
preparing yourself more fully for adult and o Photographs
working life.
o Official records
 History is unique in that it investigates how
 By exploring these types of evidences, you
human life has changed over time
will enhance your research skills
 You will develop understanding of change
through the perspectives of political, social,
  You will become skills at locating historical o Original, uninterpreted documents –
data from different sources, evaluating it novels, gov’t documents,
and recording and presenting your findings newspapers
 You will also realis the importance of looking at
issues from more than one point of view SECONDARY RESEARCH

Analytical Skills  Relies on secondary sources

 Scholarly sources
 You will also develop your ability to think  Secondary sources include:
critically, to evaluate the usefulness of sources, o Interpretation
to detect bias or propaganda o Analysis
 These skills are very useful in many careers
o Author opinion
and in everyday life
ICT Skills
Scholarly Sources Vs. Popular Sources
 History allows you to access ICT, developing
skills that are relevant to life and work today
 The Internet offers a huge range of appropriate
historical web site
 Many other electronic resources also exist for
the study of history, such as CD-ROMs, library
databases and catalogues
 The use of modern digital media makes
studying history very enjoyable and stimulating
Why Study History?
 History is who we are and why we are the way Reader’s Digest is a scholarly source
we are (David McCullough) Traditional Academic Research
 History, despite its wrenching pain, cannot be
unlived, but faced with courage need not be You can find it at/as:
lived again (Maya Angelou)
 University Library Stacks
In Conclusion  Online Periodical Databases
 Government Publications
Choosing history allows you to acquire a
combination of skills and insights that will  Interviews, Surveys, & Field Research
Non-Traditional Research
 Broaden your understanding of the world-
will open and expand your horizon into  The World Wide Web
things before you judge it Be Selective!
 Develop you as a person o Look for:
 Prepare you for a future career o Highly reputable sites
(analytically) o .gov’s, some .edu’s, some .org’s
 Enable you to participate fully in society
Avoid:
FINDING AND EVALUATING PRIMARY AND
SECONDARY SOURCES o Questionable Sites or Publications
o Wikipedia
Primary Research VS Secondary Research o Blogs, Chat Room Forums
PRIMARY RESEARCH o Some .org’s, .com’s, .net’s, .info’s
o When in doubt – double-check
 Researcher collects the data sources
 Primary sources include:
o Surveys EVALUATING PRIMARY AND SECONDARY
o Interviews SOURCES
o Observations Not everything we see is not we assume; thus, we
o Experiments need to analyze the details first and not jump into
conclusions right away.
FOR SECONDARY SOURCES In evaluating primary sources, you have to check
the following:
In evaluating you have to begin with:
 Who is the author or creator?
 Focus your interests early
 What biases or assumptions may have
 Work with bibliographies
influenced the author or creator?
 Search for books in the library database
 Who was the intended audience?
 Search for journal articles in the library
 What is the origin of the primary source?
databases
 What was the significance of the source at
 Search online databases like Google Scholar.
the time it was created?
 Use reference materials dictionaries,
 Has the source been edited or translated, or
encyclopedias, textbooks
altered in some way from the original?
In critically assessing the source:  What questions could be answered about the
time period by using this source?
 Check for the CREDIBIBLITY  What, if any, are the limitations of the source?
 The information is high-quality and  Does your understanding of the source fit with
trustworthy. Essentially, that we can believe other scholars’ interpretations, or does it
what the sources is telling us. challenge their argument?
o Can you trust the source?
o What are the author’s credentials? “Keep in mind to select scholarly or highly
o Is there evidence of fairness? reputable popular sources”
o Are multiple points of view
presented?
o Is the author a known or respected MODULE 3: CONTENT AND CONTEXTUAL
authority in this area? ANALYSIS OF SELECTED PRIMARY SOURCES
o Is there organizational support for Primary sources enable the researcher to get
this work? as close as possible to what actually happened
 Check for ACCURACY during an historical event or time period.
o Is the information up to date, factual,
detailed, exact, and Primary Source ✣ Diaries and journals
comprehensive?
Example:
o Do the links work?
o Are there obvious grammatical or  Anne Frank was a teenager during World War
spelling errors? (for secondary II. She kept a diary or journal the years
sources) before she died in a concentration camp.
Her diary was later published as the “Diary
 Check for REASONABLENESS
of Anne Frank”. This is a primary source.
o Is the account fair, balanced,
 Sarah Morgan was young woman during the
objective, and reasoned? Civil War. She wrote in her diary or journal
o Are there any conflicts of interest? what happened to her and her family during
o Follow the money trail…is someone the war. This is a primary document
trying to sell a product or service because it was first hand. She wrote it at
connected to this information? the time it happened. ⨳ Sarah Morgan
o Is the source free of fallacies or Dawson: A Confederate Girl's Diary
slanted tone?
o Who is the site’s intended  Primary Source ✣ Autobiographies
audience?  An autobiography is when you write a story
or book about yourself.
 Check for SUPPORT
o Example: Nelson Mandela wrote his
o Are supporting sources listed?
autobiography about events in his
o Is there contact information or a way life called “Long Walk to Freedom:
to ask questions? The Autobiography of Nelson
o Is corroboration or a bibliography Mandela.
available? o This is a primary document because
o Are all claims supported and is he wrote his first-hand experiences.
documentation supplied?
Primary Source ✣ Sound Recordings and
FOR PRIMARY SOURCES interviews are considered primary resources.
  Example 1: 1. Determine the date of the document to see
o During the Great Depression and whether they are anachronistic (a chronological
World War II, television had not misplacing of persons, events, or customs in
been invented yet. The people regard to each other) e.g. pencils did not exist
would often sit around the radio to before the 16th Century
listen to President Roosevelt’s war
messages. 2. Determine the author e.g. handwriting, signature,
o Those radio addresses are seal
considered “primary sources.”
3. Anachronistic style e.g. idiom, orthography,
 Example 2:
o During the 2008 election Barack punctuation- writing style of the author
Obama, had many interviews that 4. Anachronistic reference to events e.g. too early,
were televised. Those interviews are too late, too remote- saan time period malapit/
considered primary sources. nang galing
Why Use Primary Sources?
5. Provenance or custody e.g. determines its
Advantages ✣ Primary sources genuineness, saan nahanap yung libro

