i

A Strong Partner for Sustainable Development

Module
in
General Education 6

READINGS IN
PHILIPPINE HISTORY

Module No. 1

College of Arts and Sciences

 Introduction to Readings in
Philippine History

Second Semester, AY 2021-2022

Dahlia P. Galimba
Instructor I

iii

Table of Contents

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Title Page ii
Table of Contents iii
Instruction to the User 1
Introduction 2
Chapter I 3
Introduction to Readings in Philippines History
Overview 3
Learning Outcomes 3
Pre – Test 3
Lesson 1 Meaning and Relevance of History 4
Learning Outcomes 4
Time Allotment 4
Discussion 4
Activity 5
Evaluation 5
Lesson 2 Sources of History 6
Learning Outcomes 6
Time Allotment 6
Discussion 6
Exercise 9
Evaluation 10
References 10
Student’s Information 12

INSTRUCTION TO THE USER

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 This module would provide you an educational
experience while independently accomplishing the task at your
own pace or time. It aims as well to ensure that learning is
unhampered by health and other challenges. It covers the topic
about the introduction to readings in Philippine history.

Reminders in using this module:

1. Keep this material neat and intact.

2. Answer the pretest first to measure what you know and
what to be learned about the topic discussed in this
module.
3. Accomplish the activities and exercises as aids and
reinforcement for better understanding of the lessons.
4. Answer the post-test to evaluate your learning.
5. Do not take pictures in any parts of this module nor post it
to social media platforms.
6. Value this module for your own learning by heartily and
honestly answering and doing the exercises and activities.
Time and effort were spent in the preparation in order
that learning will still continue amidst this Covid-19
pandemic.
7. Observe health protocols: wear mask, sanitize and
maintain physical distancing.

Hi! I’m Blue Bee, your WPU Mascot.

Welcome to Western Philippines University!

Shape your dreams with quality learning experience.

STAY SAFE AND HEALTHY!

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

INTRODUCTION

This module will serve as an alternative learning material to usual

way of classroom teaching and learning delivery. The instructor will
facilitate and explain the module to the students to achieve its expected
learning outcomes, activities and to ensure that they will learn amidst of
pandemic.

This material discusses one chapter which follows the most essential
learning competencies in the introduction to readings in Philippine
history. The introduction helps the students to analyze the significance
of studying history particularly the Philippine history. In the study of
history, one has to learn how history is made through the use of different
sources. Thus, this module introduces to students the primary and
secondary sources that can be the used as historical data.

Through your cooperation in this kind of flexible learning delivery,

analyzing various historical texts is very much possible. It is expected
that after using this module you will be able to understand the
importance of studying history and analyzing historical texts.

Chapter I

Introduction to Readings in Philippine History

Overview

The Readings in Philippine History (RPH) is one of the core courses under the
revised General Education Curriculum, which was implemented in 2013
through the CHED Memorandum Order No. 20. The RPH deals with the
different perspectives in selected historical events in the Philippines through
analyzing and interpreting primary sources.

The primary goal of the course Readings in Philippines History is to analyze

the main arguments of the author in writing about a specific historical event
through examining the presented evidences and identifying the biases. The
background of the author is examined and his/her views are to be compared to
different points of view. The historical events and texts that are discussed in
this course are the most significant and contentious in the Philippine history.
The critical analysis on a certain historical event and text can lead to a deeper
and broader understanding of the political, economic, cultural, social, scientific,
and religious history of the Philippines. Thus, leading students to historical and
critical consciousness of the students in order for them to become citizens with
sense of nationalism.

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Learning Outcomes

• Analyze the importance of studying history

• Evaluate primary sources for the credibility, authenticity, and

provenance

• Develop critical and analytical skills with exposure to primary

sources

Pre – Test Please proceed to the attached Google Form for

this activity.

Directions: Read carefully the statements. Write TRUE if the statement

is correct and FALSE, if it is not.

______ 1. History is the interpretative and imaginative study of the

past.
______ 2. Historical writing is based on primary and secondary
sources.
______ 3. The sense of nationalism and patriotism is promoted in
studying history.
______ 4. Secondary sources are based on the account of an
eyewitness.
______ 5. A birth certificate is a primary source of someone’s life history.
______ 6. Modern historians consider both the written and unwritten
records of the past.
______ 7. The National Museum of the Philippines is a repository of
primary sources.
______ 8. The photographs of Jose Rizal are secondary sources of his
life.
______ 9. The interpretation of someone’s diary is a primary source.
_______ 10. The National Historical Commission of the Philippines is
the repository of about 60 million documents about the Spanish
colonization and American and Japanese occupations of the Philippines.

