UPDATEDRPHSITMODULEl Unit1and2

SCHOOL OF TEACHER EDUCATION AND LIBERAL ARTS
RPHIST 1 READINGS IN
PHILIPPINE HISTORY
h.D. A Self-regulated Learning Module
A Self-regulated Learning Module 1

CONTENTS
Introduction
1. Course Description........................................................................ 4
2. Course Requirements................................................................... 4
3. Learning Competencies................................................................ 7
4. Study Schedule............................................................................. 7
UNIT The Meaning and Relevance of History

Learning Objectives........................................................................... 9
1
Pre-Test............................................................................................ 9
1. Meaning and Relevance of History............................................... 10
2.The Basics of Historiography........................................................ 11
a. Historical Sources.............................................................. 11
b. Historical Criticisms............................................................ 14
c. Colonial Historiography...................................................... 16
d. Philippine Historiography after WWII................................. 16
e. Characteristics of Contemporary
Philippine Historiography.............................................. 18
Assessments…………………………………………………………….. 20
UNIT Problems in Interpreting History

Learning Objectives.......................................................................... 23
II
1. Multiperspectivity.......................................................................... 23
2.Historical Interpretation.................................................................. 27
3.Representation in History…………………………........................... 29
4. Historical Negationism ………………………………………………. 31
Assessments……………………………………………………………. 35
UNIT Content and Contextual Analysis of Selected Primary Resources

III
Pre-Test............................................................................................ 38
1. Manunggul Jar.............................................................................. 39
2. Battle of Mactan............................................................................ 43
3. Act of Declaration of Philippine Independence............................. 47
4. Laguna Copperplate Inscription……………………………………. 49
Assessments…………………………………………………………….

UNIT “One Past But Many Histories”: Controversies and Conflicting Views in
the Philippine History
IV Learning Objectives.......................................................................... 63
Pre-Test............................................................................................ 63
1. The Site of First Mass: A Re-examination of the Evidence.......... 64
2. The Cavite Mutiny......................................................................... 69
3. The Retraction of Rizal................................................................. 73
4. The First Cry of the Revolution..................................................... 79
5. Philippine American War or Inssurection?.................................... 85
Assessments……………………………………………………………. 89
UNIT Social, Political, Economic and Cultural Issues in the Philippines

V 92
Pre-Test............................................................................................
1. The Agrarian Reform of the Philippines....................................... 92
a. Pre-Spanish Period.................................................................. 93
b. Spanish Period......................................................................... 93
c. First Philippine Republic...........................................................
d. American Period....................................................................... 93
e. Commonwealth Period............................................................. 94
f. Japanese Occupation................................................................ 94
g. Philippine Republic...................................................................
2. Philippine Taxation....................................................................... 94
a. Taxation defined....................................................................... 101
b. Evolution of the Philippine Taxation......................................... 102
b.1. Pre-Colonial Period...............................................................
102
b.2. Spanish Period......................................................................
b.3. Taxation under the Americans.............................................. 103
b.4 Taxation under the Commonwealth Period........................... 104
b.5. Fiscal Policies at Present......................................................
104
3. Filipino-American relations
a. Bell Trade Act and Parity Rights………………………………. 105
4. The Philippine Constitutions......................................................... 116
a. Malolos Constitution............................................................
116
b. 1935 Constitution................................................................
c. 1973 Constitution................................................................ 116
d. 1987 Constitution................................................................ 117
Assessments……………………………………………………………. 117
120
COURSE EVALUATION....................................................................... 126
REFERENCES......................................................................................... 127

RPHIST1: READINGS IN PHILIPPINE HISTORY
COURSE DESCRIPTION: The course aims to expose students to different facets of Philippine history
through the lens of eyewitnesses. Rather than rely on secondary materials such as textbooks, which is
the usual approach in teaching Philippine history, different types of primary sources will be used covering
various aspects of Philippine life. Students are expected to analyse the selected readings contextually
and in terms of content. The end goal is to enable students to understand and appreciate our rich past by
deriving insights from those who were actually present at time of the event.
The course analyses Philippines history from multiple perspectives through the lens of selected
primary sources coming from various disciplines and of different genres. Students are given opportunities
to analyse the author’s background and main arguments, compare different point 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. This also includes mandatory topics on Philippine
constitution, agrarian reform, and taxation. In compliance with CMO No. 2 s. 2019, Indigenous education
was likewise included.
REQUIREMENTS OF THE COURSE