 provide a window into the past—unfiltered 6. Semantics – determining the meaning of a text
access to the record of artistic, social, or word, mabubulaklak ba na salita yung ginamit or
scientific and political thought and mababaw
achievement during the specific period
under study, produced by people who lived 7. Hermeneutics –principles of interpretation of
during that period ambiguous words, kapag may malalalim na words
 These unique, often profoundly personal, kailangan interpret para mas maintindihan
documents and objects can give a very real
2. Internal Criticism,
sense of what it was like to be alive during a
a. The Problem of Credibility
long-past era.
b. Relevant particulars in the document
Disadvantages – is it credible?
c. Verisimilar – as close as what really
 Primary sources are often incomplete and
happened from a critical
have little context. Students must use prior
knowledge and work with multiple primary examination of best available
sources to find patterns. sources
 In analyzing primary sources, students move Test of Credibility
from concrete observations and facts to
questioning and making inferences about 1. Identification of the author e.g. to determine his
the materials. reliability; mental processes, personal attitudes,
how credible is the author
Kaya gagawa ka ng analyzation in order to
prove the authenticity of the sources. 2. Determination of the approximate date e.g.
handwriting, signature, seal, Anong klaseng
panulat yung ginamit sa libro para malaman kung
What is Historical Criticism? anong era/period sinulat
In order for a source to be used as evidence in 3. Ability of the author to tell the truth e.g. nearness
history, basic matters about its form and content to the event, competence of witness. Expertise in
must be settled
the field
1. External Criticism, cross analysis of the
Field/degree of the author
sources, physical aspect of the
document Secondary and Primary Sources
a. The problem of authenticity,
b. To spot fabricated, forged, faked  The credibility of an author is very important
documents, in determining the quality of sources you
c. To distinguish a hoax or have located and are thinking of using for
misrepresentation your historical research.
 There are several ways of determining if an
Tests of Authenticity author is credible depending on the type of
source.
  However, the strategies used for books, o The first thing to do when you come
articles and websites can also be used for across two pieces of writing with
other types of sources. differing points of view is to compare
 If you want to determine if a book, writing, or the writers.
author is credible, check the o This means analyzing the people
foreword/preface/introduction and back who have written the arguments.
cover of the book. These sections usually
In order to evaluate these two points of view, look
provide information on the author's
credentials/areas of expertise, etc. at the writers themselves.
1. Analyze the background, which is the
MODULE 4: EXAMINATION OF THE AUTHOR’S
MAIN ARGUMENT AND MAIN POINT OF VIEW personal and professional history of each
writer.
How to Identify the Author’s Point of View in o What sort of education has each
Historical Documents had?
o Has either worked in a profession
 For any sort of source, you must be able to
dealing with the issue in the source
evaluate the author's point of view, which is
any way?
the attitude or opinion on the topic.
o Imagine one of these writers has a
 Evaluate means to assess the value of
PhD in which one has the
something. In this sense, when reading an
educational background more likely
opinion piece, you must decide if you agree
to support his point of view?
or disagree with the writer by making an
2. To consider is each writer's potential bias,
informed judgment.
which is a prejudiced or preconceived
 First identify if you agree or disagree then
notion about something.
evaluate the claims of the author
o Personal biases are really important
STEPS: when evaluating a writer's opinion.
o Similar to biases, you also want to
1. Start by identifying the intended audience
consider personal influences, or any
and purpose of the passage:
personal experiences that may
 Audience: The audience is affect a writer's opinion.
comprised of the people the author o Influences differ from biases as
is addressing.
most influences are openly
 Do you think the author is disclosed, whereas biases are
addressing the general public, his usually not.
peers, people who oppose his o Biases usually taint the argument of
views, those who support his views,
the writer in a negative way,
or some other group?
whereas influences work in favor of
 Purpose: The purpose is the reason the writer.
the author wrote the passage. Is the
passage intended to inform, tell a
 Compare the Arguments
story, describe a situation, or
o Once you have analyzed the writers,
persuade the audience to believe or
you can now get to the heart of the
do something?
matter: the actual argument or point
After sizing up the audience and purpose, you of view.
should have a fairly clear idea of the author’s point o When you are assessing the
of view. If the author is trying to convince the arguments of two pieces of writing,
audience to believe or do something, for example, consider three main questions:
he probably believes in it himself. 1. Is the point of view logical?
2. Is the point of view
Many times, you will find two pieces of writing on supported?
the same topic. In this case, you must evaluate 3. Does the argument have
both points of view in order to judge which is appropriate sources?
stronger. Let's look at the process you should use 4. The first question asks if the
to carefully analyze each side of the issue. argument is logical, or if it
 Compare the Writers makes sense in the context
or situation.
You can also pick up clues about the author’s point
of view from the evidence presented in the
passage and the author’s word choice:

 Is the information and supporting

evidence presented? Has the author
omitted facts? What authorities does the
author use to back up the argument or
evidence? Are these authorities themselves
reliable and unbiased? If an author omits
certain facts or draws evidence from biased MODULE 5: “ONE PAST BUT MANY
sources, it clues you in that the author’s HISTORIES”: CONTROVERSIES AND
point of view is firmly on one side of an CONFLICTING VIEWS IN PHILIPPINE HISTORY:
issue. SITE OF THE FIRST MASS AND CAVITE
 Look at the vocabulary used. Use of MUTINY.
“loaded” words or inflammatory terms is a Case Study 1: The Site of the First Catholic
strong signal that the author is biased. For Mass in the Philippines: Limasawa, Southern
example, if a passage refers to opponents Leyte or Masao, Butuan City?
as fascists or bureaucrats, the author is
using emotionally charged language to cast  Antonio Pigafetta - was an Italian scholar
his opponents in the worst possible light. and explorer from the Republic of Venice.
Who is the author or creator? Documenter/ writer of the expedition.
What biases or assumptions may have  He joined the expedition to the Spice Islands
influenced the author or creator? led by explorer Ferdinand Magellan.
Who was the intended audience?
 He served as Magellan's assistant and kept
What is the origin of the primary source?
an accurate journal.
What was the significance of the source at
the time it was created?  Pigafetta was one of the 18 men out of 240
Has the source been edited or translated, or who returned to Spain in 1522.
altered in some way from the original?
What questions could be answered about the
The first Catholic Mass in the Philippines was
time period by using this source?
held on March 31, 1521 (Eastern Sunday)
What, if any, are the limitations of the source?
Does your understanding of the source fit with  Father Pedro de Valderrama
other scholars’ interpretations, or does it  located at the Southern Leyte
challenge their argument?
 a popularly known as the birthplace of the
The 6 C's of Primary Source Analysis: Church in the Philippines.
 Holy First Mass marked the birth of Roman
Content - What is the main idea? Describe in
Catholicism in the Philippines.
detail what you see
Citation - When was this created? Date
published
Context - What is going on in the world, the Controversies between Limasawa and
country, the region, or the locality when this Masao/Butuan
was created? Napapanahon pa yung
contect sa nangyayari nung ginawa yon  Masao
Connections - Link the primary source to  1872: A monument to commemorate
other things that you already know or have the site of first mass on the Philippines
learned about. was erected in Butuan.
Communication – Point of View/bias? Is this  1953: The people in Butuan asked the
source reliable? Philippine Historical Committee to
Conclusions - Ask yourself: How does the rehabilitate the monument or place a
primary source contribute to our marker on the site.
understanding of history?  On the basis of this objection the
monument was re-erected but the marble
slab stating it was the site of first mass
was removed.
  Zaide (famous historian) identified Evidence for Masao
Masao in Butuan as the location of the
1. The name of the place
first mass. The basis Zaide’s claim is
2. The route from Homonhon
the diary of Antonio Pigafetta,
3. The latitude position
chronicle of Magellan’s voyage
4. The geographical features
a. The bonfire
b. The balanghai house
c. Abundance of gold
 Limasawa d. A developed settlement
