August 21 2021 (Saturday)
evidence, decide how useful it is and come to
MAIN TOPIC 1: INTRODUCTION TO HISTORY
LESSON 1 - HISTORY: INTRODUCTION AND
HISTORICAL SOURCES
A. DEFINITION
History – refers to the study & interpretation by a
historian on the data and other human source of the
past human activity, people, societies and civilizations
leading to the present day.
3 Important Concepts of History
1. Based on past events
2. Interpreted by historians
3. Rely on data and documents called historical
sources.
B. HISTORY’S SUBJECT MATTER
 life of people and humanity
 history has always been known as the study of
the past
 historical account must be based on all
available relevant evidence
 a version of the past that cannot be supported
by the evidence is worthless
Historia – Greek word meaning ‘inquiry’
 denotes asking question or investigation of the
past done by persons trained to do so/by
persons who are interested in human past.
C. HISTORY & THE HISTORIAN
Historian – expert/student of history especially that of
a particular period, geographical region/social
phenomenon
 seeks & interprets historical evidence and facts
 also gives meaning to these facts and organizes
them chronologically
 a person who must be able to recognize the
conclusion based on what he has found out
 According to Gottschalk, historian is many
times removed from the events under
investigation
 Only a part of what was observed in the past
was remembered by those who observed it;
 Only a part of what was remembered was
recorded;
 Only a part of what was recorded has survived;
 Only a part of what has survived has come to
the historian’s attention;
 Moreover, only a part of what is credible has
been grasped, and;
 Only a part of what has been grasped can be
explained or narrated by the historian
 Some authors define history as a story of
historical perspective
 In reconstructing the past, a historian can be
subjective after all he is human, fallible and
capable of error
 Each has his own frame of reference or a set of
interlocking values, loyalties, assumptions,
interest and principle of action
 The historian is influenced by his own
environment, ideology, education and
influence
 His interpretation of the historical fact is
affected by his context and circumstances
Subjective Nature of History
 One historian claims an event happened a
certain way, while another disagree
completely
 The best approach is to do all we can to
reconstruct as fully as possible our picture
of the past
depend in order to create their own depiction
of the past
 Three kinds of sources: primary, secondary,
tertiary sources
Primary Sources - is a testimony of an individual who
was a participant in or a direct witness to the event that
is being described

