COLLEGE OF ST.

JOHN – ROXAS
Member: Association of LASSAI- Accredited Superschools (ALAS)
Gov. Atila Balgos Avenue, Banica, Roxas City

LEARNER’S MODULE

READINGS IN PHILIPPINE HISTORY

Week 1 & 2
Learning Outcomes:

At the end of the course, the students should be able to:

1. Evaluate primary sources for their credibility, authenticity, and provenance;

2. Analyze the context, content and perspective of different kinds of primary sources;
3. Determine the contribution of different kinds of primary sources in understanding Philippine
History;
4. Develop critical and analytical skills with exposure to primary sources;
5. Demonstrate the ability to use primary sources to argue in favour or against a particular issue;
and,
6. Display the ability to work in a flexible learning environment.

TOPIC 1: INTRODUCTION TO HISTORY: DEFINITION, ISSUES, SOURCES AND

METHODOLOGY

Learning Objectives:
 To understand the meaning of history as an academic discipline and to be familiar with the
underlying philosophy and methodology of the discipline;
 To apply the knowledge in historical methodology and philosophy in assessing and analyzing
existing historical narratives;
 To examine and assess critically the value of historical evidence and sources; and,
 To appreciate the importance of history in the social and national life of the Philippines.

Definition and Subject Matter

History has always been known as the study of the past. It is derived from the Greek word historia
which means “knowledge acquired through inquiry or investigation.” History as a discipline existed for
around 2,400 years and is as old as Mathematics and Philosophy. (Candelaria, 2018)

The word History originated from Greek word ἱστορία, historia, meaning "inquiry, knowledge acquired
by investigation". It is the study of the past, particularly how it relates to humans. It is an umbrella term
that relates to past events as well as the memory, discovery, collection, organization, presentation,
and interpretation of information about these events. In a broader sense, “history is a systematic
account of the origin and development of the humankind, a record of the unique events and
movements in its life, it is an attempt to recapture however imperfectly, that which is, in a sense, lost
forever. Any leftover of the past, which adds to our knowledge of that past, can be considered as its
source. Hence History definitely has some sources. This paper is an attempt to investigate the
sources of historical study and to spread light on its classifications and also to evaluate the sources.
(Thomas, 2015)
Concept of History

History is the analysis and interpretation of the human past enabling us to study continuity and
changes that are taking place over time. It is an act of both investigation and imagination that seeks to
explain how people have changed over time. Historians use all forms of evidence to examine,
interpret, revisit, and reinterpret the past. These include not just written documents, but also oral
communication and objects such as buildings, artifacts, photographs, and paintings. Historians are
trained in the methods of discovering and evaluating these sources and the challenging task of
making historical sense out of them. History is a means to understand the past and present. The
different interpretations of the past allow us to see the present differently and therefore imagine—and
work towards—different futures. It is often said to be the “queen” or “mother” of the social sciences. It
is the basis of all subjects of study which fall under the category of Humanities and Social Sciences. It
is also the basis of the study of philosophy.

Nature of History

 A study of the present in the light of the past: The present has evolved out of the past.
Modern history enables us to understand how society has come to its present form so that
one may intelligently interpret the sequence of events. The causal relationships between the
selected happenings are unearthed that help in revealing the nature of happenings and
framing of general laws.
 History is the study of man: History deals with man’s struggle through the ages. History is
not static. By selecting “innumerable biographies” and presenting their lives in the appropriate
social context and the ideas in the human context, we understand the sweep of events. It
traces the fascinating story of how man has developed through the ages, how man has
studied to use and control his environment and how the present institutions have grown out of
the past.
 History is concerned with man in time: It deals with a series of events and each event
occurs at a given point in time. Human history, in fact, is the process of human development
in time. It is time which affords a perspective to events and lends a charm that brightens up
the past.
 History is concerned with man in space: The interaction of man on environment and vice
versa is a dynamic one. History describes about nations and human activities in the context of
their physical and geographical environment. Out of this arise the varied trends in the political,
social, economic and cultural spheres of man’s activities and achievements.
 Objective record of happenings: Every precaution is taken to base the data on original
sources and make them free from subjective interpretation. It helps in clear understanding of
the past and enables us to take well informed decisions.
 Multisided: All aspects of the life of a social group are closely interrelated and historical
happenings cover all these aspects of life, not limited only to the political aspect that had so
long dominated history.
 History is a dialogue between the events of the past and progressively emerging future
ends. The historian’s interpretation of the past, his selection of the significant and the relevant
events, evolves with the progressive emergence of new goals. The general laws regulating
historical happenings may not be considered enough; attempts have to be made to predict
future happenings on the basis of the laws.
 Not only narration but also analysis: The selected happenings are not merely narrated; the
causal relationships between them are properly unearthed. The tracing of these relationships
lead to the development of general laws that are also compared and contrasted with similar
happenings in other social groups to improve the reliability and validity of these laws.
 Continuity and coherence are the necessary requisites of history: History carries the
burden of human progress as it is passed down from generation to generation, from society to
society, justifying the essence of continuity.
 Relevant: In the study of history only those events are included which are relevant to the
understanding of the present life.
 Comprehensiveness: According to modern concept, history is not confined to one period or
country or nation. It also deals with all aspects of human life-political, social, economic,
 religious, literary, aesthetic and physical, giving a clear sense of world unity and world
citizenship.

