Page 1 of 7

SHEPHERDVILLE COLLEGE
(formerly JESUS THE LOVING SHEPHERD CHRISTIAN COLLEGE)
Talojongon, Tigaon, Camarines Sur, Philippines
EXCELLING IN TRUTH IN THE SERVICE OF GOD AND COUNTRY

DIPLOMA IN MIDWIFERY
FIRST SEMESTER
A/Y 2022-2023

Course Title: READINGS IN PHILIPPINE HISTORY

Course Description: The course analyzes Philippine history from multiple
perspectives through the lens of selected primary sources coming
from various disciplines and of different genres. Students are
given opportunities to analyze the author’s background and main
arguments, compare different points of view, identify biases and
examine the evidences presented in the document. The
discussions will tackle traditional topics in history and other
interdisciplinary themes that will deepen and broaden their
understanding of Philippine political, economic, cultural, social,
scientific and religious history. Priority is given to primary
materials that could help students develop their analytical and
communication skills. The end goal is to develop the historical
and critical consciousness of the students so that they will
become versatile, articulate, broadminded, morally upright and
responsible citizens.

Course Credit: Three (3) units

Contact Hours: Three (3) hours every week for 18 weeks or 54 hours in a semester
Instructor: JENEFER S. MABANA

Page 2 of 7
 MODULE 1
PRELIM

INTRODUCTION

The focus of the course is to develop historiographical skills connected to context

and content analysis, applying both analytical strategies in themes and topics across
the Philippine past. Primary sources will be the ultimate bridge between the past and
the present, allowing spaces for students to simply not parrot facts about the past but to
gain knowledge that can be used in proposing solutions to the problems of today.

Lesson 1 is a general appraisal of history as a discipline and a narrative. This lesson

aims to introduce the students to history as a theoretical field, as well as discuss the
historiographical method of the evaluation of primary sources.

This chapter also discusses several issues in history that consequently opens up for the
theoretical aspects of the discipline. The distinction between primary and secondary
sources is also discussed in relation to the historical subject matter being studied and
the historical methodology employed by the historian. Ultimately, this chapter also
tackles the task of the historian as the arbiter of facts and evidence in making his
interpretation and forming historical narrative.

COMPETENCY NO.1. Evaluate primary sources for their credibility, authenticity, and
provenance
OBJECTIVES
1. Identify primary sources and evaluate their credibility, authenticity, and
provenance.

MOTIVATION
Instructions: For you, what is the meaning of the word “history”. Write your answer
inside the box below.

___________________________________________________________________

___________________________________________________________________

____________________________________________________________________

_____________________________________________________________________

Page 3 of 7
DEFINITION OF KEYWORD

History - was derived from the Greek word historia which means “knowledge
acquired through inquiry or investigation.” History as discipline existed for around
2, 400 years and is as old as mathematics and philosophy. This term was then
adapted to classical Latin where it acquired anew definition. Historia became
known as the account of the past of a person or of a group of people through
written documents and historical evidences.

Positivism - is the school of thought that emerged between the eighteenth and
nineteenth century. This thought requires empirical and observable evidence
before one can claim that a particular knowledge is true.

Postcolonialism - is a school of thought that emerged in the early twentieth

century when formerly colonized nations grappled with the idea of creating their
colonial past.

Historical Methodology - comprises certain techniques and rules that historians

following order to properly utilize sources and historical evidence in writing
history.

The Annales School of History - is a school of history born in France that

challenged the canons of history. This school of thought did away with the
common historical subjects that were almost always related to the conduct of
states and monarchs.

LESSON 1: INTRODUCTION TO HISTORY: DEFINITION, ISSUES, SOURCES,

AND METHODOLOGY

➢ Definition and Subject Matter

History has always been known as the study of the past. Students of the general
education often dread the subject for its notoriety in requiring them to memorize dates,
places, names, and events from distant eras. This low appreciation of the discipline may
be rooted from the shallow understanding of history’s relevance to their live sand to their
respective contexts. While the popular definition of history as the subject and its
important to human civilization.