Historiography – study of how history was written, by  Document or physical object which was
whom and why it was recorded as such. written or created during the time under a
study
 Interpretation about the past can be objective
 Present during an experience or time period
or true as long as they are free of inherent
and offer an inside view of a particular event
contradictions, are not contrary to the laws of
 Characterized by their content, regardless of
nature, and are based on actual remains from
whether they are available in original format,
the time period referred to
in microfilm, in digital format or in published
 If an idea that say Jose Rizal retracted on being
format
a mason stand up to the critique of historian
who are sceptical of his retraction, then the 5 Main Categories of Primary Sources
idea must be true
1. Written Sources – most common; written or
 One big advantage of historiography is that the
printed materials produced in one form or
liars of history are usually quite transparent
another sometime in the past
Objective Nature of History - published materials such as travelogue,
transcription of speech, autobiographies,
 Another way for a historian to be objective is
journals or newspapers (La Solidaridad)
to follow the historical method
- manuscript form or any handwritten or type
 An agreed ground rules for researching and
record that has not been printed
writing academic research or professional
2. Numerical Records - include any type of
history
numerical data in printed or handwritten form
 An objective historian must verify sources, to
3. Oral Statements - include any form of
date them, locate the place or origin and
statement made orally by an eyewitness (video
identify their intended functions
recordings, audio recordings, or transcribed)
 It is important for a historian to base their
4. Relics - any objects whose physical or visual
accounts on source materials
characteristics can provide some information
D. SOURCES OF HISTORY about the past (artefacts, ruins and fossils)
5. Images - includes photograph, posters,
 Historical sources are tangible remains of the
paintings, drawing cartoons and maps.
past. It is an object from the past or testimony
concerning the past on which historians
Secondary Sources - interprets and analyses primary
sources; one or more steps removed from the event
 Prepared by an individual who was not direct
witness to an event, but not who obtained
their description of the event from someone
else
 May have pictures, votes or graphics of
primary sources
 Examples: history textbook, printed materials
(serials/periodicals which interpret previews
research), biographies, nonfiction text
(newspaper, magazine, journals, works of
criticism and interpretation)
Tertiary Sources - provides third hand information by
reporting ideas and details from secondary source
 Merely include potential for an additional layer
of bias
 Examples: encyclopedia, almanac, Wikipedia,
YouTube, dictionaries, message boards, social
media sites and other search sites
LESSON 2 - HISTORICAL CRITICISMS
A. DEFINITION
Historical Criticism - also known as the historical-
critical method; is a branch of criticism that
investigates the origin of text or source in order to
understand the word behind the text
 Primary goal is to discover the text primitive or
original historical context and its literal sense
 Secondary goal seeks establish
reconstruction of historical situation of the
author and recipients of the text
2 Types of Historical Criticism
1. External Criticism - investigates the
documents form
2. Internal Criticism - investigates the content of
the documents
B. ADDITIONAL GOAL OF HISTORICAL CRITICISM
 Seeks greater understanding of the texts by
analysing the historical and social contexts in
which they developed
 Try to understand the text’s meaning in its
original context and to answer questions about
the text, such as:
1. Who wrote it?
2. When was it written?
3. What else was happening at the time of its
writing?
4. How did it come to be in the form we have
it today?
5. What did it mean to the people who first
read or heard it?
 Often sought answers to the ever-elusive
question of what is called ‘authorial intent’
C. EXTERNAL CRITICISM
 Looks for the obvious sign of forgery or
misrepresentation; tests the authenticity of
the sources
 Interested in the writing styles of the
eyewitness and his ignorance of the facts
 The historian also analyses the original
a manuscript; its integrity, localization and the
date it was written
 To ascertain if a particular data is fabricated,
forge, fake, corrupted or a hoax, that source
must undergo the test of authenticity
  External criticism is concerned with the explicit E. INTERNAL CRITICISM
sign of misrepresentation, it is the first test the
 Looks for deeper or more intense study of
historian employ to ascertain sources validity
sources
D. TEST OF AUTHENTICITY  It is important that the document must be very
similar or as close as what really happened
1. Determine the date of document to see
from a critical examination of best available
whether it is anachronistic (out of time or
resources
order). It could be a person, thing or idea
 Refers to the accuracy of the content of a
placed in a wrong time
document
2. Determine the author’s handwriting, signature
 It investigates the content or substance of a
or seal. Obvious sign of forgery in include patch
document and the author’s point of view. This
writing, hesitation as revealed by ink blobs,
type of criticism tests the credibility of the
pauses in the writing, tremor causing poor line
source
quality and erasures
3. Looking for the anachronistic style; examine F. TEST OF CREDIBILITY
idiomatic expression or the orthography used
1. Identification of the author; determines if the
in the documents.
witness is reliable or consistent by comparing
4. Anachronistic reference to events; if the event
his other works. Examine the mental processes
cited in the document is prior to the actual
of the witness, personal attitudes, or if he is
event, then the document must be forge or
telling something beyond what he saw or
fake.
bragging about it. Obvious sign of forgery in
5. Provenance or custody of the document; place
include patch writing, hesitation as revealed by
of origin of earliest known history of
ink blobs, pauses in the writing, tremor causing
documents. It traces the roots of any source.
poor line quality and erasures
6. Semantics - linguistic study of meaning;
2. Determine the approximate date
determine the meaning of the text and words
3. Ability to tell the truth. The closer a source is to
of the source. Is the meaning of the statements
the event, the more one can trust it to give an
different from its literal meaning?
accurate historical description. Look for the
7. Hermeneutics - theory and methodology of
competence of the eyewitness and degree of
interpretation; more than interpretation or
the attention of the eyewitness. Whether the
method used when immediate comprehension
sources witness the event only partly or
fails. In historical criticism we determine
completely
ambiguities which are a word or expression
4. Willingness to tell the truth. If the eyewitness
that can be understood in two or more
is coerced, forced or somebody threaten him
possible ways. Historians may look also if the
to tell something then his account is not valid.
statement is meant to be ironic
If the eyewitness wants to hide something for
personal reason
 5. Look for corroboration; the independent convey their ideas with (letter-
testimony of two or more reliable sources. The recipient; diary; author)
words independent testimony must be 3. Who are the creator and the time of
emphasize. For instance, if the soldier who creation?
fought the battle, a general who oversaw the  To look for the purpose or motive of the
battle and a doctor who treated those source:
wounded who fought the battle, all recorded 1. Understand the historical context
the same fact or all agree about an event, 2. Do a background research
historians consider that event proven. 3. look at important historical event at
the time the source was made
4. Finally ascertain intended audience
September 5 2021 (Sunday)
C. CONTENT ANALYSIS OF THE IMPORTANT
MAIN TOPIC 2 – CONTENT AND CONTEXTUAL HISTORICAL INFORMATION FOUND IN THE
ANALYSIS OF SELECTED PRIMARY SOURCES DOCUMENT