Course requirements include exams, quizzes, participation, attendance, assignments, academic
papers and a project.
Class Attendance. Regular attendance and participation in classroom discussions are essential to the
completion of the subject. It is therefore expected that you will attend all classes prepared and have
read the required reading materials.
Academic papers. These include essays, reaction/position/reflection paper, and research paper on a
specific topic.
Assignment. All homework or assignments are expected to be passed on time and completed. This
might include readings for the next day’s lesson, individual or group assignment. Late assignment
can still be accepted considering that the reason is valid and that you will present the necessary
document.
Final requirement. You will be asked to collaborate with your classmates to produce a synthesis that
examines the role of a specific issue in promoting/hindering nation building, and provide appropriate
recommendations rooted in a historical understanding of the issue. Output should trace the evolution
of the chosen topic through at least three periods.
Output may be in the form of research paper, exhibit, documentary, webpage and/or other
innovative modes.
Sample Topic: Challenges in the Implementation of Agrarian Reform in the Philippines

The following rubric will be used in checking the final output.
RUBRIC FOR A RESEARCH PAPER
Key Question, - CLEARLY defines the - DEFINES the issue - Defines the issue -FAILS to CLEARLY
Problem or issue or problem POORLY define the issue or
Issue - IDENTIFIES the core problem
- ACCURATELY issue -not entirely accurate
identifies the core issue about core issue - Doers NOT recognize
- Does NOT fully 15
and/or explore the core
explore DEPTH and - issue
BREADTH of problem SUPERFICIALLY/NAR
ROWLY explores
SOME issues
Concepts -IDENTIFIES and - IDENTIFIES and - Identifies SOME (not -Does NOT IDENTIFY
ACCURATELY ACCURATELY all) key concepts; key concepts or
explains the relevant explains the relevant
key concepts key concepts - Does NOT FULLY -identifies but FAILS to
and ACCURATELY use key concepts or
-APPROPRIATELY - but sometimes uses explain each identified
uses relevant key concepts concept -uses key concepts
INAPPROPRIATELY 10
concepts throughout inappropriately
the essay - Use of concepts is throughout the essay
- or uses concepts SUPERFICIAL and/or
- CONSISTENTLY INCONSISTENTLY INACCURATE at times
uses the relevant key
concepts throughout
the essay
Information to -Uses SUFFICIENT, -Uses CREDIBLE and Gathers SOME -Relies on

Support CREDIBLE, RELEVANT CREDIBLE information, INSUFFICIENT,
Thesis/ RELEVANT information information, but needs but not enough; SOME UNRELIABLE, or
from sources to support some additional information may be IRRELEVANT
Argument the argument/thesis; information to fully IRRELEVANT; information
support the 20
Information is argument/thesis; -Information is NIT -Information is not
impeccably organized ORGANIZED; logic of ORGANIZED; logic of
to provide logical, clear Information is mostly argument is difficult to argument is difficult to
basis for argument organized to provide follow follow
logical, clear basis for
argument
Interpretations, -Uses EVIDENCE and -uses EVIDENCE and -does follow SOME -uses SUPERFICIAL or
Inferences REASON to come to REASON to obtain EVIDENCE to IRRELEVANT evidence
logical conclusions; justifiable, logical conclusions that are to come to ILLOGICAL
conclusions mostly logic or valid; or invalid conclusions
-makes deep rather
than superficial -makes VALID -inferences are more 0exhibits CLOSED-
inferences inferences but some often than not MINDEDNESS or
20
are SUPERFICIAL UNCLEAR or NOT HOSTILITY toward
-inferences are based in evidence evidence/reason;
CONSISTENT with one -inferences are maintains views based
another CONSISTENT with one - inferences are on self-interest
another ILLOGICL
INCONSISTENT,
and/or SUPERFICIAL
Organization -essay is ORGANIZED -Essay is MOSTLY -essay has BASIC

with clear transitions organized, but some organization, but lacks 10
throughout; spots are in need of

Essay is easy to read better organization or transition or in-
transition; paragraph organization
Essay is easy to read -essay is somewhat

difficult to read
Overall -demonstrates a Demonstrates a Demonstrates SOME -conveys an

Assessment completely CLEAR, CLEAR and understanding of the INACCURATE
ACCURATE, and IN- ACCURATE subject at a understanding of the
DEPTH understanding understanding of the SUPERFICIAL level subject at any level
of the subject subject, but needs to
FURTHER elucidated - has limited or no 15
Has mastered the DEPTH of understanding of the
content material understanding; content material
Has a strong grasp of

the content material
Citations & All references and One references or Two references or Reference and citations
References citations are correctly citations missing or citations missing or errors detracts 10
written and present incorrectly written incorrectly written significantly from paper
TOTAL SCORE 100
RUBRIC FOR A DOCUMENTARY OUTPUT