History was derived from the Greek word historia which means “knowledge acquired
through inquiry or investigation.” History as discipline existed for around 2, 400 years
and is as old as mathematics and philosophy. This term was then adapted to classical
Latin where it acquired anew definition. Historia became known as the account of the
past of a person or of a group of people through written documents and historical
evidences. That meaning stuck until the early parts of the twentieth century. History
became an important academic discipline. It became the historian’s duty to write about

Page 4 of 7
the lives of important individuals like monarchs, heroes, saints, and nobilities. History
was also focused on writing about wars, revolutions, and other important breakthroughs.
It is thus important to ask: What counts as history”. Traditional historians lived with the
mantra of “no document, no history.” It means that unless a written document can prove
a certain historical event, then it cannot be considered as a historical fact.

➢ Questions and Issues in History

Positivism is the school of thought that emerged between the eighteenth and
nineteenth century. This thought requires empirical and observable evidence before one
can claim that a particular knowledge is true.
Postcolonialism is a school of thought that emerged in the early twentieth century
when formerly colonized nations grappled with the idea of creating their colonial past.

➢ History and the Historian

Historical Methodology - comprises certain techniques and rules that historians

following order to properly utilize sources and historical evidences in writing history.

The Annales School of History - is a school of history born in France that challenged
the canons of history. This school of thought did away with the common historical
subjects that were almost always related to the conduct of states and monarchs.

➢ Historical Sources

In general, historical sources can be classified between primary and secondary source

NOTE: Electronic Copies of the below list of reading materials discussing this
lesson will be provided in the group chat of this subject during its class
session.

Readings:
Santiago Alvarez, Katipunan and the Revolution: Memoirs of a General, (pp. 82-88).
Teodoro Agoncillo, History of the Filipino People, (pp. 184-187).
Robert Fox, The Tabon Caves, (pp. 40-44; 109-119). [Human remains and artifacts]
William Henry Scott, Prehispanic Source Materials for the Study of Philippine History

Page 5 of 7
Answer the given SAQs below: (5 points each)

Instruction: What Source? Read the following scenarios

and classify the sources discovered as primary,
secondary, or tertiary sources. Write your answer in the
space provided.

SAQ no. 1. Jose was exploring the library in his new

school in manila. He wanted to study the history of
Calamba, Laguna during the nineteenth century In one
of the books, he saw an old photograph of a woman
standing in front of an old church, clipped among the
pages. At the back of the photo was a fine inscription
that says: “Kalamba, 19 de Junio 1861.

Is the photograph a primary, secondary, or a tertiary

source? ____________________________________________________

SAQ no. 2. Lorena was a new teacher of Araling

Panlipunan in a small elementary school in Mauban,
Quezon. Her colleagues gave her the new textbook that
she ought to use in class. Before the class started,
Lorena studied textbook carefully. She noted that the
authors used works by other known historians in writing
the textbooks. She saw that the bibliography included
Teodoro Agoncillo’s Adventure in the Philippines, 1941-
45. She also saw that the authors used Maria Luisa
Camagay’s Working Women of Manila During the 19 th
Century and many others.

Is the textbook a primary, secondary, or a tertiary

source?____________________________________________________

Page 6 of 7
SUMMARY

This module presented the meaning of history; the difference between primary
and secondary sources including its examples and how does it become useful in writing
and learning history.

REFERENCES

Textbooks:
Carr, E (1981). What Is History. London, United Kingdom: Penguin
Lemon, M. (1995). The Disciplines of History and the History of Thought. New York,
United States of America: Routledge.
Tosh, J. (2022). The Pursuit of History: Aims, Methods and New Directions in the Study
of Modern History (Revised 3rd Ed.). London, United Kingdom: Pearson Education Ltd.

EVALUATION

My Primary Source.
Instruction: Using the examples of a primary source in this chapter, look for a primary
source that can be used in the writing of your life history. Make a short self-video
recorded presentation discussing how it qualifies as a primary source. (30 points)

ASSIGNMENT:
Direction: Research and study about the following Readings:
1. Antonio Pigafetta. First Voyage Around the World, [Chronicle];
2. Juan de Plasencia, Customs of the Tagalogs, [Social observation];
3. Emilio Jacinto, “Kartilla ng Katipunan” [Proclamation];
4. Apolinario Mabini, The Philippine Revolution: [Memoirs]; 5. Emilio Aguinaldo, Mga
Gunitang Himagsikan. [Memoirs];
6. National Historical Institute. (1997). Documents of the 1898 Declaration of
Philippine Independence, The Malolos Constitution and the First Philippine
Republic. Manila: National Historical Institute. [Proclamation)

Thank you and keep safe always!

Page 7 of 7