Modern Concept of History

Modern history has gone beyond the traditional status of an antiquarian and leisure time pursuit to a
very useful and indispensable part of a man’s education. It is more scientific and more
comprehensive. It has expanded in all directions both vertically and horizontally. It has become broad-
based and attractive. According to modern concept, history does not contain only the history of kings
and queens, battles and generals, but the history of the common man-his house and clothing, his
fields and their cultivation, his continued efforts to protect his home and hearth, and to obtain a just
government, his aspirations, achievements, disappointments, defeats and failures. It is not only the
individual but the communities and the societies are the subject of study of history. Study of history
deepens our understanding of the potentialities and limitations of the present. It has thus become a
future-oriented study related to contemporary problems. For all these reasons, history has assumed
the role of a human science.

Scope of History
The scope of History is vast; it is the story of man in relation to totality of his behavior. The scope of
history means the breadth, comprehensiveness, variety and extent of learning experiences, provided
by the study. History which was only limited to a local saga, has during the course of century become
universal history of mankind, depicting man’s achievements in every field of life-political, economic,
social, cultural, scientific, technological, religious and artistic etc., and at various levels-local, regional,
national, and international. It starts with the past; makes present its sheet-anchor and points to the
future. Events like wars, revolutions, rise and fall of empires, fortunes and misfortunes of great empire
builders as well as the masses in general are all the subject matter of history. History is a
comprehensive subject and includes-History of Geography, History of Art, History of Culture, History
of Literature, History of Civilization, History of Religion, History of Mathematics, History of Physics,
History of Chemistry, History of Education, History of Biology, History of Atom, History of Philosophy-
in fact history of any and every social, physical and natural science we are interested in. History today
has become an all-embracing, comprehensive subject with almost limitless extent.

Historiography, the writing of history, especially the writing of history based on the critical
examination of sources, the selection of particular details from the authentic materials in those
sources, and the synthesis of those details into a narrative that stands the test of critical examination.
The term historiography also refers to the theory and history of historical writing.

Historiography refers to both the study of the methodology of historians and development of history as
a discipline, and also to a body of historical work on a particular subject. In the early modern period,
the term historiography tended to be used in a more basic sense, to mean simply "the writing of
history". Historiographer therefore meant "historian", and it is in this sense that certain official
historians were given the title "Historiographer Royal", in Sweden, England, and Scotland. The
Scottish post is still in existence. Historiography was more recently defined as "the study of the way
history has been and is written – the history of historical writing. Historiography helps us to understand
the psychology of the historian, his technique of writing history and to evaluate the historical work.4
When we study 'historiography' we do not study the events of the past directly, but the changing
interpretations of those events in the works of individual historians."

Questions and Issues in History

Indeed, history as a discipline has already turned into a complex and dynamic inquiry. This dynamism
inevitably produced various perspectives on the discipline regarding different questions like: What is
History? Why study history? These questions can be answered by Historiography. In simple terms,
historiography is the history of history. History and Historiography should not be confused with each
other. The former’s object of the study is the past, the events that happened in the past, and the
causes of such events. The latter’s object of study, on the other hand, is history itself (i.e. How was a
certain historical text written? Who wrote it? What was the context of its publication? What particular
method was employed? What were the sources used? Thus, historiography lets the students have a
better understanding of history. They do not only get to learn historical facts but they are also provided
with the understanding of the facts’ and historian’s contexts. The methods employed by the historian
and the theory and perspective, which guided him, will also be analysed. Historiography is important
for someone who studies history because it teaches the student to be critical in the lessons of history
presented to him.

