MODULE IN

GEC 2- READINGS IN
PHILIPPINE HISTORY

JULIE F. ESPINOSA
GEC 2 INSTRUCTOR

Table of Contents
Cover Page 1
Table of Contents 2

Chapter 1: Meaning and Relevance of History 3

Module 1: Learning History 3-8
Module 2: Understanding Sources 9-13
Chapter 2: Content and Contextual Analysis of Selected Primary
Sources……………………………………………………………14
Module 3: First Voyage around the World 14-20
Module 4: Customs of Tagalog 21-24 Module 5: The Political Cartoons
25-30
Module 6: Works of Juan Luna and Fernando Amorsolo 31-35
Module 7: Speech of Corazon Aquino before the US Congress 36-38
Chapter 3: Controversies and Conflicting Views in Philippine History 39
Module 8: The Site of the First Mass 39-47
Module 9: Cavite Mutiny48-59
Module 10: Retraction of Rizal 60-65
Module 11: Cry of Balintawak 66-72
Chapter 4: Social, Political, Economic, and Cultural Issues in Philippine
History ……………………………………………………………73
Module 12: Agrarian Reform Policies 73-81
Module 13: Evolution of Philippine Constitution 82-88
Module 14: Taxation 89-95
Chapter 5: Critical Evaluation and Promotion of Local and Oral
History……………………………………………………..……..96
Module 15: Local and Oral History as Field of Study Part 1 96-102
Module 16: Local and Oral History as Field of Study Part 2 …….103-110
 CHAPTER I
Meaning and Relevance of History; Distinction of Primary Secondary
Sources; External and Internal Criticisms; Repositories and Diff

Module 1: (3hours)
Title: Learning History

Introduction:
This chapter exposes students to where our history comes from. It presents history as an
academic discipline. It discusses the definition, the importance of studying history.
History is defined and brought together by social scientists of many different interests
and specialties. History is not confined to the study of the past but, it is related to the past,
present, and future. It covers all aspects of human society. Political, social, economic, cultural,
scientific, technological, medical, and religious developments are all part of history. Every
happening has a specific context and it leads to specific effects. The present of today is going to
be the past of tomorrow. Today’s situation and current happenings are going to be the past
tomorrow. Yesterday has its influence on today on tomorrow. With these, history as a discipline
has already turned into a complex and dynamic inquiry.

Learning Outcomes:

At the end of this topic, you are expected to:

1. state and understand the meaning of history;
2. appreciate the importance of studying history;
3. engage deeper understanding with our country’s rich history and culture; and
4. study and analyze the sources and come up with an understanding of a historical truth.

Guide Questions:
1. What is your understanding of history? How is your view different from what is
explained in this lesson?
2. As a student of history, what do you think will be your duties?
3. Why is there a need to understand and realize the meaning and importance of history?

Learning Content:

What is History
History is . . . .
-a recitation of unrelated facts that do not contribute to a larger story
-a simple acceptance of what is written about a historical topic, event, or person
-a story of past events, traces of past conditions arranged in chronological order
-a guide for action in the present and for plans in the future
-a continuous and unending process of interaction between the historian and his facts, and
between the past and present
 History Defined by E.H. Carr
 It is the inquiry conducted by the historian and the series of past events into which he
inquires.
 It is the continuous process of interaction between the historian and his facts, an
unending dialogue between the present and the past
 It is what the historian makes
 It is the re-enactment in the historian’s mind of the thought whose history he is
studying. – Collingwood
 History is “a selective system” not only of cognitive, but of causal, orientations to
reality. - Parsons

Excerpts from Understanding History: A Primer of Historical Method by Louis

Gottschalk (1950, New York: Knopf, p.17)

Here are some other definitions of the nature of history:

a. History is interpretive; it invites students to debate multiple perspectives, offer their
opinions and educated interpretations, and challenge existing beliefs.
b. History is revisionist in scope; it is an on-going and constant process of reexamining the
past based on new discoveries, evidence, and perspectives
c. History is a constant process of questioning; it requires questioning the text, examining
them critically, and asking new questions
d. History is integrative; it is related to other disciplines like geography, sociology,
literature, economics etc.
e. History is inclusive; it includes experiences of all classes, regions, racial groups as well
as both genders.
f. History incorporates historiography; it includes all interpretations of historical events
g. History is relevant; it uses past experience to help solve present problems

Why Study History?

Looking at the past teaches us to see the world through different eyes – appreciating the
diversity of human perceptions, beliefs and cultures. Different and/or new perspectives will
enable us to analyze critically the present contexts of our society.
1. To learn about the past.
History enables people to discover and learn about the challenges of people around
the world in different periods of time. The satisfaction you will gain from examining
these records is the initial reason for studying history.
2. To understand the present.
Links between the past and the present are all around us. The more knowledge we
gain of the past the more insights we have into the present. We can learn valuable
lessons from the past to help solve present problems.
3. To appreciate your heritage.
Understanding history will give us greater appreciation of our heritage. It helps us to
value these contributions that are foundation of our culture and tradition, and is the
foundation of our future generation.
4. To broaden your perspectives.
5. To acquire background for critical thinking and analysis.