Module I: Primary vs.

Secondary Sources on the Tejeros Convention

I. Learning Objectives:

1. Identify and evaluate the primary and secondary sources.

2. Examine how these types of sources affect the grand narratives of

Philippine History.

3. Appreciate the value of these sources in reconstructing the past of

humankind.

II. Core Value:

MABUTI – Giving importance to honest and authentic information.

III. Selected Materials for groupings:

 Memoir of A General by Mariano Alvarez

 Revolt of the Masses by Teodoro Agoncillo

IV. Activity: Comparative analysis of primary and secondary sources

The following are the directions for the comparative analysis activity on the Tejeros
Convention by Alvarez and Agoncillo:
1. You have to read the event leading to the Tejeros Convention using Santiago
Alvarez’ “Memoir of a General” (Torres, p.122) and Teodoro Agoncillo’s
“Revolt of the Masses” (Agoncillo, pp. 201-217) as reading references.

2. You will be grouped into five to six groups, and make a comparative analysis
of the two sources using the matrix provided below. (Note: The matrix can be
adjusted depending on the length of the answers.)

3. After completing the comparative analysis matrix, you will be tasked to

upload/post your output on Canvas under “Discussions” through your assigned
group leader.

4. You have to check and reflect on your classmates’ output posted on the
Canvas and have a group written output or reflection using the guide
questions provided below.
 5. The groups should provide the differences and commonalities in their findings
on the last three items of the matrix with that of the other groups.

6. The group with the best-written output will be given an incentive in choosing
the topic that individual members prefer in the next module plus each member
will have a lifeline grade for a quiz if she/he got a lower score. (Note: The
Reflective Writing Rubric is provided below)

7. Each group will be required to do a peer evaluation of their group mates

regarding the level of participation/contribution using a rubric provided by the
instructor.

ACTIVITY 1: RPH (Group Reflection)

Group name & section: Date:

Guide Questions:

1. What is/are the similarity/similarities of your group’s output with the other groups
with regards to “strengths and weaknesses” of the Agoncillo and Alvarez accounts?
Provide a brief explanation.

2. What is/are the difference/s of your group’s output with the other groups on the
“strengths and weaknesses” of Agoncillo and Alvarez accounts? Provide a brief
explanation.

3. On the biases of Agoncillo and Alvarez, why do you think you have the same or
different findings from the other groups? Cite your sources.

VI. References:

Agoncillo, Teodoro A., (1956), The Revolt of the Masses: The Story of Bonifacio and the
Katipunan, Quezon City, University of the Philippines.

Torres, Jose Victor, (2018), BATIS: Sources in Philippine History. C&E Publishing, Inc.,
Quezon City.
Module I Worksheet for Primary vs. Secondary sources on the Tejeros convention.

Secondary source: Teodoro

Primary source: Santiago
Background Agoncillo’s “Revolt of the
Alvarez’ “Memoir of a General”
Masses”

Author’s background

When was the

account written?

Sequence of events

Differences between
the two accounts

Strengths and
weaknesses of the
accounts

Author’s bias
 Name: _______________________________
Group:
Peer Evaluation

100 80 60 40
Participation Always willing Usually willing Sometimes Rarely willing
and focused and focused willing and and focused
during group during group focused during during group
work and work and group work and work and
presentation. presentation. presentation. presentation.

Evaluator: ________________________

- - - - - - - - - - - - -

Readings in Philippine History

Section and Group: __________________

Reflective Writing Rubric

Levels of Quality
Criteria
Excellent Proficient Adequate Limited

Content and Demonstrated a Demonstrated a Demonstrated a Demonstrated a

Depth of conscious and thorough thoughtful basic understanding limited understanding
reflection understanding of the understanding of the of the writing prompt of the writing prompt
writing prompt and the writing prompt and and the subject and subject matter.
(50%) subject matter. This the subject matter. matter. This reflection needs
reflection can be used revision.
as an example for other
students.
50 40 30 20
Use of textual Used specific and Used relevant Used examples from Used incomplete or
evidence and convincing examples examples from the the texts to support vaguely developed
historical from the texts studied texts studied to most claims in the examples to only
context to support claims in the support claims in the writing with some partially support
writing, making writing, making connections made claims with no
(30%) insightful and applicable between texts. connections made
applicable connections connections between between texts.
between texts. texts.
30 25 20 15
Introduction, detail Introduction, detail Introduction, detail Introduction, detail
Organization arrangement, arrangement, arrangement, arrangement,
transitions, transitions, transitions, transitions,
(20%) conclusion and conclusions and conclusion and conclusion and
coherence are coherence are coherence are coherence are
superior. very good. satisfactory. limited.

20 15 10 5

Total Score: