READINGS

IN PHILIPPINE
HISTORY
MODULES
1ST Semester 2021-2022

Instructor:
INTRODUCTION
Jose R. Gaviola
 This course GE-RPH (Readings in Philippine history), analyzes Philippine history
from multiple perspectives through the lens of selected primary sources coming from
different disciplines and genres. Opportunities are given for the learners to analyze the
authors’ background and main arguments, compare different points of view, detect biases and
examine evidences presented in the documents. Traditional topics and other interdisciplinary
themes that will broaden their understanding of the socio-political, economic, cultural,
scientific and religious history will be tackled. Priority is given to primary sources that could
help the learners develop their historical and critical capabilities that will make them
versatile, articulate, broad-minded and responsible citizens. To carry out what the course
intends to achieve, instructional modules are developed.

These self-learning instructional materials consists of five modules designed in such a

way to maximize the learning engagement of the learners. It consists of five modules.
Modules 1 to 4 focus on learning history through primary sources., while Module 5 is an
integration of the Indigenous Peoples of the Philippines (IPs) in compliance with CHED
Memo No. 02, series of 2019 in accordance with the pertinent provisions of Republic Act No.
7722 otherwise known as the” Higher Education Act of 1994.” All modules are divided into
sections to tackle one primary source or topic each. The material starts with a pre- activity,
which serves as springboard for the discussion of key ideas and information. Readings about
the background of the author and the document are included to help the learners assess the
authenticity, and credibility of the primary source. A number of exercises to carry out the
intended outcomes are also included. The sections are not text-heavy to lessen the boredom
on the part of the learners. Varied traditional and non-traditional activities and tasks that will
help learners understand comprehensively the topics under discussion are utilized. Further
readings and other materials are likewise included to supplement or enrich and make the
discussion more interesting and enriching.

GUIDELINES

Each module is given tentative time allotment for completion to guide the learners when to
submit the required outputs so as to discourage overdue submission. Those with problem on
internet connectivity may submit hard copy of legible handwritten or encoded outputs
through somebody I may designate to receive. Screenshots of outputs sent through face book
will not be considered.
 Outputs submitted two weeks after deadline is deemed “overdue” and will only be
noted “submitted.” Submission should be chronological, that is, from the first to the last. It
has been noted that there were students who submit later requirements ahead of the earlier
ones or according to their whims. There were also those who submit long overdue outputs
and demand early grades. Never upload the whole module ONLY THE
ACTIVITY/ANSWER SHEETS. Make sure to indicate the “Date submitted” for reckoning
purposes. For those submitting online, I would prefer to receive outputs via Google
Classroom than via e-mail or messenger for facility in tracing the owner. Outputs not within
the prescribed guidelines will not be entertained.

Learners may confer with peers about their outputs but not to the extent of submitting
the outputs of someone including the owner’s name. Duplicated outputs will not be credited.
To maximize the value of these modules, try to read and go over before interacting with
them. For the full understanding of the content of a particular topic manage to access the
primary sources used in the sections of the module.

MODULES AT A GLANCE
Module 1 – The Meaning and Relevance of History

Section 1 – Introduction to History: Definition, Issues and Methodology

Section 2 – Distinction Between Primary and Secondary Sources

Section 3 - Evaluation of Primary and Secondary Sources

Time Frame: Week 1 to 2 (October 11-22, 2021)

Module 2 – Analyzing the Significance of Primary Sources to the History of the

Filipino People

Section 1 – Customs of the Tagalogs, Juan de Plasencia

Section 2 - Raiders of the Sulu Sea, Documentary Film

Section 3 - Kartilya ng Katipunan by Emilio Jacinto

Section 4- The Works of Luna and Amorsolo

Section 5 – Mga Gunita ng Himagsikan, Emilio Aguinaldo

 Section 6 - The Act of Declaration of Philippine Independence, Ambrosio Rianzares
Bautista

Section 7 – Philippine Cartoons: Political Caricatures of the American Era

Section 8 – Filipino Grievances Against Governor Wood

Section 9 – Corazon C. Aquino’s Speech Before the United States Congress on Sept.
18, 1986

Time Frame: Week 3 to 7, 2021 (October 25, 2021 to November 22 – 26, 2021)

Module 3 – Controversies and Conflicting Views in Philippine History: One Past but
Many Histories

Module 4 – Social, Political, Economic and Cultural Issues in Philippine History

Section 1 – Agrarian Reform and its Role in Philippine Development

Section 2 – The Constitution of the Philippines and its Implications to Development

Section 3 – The Tax System and the Philippine Development System

Module 5 – Familiarizing with the Indigenous Peoples of the Philippines

Section 1 –The Peopling of the Philippines

Section 2 –The Indigenous Peoples of the Philippines

Section 3 - Defining the Indigenous Peoples

Section 4 - Indigenous Filipino Spirituality and Republic Act 8371 or the Indigenous
People’s Right Act (IPRA) Act of 1997
 MODULE I
THE MEANING AND RELEVANCE OF HISTORY

The importance and relevance of studying history in the 21st century is the emphasis of
this module. It aims to analyze Philippine history from varied perspectives based
on selected primary
sources or documents derived
from various disciplines and
genre. Module 1 consists of
three sections. Section 1
focuses on the meaning,
definition, issues and
methodology; Section 2 deals
with the distinction between
primary and secondary
sources; while Section 3 is on
the evaluation of historical
sources.

Section 1 – Introduction to
History: Definition, Issues
and Methodology

This section introduces history as a discipline and as a narrative. It presents the definition of
history, its importance, discusses some issues and the historical methodology employed by
historians.

Learning Objectives.

At the end of this lesson, the learners must have:

1. understood the meaning and importance of history as an academic discipline
and become familiar with methodology employed by historians.
2. differentiated history from historiography
 3. recognized the methodology and the historians’ task in coming up with a
historical narrative.
Topics
 Definition, Importance, Subject Matter of History
 Questions and Issues in History
 History and the Historian
 Historical Methodology
Learning Resources
 Internet and social media websites
 Laptop, mobile phone and other gadgets
 History books and other references
 Activity sheets
Time Frame: Week 1 & 2 – October 11 – 22, 2021)

LET’S TRY THIS!

Instructions. Answer the following questions based on what you learned from the
elementary and secondary education.

1. What is history?

History is the study of the past. Events before the invention of writing systems are considered
prehistory. "History" is an umbrella term comprising past events as well as the memory,
discovery, collection, organization, presentation, and interpretation of these events.

2. Why study history? What benefits do you get from the study of history?

As an individual we need to study history in order for us to have knowledge of what had
happened from the past. There are many benefits we could gain in studying history and the
best part for me in studying it is “the learning of the cultures different from ours of today.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. How did you learn history? What learning activities have you undergone in the study
of history in the elementary and secondary school?
___________________________________________________________________________
I guess I started learning history way back in my elementary level started from the basics
until I graduated Highschools and Senior Highschools even today that I am already on my
College level. And as I had answered the question from number 2 I refer that learning various
cultures from us is the best learning I have undergone as I studied history.

4. What attitude or reaction was developed in you towards history by the learning
activities you experienced in the study of history?
___________________________________________________________________________
i was amazed by the different cultures people in the past were practicing a long time
ago.

5. Are history and historiography synonymous or similar? If not, what’s their

difference?

Historiography and history are both concerned with the past. Historiography is the study of
history writing, while history is the study of human
history.____________________________________________________________________

6. How can a historian come up with an objective or accurate historical narrative?

What methodology will he employ?

___________________________________________________________________________
Historians, like fiction writers, "make" (or "find") the historical story/discourse defined by an
attested but chosen sequence of actual events. ... This type of history necessitates a different
narrative technique than "telling it like it
was."______________________________________________________________________
___________________________________________________________________________
________________________________________________________________________

LET’S DIG DEEPER!

DEFINITION AND SUBJECT MATTER

  History has always been known as the study of the past. Students often dislike the
subject being required to memorize dates, places, names and events from distant eras.
This low appreciation of the discipline maybe rooted from the shallow understanding
of history’s relevance to their lives and to their respective contexts. (Lee and Alphora,
2018)
 History came from the Greek word historia which means “knowledge acquired
through inquiry or investigation.” As a discipline it existed for around 2400 years and
is as old as mathematics and philosophy. It became an important academic discipline.
It was focused on writing about wars, revolutions and other breakthroughs. It became
the historian’s duty to write about the lives of important persons like monarchs,
heroes, saints and nobilities.
 Traditional historians lived with the mantra of “no document, no history.” It means
that unless a certain written document can prove a certain historical event, then it
cannot be considered as a historical fact. (Lee & Alphora, 2018).
 As any other discipline, history progressed and opened up to the possibility of valid
historical sources not limited to written documents. Giving premium to written
documents invalidates the history of other civilizations that do not keep written
records.

QUESTIONS AND ISSUES IN HISTORY.

 History as a discipline became a complex and dynamic inquiry. Its dynamism

produced various perspectives on the discipline regarding the following questions
like: What is history? Why study history? and history for whom? 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.

Object of Study: History – study of the past, past events and causes of such events.

Historiography –is history itself i.e. “How was a certain historical text written?” “
Who wrote it?” “ What was the context of its publication?” “What particular historical
method was employed?” “ What were the sources used?”

 Historiography helps student have a better understanding of history, not only learn
historical facts but are also provided with understanding of the facts and the
 historian’s context. Methods employed by historians, theory and perspective which
guided him are analyzed. It teaches students to be critical to the lessons presented to
him.
 Roles of history in the past
- States used history to unite a nation; as a tool to legitimize regimes and forge a
sense of collective identity through collective memory
- Lessons from the past can make sense of the present. Learning from past mistakes
can help people not to repeat them
- Being reminded of a great past can inspire people to continue their good practice.

HISTORY AND THE HISTORIAN

 An exact and accurate account of the past is impossible because we cannot go back to
the past. The past cannot be accessed directly as subject matter. Historians only access
representation of the past through historical sources and evidences.
 What then are the tasks of a historian?
1. Seek historical evidences and facts and interpret these facts. Facts cannot speak
for themselves.
2. Give meaning to these facts and organize them into timelines
3. Establish causes and write history.
Historian are influenced by their context, environment, ideology, education and
influences. Their interpretation of a historical fact is affected by their context and
circumstances. Their subjectivity influences the process of their historical
research: the methodology they will use, the facts that they shall select and deem
relevant, their interpretation and even the form of their writings. These make
history subjective.
Despite the historians’ subjectivity, the study of history still remains scientific
because of the rigors of research and the methodology employed.
 Historical methodology – comprises certain techniques and rules that historians follow to
properly utilize sources and historical evidences in writing history. Certain rules apply in
cases of conflicting accounts in different sources and how to properly treat eyewitness
accounts and oral sources as valid historical evidence.

LET’S FIND OUT!

Instructions: Answer the following questions briefly:

1. Why is it important to study history? What benefits can a person derive from
studying history.?

We can learn about the construction, operation, and evolution of past communities,
institutions, ideologies, governments, cultures, and technology by studying history. ... All of
this knowledge allows students to become more well-rounded individuals who are better
prepared to learn in all of their academic disciplines. History allows us to examine and
comprehend how people and communities functioned in the past. We can, for example, judge
war by looking back on prior occurrences, even while a country is at peace. History gives us
the information we need to make laws or formulate ideas about many areas of society.

___________________________________________________________________________

2. Differentiate history from historiography in terms of object of study and benefits that
learner get from each of them.

History is the study of an event or a period of time. The study of how history was written,
who wrote it, and what variables influenced how it was written is known as historiography.
Historiography teaches us how cultural, political, economic, and other factors can influence
how history is recorded over time. It helps us to get as near to historical fact as feasible as
long as we don't bring any biases with us.

3. Historical narratives on a particular event are affected by the context and

circumstances of the historian or author thus affecting the objectivity of a primary
source or document. How can a historian minimize his subjectivity?

___________________________________________________________________________
I think the best thing that a historian to consider in order for him to minimize his
subjectivity is by focusing only on the important situations wherein societal issues are
involved and there’ll be also another things to consider but on my side it’s the only
thing I could answer.

4. The job of a historian is not only to collect sources and facts but interprets those facts.
Why is there a need to interpret those facts?
___________________________________________________________________________
For my own point of view historians need to interpret those facts in order for their sources
and information to be in detailed forms.

5. In the early advent of history as a discipline, the historians were guided by the
mantra, “no document, no history.” How do you understand or interpret this maxim?

___________________________________________________________________________
As what I had understood from this mantra, it simply means that documents are proof of
information/s.