 Jaime de Veyra stated that the first mass Masao, Butuan City Evidences
was celebrated in Limawasa not in
Butuan.  In 1872, a monument to commemorate the
 Historian Pablo Pastells stating by the site of the first mass on the Philippines was
footnote to Francisco Colin’s Labor erected in Butuan.
Evangelica that Magellan did not go to  In 1953, the people in Butuan ask the
Butuan but form Limasawa to Cebu. Philippine Historical Committee to
 Francisco Albo (pilot of Magellan’s rehabilitate the monument or place a marker
flagship does not mention the first on the site.
mass but he writes that they erected a  Gregorio Zaide a Filipino historian, author
cross on a mountain which overlooked and politician from the town of Pagsanjan,
three islands the west and the Laguna in the Philippines, claims the
southwest. location of the first mass is in Butuan base
 James Robertson agreed with Pastells in on Pigafetta’s account.
a footnote that “Mazua” was actually  American historian Emma Helen Blair and
Limasawa. John Alexander Robertson claimed in 1909
 In the authentic account of Pigafetta, the that the island of Mazaua is the present
port was not in Butuan but an island island of Limawasa but did not give
named Mazua (Masawa) explanation.
 Father Bernard studied all the Pigafetta’s  President Carlos P. Garcia did not sign the
maps, which place in Mazau off the law [R.A. No. 2733]. (law na dapat sa
southern tip of the larger island of Butuan na isinagawa ang unang misa)
Leyte;  According to primary records, the expedition
 A check with the modern maps will show traveled 20 to 25 leagues from Homonhon,
that this jibes with Limasawa and not the first landing point. If they had been to
Masao or Butuan. Limasawa Island, the distance is only 14.6
leagues or one-half of that length.
Evidence of Limasawa  The relevance of the name Masao , to
 The evidence of Albo’s Log-Book: The Pigafetta’s account, Mazaua.
Evidence of Pigafetta (pilot of expedition
Francisco Albo) Limasawa, Southern Leyte Evidences
a) Pigafetta’s testimony regarding the
route; Francisco Albo’s Log Book one of the pilot
b) The evidence of Pigafetta’s map in the voyage of Magellan, who is included
c) The two native kings in 18 survivors, writes on his book that they
d) The seven days at “Mazaua” erected a cross on a mountain that
e) An argument from omission overlooks the island.
f) Summary of the evidence of Albo and On June 19, 1960, the Philippine Congress
Pigafetta. enacted a bill [R.A. No. 2733] declaring
g) Confirmatory evidence from the Limasawa as the place where Magellan
Legazpi expedition. (Juan Miguel celebrated the first recorded mass in the
legazpi the second expedition after Philippines on Easter Sunday, March 31,
Magellan) 1521.
 In 1996, The first ever Christian Mass in the
country on March 31, 1521 was celebrated
in the island of Limasawa, South of Leyte
and not in Butuan City, so declared the
National Historical Institute.
Jesuit Priest Miguel A. Bernard studied
Pigafetta’s maps and notice that in
Pigafetta’s journal he didn’t mention the
crucial aspect of Butuan- the river, which
makes a distinct characteristics of Butuan’s
geography that seemed to be much
important to be missed.

Therefore, the First Catholic Mass in the

Philipines was held on March 31, 1521, Easter
Sunday. It was officiated by a priest named
Father Pedro Valderrama in the shore of Mazaua
in Pigafetta’s journal, whom people believe is the
town specifically in the shore of Limasawa in
Southern Leyte. It is popularly known as the
birthplace of the Church in the Philippines.

