READINGS IN PHILIPPINE HISTORY –  History is a dialogue between the events of

REVIEWER the past and progressively emerging future

(CHAPTERS 1 – 3) ends
 Not only narration but also analysis
 Continuity and coherence are the necessary
CHAPTER I: requisites of history
The Meaning and Relevance of History  Relevant
 Comprehensiveness

History - is from the GREEK word “Historia” – AIMS OF TEACHING HISTORY

which means ‘information’ or ‘enquiry designed to
elicit truth’.
SCHOLARS WHO DEFINED HISTORY
 A.J.P. Taylor – railway timetable
 Napoleon Bonaparte – winners
 Michael Crichton – You are a leaf
 George Santayana – condemned to repeat it
 Marcus Tullius Cicero – To be ignorant
 George Orwell – way to destroy people
 Confucious – study the past
 George R.R. Martin – History is a wheel
 Johann Wolfgang von Goethe – three
thousand years
 Robert A. Heinlein – no past and no future
 Mahatma Gandhi – left by our ancestors
 Martin Luther King Jr. – We are made by
history
 Karl Marx – all hitherto existing society
 Victor Hugo – only to avoid them
 David McCullough – History is a guide to
navigation
 Robert Penn Warren – damnation of the
modern world
 Marcus Garvey – tree without roots
 Winston S. Churchill – Intended to write it
 To promote self-understanding
 To teach tolerance
 To develop right attitudes
 To foster national feelings
 To develop international understanding
 To promote socialization among pupils
 To give training for handling controversial
issues
 To help resolve our contemporary social and
individual problems
 To give proper conception of time, space
and society
 To enable the pupils to assess the values and
achievements of their own age
VALUES OF TEACHING HISTORY
 Disciplinary Value
 Informative Value
 Cultural and Social Value
 Political Value
 Nationalistic Value
 Internationalistic Value
 Educational Value
 Intellectual Value
 Ethical Value
 Vocational Value

NATURE OF HISTORY
 A study of the present in the light of the
past.
 History is the study of man
 History is concerned with man in time
 History is concerned with man in space
 Objective record of happenings
 Multisided
 C. Tertiary Sources - It provides third-hand
information by reporting ideas and details
from secondary sources.
CHAPTER II: a. Library
Historical Sources and Criticism b. Archives
c. Museum
Sources - A source is anything that has been left d. Historical Society
behind by the past. It might be a document, but it
might alternatively be a building or a picture, or a IMPORTANCE OF USING SOURCES
piece of ephemera. 1. Engage students.
2. Develop critical thinking skills.
CATEGORIES OF SOURCES 3. Construct knowledge.
1. Documents – written or printed materials 4. First-hand knowledge.
2. Numerical Records – any type of numerical 5. To consider different points of view in
data analysis.
3. Oral Statements – statements made orally 6. To understand the continuum of history.
by someone 7. To acquire empathy for the human
4. Relics – any object whose physical or visual condition.
characteristics

DIFFERENT TYPES OF SOURCES HISTORICAL CRITICISM AND BIAS

A. Primary Sources - A primary source is a
document or physical object which was
written or created during the time under Historical Criticism - also known as the historical-
study. critical method or higher criticism, is a branch of
a. Autobiography criticism that investigates the origins of ancient
b. Memoir texts in order to understand "the world
c. Diary behind the text".
d. Personal Letter
e. Correspondence Types of Historical Criticism
f. Interview 1. External Criticism - checks the
g. Survey genuineness or validity of the source (more
h. Field Research of Fieldwork on physical)
i. Photographs 2. Internal Criticism - refers to the accuracy
j. Paintings of the contents of a document (more on
k. Drawing content)
l. Speech
B. Secondary Sources - Secondary sources Historical Bias - Bias is an inclination of
involve generalization, analysis, synthesis, temperament or outlook to present or hold a partial
interpretation, or evaluation of the original perspective and a refusal to even consider the
information. It is a document prepared by an possible merits of alternative points of view.
individual who was not a direct witness to
an event, but who obtained his or her DIFFERENT TYPES OF BIASES
description of the event from someone else.  Gender Bias
a. Bibliographies  Cultural Bias
b. Biographical Works  Religious Bias
c. Literature  Racial Bias
 Political Bias

OVERCOMING BIASES
 Review school textbooks and identify each
of these forms. Then think of ways to
remove the bias and create more equitable
textbooks.
 Understand the concept of bias, prejudice
and stereotype
 Read various texts to understand and
interpret historical accounts
 Learn simple ways to detect bias-
inflammatory language, one sided view,
falsified view,
 making larger claims.
 Inform students about the bias manners
 Be careful in use of language while
discussing sensitive issues
Historical Significance - the process used to
evaluate what was significant about selected events,
people, and developments in the past.
CHAPTER III:
Assessment and Analysis of Historical Sources
(Part 1)
Historical Source – this is an original source that
contains important historical information. These
sources are something that informs us about history
at the most basic level, and these sources are used
as clues in order to study history Historical sources
include documents, artifacts, archaeological sites,
features.
DEFINITION OF DIFFERENT HISTORICAL
SOURCES
 Chronicle – an account of record of series
of events
 Declaration of Principles – a paradigm on
equality
 Memoirs – account or biography written
from personal knowledge
 Proclamation – a public official
announcement
 Cartoons
 Speech
 Paintings, and film
CHRONICLE 1:
The Customs of the Tagalog by Juan de Plasencia,
O.S.F.
Distinctions made among the priest of the devil:
1. Catolonan – either a man or a woman
2. Mangagauay – wiches
3. Manyisalat – remedies to lovers
4. Mancocolam – emit fire from himself at
night
5. Hocloban – greater efficiency that
Mangagauay
6. Silagan – to tear out his liver and eat it
7. Mantatangal – to show himself at night
without his head
8. Osuang – sorcerer
9. Mangagayoma – they made charms for
lovers out of herbs, stones, woods
10. Sonat – preacher
11. Pangatahojan – soothsayer, and predicted
the future
12. Batoguin – conquian
CHRONICLE 2:
Kartilya ng Katipunan by Emilio Jacinto
 Ito ay naglalaman ng 14 na aral nang
Katipunan ng mga A.N.B
Andres Bonifacio – Father of Philippine
Revolution
CHRONICLE 3:
The Act of Declaration of Philippine Independence
Translation by Sulpicio Guevara
What to know:
 Independence Day – June 12, 1898
 Treaty of Paris – between Spain and United
States
 3 Priest who were killed – Dr. Don Jose
Burgos, Don Mariano Gomez, and Don
Jacinto Zamora (GOMBURZA)
 98 people signed on Declaration of PH
Independence
Symbolisms of the Philippine Flag  Sequence of Event at the Declaration of PH
 White triangle - distinctive emblem of the Independence
famous Society of the "Katipunan" o Raising of PH Flag
 3 Stars – Luzon, Mindanao, Panay o Playing of Marcha Filipina Magdalo
 8 Rays – Manila, Cavite, Bulacan, (Lupang Hinirang now)
Pampanga, Nueva Ecija, Bataan, Laguna, o Ambrosio Rianzares Bautista read
Batangas the “Act of Philippine
 The colors blue, white, and red - Independence”, with 98 persons
commemorating the flag of the United States signed
of America  White triangle - distinctive emblem of the
famous Society of the "Katipunan"
 3 Stars – Luzon, Mindanao, Panay
CHAPTER III  8 Rays – Manila, Cavite, Bulacan,
(Part 2) Pampanga, Nueva Ecija, Bataan, Laguna,
Batangas
CUSTOMS OF THE TAGALOG  The colors blue, white, and red -
Juan de Plasencia commemorating the flag of the United States
of America
Remember!  GOMBURZA
 Datu – executive function includes o Mariano Gomez
implementing laws, ensuring peace and o Jose Burgoz
order in the barangay, and giving protection o Jacinto Zamora
to his subjects.  ANALYSIS
 Barangay - tribal gathering in Tagalog o Katipunan was not mentioned
 3 Social Classes in a Barangay – nobles o Agrarian crisis
(Maharlika), commoners (Aliping
Namamahay), slaves (Aliping Sagigilid)
 Dowry System – giving of something to
whom you court

KARTILYA NG KATIPUNAN
Emilio Jacinto

Remember!
 14 na mga aral nang Katipunan ng mga
A.N.B.

THE ACT OF DECLARATION OF PHILIPPINE

INDEPENDENCE
Translation by Sulpicio Guevara

Remember!
 June 12, 1898 – Declaration of PH
Independence
 Held at Kawit, Cavite
 gladiators while on the right, there are people who
appear to be mourning family members looking for
their loved ones in the pile of dead bodies. The dark
color scheme makes for the overall impression of
the painting. It exudes a Renaissance vibe with soft
lines. The effect here is a realistic and naturalistic
scene. Other details that give the Renaissance
impression is the sculpt, form, and proportion of the
IMPORTANCE OF STUDYING HISTORY bodies which prevail in paintings of this age.
The painting is the proof of Juan Luna’s
It is said that those who do not remember brilliance. If we have to sum up this Spoliarium by
history are doomed to repeat it. The previous Juan Luna analysis by a few words, it will be pain,
several years have demonstrated that is far more suffering, defeat, and mourning.
than simply a cliché. Every other topic taught and
lesson learned is included in history. The danger of
avoiding information outweighs the effort required
to learn. Those who skip learning history because it
is uninteresting or irrelevant to their lives now are
setting themselves up for an avoidable failure
tomorrow. History may improve one’s life
considerably more than most of the entertainment
that pull people away from it in current culture.

SUGGEST SOLUTIONS ON HOW TO

OVERCOME HISTORICAL BIASES

The presence of a bias usually means that

the information is inaccurate. The opinions and
prejudice of an author in writing whenever a
historical event is confusing each time a historical
event is omitted from text reporting an event
without any opinions. To overcome this, we must
understand the concept of bias, prejudice and
stereotype. Also be careful in use of language while
discussing sensitive issues. Always bear with
factuality and accuracy of your statement in order to
attain flawless deliberation of your interpretation.

‘SPOLIARIUM’ ANALYSIS

In my personal analysis of the painting, the

Spoliarium speaks generally of the prejudices that
lie in society. It features dying and dead gladiators
who have been stripped of their weapons and
garments. The left of the painting features audiences
who seem to only watch the slaughter of the