Schools of Thought

1. POSITIVISM is the school of thought that emerged between the 18 th and 19th century. This
thought requires empirical and observable evidence before one can claim that a particular
knowledge is true. Positivism also entails an objective means of arriving at a conclusion. In
the discipline of history, the mantra “no document, no history” stems from this very same
truth, where historians were required to show written primary documents in order to write a
particular historical narrative. Positivist historians are also expected to be objective and
impartial not just in their arguments but also on their conduct of historical research.
2. POSTCOLONIALISM is a school of thought that emerged in the early 20 th century when
formerly colonized nations grappled with the idea of creating their identities and
understanding their societies against the shadows of their colonial past. Postcolonial history
looks at two things in writing history: first is to tell history of their nation that will highlight their
identity free from that of colonial discourse and knowledge, and second is to criticize the
methods, effects, and the idea of colonialism. Postcolonial history is therefore a reaction and
an alternative to the colonial history that colonial powers created and taught to their subjects.

History and the Historian

If History is written with agenda or is heavily influenced by the historian, it is possible to come up with
an absolute historical truth? Is history an objective discipline? If it is not, is it still worthwhile to study
history? These questions have haunted historians for many generations. Indeed, an exact and
accurate account of the past is impossible for the very simple reason that we cannot go back to the
past. We cannot access the past directly as our subject matter. Historians only get to access
representation of the past through historical sources and evidences.

Therefore, it is the historian’s job not just to seek historical evidences and facts but also to interpret
these facts. “Facts cannot speak for themselves.” It is the job of the historian to give meaning to these
facts and organize them into a timeline, establish causes, and write history. Meanwhile, the historian
is not a blank paper who mechanically interprets and analyses present historical fact. He is a person
of his own who is influenced by his own context, environment, ideology, education, and influences
among others. In that sense, his interpretation of the historical fact is affected by his context and
circumstances. His subjectivity will inevitably influence the process of his historical research: the
methodology that he will use, the facts that he shall select and deem relevant, his interpretation, and
even the form of this writings. Thus, in one way or another, history is always subjective. If that is so,
can history still be considered as an academic and scientific inquiry?

SOURCES OF HISTORY
All the materials directly reflecting the historical process and providing an opportunity for studying the
past can be termed as Historical Sources. Historical sources thus comprise everything created at an
earlier date and available to us in the form of objects of material culture or written documents that
permit evaluation of the manners, customs, and language of peoples, if concerned with human
history. Historical sources are the basis of any historical investigation, and unless they are studied in a
dialectical unity of content and form there can be no scientific knowledge of the history of the
development of society. In a broad sense the quantity of historical sources is unlimited; there is much
variation, however, in the number of sources preserved from different periods, which directly affects
the completeness and precision of historical knowledge. Historical sources are sparsest of the
primitive period; for the most part, these are material sources studied by archaeology. There are
mainly three types of Historical Sources.

1. PRIMARY SOURCES
Primary sources are the original materials on which the research is based. These sources
are the contemporary accounts of an event, created by witnesses or recorders who
experienced the events or conditions being documented. They provide first-hand
testimony or direct evidence concerning the topic under investigation. They are the
original work, as well as historical items and references close to the subject. These
sources were present during an experience or time period and offer an inside view of a
particular event. They are original manuscript, documents or records used in preparing a
published or unpublished work. Often these sources are created at the time when the
events or conditions are occurring, but primary sources can also include autobiographies,
memoirs, and oral histories recorded later. Primary sources are characterized by their
content, regardless of whether they are available in original format, in
microfilm/microfiche, in digital format, or in published format.

1.1 TYPES OF PRIMARY SOURCES

Primary sources can be considered as being of two types: first of which consists of
original works, based on persons own thoughts: the second type consists of data
gathered at first hand and usually organized and presented by the person(s) who
gathered them. Census data, verbatim of interviews, attitude and opinion surveys and
oral histories are some examples of the second type of primary sources. In the study
of historiography, when the study of history is itself subject to historical scrutiny, a
secondary source becomes a primary source. For the biography of a historian, that
historian’s publication will be primary source. Documentary films can be considered
as either primary or secondary source, depending on how much the film maker
modifies the original sources. In historical scholarship, a primary source is a
document or other source of information that was created at or near the time frame
being studied, by an authoritative source, usually one with the direct personal
knowledge of the events being described. In this sense the Primary sources are not
superior sources.

