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MODULE 1 Introduction - Basic concepts, importance, and ways in

GE12 understanding
(Readings history
in Philippine History )
MODULE
Activity GE 2 (Readings in Philippine
Description History
Time) to Complete

Asynchronous
1. Formative Activity Photo Identification & Photo 30 min.
Analysis

2. Lesson Proper Readings: 4 hrs. (240 min.)

1. Fundamentals of History
2. Significance of History
3. Division of Sources
4. Source Criticism
5. Contextual Analysis

Synchronous 45 min
3. Summative 5 points Binary Question on
Assessment Division of Source; and
5 points Photo Identification
10 points Binary Question on
Source Criticism
45 min.
Reinforcement Reinforcement/Synchronous
Discussion
Discussion on Students’
understanding on
fundamentals of History and 6 Hours
Source Criticism Total: (360 minutes)

This module introduces students to the basic concepts in studying history and its
relevance to the present. It views Philippine history from different perspectives using
the selected primary sources and applies critical analysis based on context and content.
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Section 1.A Fundamentals in Understanding History

In this section, we are going to discuss the definition of history and how the
definition changes in different times, the differences between a primary source and
secondary source, appreciate the importance of history in real life, as well as, usage of
source criticism to evaluate sources.

LEARNING OUTCOMES:

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

1. know the difference between primary and secondary source;

2. identify credible sources and know how to evaluate their provenance;
3. appreciate the relevance of history and its application to life, as individual or
members of the humanity.

Activity 1. DIAGNOSTICS: Historical Photo Analysis

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Name:____________________________ Section:_________________________
Instruction: Identify what event in Philippine history the pictures represent. In one or two
sentences, cite the historical significance of each picture.

A. _______________
_______________
_______________
_______________

B. _______________
_______________
_______________
_______________
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Students have varied notions about the word “History”. Some jump into describing it
“as events or things about the past” while others said “it is all about memorizing, that is
why it is boring and not really that important”. The first sentence “about the past” is a
correct description of history, but it is a general definition (later we are going to define it
comprehensively). While the second sentence “about memorizing” is in the manner of
teaching history, students may become victims of teacher’s misconception in teaching
History.

In this section, we are not going to “memorize” but to understand “the past” and in
order to do that, we should learn first the basics in understanding history.
Traditionally, history is the “record of the past” or “record of the human past
from time written records began to appear” while the modern definition describes
history as the “reconstruction of the past, the study of event concerning people in
the past” or “interpretative and imaginative study of surviving records of the
past, either written or unwritten, in order to determine the meaning and scope
of human existence” (Funtecha & Padilla, 2010). The reason in the change of definition is
because in traditional definition, it implies “no record, no history”. And all of us knew
that, not all things or events in the past had been put to record, that is why, the words
reconstruction, interpretation and imagination (a scientific imagination based on evidences,
not on anything that the any person imagines) had been included in the definition to
provide wider meaning and scope in the study of the human past.
The Greek word historia originally meant inquiry, the act of seeking knowledge, as
well as, the knowledge that results from inquiry (Gottschalk, 1950). It means that not all
that were told is historical unless it was carefully studied and investigated and supported by
facts and evidences.

Importance of History (Funtecha & Padilla, 2010)

1. Bridging the gap between the present and the past;
2. Explaining the causes of things and events;
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3. Projecting the future;

4. Interpreting condition of a given space and time;
5. Promoting nationalism and patriotism

Activity 2. Readings

Section 1.B. Sources of History

In conducting any historical research, different sources of information are required
to gain extensive knowledge on a particular topic (Asuncion & Cruz, 2019). Historical
sources are, at their most basic level, something that tells us about history. It may be a
document, a picture, a sound recording, a book, a cinema film, a television program or an
object (Rank, S.M. 2020). Source, according to Gottschalk (1950), is anything or anyone
that tells us about history ranging from eyewitness, memoirs to artifacts.
There are two main types or divisions of historical sources: primary sources and
secondary sources.

Division of Historical Sources

Primary Sources include documents or artifacts created by a witness to or

participant in an event. They can be first-hand testimony or evidence created during the
time period that you are studying. Examples include diaries, letters, interviews, oral
histories, photographs, government documents, etc.
Secondary Sources refer to the testimony of anyone who is not an eyewitness –
that is, of one who was not present at the event of which he tells (Gottschalk, 1950). These
are books, articles, and scholarly journals that had interpreted the primary sources or had
used them to discuss certain subjects of history (Torres, 2018).

Tertiary Sources are compilation of secondary sources and/or primary sources.

Examples of tertiary sources are encyclopedia, almanacs, dictionary, etc.
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Generally, there is no history if there is no source and, if there is so called “history”

without a source or with a “source” but not a legitimate source, it is what we call
“Conspiracy”. To avoid deception and to arrive with the historical truth, it is important to
thoroughly examine these stories (Candelaria & Alphora, 2018).
It was suggested by Candelaria & Alphora (2018) that source should undergo internal
and external criticism especially the primary source.

Section 1.C Source Criticism and Contextual Analysis

External and Internal Criticism (Candelaria & Alphora , 2018)

External Criticism is the practice of verifying the authenticity of evidence by

examining the following:
1. its physical characteristics;
2. consistency with the historical characteristics of the time when it was produced; and
3. the materials use for the evidence.