Lesson I Meaning and Relevance of History

A. Learning Outcomes

At the end of the lesson, you can:

a. demonstrate an understanding of history

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 b. explain the significance of studying history

B. Time Allotment: 1.5 hours

C. Discussion
History is traditionally defined as the record of the past. The record of
the human past that started when the system of writing was invented.
Since then, written records began to appear that have become the bases
of history. However, modern historians sought for a better meaning of
history based on how it should be practiced. In consideration of various
aspects in the study of history, the modern historians have defined
history as the interpretative and imaginative study of
surviving records of the past, either written or unwritten, in
order to determine the meaning and scope of human
existence (Funtecha & Padilla, 2000). The study of history is
interpretative because it is not confined in mere memorizing historical
facts but it is more of interpretation of facts in order to discover patterns
and trends that affect people and nations. It is an imaginative study
because one has to make use of his/her imagination in order to have a
better understanding of a certain historical event or figure. For example,
in order to understand and appreciate the impact of the 1896 Philippine
Revolution that was led by the Katipuneros, one has to put
himself/herself in the period when the revolution broke out and to feel
as one of the Katipuneros. In the traditional definition, it is emphasized
that history is based on written records. Thus, an event can only be
considered as historical if it is put into writing. However, the modern
historians argued that not all civilizations were able to invent their own
system of writing, thus, the events that occurred in their communities
were orally passed from one generation to the next. In cases that a
system of writing was developed, the materials that the people used to
write on were not durable or not able to survive as years passed by. For
these reasons, modern historians considered that history is not only
based on written records but on unwritten records as well. In the event
that the only accessible record is not written, one has to critically analyze
the source of information ─ its authenticity and credibility.

The study of history is significant in different aspects. History bridges

the gap between the present and the past. It means that the
present condition is the result of the events in the past. In order to
understand the present condition, one has to examine the past events
that could be the contributing factors in the emergence of the current
situation. Scholars consider history as the discipline that could
exquisitely explain the causes of things and events. The study of
history is important because it could lead people to project the future.
It provides opportunity for the people to be able to determine the
possible events and developments in the future through learning from
the lessons of the past events. Finally, history is the disciple that

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promotes nationalism and patriotism. The study of history
inspires and develops a sense of national pride and devotion to country
as people study about the exploits and struggles of forefathers to win
freedom and independence (Funtecha & Padilla, 2000).

D. Activity: Short - Answer Test

Please proceed to the attached Google Form for this activity.

Briefly explain the significance of studying history for a student of

the young generation.

RUBRIC FOR SHORT – ANSWER TEST

Points 10 7 5 3
Piece was Piece was Piece had little Piece had no
written in an written in style or voice style or voice
extra an
Quality of ordinary interesting
Writing style style and voice
and voice Gives some new Gives no new
Somewhat information but information
Very informative poorly and very
informative and organized organized poorly
and well organized
organized

E. Evaluation
I. Modified True or False
Please proceed to the attached Google Form for this activity.

Directions: Read carefully the statements. Write TRUE if the statement

is correct. If it is not, write FALSE and the correct word/phrase.

______ 1. History is an interpretative and imaginative study of the past.

______ 2. History is based on written records.
______ 3. One can possibly understand the future through learning and
understanding the past events.
______ 4. The modern historians pay attention on the written records
of the past. ______ 5. Studying history leads to journey of developing
one’s sense of nationalism and patriotism.

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 II. Short – Answer Test
Please proceed to the attached Google Form for this activity.

Briefly explain the modern definition of history. Limit your answer to 50

– 100 words.

RUBRIC FOR SHORT – ANSWER TEST

Points 10 7 5 3
Piece was Piece was Piece had little Piece had no
written in an written in an style or voice style or voice
extra ordinary interesting
Quality of style and voice style and voice
Writing
Very Somewhat Gives some new Gives no new
informative and informative information but information and
well organized and organized poorly organized very poorly
organized

Lesson II Sources of History

A. Learning Outcomes

At the end of the lesson, you can:

a. identify the sources of history

b. differentiate the primary and secondary sources

B. Time Allotment: 1.5 hours

C. Discussion

Historical writing is based on the data collected from various sources.