References:

Anonymous (n.d.). Historical method. Retrieved from

https://edwardseducationblog.files.wordpress.com/2013/07/historical-metrhod.pdf

Farrell, K. (2014), Primary and secondary sources in the study of history. Encased in steel.
Retrieved from www.encasedinsteel.co.uk/2014/09/19/primary-and-secondary-sources -in-
the-study-of-history

Redmon, R. (2013, December 2). Primary vs. secondary sources. [Video file]. Retrieved
from https://youtube/cqXHO7bTPnw

Saint Mary’s University. (2013). Primary vs. secondary sources. Retrieved from
http://www2smumn.edu/deptpages/tclibrary/tutorials/finding/primary.pdf

Section 2 – Distinction Between Primary and Secondary Source

Overview

The preceding section focused on

the definition, issues and historical
methodology employed by historians in
coming up with a more objective narrative.
History and historiography were
differentiated in terms of object of study and
benefit learners derived from them. This section discusses the importance and difference
between primary and secondary resource materials with the end in view to get a better
perspective of what really transpired in Philippine history. It identifies the different kinds of
primary sources and their possible repositories.

Intended Learning Outcomes

At the end of this lesson, the students must have:

1. differentiated primary and secondary sources of historical records

2. identified possible repositories of primary sources

Topics

 Identification of Primary and secondary sources

 Classification and forms and repositories of historical resources
 Six Points of Inquiries to evaluate the authenticity of primary source
 Relevance of Primary and Secondary Sources

Learning Resources

 Laptop, mobile phones and other gadgets

 Internet and social media websites
 Reference books, Readings and Video Clips
 Activity sheets

Time Frame: Week 1 (October 11-15, 2021

Learning Activities:
 Activity 1. Instructions: Definition of terms related to historical sources are presented in
the diagrams below. Rewrite them in your own words on the space provided.

What it really means?

Primary – not made or coming from
something else; original
_____________________________________
Primary sources are the sources which comes
from its own and made by its own.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Firsthand – coming directly from the original
source
_____________________________________
Firsthand sources are the sources which comes
from another sources
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________

Source – a person, publication, or

object that gives information
____________________________________________________
A source itself is a fact information which is complete and
correct.

____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
___

Secondary – coming from or created using
original source
_____________________________________
Secondary source is a source by the use of the
original source.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________\
Secondhand – not original; taken from
someone or something else
_____________________________________
Secondhand source cannot be considered as
“plagiarism” but also gets the source from
another source.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________

Activity 2. Instructions: Based on your definitions from Activity 1, list down

examples of primary sources. Write your answers in the box below.
archives and manuscript
speeches scrapbooks
material

Primary Source
oral histories government publications

journals letters  video recordings

Activity 3. Instructions: Write PS if the item is a primary source, SS if it is a secondary

source and N if it is neither of the two sources.

PS______1. Autobiography PS ______6. Annual reports of the governor

SS______2. Philippine History textbooks SS______7. Newspaper clippings

PS ______3. Memoirs SS ______8. Documentary reports

PS ______4. Artifacts and relics SS______9. Editorial cartoons

PS ______5. Photo exhibit PS ______10. Painting

LET’S DIG DEEPER!

Instructions: Read and understand the text below.

In conducting any historical research, different sources of information are required to

gain extensive knowledge on a particular topic. Some researchers rely on written sources
while others choose to make use of oral sources. No matter what source is being utilized, it is
important to know which among the gathered sources can provide accurate details and
information about the historical event or subject being researched on.

It is important to distinguish primary from secondary sources. The degree to which

the author of a piece is removed from the actual event being described illustrates whether the
source is reporting impressions firsthand of secondhand. As such, the primacy of primary
over secondary sources should be considered by every researcher.

Primary sources are considered as contemporary accounts of an event, personally

written or narrated by an individual person who directly experienced or participated in the
said event. Aside from eyewitness testimonies, primary sources also include materials that
capture the event such as photographs, voice and video recordings and the like. These
materials are considered original sources that directly narrate the details of the event. The
sources can be in the form of diary, and journal entries, letters, memoirs, journals, speeches,
interviews, official records such as government publications, minutes of reports, artworks
and artifacts. Primary sources mostly include unpublished works of individuals discovered
after some time such as during historical excavations and historical researches done in public
and private libraries. In some instances, newspaper or magazine articles are also considered
primary sources as long as they were written soon after the events and not as historical
accounts.

On the other hand, secondary sources, serve as interpretations or readings of

primary sources. Usually, the author of a piece incorporates his or her personal insights and
interpretations, thus detaching the original value of the component of the subject being
discussed. These sources usually contain analyses of primary sources by experts,
academicians and professionals. These are usually in the form of published works such as
journals, article, reviews, books, conference papers and documentaries. They can also be
based on interpretations of other secondary sources or a combination of primary and
secondary sources. Many historical researchers also bank on secondary sources to get
different perspectives on a particular topic. However, relying too much on secondary sources
may blur out the actual details of particular historical events.

