UNIVERSITY OF CALOOCAN CITY

Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

COLLEGE OF EDUCATION

READINGS IN PHILIPPINE HISTORY

 
SUBJECT CODE : GEC 002
TOPIC OR LESSON 3 : Historical Sources
WEEK :3
SUB-TOPIC/S : Primary and Secondary Sources
Content and Context Analysis
OVERVIEW:
This learning module provide a “window into the past”-access to the record of
thought and achievement throughout history, produced by people who lived during
that period. It will bring students into close contact with these important, often
profound, documents and objects can give them an unfiltered sense of significant
events, ideas, and what it was like to be alive during various time periods throughout
history.
The learning discussion includes an analysis about historical sources and its
importance in reconstructing the forgotten past.

LEARNING OUTCOMES

● Evaluate primary sources for their credibility, authenticity, and provenance.

● Analyze the context, content, and perspective of different kinds of primary
sources.

LEARNING OBJECTIVES

1. Define historical sources.

2. Identify the classification of sources.
3. Analyze the difference between external and internal criticism.
ENGAGE
Activity 1:
Personal Opinion: How do you know that the story is authentic? Put your answer on
the box below.
 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City
COLLEGE OF EDUCATION

EXPLAIN
Historical Sources
● These are objects from the past or testimonies concerning the past on which
historians depend to create their own depiction of that past. – Hower and
Pevenier
● It is a Tangible remains of the past. – Anthony Brundage
● Historical source (also known as historical material or historical data) is original
source that contain important historical information. These sources are
something that inform us about history at the most basic level, and these
sources used as clues to study history. – Wikipedia
Primary Sources Examples
● Testimony of an eyewitness 4 Main Categories of Primary Sources
● A primary source must have been
produced by a contemporary of 1. Written Source
the event it narrates. 2. Images
● Materials produced by people or 3. Artifacts
groups directly involved in the 4. Oral Testimony
event or topic being studied.
Other examples:
 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City
COLLEGE OF EDUCATION

● They are either participants or Theses, dissertations, scholarly journal

witnesses.
● These sources range from
eyewitness accounts, diaries,
letters, legal documents, and
official documents (government or
private) and even photographs
Secondary Sources
● A secondary source interprets and
analyzes primary sources. These
sources are one or more steps
removed from the event.
● Secondary sources may have
pictures, quotes, or graphics of
primary sources in them.
● These sources offer an analysis or
restatement of primary sources.
They often try to describe or
explain primary sources. They
tend to be works which
summarize, interpret, reorganize,
or otherwise provide an added
value to a primary source.
articles (research based), some
government reports, symposia and
conference proceedings, original artwork,
poems, photographs, speeches, letters,
memos, personal narratives, diaries,
interviews, autobiographies, and
correspondence.
Examples
Textbooks, edited works, books, and
articles that interpret or review research
works, histories, biographies, literary
criticism and interpretation, reviews of
law and legislation, political analyses,
and commentaries.

Other Classifications:
Written Source Unwritten Sources
1.Published materials ● Oral history
● Artifact
● Books ● Ruins
● Magazines ● Fossils
● Journals ● Art works
● Travelogue ● Video recordings
● Transcription of speech ● Audio recordings
 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City
COLLEGE OF EDUCATION

2.Manuscript [any handwritten or typed

record that has not been printed]
● Archival materials
● Memoirs
● Diary

ELABORATE

Historical Criticism
Known as the historical-critical method or higher criticism, is a branch of
criticism that investigates the origins of ancient texts to understand "the world behind
the text" And for a source to be used as evidence in history, basic matters about its
form and content must be settled. And this thru External and Internal Criticism.
1. External Criticism - is a process by which historians determine whether a source
is authentic by checking the validity of the source. It is concerned with establishing
the authenticity or genuineness of data.
2. Internal Criticism - aka positive criticism, is the attempt of the researcher to
restore the meaning of the text. This is the phase of hermeneutics in which the
researcher engages with the meaning of the text rather than the external elements of
the document. It is concerned on the contents of the document.