The historical sources are categorized into primary and secondary
sources. The primary sources are materials produced by people or
groups directly involved in the event or topic being studied (Torres,
2018). The people or groups who provide the primary sources are those
either the participants or eyewitnesses to a particular event. The primary
sources could be in the form of eyewitness accounts, letters, diaries, legal

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and official documents of the government or private individuals,
photographs, etc.

According to Torres (2000), there are eight examples of primary sources

and these are the following:

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1. Photographs
➢ these are the photographs that may reflect social conditions of historical
realities and everyday life

2. Old Sketches and Drawings

➢ sketches and drawings that may show the conditions of life and society in the
past

3. Old Maps
➢ old maps that may exhibit how space and geography were used to emphasize
trade routes, structural build up, etc.

4. Cartoons
➢ cartoons that demonstrate political expression or propaganda

5. Material evidences of the prehistoric past

➢ these are the materials that include cave drawings, old syllabaries, ancient
writings

6. Statistical tables, graphs, and charts

7. Oral History or Recordings by electronic means

➢ oral history based on the accounts of eyewitnesses or participants ➢
recordings that are transcribed and used for research

8. Published and unpublished primary documents, eyewitness

accounts, and other written sources

On the other hand, the secondary sources are the materials that are produced
or interpreted based on the primary sources such as books, articles, scholarly
journals. Testimonies of people based on the eyewitness’ account are also considered
as a secondary source. In other words, the stories of people who are not present or
not able to witness when a certain event occurred are secondary sources.

Significantly, sources of history can be further categorized into written

records, graphic or visual materials and artifacts, folklore and oral literature, and oral
history through interviews.

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Written Records Graphic and Visual

Materials and Artifacts

In the Philippines, the primary historical sources are kept and preserved in the
government repositories ─ National Archives of the Philippines, National Library of
the Philippines, National Historical Commission of the Philippines, National
Museum of the Philippines.

National Archives of the Philippines

➢ home of about 60
million documents
from the centuries of
Spanish rule in the
Philippines, the
American and
Japanese occupations,
years of the Republic
➢ final
documents of the
country https://www.google.com.ph/search?q=national+archives+of+the+phili
ppines&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj17Zag2ujeAhW
LXrwKHSA8DwsQ_AUIDygC&biw=1517&bih=675#imgrc=KFJa3a1Tku
xMMM:
repository for the voluminous notarized

➢ Address: Velco Centre, Roberto Oca St., Port Area, Manila National Library of the
Philippines

➢ the repository of the printed and

recorded cultural heritage of the country
and other intellectual literary and
information sources, is mandated to
system of and
conserve publicpreserve collections and
provide timely access through facilities
and resources such as
national bibliographic services and a

Manila
WPU-QSF-ACAD-82A Rev. 00 (09.15.20)
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libraries and information centers

throughout the
country (Guzman, 2019)
Address: 1000 Kalaw Ave., Ermita,

National Historical Commission of the Philippines

➢ a government agency that promotes
history and cultural heritage
through research, dissemination,
conservation, sites management,
and heraldry work

Address: T.M. Kalaw St., Manila

National Museum of the Philippines

➢ a government institution that serves
as an educational, scientific,
cultural
institution in preserving the various
permanent national collections
featuring the ethnographic,
anthropological, archeological, and
visual artistry of the Philippines
Address: Padre Burgos Ave., Ermita, Manila

D. Exercise:
Please proceed to the attached Google Form for this activity.

Directions:
1. Look for primary and secondary sources
that are available in your home.

2. Describe the gathered sources

through a one - minute video presentation

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E. Evaluation

Modified True – False. Please proceed to the attached Google Form for this
activity.
I.
Carefully read the statements. Write TRUE if the statement
is correct. If it is not, write FALSE and the word/phrase to
correct the statement. (2 points each)

_______ 1. History is based on primary and secondary sources.

_______ 2. An eyewitness to a certain event is a source of history.
_______ 3. A diary of someone who heard the news from another person is a
primary source.
_______ 4. An interpretation of a historical record is a secondary source.
_______ 5. If someone wants to do an intensive research on Spanish records,
he/she has to go to the National Library of the Philippines.

II. Narrative - Writing Directions:

Please proceed to the attached Google Form for this activity.

1. Look for at least two (2) primary sources that could become bases of your family or
life history.
2. Write your family or life history based on the gathered primary sources.

RUBRIC FOR SHORT – ANSWER TEST

Points 10 7 5 3
Piece was Piece was Piece had little Piece had no
written in an written in style or voice style or voice
extra an
Quality of ordinary interesting
Writing style and style and voice
voice
Gives some new Gives no new
Somewhat information but information
Very informative poorly and very
informative and organized organized poorly
and well
organized
organized

References

Agoncillo, T. (2012). History of the Filipino People, 8th Edition. Quezon City: C & E
Publishing, Inc.
Agrarian Reform History. (n.d.). Department of Agrarian Reform. Retrieved from
http://www.dar.gov.ph/about-us/agrarian-reform-history/
Blair, E. H. & Robertson, J. A. (1961). The Philippine Islands, 1493 – 1898. Mandaluyong:
Cachos – Hermanos, Inc.

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Candelaria, J.L.P. and V.C. Alporha. (2018). Readings in Philippine History. Manila: Rex
Bookstore, Inc.
Coates, A. (1969). Rizal: Filipino Nationalist and Martyr. Hong Kong: Oxford University
Press Quezon City. Malaya Books.
Comprehensive Agrarian Reform Law of 1988 (R.A. 6657). (n.d.). Arellano Law Foundation:
The LAWPhil Project. Retrieved from
https://www.lawphil.net/statutes/repacts/ra1988/ra_6657_1988.html
Constantino, R. (1975). The Philippines: A Past Revisited. Quezon City: Renato Constantino.
Constantino, R. and L. Constantino. (1978). The Philippines: The Continuing Past. Quezon
City: The Foundation for Nationalist Studies.
Corpuz, O. (1989). The Roots of the Filipino Nation, 2 volumes. Quezon City: Aklahi
Foundation.
Decreeing the Emancipation of Tenants from the Soil (P.D. No. 27). (n.d.). Arellano Law
Foundation: The LAWPhil Project. Retrieved from
https://www.lawphil.net/statutes/presdecs/pd1972/pd_27_1972.html
De Leon, H.S. and H.M. De Leon Jr. (2011). Textbook on the Philippine Constitution. Manila:
Rex Bookstore, Inc. de Viana, A. V. (2012). Jose Rizal in Our Times, Revised Edition.Manila:
National Historical Commission of the Philippines.
Gottschalk, L. (1969). Understanding History: A Primer of Historical Method. New York:
Alfred A. Knopf.
Guzman, J.E. (2019). National Library of the Philippines: Celebrating 132 years of
preserving printed, recorded cultural heritage. Philippine Information Agency.
Retrieved from https://pia.gov.ph/news/articles/1025870
Land Reform Act of 1955 (R.A. 1400). (n.d.). Arellano Law Foundation: The LAWPhil
Project. Retrieved from
https://www.lawphil.net/statutes/repacts/ra1955/ra_1400_1955.html
Philippine Organic Act of 1902. (n.d.). Official Gazette. Retrieved from
https://www.officialgazette.gov.ph/constitutions/the-philippine-organic-act-of-
1902/
Primary sources in Philippine History. (n.d.). Retrieved from
http://philhist.pbworks.com/w/page/16367040/FrontPage
Schumacher, J. (1992). Readings in Philippine Church History. Quezon City: Ateneo de
Manila University Press.
Scott, W. H. (1984). Prehispanic Source Materials for the Study of Philippine History. Quezon
City: Newday Publishers.
The Philippine Independence Act. (n.d.). Retrieved from
https://loveman.sdsu.edu/docs/1934PhilippineIndep.pdf
Torres, J.V. (2018). BATIS Sources in Philippine History. Quezon City: C & E Publishing,
Inc.
Primary sources in Philippine History. (n.d.). Retrieved from
http://philhist.pbworks.com/w/page/16367040/FrontPage
Schumacher, J. (1992). Readings in Philippine Church History. Quezon City: Ateneo de
Manila University Press.
Scott, W. H. (1984). Prehispanic Source Materials for the Study of Philippine History. Quezon
City: Newday Publishers.
The Philippine Independence Act. (n.d.). Retrieved from
https://loveman.sdsu.edu/docs/1934PhilippineIndep.pdf
Torres, J.V. (2018). BATIS Sources in Philippine History. Quezon City: C & E Publishing,
Inc.

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Vision 2020

WPU: the leading knowledge center for sustainable

development of West Philippines and beyond.

Mission

WPU commits to develop quality human resource and green

technologies for a dynamic economy and sustainable

development through relevant instruction,

research and extension services.

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WPU -QSFWPU
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Rev. 00 (09.15.20)