Example of the things to be examined when conducting external criticism of a

document are: the quality of the paper, the type of ink, and the language and words used
in the material, among others.

Internal Criticism is the examination of the truthfulness of the evidence

(provenance for Gottschalk ).
It looks at the content of the source and examines the circumstance of its
production. Internal Criticism looks at the truthfulness and factuality of the evidence by
looking at the author of the source; its context; the agenda behind its creation; the
knowledge which informed it; and its intented purpose, among others (Candelaria &
Alphora, 2018).
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Context Analysis (Torres, 2018)

Context analysis considers the time and place the historical documents were written,
as well as, the situation or the circumstances during that time. Works pertaining to events
in the past are analysed by also taking into account the author of the document, person’s
biographical background, role in the event, and the intent for writing the document.
The two other questions to consider when doing context analysis are as follows: (1)
How authoritative is the account/source?; (2) How is it relevant today?
The task of the historian is to look at the available historical sources and select the
most relevant and meaningful subject matter for study.
It is the historian’s job to seek for the meaning of recovering the past to let the
people see the continuing relevance of provenance, memory, remembering and historical
understanding for both the present and the future (Candelaria & Alphora , 2018)

Activity 3. ASSESSMENT
Name:____________________________________ Section:_________________________

“I would prefer even to fail with honor than to win by cheating”

-Sophocles

Test I. Identification

INSTRUCTION. Write “PS” if the cited source is a “Primary Source”, “SS” if

“Secondary Source”, and “TS” if it is “Tertiary Source”.
1. ________ Book entitled Readings in Philippines History
2. ________ Wikipedia
3. ________ Ancient Hablon-Making Tool
4. ________ Katana
5. ________ Mickey Mouse Money

6. ________ Foot bone

discovered in Callao Cave.
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Photo Credit: Dr. Amand Mijares

7. ________ the Laguna

Copper Plate Inscription

Photo Credit: Roslyn Arayata

8. ________ Philippines History Book of Teodoro Agoncillo

9. ________ Prehispanic Source Material for the Study

of Philippines History by William Henry Scott.

10. ________ A photo of Philippine economic

artifacts shot from the Museum of Philippine Economic
History.
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Test II.
INSTRUCTION. Write “TRUE” if the statement is correct, otherwise write “FALSE”.

1. ___________ Narratives are more credible sources than Relics.

2. ___________ If it can be demonstrated that the witness or source has no direct
interest in creating bias, then the credibility of the message decreases.
3. ___________ If a number of credible sources contain the same message, the
credibility of the message strongly increases.
4. ___________ When two sources disagree on a particular point, the historian will
prefer the source with most "authority"—that is the source created by the expert or by
the eyewitness.
5. ___________ When two sources disagree and there is no other means of evaluation,
then historians take the source which benefit the best interest of the historian.
6. ___________ If a source is an oral transmission of information, then, automatically,
it is not a legitimate source.
7. ___________ If the person who personally witness a murder but has personal
grudge on the murderer but was made a witness still, his testimony has unquestionable
credibility.
8. ___________ If the source is the pronouncement of government official whose basis
is his own words of assurance, then, therefore, it is a reliable source.
9. ___________ If it can be demonstrated that the witness or source has no direct
interest in creating bias then the credibility of the message decreases.
10. ___________ If a person identifies another as a criminal, then he tells the authority
about the matter. Automatically, the person is really a criminal, and thereby, should be
arrested.

“We learn, not for school, but for life”

- Lucius Annaeus Seneca
*End*
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REFERENCES

Agoncillo, T.A. (1990). History of the filipino people. Quezon City, Philippines: Garotech
Publishing.

Candelario, J.L. & Alporha, C.V. (2018). Reading in philippine history. Rex Book
Bookstore.

Constantino, R. (1966). The Miseducation of the filipinos. Malay Books.

Funtecha, H. & Padilla, M. (2010). A study guide in philippine history. Rex Bookstore.

George, T. S. (1980). Revolt in mindanao: the rise of islam in philippine politics. Oxford
University Press

Gottschalk, L. (1950). Understanding History; A Primer of Historical Method (pp 41-61;

117-170). University of Chicago

Santayana, G. (1905). The Life of Reason: The Phases of Human Progress

Torres, J.V. (2018). Batis: sources in philippines history. C & E Publishing, 2018

Rank, S.M. (ed) "What Are Historical Sources?" History on the Net
Retrieved August 16, 2020 <https://www.historyonthenet.com/what-are-historical-sources>

Retrieved July 1, 2020 from URL: https://books.google.com.ph/books?id=F3q-

krDckHwC&printsec=frontcover#v=onepage&q&f=false

Retrieved July 9, 2020 from URL : https://iloilo-updates.blogspot.com/2019/02/museum-of-

philippine-economic-history.html

Retrieved July 29, 2020 from URL: https://filipiknow.net/archaeological-discoveries-in-the-

philippines/

Retrieved July 29, 2020 from URL:

https://www.abebooks.com/9789711002275/Prehispanic-Source-Materials-Study-Philippine-
9711002272/plp

Retrieved July 29, 2020 from URL: https://www.amazon.com/History-Filipino-People-

Eighth-Philippine/dp/9718711066
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