CASE STUDY 2: What Happened in the Cavite

Munity?
1872- a historic year of two events
Mutiny
A rebellion against authority
Comes from an old verb, ”mutine” which
means “revolt”
Cavite Mutiny
 A major factor in the awakening of
nationalism among the Filipinos dahil kay
Governor Izquierdo Gutierrez
 Uprising of military personnel of Fort San
Felipe (the Spanish arsenal in Cavite,
Philippines) on January 20, 1872.
 Around 200 soldiers and laborers rose up
in the belief that it would elevate to national
uprising.
 The mutiny was unsuccessful, and
government soldiers executed many of the
participants.

THE MARTYRDOM OF THE THREE PRIESTS

  “Whose head in Filipino would be called
Hari; but it turns out that they would place at
SPANISH ACCOUNTS OF THE CAVITE MUTINY
the head of the government a priest… that
1. Montero’s Account of the Cavite Mutiny the head selected would be D. Jose
2. Official report of Governor Izquierdo on the Burgos or D. Jacinto Zamora.”
Cavite Mutiny of 1872

SPANISH ACCOUNTS
 Underscore the reason for the “revolution”;
abolition of privileges enjoyed by the
workers of Cavite arsenal such as
exemption from the payment tribute and
being employed in Polos Y Servicios (Force
Labor)
 Presence of native clergy against the
Spanish friars, “conspired and supported”
the rebels.
 1872 was premeditated, a part of a big
An excerpt (part) from Jose Montero’s account of conspiracy among educated leaders,
the Cavite Mutiny mestizos, lawyers and residents of Manila
and Cavite. They allegedly plan to liquidate
 “… The idea of attaining their high-ranking Spanish officers then kill friars
independence. It was towards this goal that (prayle)
they started to work, with the powerful  The accounts detail that on Janurary 20,
assistance of a certain section of the native 1872. The district of Sampaloc celebrated
clergy…” the Feast of the Virgin Loreto, came with it
 Nagakusa sa GomBurZa na sila ang were some fireworks display.
kasabwat sa pag-aalsa.  The Caviteños mistook this as the signal to
commence with the attack.

 According to Izquierdo, native clergy

(GomBurZa) attracted supporters by giving
them charismatic assurance that their fight In result, leaders of the plot were killed. Fathers
would not fail because they had God’s Gomez, Burgos, & Zamora were tried by a court-
support, aside from promises of lofty martial and sentences to be executed.
rewards such as employment, wealth, and
ranks in the army.
An excerpt from The Official Report of Gov.
Izquierdo on the Cavite Mutiny of 1872.

 “… It has not been clearly determined if

they planned to establish monarchy or a
republic, because the Indios have no word
in their language to describe this form of
Government.”
  “… the friars feared that their power in the
colony would soon be complete a thing from
the past.”

 “… the arrival in Manila of General

Izquierdo put a sudden end to all dreams of
On February 17, 1872, the GomBurZa were reforms… in such policy must really end in
executed by Garrote in public to zerve as a the strong desire on the part of the other to
threat to Filipinos never to attempt to fight the repress cruelly…”
spaniards again.
Differing Accounts
The scene purpotedly (allegedly) witnessed by a
 Friars used Cavite Mutiny as a part of a
young Jose Rizal.
larger conspiracy to cement their
According to The Side Of Lawyers dominance.
 They showcased the Mutiny as part of
DIFFERING ACCOUNTS OF THE EVENTS OF
greater conspiracy in the Philippines by
1872
Filipino to overthrow the Spanish
government.
 Unintentionally, it resulted to martyrdom
(death) of GomBurZa
 Cavite mutiny symbolizes the alliance of
Filipinos para pabagsakin ang Spanish
colony
Rizal dedicated his second novel “El
Filibusterismo” to their (GomBurZa) memory: he
said “I dedicate my work to you as victims of the
 The incident was merely a mutiny by Filipino evil which I undertake to combat…”
soldiers and laborers of the Cavite arsenal
 Napagbingtangan lamang ang mga
to the dissatisfaction arisisng from the
prayle ng mga 3 mason na nagsimula ng
draconian policies of Izquierdo (abolition of
cavite mutiny
privileges and prohibition of the founding of
the school of arts and trades
 Unfair daw kasi si Izquierdo dahil tinaggalan
sila ng basic rights at gusto nila mawalan
ng power ang Filipino priests.
The Central Spanish Government was planning to
deprive the friars of all powers of intervention in
matters of civil government and direction and
management of educational institutions.

 “… Filipinos had great hopes of an

improvement in the affairs of their
country…”