Therefore, primary and secondary sources should be evaluated. Most scholars use the
following questions in evaluating the validity and credibility of sources of historical
accounts.:
 1. How did the author know about the given details? Was the author present at the
event? How soon was the author able to gather the detail of the event?

2. Where did the information come from? Is it a personal experience, an eyewitness

account, or a report made by another person?

3. Did the author conclude based on a single source, or on many sources of evidence?

If the evaluation of an available source shows any indication that it is an interpretative

work rather than factual firsthand account, it is considered as a secondary source.
Thus, in conducting historical research, it is important to identify first whether the
available sources are primary or secondary sources. This is to determine how reliable
and helpful THOSE SOURCES ARE. (ASUNCION & CRUZ, 2019).

LET’S STRENGTHEN OUR KNOWLEDGE AND SKILLS

Exercise 1.1.1 Primary Sources vs. Secondary Sources

Name_BALONDO JONEL A._ Course/Yr./Sec. BECED4-A Date

submitted_______________
Instructions.:

1. Using the Venn diagram compare and contrast the characteristics of primary and secondary
sources. Write the common characteristics of both sources on the overlap of the diagram.
Provide an explanation for the overlapping characteristics on the space provided below the
diagram

Primary sources (such as

correspondence, diaries, memoirs,
Generalizations, analysis,
and personal histories) are direct,
interpretation, and synthesis of
contemporary descriptions of
primary sources are frequently
events recorded by persons during
used in secondary sources.
that time period or several years
later
 Primary Secondary

Explanation for Overlapping Characteristics.

Primary sources are firsthand accounts of a topic, whereas secondary sources are any
accounts of something other than a primary source. Secondary sources include published
research, newspaper articles, and other forms of media.

2. List down five examples of primary sources

 archives and manuscript material.

 photographs, audio recordings, video recordings, films.
 journals, letters and diaries.
 speeches.
 scrapbooks.

3. List down five examples of secondary sources

 Articles from journals.

 Articles from magazines.
 Articles from edited collections.
 Biographies.
 Book reviews.
4. List down five examples of sources which can either be primary or secondary depending
on the context and use.

diaries, letters, and ship's logs birth certificates, for example, are original documents.

EXERCISE 1.2 EVALUATING PRIMARY AND SECONDARY SOURCES

Name_BALONDO JONEL A.___Course/Yr.Sec.__BECED3-A_______

Date submitted: _______________

Instructions: Choose one among the following historical events.

a. EDSA People Power I

b. Declaration of Martial Law by Marcos

c. Mamasapano Massacre

d. The Marawi Siege

Search for primary and secondary sources that show or explain the significance of
your chosen historical event. Write down the selected sources and identify the possible biases
that they might contain.

Example: diary of Pigafetta - one-sided version of the story.

Historical Event: EDSA PEOPLE POWER REVOLUTION

1. Primary Sources

a. _ Proclamation Numbered 1081

___________________________________________________________________

b. book, Today’s Revolution: Democracy

____________________________________________________________________

c. The interview Kit Tatad, Johnny Ponce E, Fidel Tabako and other generals still
alive ____________________________________________________________________

2. Secondary Sources

a. President Ferdinand E. Marcos signed Proclamation No. 1081 on September 21,

1972, placing the Philippines under Martial .

____________________________________________________________________
 b. Some sources say that Marcos signed the proclamation on September 17 or
on September 22—but, in either case, the document itself was dated September 21.

____________________________________________________________________

c. In his own diary, Marcos wrote on September 14, 1972 that he informed the military
that he would proceed with proclaiming Martial Law.

____________________________________________________________________

3. Identify 3 sources that you don’t have access to, but could still be useful to explain your
chosen historical event. Explain.

As early as May 17, 1969, Marcos hinted the declaration of Martial Law, when he addressed
the Philippine Military Academy Alumni Association.

By the end of January 1970, Enrile, with the help of Efren Plana and Minerva Gonzaga Reyes,
submitted the only copy of the confidential report on the legal nature and extent of Martial
Law to Marcos

On May 8, 1972, Marcos confided in his diary that he had instructed the military to update its
plans, including the list of personalities to be arrested, and had met with Enrile to finalize the
legal paperwork required.

References

Cabrera, V. (2017, May 29). Fake news also hounded 1896 Philippine revolution.Philippine
Dailyn Inquirer. Retrieved from http://newsinfo.inquirer.net/900457/fake-nes-also-hounded-
1896-philippine revolution