Primary Sources can be classified into three types.

a) Archaeological or Historical sources consist of inscriptions, manuscripts,
monuments, copper plates, coins and works of art.

b) Written Sources are Narrative/Literary Sources, Diplomatic Sources, Social

documents. Narrative sources or literary sources include Newspaper articles written
at the time, journal articles, lab notebooks, field notes, published original research,
patents, proceedings of meetings, conferences and symposia, novels, poems,
personal documents such as biographies, autobiographies, diaries, letters and
memoirs etc.

c) Non Written Sources. These are also called Oral Traditions. Samuel Johnson
noted that “all History was first Oral”. It is a known fact that the oral history precedes
all historical genres. With the development of scientific technology, modern traditions
consists of audio and video recordings (e.g. Radio and television programmes),
speeches, survey researches, internet communications on emails, websites,
interviews, photographs, works of art, architecture and so on.

2. SECONDARY SOURCES
A secondary source interprets, analyzes and may also criticize primary sources. These
sources are one or more steps removed from the event. Secondary sources may have
 pictures, quotes or graphics of primary sources in them. These are usually in the form of
publishing works. Secondary sources are accounts of events which were created well
after the main event occurred. They are based on the primary sources.

According to Mabry the works about the thought of other persons or works based on data
gathered by someone else for another purpose are known as secondary sources.

According to Michael Eamon the secondary sources are called after the primary sources
and they often use or talk about the primary sources.
According to Mark Day the Secondary sources are interpretations, analysis and
evaluations of the Primary sources.

DISTINGUISHING BETWEEN PRIMARY AND SECONDARY SOURCES.

The distinction between primary and secondary sources is not always clear, depending
on how or why it is being used; a secondary source may be a primary source for a
particular instance and vice versa. "Primary sources form the basic and original material
for providing the researcher's raw evidence. Secondary sources, by contrast, are those
that discuss the period studied but are brought into being at some time after it, or
otherwise somewhat removed from the actual events.

Secondary sources copy, interpret, or judge material to be found in primary sources.

"Secondary data is neither better nor worse than primary data; it is simply different. The
source of the data is not as important as its quality and its relevance for our particular
purpose. The major advantages of using secondary data are economic: using secondary
data is less costly and time-consuming than collecting primary data. Its disadvantages
relate not only to the availability of sufficient secondary data but also to the quality of the
data that is available.

SOME EXAMPLES OF SECONDARY SOURCES

a) Bibliographies (may also be tertiary)

b) Commentaries, Dictionaries and Encyclopaedia (may also be tertiary)

c) Dissertations of Thesis (more usually primary)

d) Handbooks and data compilations (may also be tertiary)

e) Indexing and abstracting tools used to locate primary and secondary sources (may
also be tertiary)

f) Monographs other than fiction and autobiography

g) Newspaper and popular magazine articles (may also be primary)

h) Review articles and literature reviews, Treatises, works of criticisms and

interpretations.

i) Websites (may also be primary).

3. TERTIARY SOURCES

A tertiary source is an index or textual consolidation of primary and secondary sources. Some tertiary
sources are not to be used for academic research, unless they can also be used as secondary
sources, or to find other sources. Depending on the topic of research, a scholar may use a
bibliography, dictionary, or encyclopaedia as either a tertiary or a secondary source. This causes
difficulty in defining many sources as either one type or the other. In some academic disciplines the
distinction between a secondary and tertiary source is relative.

3.1 TYPES OF TERTIARY SOURCES

As tertiary sources, encyclopaedias, textbooks, and compendia attempt to summarize and

consolidate the source materials into an overview, but may also present subjective commentary and
analysis (which are characteristics of secondary sources). Indexes, bibliographies, concordances, and
databases may not provide much textual information, but as aggregates of primary and secondary
sources, they are often considered tertiary sources. Almanacs, travel guides, field guides, and
timelines are also examples of tertiary sources. Survey or overview articles are usually tertiary, though
review articles in peer reviewed academic journals are secondary (not be confused with film, book,
etc. reviews, which are primary-source opinions). Some usually primary sources, such as user guides
and manuals, are secondary or tertiary (depending on the nature of the material) when written by third
parties.(Thomas, 2015)

Criticism of Data
As workers in the field of research gather much of their data and information from records and
documents, dissertation must be carefully evaluated so as to attest their worth for the purposes of the
particular study. Evaluation of historical data and information is often referred to as historical criticism
and the reliable data yielded by the process are known as historical evidence. Historical evidence is
derived from historical data by the process of criticism, which is of two types-external and internal.