A. BACKGROUND OF AUTHOR/CREATOR  Look for corroboration between the

 The researcher must provide brief research from the internet and the primary

biographical sketch of the author/creator source that was given to you

of the primary source  Look also if your source agrees with

 Family background, educational information from another source.

attainment, religion, etc Attention also must be the given to the

intended audience and purpose
B. BACKGROUND OF THE DOCUMENT/PRIMARY
 Next, in order to analyze the primary
SOURCE
source, look for bias (strongly
 Type of primary source, how many parts or positive/negative)
chapter, how long is the document shall be - Bias in written source: extreme
given attention description
 Locate where the primary source can be - Bias in visual source: exaggerated
found depiction
 The repository of primary sources may be  Last is if there are obvious errors or when
found in the library, archive, museum, the source provides information that you
historical society or special collection of know to be false from alternative sources
private individuals  To point out the bias in your analysis,
 To check the authenticity of the source: provide a direct quote
1. Check the provenance or origin of the  Analyze the historical perspective or POV
said document of the creator describing the event
2. Determine also the intended audience - Do a background check of the author with
or the people the author wants to regards to his nationality, social status,
 political persuasion, cultural background,
religion or education
 Analyze the historical context of the
document
September 11 2021 (Saturday)
MAIN TOPIC 3 – ONE PAST BUT MANY HISTORIES
A. THE FIRST MASS SITE IN THE PHILIPPINES

D. CONTRIBUTION AND RELEVANCE OF THE  According to Pigafetta, the first Mass was

DOCUMENT IN UNDERSTANDING THE GRAND celebrated on March 31, 1521, an Easter

NARRATIVE OF PHILIPPINE HISTORY Sunday. Pigafetta referred to the venue as

“Mazaua.”
 Look for the cause and consequences of
 Some say that the venue is the island of
the primary sources
Limasawa in Leyte. Others, however, claim that
 Look also for the turning point or dramatic
Pigafetta was referring to Masao the
moment of change that was cause by the
community at the mouth of Agusan River
event or primary source.
adjacent to what is now the city of Butuan.
E. RELEVANCE OF THE DOCUMENTS TO THE PRESENT  Nearing 500 years since the first Mass, debates
TIME continue whether it was held on Limasawa
Island, in Agusan or somewhere else.
 Look for the historical significance or what
modern people consider to be important
1. Readings - Primary Source
from the past
 To determine the significance of the event: - Antonio Pigafetta. First Voyage Around the World

1. Novelty - when something is new or - Francisco Albo Logbook

never been seen before. 2. Reading - Secondary Source

2. Applicability - when it is similar to the
- Bernad, Miguel A. Butuan or Limasawa? The Site
present
of the First Mass in the Philippines: A
3. Memory - how it has been
Reexamination of the Evidence. Kinaadman: A
remembered over time
Journal of Southern Philippines, vol. III (1981) pp 1-
4. Effect - how people have been
35
affected

B. THE TWO FACES OF THE 1872 CAVITE MUTINY

 Two major events happened in 1872, first was

the 1872 Cavite Mutiny and the other was the
martyrdom of the three martyr priests in the
persons of Fathers Mariano Gomes, Jose
Burgos and Jacinto Zamora (GOMBURZA).
 However, not all of us knew that there were
different accounts in reference to the said
event.
  All Filipinos must know the different sides of
the story—since this event led to another
tragic yet meaningful part of our history—the
execution of GOMBURZA which in effect a
major factor in the awakening of nationalism
 The testimony of only one eyewitness (Dr. Pio
Valenzuela) is not enough to authenticate and
verify a controversial issue in history.
1. Readings - Primary Sources

among the Filipinos.