TEST OF AUTHENTICITY
1.Determine the date of the document to see whether they are anachronistic e.g.
pencils did not exist before the 16th Century.
2. Determine the author. Example: handwriting, signature, seal
3. Anachronistic style. Example: idiom, orthography, punctuation
4. Anachronistic reference to events. Example: too early, too late, too remote
5. Provenance or custody - determines its genuineness.
6. Semantics – determining the meaning of a text or word.
7.Hermeneutics –determining ambiguities
TEST OF CREDIBILITY
1. Identification of the author. Example: to determine his reliability; mental
processes, personal attitudes.
2. Determination of the approximate date.
 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City
COLLEGE OF EDUCATION

3. Ability to tell the truth - nearness to the event, competence of witness, degree of
attention.
4. Willingness to tell the truth - to determine if the author consciously or
unconsciously tells falsehoods.
5. Corroboration. Example: historical facts – particulars which rest upon the
independent testimony of two or more reliable witnesses
Three Major Components to Effective Historical Thinking
1. Sensitivity to Multiple Causation
2. Sensitivity to Context
3. Awareness of the interplay of continuity and change in human affairs

ACTIVITY NUMBER: 2
LEARNERS QUOTATION INTERPRETATIONS: Give your interpretation about
this quotation.

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ACTIVITY NUMBER: 3

Quotation Analysis: Give your personal insights on the said quotations by Soren
Kierkegaard
 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City
COLLEGE OF EDUCATION

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CONTENT AND CONTEXTUAL ANALYSIS

Content analysis is a research tool used to determine the presence of certain words
or concepts within texts or sets of texts. Researchers quantify and analyze the
presence, meanings and relationships of such words and concepts, then make
inferences about the messages within the texts, the writer(s), the audience, and even
the culture and time of which these are a part. Texts can be defined broadly as books,
book chapters, essays, interviews, discussions, newspaper headlines and articles,
historical documents, speeches, conversations, advertising, theater, informal
conversation, or really any occurrence of communicative language.
Texts in a single study may also represent a variety of different types of occurrences,
such as Palmquist's 1990 study of two composition classes, in which he analyzed
student and teacher interviews, writing journals, classroom discussions and lectures,
and out-of-class interaction sheets. To conduct a content analysis on any such text,
the text is coded, or broken down, into manageable categories on a variety of
levels--word, word sense, phrase, sentence, or theme--and then examined using one of
content analysis' basic methods: conceptual analysis or relationally.
The contextual analysis is a kind of work that disintegrates a piece of writing into
small parts, analyzing each one separately. This allows us to point out the true
intentions of the author and analyze the whole context. Almost anything can be a
 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City
COLLEGE OF EDUCATION

subject of such an analysis – a book, a play, a magazine article, etc., but how to write
such an essay? It would be quite an easy task, if you are a pro, but what about the
newbies?
TOPICS IN PHILIPPPINE HISTORY SUBJECTED FOR CONTENT AND CONTEXT
ANALYSIS
A. Voyages of Antonio PIgafetta
B. Site of the first mass
C. Kartilya ng Katipunan
D. Cavite Mutiny
E. Retraction of Rizal
F. Cry of Balintawak or Cry of Pugad-Lawin
G. Proclamation of Independence
H. Political Caricature of Alfred McCoy “Philippine Caricature of the American Era
(1900-1941)
AREAS OF CONCERN IN ANALYZING TEXT
A. Document Type
B. Historical Importance of the Document
C. Authors Sources
D. Authors main argument
E. Authors point of view
EVALUATE

ACTIVITY NUMBER: 4
Key Take Away:
Directions: Explain what you have learned and realized in this module.

REFERENCES
 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City
COLLEGE OF EDUCATION

1. Asuncion N. M, Cruz G.C. Reading in Philippine History (Outcome Based Module)

(2018). C&E Publishing 2. Torres,J.V(2018) Batis-Sources in the Philippine History
.C&E Publishing ,pp
3. Candelaria,J.L.P,Alporha V. C. Readings in Philippine History(2018) pp