1. External Criticism
External criticism is concerned with establishing the authenticity or genuineness of data.
It is also called lower criticism. It is aimed at the document itself rather than the
interpretation or meaning of them in relation to the study. The tasks of establishing the
age or authorship of a document may involve tests of factors such as signatures,
handwriting, scripts, type, style, spelling and place names.

According to Mouly, “the purpose of external criticism is not so much „negative‟ (the
detection of fraud) as it is the „establishment of historical truth‟. As with external criticism,
several questions need to be asked in attempting to evaluate the accuracy of a document
and the truthfulness of its author.

With regard to the author of the document:

 Was the author present at the event he or she is describing? In other words
is the document a primary or a secondary source?

 Was the author a participant in or an observer of the event?

 Was the author competent to describe the event?
 Was the author emotionally involved in the event?
 Did the author have any vested interest in the outcomes of the event?

With regard to the contents of the document:

 Do the contents make sense?
 Could the event described have occurred at that time?
 Would people have behaved as described?
 Does the language of the document suggest a bias of any sort?
 Do other versions of the event exist?
 Do they present a different description or interpretation of what happened?

2. Internal Criticism

Internal criticism which is also known as higher criticism is concerned with the validity,
credibility, or worth of the content of the document. Both the accuracy of the information
contained in a document and the truthfulness of the author need to be evaluated. Internal
criticism has to do with what the document says. Besides the textual criticism, it also
involves such factors as competence, good faith, bias and general reputation of the
author. It is positive in nature when the researcher seeks to discover the literal and the
real meaning of the text. It is negative when the researcher tries to seek every possible
reason for disbelieving the statement made, questioning critically the competence,
truthfulness or accuracy and honesty of the author. Both positive and negative criticisms
are essential in historical research but the researcher should not go so far as to be cynical
and hypercritical.

References:

Alporha, Veronica C., Candelaria John Lee P. (2018).Readings in Philippine Histor.

Manila, Philippines: Rex Bookstore, Inc.

https://www.historyonthenet.com/what-are-historical-sources

https://www.academia.edu/19352742/Sources_of_Historical_Study_Primary_Secon
dary_and_Tertiary_Written_and_Oral_Evaluation_of_Sources

https://ddceutkal.ac.in/Syllabus/MA_Education/Education_Paper_5_history.pdf

https://shodhganga.inflibnet.ac.in/bitstream/10603/22544/13/13_chapter3.pdf

https://www.youtube.com/watch?v=yrVGOgn_k1Y

https://www.youtube.com/watch?v=pvUZsb85T9k
 COLLEGE OF ST. JOHN – ROXAS
Member: Association of LASSAI- Accredited Superschools (ALAS)
Gov. Atila Balgos Avenue, Banica, Roxas City

ACTIVITY WORKSHEET

READINGS IN PHILIPPINE HISTORY

Week 1 & 2

ACTIVITY NO.1

Self- Learning:

1. What is History? (Write 1-3 sentences only.)

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

2. Nature of History

3. Scope of history means

 4. Distinctions between Schools of Thought in History (Write in bullet form using phrases)

5. Historical Sources:

Sources Definition Give at least 5 examples for

each
1.

2.

3.
 6. Distinguish External Criticism from Internal Criticism

Distinction Give examples (3)

External Criticism

Internal Criticism
 ACTIVITY NO.2
References: https://www.youtube.com/watch?v=yrVGOgn_k1Y

Using the video shown above, create a graphic organizer (concept map, diagram, time line,etc.) of
the history of the Philippines. Use a separate short bond paper (font:Arial size:11,justified margin,
double space) and attach the same to the module to submit. Indicate the following data:
1. Activity No.
2. Name
3. Year and Course
4. Subject
5. Date of Submission
6. Reference/s (If applicable)

ACTIVITY NO. 3
Reference: https://www.youtube.com/watch?v=pvUZsb85T9k
Make a 1-2 page reflection paper about I-Witness’ Pahina ng Kasaysayan using the link above. Make
sure to indicate in the concluding part of your paper your personal learnings from the documentary
film.