- Valenzuela, Pio, “Cry of Pugadawin” in Gregorio F.
Zaide and Sonia Zaide, Documentary Sources of
1. Readings - Primary Source
Philippine History, Vol.8 (Manila: National Book
- Montero y Vidal, Jose, “Spanish Version of the Store, 1990) 301-302
Cavite Mutiny of 1872” in Gregorio F. Zaide and
- Alvarez, Santiago, “Cry of Bahay Toro” in Gregorio
Sonia Zaide, Documentary Sources of Philippine
F. Zaide and Sonia Zaide, Documentary Sources of
History, Vol.7 (Manila: National Book Store, 1990)
Philippine History, Vol.8 (Manila: National Book
269-273
Store, 1990) 303-304
- Izquierdo, Rafael, “Official Report on the Cavite
- De Jesus, Gregoria, “ Version of the First Cry” in
Mutiny” in Gregorio F. Zaide and Sonia Zaide,
Gregorio F. Zaide and Sonia Zaide, Documentary
Documentary Sources of Philippine History, Vol.7
Sources of Philippine History, Vol.8 (Manila:
(Manila: National Book Store, 1990) 281-286
National Book Store, 1990) 305-306
- Pardo de Tavera, Trinidad, “ Filipino Version of the
- Masangkay, Guillermo, “Cry of Balintawak” in
Cavite Mutiny” in Gregorio F. Zaide and Sonia Zaide,
Gregorio F. Zaide and Sonia Zaide, Documentary
Documentary Sources of Philippine History, Vol.7
Sources of Philippine History, Vol.8 (Manila:
(Manila: National Book Store, 1990) 274-280
National Book Store, 1990) 307-309
- Plauchut, Edmund, The Cavite Mutiny of 1872 and
2. Reading - Secondary Source
the Martyrdom of Gom-Bur-Za” in Gregorio F. Zaide
and Sonia Zaide, Documentary Sources of Philippine - Guerrero, Milagros C. et.al. Balintawak : The Cry
History, Vol.7 (Manila: National Book Store, 1990) for a Nationwide Revolution
251-268

C. FIVE STEPS TO WRITING STRONG POSITION PAPER

C. CRY OF BALINTAWAK OR PUGADLAWIN?
 The controversy among historians continues to
the present day. The “Cry of Pugad Lawin”
(August 23, 1896) cannot be accepted as
historically accurate.
 It lacks positive documentation and supporting
evidence from the witness.
A position paper can be arranged in the following
format:
1. Introduce your topic with some basic background
information. Build up to your thesis sentence, which
asserts your position. Sample points:
 For decades, the FDA has required that
warning labels should be placed on certain
products that pose a threat to public health.
  Fast food restaurants are bad for our health. 5. Summarize your argument and restate your position.
 Fast food packages should contain warning
 End your paper focusing on your argument and
labels.
avoid the counter-arguments. You want your
2. Introduce possible objections to your position. audience to walk away with your view on the
Sample points: topic being one that resonates with them.
 When you write a position paper, write with
 Such label would affect the profits of major
confidence and state your opinion with
corporations.
authority.
 Many people would see this overreaching
 After all, your goal is to demonstrate that your
government control.
position is the correct one.
 Whose job is it to determine which restaurants
are bad? Who draws the line?
 The program would be costly.

3. Support and acknowledge the opposing points. Just

be sure aren’t discrediting your own views. Sample
points:

 It would be difficult and expensive for any

entity to determine which restaurants should
adhere to the policy.
 Nobody wants to see the government
overstepping its boundaries.
 Funding would fall on the shoulders of
taxpayers.

4. Explain that your position is still the best one, despite

the strength of counter-arguments. This is where you
can work to discredit some of the counter-arguments
and support your own. Sample points:

 The cost would be countered by the

improvement of public health.
 Restaurants might improve the standards of
food if warning labels were put into place.
 One role of the government is to keep citizens
safe.
 The government already does this with drugs
and cigarettes.