PRELIMINARY TERM PRIMER

SUBJECT: THE USE AND IMPORTANCE OF VARIOUS SOURCES IN HISTORY

Term Outcomes:

 Exhibit mastery on current knowledge in other branches of Social Sciences and connect these
with the study of Philippine History
 Distinguish historical sources as to its relevance and timeliness
 Express higher understanding in Local history, culture, and society
 Write a local historical research and present it in a standardized format

TOPICS:
 Introduction to the Course: Meaning and relevance of history
 Distinction and Criticism of primary and secondary sources
 Major components to effective historical thinking
 Local History of Negros Island and Kabankalan City

PERFORMANCE TASK: Local Historical Research

Goal : Students will make a brief history (narrative or oral form) of their local community
based on their gathered primary data and present it orally through creative media.
Skill/s Required : Effective communication (questioning and decoding), Investigation, Critical Thinking,
Qualitative Data Interpretation, Multimedia Skills, and Oral Presentation.

Integral Values : Collaboration, Integrity, and Tactfulness.

Methods:
1. In a group formed by your instructor, research the history of your agreed local community.
2. Divide your workloads according to your personal expertise. As much as possible refrain from
doing your works in a common location. Mitigate physical contact with your group and respondents.
Use social media and other platforms for research and group communication purposes.
3. Look for someone who can give you primary data on the history of that place. As your
respondent, he/she should be an eyewitness to a specific historical event/s of that place.
4. There is no need to narrate the entire history of the place. Just focus on one specific historical
event but have an in-depth investigation
5. Observe proper etiquette in handling your interview. Apply prior learning in Purposive
Communication, Komunikasyon sa Akademikong Filipino and Ethics.
6. Conduct your interview personally or through phone calls, zoom, and Facebook video call.
Merely giving off questions through text or chat is not allowed.
7. For groups 1 and 2, make a comprehensive narrative out of the data that you have gathered.
8. For groups 3 and 4, create a slideshow presentation and orally present your works using a
recorded video.
9. Assign various specific task to each member to ensure proper division of group burdens.
10. Submit your works not later than the deadline to be arranged by your instructor.
MODULE 1
MEANING AND RELEVANCE OF HISTORY
Lvl. 1 - Bicol Vambrace

Most Essential Learning Outcomes

At the end of this module, the learners are expected to:
 Create their own definition of history, both as a study and a way of life
 Discuss the historical background of history and its relation to other social sciences
 Differentiate history to other social sciences such as anthropology and sociology
 Explain the purpose of studying history

Ask yourself:
What do you think historians do? How do they spend their time? Spend a few minutes thinking
about what you know about history; if possible, try to make your own definition of history and its
purpose by crafting a schematic diagram.

WHY STUDY HISTORY?

People live in the present. They plan for and worry about the future. History, however, is the study
of the past. Given all the demands that press in from living in the present and anticipating what is yet to
come, why bother with what has been? Given all the desirable and available branches of knowledge,
why insist on a good bit of history? And why urge many students to study even more history than they
are required to?
Stearns (1988) points out that any subject of study needs justification: its advocates must explain
why it is worth attention. Most widely accepted subjects—and history is certainly one of them—attract
some people who simply like the information and modes of thought involved. But audiences less
spontaneously drawn to the subject and more doubtful about why to bother need to know what the
purpose is.
Historians do not perform heart transplants, improve highway design, or arrest criminals. In a
society that quite correctly expects education to serve useful purposes, the functions of history can
seem more difficult to define than those of engineering or medicine. History is in fact very useful,
actually indispensable, but the products of historical study are less tangible, sometimes less
immediate, than those that stem from some other disciplines.
In the past history has been justified for reasons we would no longer accept. For instance, one of
the reasons history holds its place in current education is because earlier leaders believed that a
knowledge of certain historical facts helped distinguish the educated from the uneducated; the person
who could reel off the date of the Norman conquest of England (1066) or the name of the person who
came up with the theory of evolution at about the same time that Darwin did (Wallace) was deemed
superior—a better candidate for law school or even a business promotion. Knowledge of historical facts
has been used as a screening device in many societies, from China to the United States, and the habit
is still with us to some extent. Unfortunately, this use can encourage mindless memorization—a real
but not very appealing aspect of the discipline. History should be studied because it is essential to
individuals and to society, and because it harbors beauty. There are many ways to discuss the real
functions of the subject—as there are many different historical talents and many different paths to
historical meaning. All definitions of history's utility, however, rely on two fundamental facts.
History Helps Us Understand People and Societies

In the first place, history offers a storehouse of information about how people and societies
behave. Understanding the operations of people and societies is difficult, though a number of
disciplines make the attempt. An exclusive reliance on current data would needlessly handicap our
efforts. How can we evaluate war if the nation is at peace—unless we use historical materials? How
can we understand genius, the influence of technological innovation, or the role that beliefs play in
shaping family life, if we don't use what we know about experiences in the past? Some social scientists
attempt to formulate laws or theories about human behavior. But even these recourses depend on
historical information, except for in limited, often artificial cases in which experiments can be devised to
determine how people act. Major aspects of a society's operation, like mass elections, missionary
activities, or military alliances, cannot be set up as precise experiments. Consequently, history must
serve, however imperfectly, as our laboratory, and data from the past must serve as our most vital
evidence in the unavoidable quest to figure out why our complex species behaves as it does in societal
settings. This, fundamentally, is why we cannot stay away from history: it offers the only extensive
evidential base for the contemplation and analysis of how societies function, and people need to have
some sense of how societies function simply to run their own lives.

History Helps Us Understand Change and How the Society We Live in Came to Be

The second reason history is inescapable as a subject of serious study follows closely on the first.
The past causes the present, and so the future. Any time we try to know why something happened—
whether a shift in political party dominance in the American Congress, a major change in the teenage
suicide rate, or a war in the Balkans or the Middle East—we have to look for factors that took shape
earlier. Sometimes fairly recent history will suffice to explain a major development, but often we need to
look further back to identify the causes of change. Only through studying history can we grasp how
things change; only through history can we begin to comprehend the factors that cause change; and
only through history can we understand what elements of an institution or a society persist despite
change.

The Importance of History in Our Own Lives

These two fundamental reasons for studying history underlie more specific and quite diverse uses of
history in our own lives. History well told is beautiful. Many of the historians who most appeal to the
general reading public know the importance of dramatic and skillful writing—as well as of accuracy.
Biography and military history appeal in part because of the tales they contain. History as art and
entertainment serves a real purpose, on aesthetic grounds but also on the level of human
understanding. Stories well done are stories that reveal how people and societies have actually
functioned, and they prompt thoughts about the human experience in other times and places. The
same aesthetic and humanistic goals inspire people to immerse themselves in efforts to reconstruct
quite remote pasts, far removed from immediate, present-day utility. Exploring what historians
sometimes call the "pastness of the past"—the ways people in distant ages constructed their lives—
involves a sense of beauty and excitement, and ultimately another perspective on human life and
society.

1. History Contributes to Moral Understanding

History also provides a terrain for moral contemplation. Studying the stories of individuals
and situations in the past allows a student of history to test his or her own moral sense, to hone
it against some of the real complexities individuals have faced in difficult settings. People who
have weathered adversity not just in some work of fiction, but in real, historical circumstances
can provide inspiration. "History teaching by example" is one phrase that describes this use of a
study of the past—a study not only of certifiable heroes, the great men and women of history
who successfully worked through moral dilemmas, but also of more ordinary people who
provide lessons in courage, diligence, or constructive protest.

2. History Provides Identity

History also helps provide identity, and this is unquestionably one of the reasons all modern
nations encourage its teaching in some form. Historical data include evidence about how
families, groups, institutions and whole countries were formed and about how they have
evolved while retaining cohesion. For many Americans, studying the history of one's own family
is the most obvious use of history, for it provides facts about genealogy and (at a slightly more
complex level) a basis for understanding how the family has interacted with larger historical
change. Family identity is established and confirmed. Many institutions, businesses,
communities, and social units, such as ethnic groups in the United States, use history for similar
identity purposes. Merely defining the group in the present pales against the possibility of
forming an identity based on a rich past. And of course nations use identity history as well—and
sometimes abuse it. Histories that tell the national story, emphasizing distinctive features of the
national experience, are meant to drive home an understanding of national values and a
commitment to national loyalty.

3. Studying History Is Essential for Good Citizenship

A study of history is essential for good citizenship. This is the most common justification for
the place of history in school curricula. Sometimes advocates of citizenship history hope merely
to promote national identity and loyalty through a history spiced by vivid stories and lessons in
individual success and morality. But the importance of history for citizenship goes beyond this
narrow goal and can even challenge it at some points.
History that lays the foundation for genuine citizenship returns, in one sense, to the
essential uses of the study of the past. History provides data about the emergence of national
institutions, problems, and values—it's the only significant storehouse of such data available. It
offers evidence also about how nations have interacted with other societies, providing
international and comparative perspectives essential for responsible citizenship. Further,
studying history helps us understand how recent, current, and prospective changes that affect
the lives of citizens are emerging or may emerge and what causes are involved. More
important, studying history encourages habits of mind that are vital for responsible public
behavior, whether as a national or community leader, an informed voter, a petitioner, or a
simple observer.

4. History Is Useful in the World of Work

History is useful for work. Its study helps create good businesspeople, professionals, and
political leaders. The number of explicit professional jobs for historians is considerable, but
most people who study history do not become professional historians. Professional historians
teach at various levels, work in museums and media centers, do historical research for
businesses or public agencies, or participate in the growing number of historical consultancies.
These categories are important—indeed vital—to keep the basic enterprise of history going, but
most people who study history use their training for broader professional purposes. Students of
history find their experience directly relevant to jobs in a variety of careers as well as to further
study in fields like law and public administration. Employers often deliberately seek students
with the kinds of capacities historical study promotes. The reasons are not hard to identify:
students of history acquire, by studying different phases of the past and different societies in the
past, a broad perspective that gives them the range and flexibility required in many work
situations. They develop research skills, the ability to find and evaluate sources of information,
and the means to identify and evaluate diverse interpretations. Work in history also improves
 basic writing and speaking skills and is directly relevant to many of the analytical requirements
in the public and private sectors, where the capacity to identify, assess, and explain trends is
essential. Historical study is unquestionably an asset for a variety of work and professional
situations, even though it does not, for most students, lead as directly to a particular job slot, as
do some technical fields. But history particularly prepares students for the long haul in their
careers, its qualities helping adaptation and advancement beyond entry-level employment.
There is no denying that in our society many people who are drawn to historical study worry
about relevance. In our changing economy, there is concern about job futures in most fields.
Historical training is not, however, an indulgence; it applies directly to many careers and can
clearly help us in our working lives.

What Skills Does a Student of History Develop?

What does a well-trained student of history, schooled to work on past materials and on case studies in
social change, learn how to do? The list is manageable, but it contains several overlapping categories.

1. The Ability to Assess Evidence. The study of history builds experience in dealing with and
assessing various kinds of evidence—the sorts of evidence historians use in shaping the
most accurate pictures of the past that they can. Learning how to interpret the statements of
past political leaders—one kind of evidence—helps form the capacity to distinguish between
the objective and the self-serving among statements made by present-day political leaders.
Learning how to combine different kinds of evidence—public statements, private records,
numerical data, visual materials—develops the ability to make coherent arguments based
on a variety of data. This skill can also be applied to information encountered in everyday
life.

2. The Ability to Assess Conflicting Interpretations. Learning history means gaining some skill
in sorting through diverse, often conflicting interpretations. Understanding how societies
work—the central goal of historical study—is inherently imprecise, and the same certainly
holds true for understanding what is going on in the present day. Learning how to identify
and evaluate conflicting interpretations is an essential citizenship skill for which history, as
an often-contested laboratory of human experience, provides training. This is one area in
which the full benefits of historical study sometimes clash with the narrower uses of the past
to construct identity. Experience in examining past situations provides a constructively
critical sense that can be applied to partisan claims about the glories of national or group
identity. The study of history in no sense undermines loyalty or commitment, but it does
teach the need for assessing arguments, and it provides opportunities to engage in debate
and achieve perspective.

3. Experience in Assessing Past Examples of Change. Experience in assessing past

examples of change is vital to understanding change in society today—it's an essential skill
in what we are regularly told is our "ever-changing world." Analysis of change means
developing some capacity for determining the magnitude and significance of change, for
some changes are more fundamental than others. Comparing particular changes to relevant
examples from the past helps students of history develop this capacity. The ability to identify
the continuities that always accompany even the most dramatic changes also comes from
studying history, as does the skill to determine probable causes of change. Learning history
helps one figure out, for example, if one main factor—such as a technological innovation or
some deliberate new policy—accounts for a change or whether, as is more commonly the
case, a number of factors combine to generate the actual change that occurs.
 Historical study, in sum, is crucial to the promotion of that elusive creature, the well-informed
citizen. It provides basic factual information about the background of our political institutions and about
the values and problems that affect our social well-being. It also contributes to our capacity to use
evidence, assess interpretations, and analyze change and continuities. No one can ever quite deal with
the present as the historian deals with the past—we lack the perspective for this feat; but we can move
in this direction by applying historical habits of mind, and we will function as better citizens in the
process.

SO WHY STUDY HISTORY? The answer is because we virtually must, to gain access to the
laboratory of human experience. When we study it reasonably well, and so acquire some usable habits
of mind, as well as some basic data about the forces that affect our own lives, we emerge with relevant
skills and an enhanced capacity for informed citizenship, critical thinking, and simple awareness. The
uses of history are varied. Studying history can help us develop some literally "salable" skills, but its
study must not be pinned down to the narrowest utilitarianism. Some history—that confined to personal
recollections about changes and continuities in the immediate environment—is essential to function
beyond childhood. Some history depends on personal taste, where one finds beauty, the joy of
discovery, or intellectual challenge. Between the inescapable minimum and the pleasure of deep
commitment comes the history that, through cumulative skill in interpreting the unfolding human record,
provides a real grasp of how the world works.

HISTORY AND OTHER DISCIPLINES IN SOCIAL SCIENCES

For a long time, it was debated whether history was a social science or not. In this debate about
the nature of history in the 1930s and 1940s, it was accepted that history is one of the social sciences.
And when history became social science, its relationship with the other social science became
relevant. History is a social science because it studies society in a scientific methodology. It is
substantiated by the fact that history cannot be studied without taking recourse to other subject.
1. Geography. One of the major disciplines with which history has relationship is Geography.
There are some histories like military, religion etc. which cannot be studied without the
peculiarities of geography. The first thing we have to do is we have to place the people (society)
in a particular geographical area. People first have to be located geographically. It is difficult to
study history without this. The climate, so in, physical features also affect the way of life of the
people. It affects the entire social organization so the geographical location of people definitely
determines the entire pattern of life of those people.
2. Economics. History and economics have almost inherent relationship. Without any economic
history, historian cannot write a sensible history. Men would still participate in economic
activities – production, distribution and consumption. And people in a society get into a definite
relationship – How are the people in power of production and distribution give rise to the whole
question of wars, conflict in society, etc. are all related to economic activities in the society.
Historian would not understand various historical phenomenon without studying economic
activities and economic decisions in the society. No matter what kind of society he studies, he
has to study who is producing what, what is given to whose share, etc. Without any
understanding of the law of economics, it is impossible to study history. There are two
absolutely fundamental issues in which historians are concerned. If economists do not base
themselves on history, their economic studies become irrelevant. For economists, it is very
important that they have a good grounding of the history of a society – the model which he
studies.
 3. Sociology. It is a science of society with a special focus on interrelationship between
individuals and groups. In trying to study these interrelationships, sociology examines the basic
units of the society. And other more organized groups like professional groups and the basic
unit like family. Sociology, therefore obviously cannot ignore the importance of the process of
institutions by which they evolved. For sociology, certain things became very important – like
the role of values, norms, role of conflict and consensus, development of different social units,
etc. A historian Is also concerned with these because he studies the development of these
social institutions. But a historian’s perspective is much wide and broader than a sociologist
because he has always to generalize in the context of the past, present and future. Sociologists
began to realize that they have to base their work on history. Without a historical perspective,
their work becomes limited and narrow.
4. Political Science. The most important thing is to understand what is political science. The most
important thing that political scientist study is the science of government and the study of power
relationship. Since all societies are governed and the most important phenomena in society is
power relationship in various level. And therefore, it is not possible for historian to ignore
political science because there is always power relationship in society- even among the
nomads. Therefore, power relationship is as basic to history as the latter is to economy. Power
relationship must come before studying history. Until and unless political scientist know the
history of the people to be studied, Seeley says that political science must be rooted in history.
Historians have found many solutions to the problem of power relationship, especially political
historians.
5. Philosophy. It is the study of the system of ideas. Philosophy studies how ideas are generated
and how these ideas are influencing the society. Therefore, philosophy deals with a realm
which is very often beyond the physical world, and that is why, it would appear that philosophy
has nothing to do with history. Historical development of any society had never been devoid of
any philosophical ideas. In the historical development in any period of time gives rise to its own
set of ideas. The ideas which are emanated from a society – ideas are always emerged from
certain historians. The concrete situations in society.
6. Anthropology. It is an area which has contributed very largely to the study of human society. In
brief, it is the study of man. Physical and cultural anthropology (social anthropology in Britain):
Physical anthropology concentrates on the physical evolution of man. Cultural anthropology
studies the way of life of the people. Both these are part of a historical area of study. Without
knowledge of physical and cultural anthropology of man, no historians can write any work of
history. Without depending on each other, there can be no meaningful work.
Some historians say that history is a central social science. Other social science has specific
studies but history incorporates all these other social sciences. Therefore, without history or without
other social science, social science would have no meaning.
The historian’s work is not only related to other social science but it is also related to the natural
sciences.
Historians study the development of human civilization and human civilization is heavily indebted
to the physical/natural science. In fact, the organization of society would not have been possible if
there were no technological advances and development. There has always been technological
advancement – beginning from nomadic stage in any human civilization. The whole process of success
and all other development come about. The process of production is very central in human
development.
It is impossible for history and other social scientists to arrive at objective conclusions whereas
natural scientists can arrive at objective conclusions. This is a very complex argument - can history be
a science?
Science and the scientific method is characterized by a number of assumptions.
1)      Scientists assume some form of determinism or Law of universal causation.
2)      Its empirical base
3)      The objectives of science can be summarized in its systematic nature

If all these things are present in history, then history can be studied scientifically.
Scientists are expected to formulate and verify empirical generalizations, develop a systematic
theory and finally explain and predict. It has been often argued that history does not or cannot have
one or more of the characteristics mentioned above. One argument against the possibility of a science
of history claims that the historical phenomena are so complex that no regularities can be discovered in
them. There are too many variables and possible relationships between different historical phenomena
for them to be any order in these relationship.
Another argument against the possibility of a science of history is based upon the argument that
human beings are very complex and there is such thing called ‘the freedom of will’. This means that
those who hold up this argument and fit for freedom of the will are usually saying that people are able
to act without external restraints. In other words, free choice is uncaused. But it is difficult to accept that
what people do is not determined by the sort of people they are or certain motives. And without
accepting that events have causes, he whole attempt to describe and explain the world of history may
be given up. This position, therefore, strikes directly at the first assumption of the model of science,
and just as a natural scientist assume some form of determinism, the social scientist, including
historians must also assume some form of determinism or law of Universal Causation.
The main difference between the natural and social sciences is that the practitioners of the natural
sciences do not have to deal with values at all phases of their work, but social scientist have to do so
from the very observations because hey are dealing with people. No historian can ignore the fact that
values, opinions and ideologies hold a significant place in history.
From such arguments, it is quite clear that there are no arguments which deny history a place in
the world of science, but one must also not forget that a historian as well as all social scientist are
faced with many difficulties in their discipline. It is true that history is not a full blown science and
neither can we draw the same analogies between history and natural sciences. The critical point is
simply that it is possible to have a scientific attitude and use scientific methods in history.
Major Reference: “Why Study History?” (1988) AHA

EXCERCISE NO. 1
Ponder on these questions by yourself only. Although your answers will not be recorded, this will aid
you to better understand this week’s lesson.
 1. What is the importance of studying history for college students and future professionals?
2. Machiavelli asserts, "Whoever wishes to foresee the future must consult the past; for human
events ever resemble those of preceding times.” Do you agree? Why? If you don’t agree, state
your reason/s.

MODULE 2
CRITICISM AND DISTINCTION
OF PRIMARY AND SECONDARY SOURCES
Lvl. 2 - Davao Gauntlets

Most Essential Learning Outcomes

At the end of this module, the learners are expected to:
 Establish strong foundation on determining historical sources
 Expound, compare, and contrast primary and secondary sources
 Craft their own definition of Primary Sources and give examples based on their definition

Ask Yourself:
How can we determine primary and secondary source? Which is more relevant and reliable?

What is a Primary Source?

Primary sources are original records of the political, economic, artistic, scientific, social, and
intellectual thoughts and achievements of specific historical periods. Produced by the people who
participated in and witnessed the past, primary sources offer a variety of points of view and
perspectives of events, issues, people, and places. These records can be found anywhere—in a home,
a government archive, etc.—the important thing to remember is they were used or created by someone
with firsthand experience of an event.

Examples of Primary Sources:

Primary sources are not just documents and written records. There are many different
kinds of primary sources, including: first-person accounts, documents, physical artifacts,
scientific data that has been collected but not interpreted, and face-to-face mentors with specific
knowledge or expertise. Primary sources also take a variety of formats—examples of these are
listed below:
 Audio—oral histories or memoirs, interviews, music
 Images—photographs, videos, film, fine art
 Objects—clothing (fashion or uniforms), tools, pottery, gravestones, inventions,
weapons, memorabilia
 Statistics—census data, population statistics, weather records
 Text—letters, diaries, original documents, legal agreements, treaties, maps,
laws, advertisements, recipes, genealogical information, sermons/lectures

How do Primary and Secondary Sources differ?

While primary sources are the original records created by firsthand witnesses of an event,
secondary sources are documents, texts, images, and objects about an event created by someone
who typically referenced the primary sources for their information. Textbooks are excellent examples of
secondary sources.
 Therefore, secondary sources are informational sources that analyze the event. These sources
often use several primary sources and compile the information. Examples of secondary sources:
 Biographies
 Encyclopedias
 History books
 Textbooks

Why is it important for students to use Primary Sources?

1. Direct engagement with artifacts and records of the past encourages deeper content exploration,
active analysis, and thoughtful response.
2. Analysis of primary sources helps students develop critical thinking skills by examining meaning,
context, bias, purpose, point of view, etc.
3. Primary source analysis fosters learner-led inquiry as students construct knowledge by interacting
with a variety of sources that represent different accounts of the past.
4. Students realize that history exists through interpretation that reflects the view points and biases of
those doing the interpreting.

HISTORICAL CRITICISM

A historian should be a good critical thinker, writer and the best story-teller. He/she should be able to
possess skills in arranging his/her thoughts in such a way that it will exhibit sound reasoning and
unbiased judgement. The following section reflects each stage of a good historical research.

Step One: Begin with focusing questions. Historical research should ask a broad big picture
question and historical methods to be chosen as the best approach to address the inquiry
because of its ability to provide deep and wide insights.

Step Two: Specify the domain for the enquiry. The issue of deciding on the appropriate
scope for the research is critical. Most historians would consider looking back only twenty years
as barely touching the tip of the iceberg. If not, this will raise another area of concern that the
findings of the research will be dismissed as out-of-date and irrelevant.

Step Three: Gather evidence, using both primary and secondary source. When using
historical methods, the availability of data is a key issue, if there is no data, there is no story. At
an early stage the researcher needs to establish if there is enough information available to
answer the research question. One frustration with this research was the difficulty of finding
accurate sources.

Step Four: Critique the evidence. Is it authentic and credible? The use of newspapers for
historical research raises questions about whether such materials are a good source for
 historical truth, as reporting can be biased and inaccurate. Some steps were taken to address
this, such as cross checking events across a range of publications, and using reports produced
by independent bodies, but it does need to be acknowledged that newspapers can be fallible.
Contradictions were found. Different articles on the same topic often contained conflicting facts
and figures; claims made by politicians weren’t supported by the statistical evidence. Every
effort was made to try and resolve these contradictions by cross-checking data from a number
of sources, but in many cases this was not possible and data was presented as found. The
trustworthiness of qualitative research is always open to question; newspapers have an
advantage over data collected by techniques such as interviews or focus groups, in that they
are in the public eye. Newspapers can face libel if they publish inaccurate information therefore
journalists take some steps to check their facts, and readers have a feedback mechanism in the
form of the letters page. One of the techniques of historical research is to listen for "silences", in
other words to work out what is missing from the data. The regional newspapers did not provide
good coverage of the industries in their regions, and initiatives such as the formation of
business clusters tended to be under reported.

Step Five: Determine patterns using inductive reasoning. Mason, McKenney & Copeland
have outlined three approaches that can be used for this: conceptual frameworks, causal chain
analysis and establishing empathy with the main participants. It is important for the researcher
to decide at an early stage which approach they are going the use, as this will affect both the
research question and the approach taken to data gathering. Establishing empathy is the most
common approach used to date, and is suitable for a study of one organization, it also has the
advantage of producing a compelling story. This research has demonstrated the use of a
conceptual framework, causal chain analysis is potentially the most rigorous approach, but also
the most challenging.

Step Six: Tell the story. The main goal of historical research is to produce a narrative.
However due to the extensive data collection, that use of historical methods usually involves,
that story is often rather long and very detailed. This creates issues for researchers who are
under pressure to get their work published. Currently in information systems, publishing in
journals is given more weight than writing a book, but it is often difficult to compress the findings
of historical research into the word limits set by journals.

Step Seven: Write the transcript. The researcher needs an understanding of where there
work fits in with previous studies, they should be aware of previous research in this area, and
what contribution will be made by their study.

Major Reference: Toland, J., & Yoong, P. (2013). Using Historical Methods in Information Systems: A
Primer for Researchers. Australasian Journal of Information Systems, 18(1).
MODULE 3
LOCAL HISTORIES OF NEGROS ISLAND
AND KABANKALAN CITY
Lvl. 3 - Negros Pauldrons

Most Essential Learning Outcomes:

At the end of this module, the learners are expected to:
 Discuss the transformation of Negros island and Kabankalan City through the years
 Exhibit mastery in local history
 Appreciate local history and its social impact

NEGROS: THE LAND OF SWEET SURPRISES

Negros is the fourth largest island of the Philippines, with a land area of 13,309.60 km2
(5,138.87 sq mi). Negros is one of the many islands that comprise the Visayas, in the central part of the
country. The predominant inhabitants of the island region are mainly called Negrenses (locally
Negrosanons). As of 2015, Negros' total population is 4,414,131 inhabitants.
Negros was originally called Buglas, an old Hiligaynon word thought to mean "cut off", as it is
believed that the island was separated from a larger landmass by rising waters during the last ice age.
Among its earliest inhabitants were the dark-skinned Ati people, one of several aboriginal Negrito
ethnic groups dispersed throughout Southeast Asia that possesses a unique culture. The westernmost
portions of the island soon fell under the nominal rule of the Kedatuan of Madja-as from the
neighboring islands of Panay and Guimaras, while the easternmost areas were influenced by the
Rajahnate of Cebu from neighboring Cebu Island.

Negros Island under Spain

Upon arriving on the island in April 1565, the Spanish colonizers called the land Negros, after the
dark-skinned natives they observed. Two of the earliest native settlements, Binalbagan and Ilog,
became towns in 1573 and 1584, respectively, while other settlements of the period included
Hinigaran, Bago, Marayo (now Pontevedra), Mamalan (now Himamaylan), and Candaguit (now a sitio
of San Enrique).
After appointing encomenderos for the island, Miguel López de Legazpi placed Negros under the
jurisdiction of the governor of Oton in Panay. In 1734, however, the island became a military district
with Ilog as its first capital. The seat of government was later transferred to Himamaylan until Bacolod
became the capital in 1849. In 1865, Negros and its outlying minor islands along with Siquijor was
converted into a politico-military province.
In 1890, the island was officially partitioned into the present-day provinces of Negros Occidental
and Negros Oriental. The Spanish Governor, D. Isidro Castro y Cinceros, surrendered to the Negros
Revolutionaries, led by Aniceto Lacson and Juan Araneta, on 6 Nov. 1898. General Miller appointed
Aniceto, Governor of the Island in March 1899. On 9 April 1901, the Second Philippine Commission
under the chairmanship of William H. Taft arrived in Dumaguete. Weeks later on 1 May, the civil
government under American sovereignty was established, and on 28 August, Dr. David S. Hibbard
founded what is now Silliman University, with the help of Meliton Larena as the first Mayor of
Dumaguete, as well as Demetrio Larena.
The Cantonal Republic of Negros
From 3 to 6 of November 1898, the Negrense peoples rose in revolt against the local Spanish
colonial government headed by politico-military governor Colonel Isidro de Castro. The Spaniards
decided to surrender upon seeing armed troops marching in a pincer movement towards Bacolod. The
revolutionaries, led by General Juan Araneta from Bago and General Aniceto Lacson from Talisay,
bore fake arms consisting of rifles carved out of palm fronds and cannons of rolled bamboo mats
painted black. By the afternoon of 6 November, Col. de Castro signed the Act of Capitulation, thus
ending centuries of Spanish colonial rule in Negros Occidental.
In memory of this event, every November 5 is observed as a special non-working holiday in the
province through Republic Act № 6709. On 27 November 1898, the Cantonal Republic of Negros
unilaterally proclaimed independence, but this was short-lived as the territory became a protectorate of
the United States on 30 April 1899. The state was renamed the Republic of Negros (Spanish:
República de Negros) on 22 July 1899, and eventually dissolved by the United States and annexed by
the U.S. Military Government of the Philippine Islands on 30 April 1901.
The leaders of the short-lived republic were:
 Aniceto Lacson, November 05, 1898 – July 22, 1899 (to November 27, 1898, in Negros
Occidental)
 Demetrio Larena, November 24, 1898 – November 27, 1898 (in Negros Oriental)
 President of the Constituent Assembly José Luzuriaga, July 22, 1899 – November 06, 1899
 Secretary of War Juan Araneta
 Civil Governor Melecio Severino, November 06, 1899 – April 30, 1901
 Secretary of Justice Antonio Ledesma Jayme, November 05, 1898 – July 22, 1899

BACOLOD CITY: THE CITY OF SMILES

Bacolod City, situated on the northwestern part of the island of Negros, is bounded by the
Guimaras Strait on the west, the municipality of Talisay on the north, the municipality of Murcia on the
east, and Bago City on the South.
The City has land area of 162.67 square. In 1970, it had a population of 187,300. It has a cool
invigorating climate with abundant rainfall. The majority of the people speak Hiligaynon and the rest
speak Cebuano.
Bacolod, the "Sugar Bowl of the Philippines," is one of the most progressive and elite cities in the
country. Along its highway, sugarcane plantation is a typical scene; coconut and rice are also grown.
The people are engaged in livestock, fishing, and pottery. The City’s name was derived from the
Ilonggo word "bakolod" meaning "stonehill" since the settlement was founded in 1770 on a stonehill
area, now the district of Granada and the former site of the Bacolod Murcia Milling Company.
Due to the Muslim raids in 1787, Bacolod was transferred towards the shoreline. The old site was
called "Da-an Banwa," meaning old town. In 1894, by order of Governor General Claveria, through
Negros Island Governor Manuel Valdeviseo Morquecho, Bacolod was made the capital of the Province
of Negros. Bernardino de los Santos became the first gobernadorcillo and Fray Julian Gonzaga the
first parish priest.
The success of the revolution in Bacolod was attributed to the low morale of the local Spanish
detachment-due to its defeat in Panay and Luzon and to the psychological warfare of Generals Aniceto
Lacson and Juan Araneta.
In 1897, a battle in Bacolod was fought in Matab-ang River. A year later, on November 5, 1898,
the Negrense "Revolucionarios," armed with knives, bolos, spears, and rifle-like "nipa" stems, and
pieces of "sawali" mounted in carts, captured the convento where Coronel de Castro y Cisneros, well-
armed "casadores" and platoons of civil guards, surrendered. Two days later, on the 17th, most of the
revolutionary army gathered together to establish a Provisional Junta and to confirm the elections of
Aniceto Lacson as president, Juan Araneta as war-delegate, as well as the other officials.
On March 1899, the American forces led by Colonel James G. Smith occupied Bacolod, the
revolutionary capital of the Provisional Republic of Negros.
 Bacolod City was occupied by the Japanese forces on May 21, 1942. Three years after, it was
liberated by the American forces on May 29, 1945.
By virtue of Commonwealth Act No. 326, enacted by the National Assembly, the City of Bacolod
was created on June 18, 1938.

DUMEGUETE CITY: THE CITY OF GENTLE PEOPLE

The boot-shaped island of Negros is located in central Visayas. The province of Negros Oriental is
bounded on the north and west by Negros Occidental, the east by Tanon Strait and the islands of Cebu
and Bohol, and on the south by the Mindanao Sea. The island is a mountainous area with wide coastal
plains on the west, which is Negros Occidental, and a narrow coastal strip on the east, which is Negros
Oriental. The latter has a total land area of 5,402 sq. km. and an average temperature of 82o
Fahrenheit.
The City of Dumagute is picturesque as one views it from an approaching boat. Historical accounts
reveal that the first civilization of Dumaguete flourished along the northern entrance of what is
presently known as Banica River. Clusters of Malays and Negritos settled there for the water was
plentiful and it is a strategic location that shelters people from devastating typhoons that pass through
Luzon and Northern Visayas, for it lies south of the typhoon paths. The majestic view of Cuernos de
Negros (Horns of Negros), an inactive volcano on its western part is a remarkable geographical
scenery that Dumaguete can showcase to its visitors. It is dubbed as “The City of Gentle People” by
our National Hero Gat Jose Rizal, when the ship which conveyed him for his exile in Dapitan passed by
Dumaguete City. Thus, the 750 meter stretch of breakwater near Silliman University was named after
him - the famous Rizal Boulevard. An article from The Silliman Truth reveals that Dumaguete back then
needs a breakwater very badly since the coastal area was ugly and severely inhabitable during bad
weather.
Today Dumaguete City serves as the home for almost 45,000 college students from different parts
of the country and the world. Since it has been chosen by Presbyterian missionaries as the site of
Silliman University (as founded, Silliman Institute) in 1901, the once unsophisticated town became a
hub for education, that even former President Carlos P. Garcia, a native of Bohol spent his high school
years in Silliman University. In 1904, the missionaries of St. Paul de Chartres from Iloilo City
established a school in Dumaguete, the St. Paul University. Other sectarian and non-sectarian
academic institutions was later established to cater various needs of diverse people migrating to
Dumaguete, seeking for education. The government also established its own school, the Negros
Oriental Trade School which aimed to train young people on Industry and Home Economics, the school
was later renamed into Central Visayas Polytechnic College, which is presently known as the Negros
Oriental State University.
Dumaguete City Hall (formerly Dumaguete Presedencia), was completed in the year 1937 with Sr.
Pedro Teves as the first mayor. It houses the executive and legislative offices of the city and is located
adjacent to the Campanario de Dumaguete near Quezon Park. The bill creating the municipality of
Dumaguete into a full-fledged City was sponsored by Hon. Lorenzo Teves when he was elected as the
representative of the first district of Negros Oriental. The House Bill No. 1922 passed by the congress
without much difficulty and was later signed by President Elpidio Quirino into law to be known as
Republic Act No. 327, “An Act Creating the City of Dumaguete”.
At present, Dumaguete City is enjoying a comparative degree of peace and order, an improved
road and traffic system, the cleanest and most orderly market in the whole country, and it is a city
where cultural presentations and academic pursuits are heightened by the presence of four universities
and many colleges.

KABANKALAN CITY: THE LITTLE SPAIN

 According to historians, the first inhabitants of Kabankalan were people who came from
neighboring towns and Panay island. They derived the name Kabankalan from the word “Bangkal”, a
species of a tree that is abundant in the place. The settlers established the Barangay form of
government, with which every group has its own leader, called the Kapitan.
In early years, Kabankalan started as a barrio of Ilog, a neighboring town of the city today. When
Kabankalan turned into a town in 1903, its first town president was Capitan Lorenzo Zayco. But in mid-
1907, a group of rebels called “pulahan” led by Papa Isio, raided the town and burned down all the
houses. However, the people of Kabankalan quickly recovered and rebuilt the town from the
destruction caused by the dissidents.

Way back during the Spanish regime, Spaniards taught the people the Spanish language and
introduced to them the Roman Catholic religion. When the Americans came, they introduced the
democratic form of government. During this time, a lot of improvements came to the town and new
modern techniques of farming were introduced by the Americans to the local farmers that improved
their products.

After the American regime, the Japanese occupied the town of Kabankalan. During this time, a
recognized guerrilla unit and the local troops of the Philippine Commonwealth Army military were
formed to oppose the foreign aggression and many people fled to the mountains to avoid the Japanese
military abuse. When the Americans returned to the island to aid Filipino soldiers under the
Commonwealth Army and Constabulary and the recognized guerrillas, they helped the people be freed
from the Japanese occupation.

After the second World War, the town progressed and started to regain its economy. The
establishment of two sugar mills in the 1960s and early 1970s gave the town a boost into the list of the
top improving towns of Negros.

The town of Kabankalan was declared by then President Fidel V. Ramos as a chartered city on
August 2, 1997, under Republic Act No. 8297.