GRAPHIC ORGANIZER RUBRIC

DIRECTIONS: Using the following criteria, choose the appropriate number from the following scale
that reflects your assessment of the student’s work.

1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong

CRITERIA SCORE
1. The graphic organizer has an appropriate title and labels.

2. The graphic organizer’s lines, boxes, and text are neat

and legible.
3. The information in the graphic organizer is accurate.

4. The spelling, grammar, and punctuation of the text on the

graphic organizer are accurate.
5. The graphic organizer presents the information in a
manner that is easy to follow.
6. The relationships presented in the graphic organizer are
correct and clear.
7. The form in which the graphic organizer portrays the
information is appropriate to the relationships being
represented.
8. The graphic organizer demonstrates an understanding of
the topic, its relationships & related concepts.
9. The graphic organizer fulfils all the requirements of the
assignment.
10. Overall, the graphic organizer represents the student’s
full potential.
https://www.nps.gov/apco/learn/education/upload/Grading%20Rubrics.pdf
Reflective Paper Rubric

SKILLS 5 4 3 2 1
Depth of Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate
reflection a conscious a thoughtful a basic a limited little or no
and thorough understanding understanding understanding understanding
understanding of the writing of the writing of the writing of the writing
of the writing prompt and prompt and prompt and prompt and
prompt and the subject the subject subject subject
the subject matt matter. matter. This matter. This
matter. This reflection reflection
reflection can needs needs revision
be used as an revision.
example for
other
students.
Use of Use specific Use relevant Use examples Use No examples
textual and examples from the text incomplete or from the text
evidence convincing from the texts to support vaguely devel are used and
and examples studied to most claims in oped claims made
historical from the texts support claims your writing examples to in your o wn
context studied to in your own with some only partially writing are
support claims writing, connections support claims unsupported
in your own making made with no and irrelevant
writing, applicable between connections to the topic at
making connections texts. made hand.
insightful and between between
applicable texts. texts.
connections
between
texts.

Language Use Use language Use basic but Use language Use language
use stylistically that is fluent appropriate that is vague that is
sophisticated and original, language, or imprecise unsuitable for
language that with evident a with a basic for the the audience
is precise and sense of sense of audience or and purpose,
engaging, with voice, voice, some purpose, with with little or
notable sense awareness of awareness of little sense of no awareness
of voice, audience and audience and voice, and a of sentence
awareness of purpose, and purpose and limited structure.
audience and the ability to some attempt awareness of
purpose, and vary sentence to vary how to vary
varied structure. sentence sentence
sentence structure. structure.
structure.
Conventions Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate
control of the control of the partial control limited little or no
conventions conventions, of the control of the control of the
with exhibiting conventions, conventions, conventions,
essentially no occasional exhibiting exhibiting making
 errors, even errors only occasional frequent comprehensi
with when using errors that do errors that on almost i
sophisticated sophisticated not hinder make mpossible.
language. language comprehensi comprehensi
on. on difficult.
http://www.readwritethink.org/files/resources/lesson_images/lesson963/Rubric.pdf

References:

Alporha, Veronica C., Candelaria John Lee P. (2018).Readings in Philippine History. Manila,
Philippines: Rex Bookstore, Inc.
https://www.historyonthenet.com/what-are-historical-sources
https://www.academia.edu/19352742/Sources_of_Historical_Study_Primary_Secondary_and_Tertia
ry_Written_and_Oral_Evaluation_of_Sources
https://ddceutkal.ac.in/Syllabus/MA_Education/Education_Paper_5_history.pdf
https://shodhganga.inflibnet.ac.in/bitstream/10603/22544/13/13_chapter3.pdf
https://www.wtc.ie/images/pdf/Multiple_Intelligence/mi7.pdf

https://www.businessballs.com/freepdfmaterials/vak_learning_styles_questionnaire.pdf
https://www.nps.gov/apco/learn/education/upload/Grading
%20Rubrics.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson963/Rubric.pdf
https://www.youtube.com/watch?v=yrVGOgn_k1Y
https://www.youtube.com/watch?v=pvUZsb85T9k (I-Witness: Mga Pahina ng Kasaysayan)