Category 20 15 10 5
Storytelling Develops an interesting Starts with an interesting Story is confusing or not Does not tell a story
Techniques story from the point of story, but has no clear interesting
view of a central theme
character
Sources Uses and cites primary Uses only secondary Uses sources that do not Does not use outside
and secondary sources sources that support the support the narrative sources
that relate directly to the narrative
narratives
Structure Narrative has a clear Narrative has an Narrative is disorganized No attempt at an

organizing structure and organizing structure but organizing structure is in
flows logically needs some place
improvements
Production Has high-quality sound, Production values could Poor production makes Technical problems ruin
Values video editing and be better, but don’t the story hard to the video; the story is lost
transitions interfere with the story understand
Originality Product shows a large Product shows some Uses other people’s Uses other people’s
amount of original original thought. Work ideas (giving them credit) ideas, but does not give
thought. Ideas are shows new ideas and the credit
creative and inventive. insights But there is little evidence
of original thinking
SCORE

LEARNING COMPETENCIES
The learning competencies in this subject are the following:
1. Evaluate primary sources for their credibility, authenticity and provenance.
2. Analyse the content, context and perspective of different kinds of primary sources.
3. Determine the contribution of different kinds of primary sources in understanding Philippine history.
4. Develop critical and analytical skills with exposure to primary sources.
5. Reflect critically on shared concern
6. Examine the contemporary world from both Philippines and global perspectives
7. Manifest interest in local history and concern in promoting and preserving our country’s national
patrimony and cultural heritage.
8. Demonstrate the ability to use primary sources to argue in favor or against a particular issue.
9. Effectively communicate, using various techniques and genres, their historical analysis of a
particular event or issue that could help others understand the chosen topic.
10. Use current technology to assist and facilitate learning and research
11. Display the ability to work in a team and contribute to a group project.
12. Demonstrate proficient and effective communication(writing, speaking, and use if new
technologies)
13. Analyse texts critically (written, visual, oral, etc).
14. Demonstrate critical, analytical, and creative thinking.
15. Develop research skills such as report writing, data collection and analysis of information from
different sources
16. Use basic concepts across the domain of knowledge.
STUDY SCHEDULE
This is an online course, which means that we do not meet “face-to-face” in a classroom. However,
the objectives and expected learning outcomes are the same as a “face-to-face course. We do not have a
text book in this course. We will use various reading materials from internet. A list of references is found at
the end of this module.
I. Modular Approach. This module presents the course content in three major divisions (First Grading,
Midterms, and Finals). The first part presents the Philippines history from multiple perspectives through the
lens of selected primary sources. In the midpart, it tackles the controversial issues in history that will deepen
and broaden students understanding of history. The last part will develop the historical and critical
consciousness of the students so that they will become versatile, articulate, broadminded, morally upright
and responsible citizens by exploring the mandatory topics on Philippine constitution, agrarian reform, and
taxation and incompliance with CMO No. 2 s. 2019, Indigenous education was likewise included.
II. Assessment Tasks. The tasks embedded in this module are mostly quizzes, essays, analysis and a critique
paper to help you learn to formulate arguments; present evidences; and evaluate a course of action. You are
also expected to synthesize and interpret primary and secondary sources and use these sources to explain
an event, historical phenomena or a political course of action. In addition, this enables you to see the

relevance of dealing with historical sources, apply historical criticisms and use these ideas creatively and
think laterally - important preparation for their endeavour.
Assessment task can be individual, learning buddies or group activities depending on the degree of
difficulty. You are expected to submit the said task on the given deadline. You can consult/ contact your
teacher if you have any difficulty or clarifications about the given task during the class period, consultation
time or asynchronous schedule. Since this is an online class and you are required to work independently
most of the time, this can mean that there is a temptation to plagiarize by using the internet for text or answers
to assignments, task, and other activities. Any copying and pasting from any other source is plagiarism and
there will be NO credit (ZERO) for the said activity/assignment/task. All of the following are considered
plagiarism:
 turning in someone else's work as your own

 copying words or ideas from someone else without giving credit
 failing to put a quotation in quotation marks
 giving incorrect information about the source of a quotation
 changing words but copying the sentence structure of a source without giving credit
 copying so many words or ideas from a source that it makes up the majority of your work, whether
you give credit or not (see our section on "fair use" rules)
Thus, there is a need for you to cite your primary and/or secondary sources properly to avoid
plagiarism.
III. Feedback Structure. The feedback shall be coursed through any of the following modes:
1. Communication via online platforms (ie., Canvas, Facebook, and electronic mail)
2. Video conferencing modes (ie., Zoom, Google Meets, Facebook live stream)

Unit
1 THE MEANING AND RELEVANCE OF HISTORY
LEARNING OBJECTIVES:
1. Discuss the meaning of history
2. Connect the relevance of history with the student’s chosen course.
3. Discuss the basics of historiography
4. Evaluate primary and secondary sources for credibility, authenticity and provenance
5. Differentiate primary and secondary sources; external and internal criticisms.
6. Identify significant people and their contribution in the on the connection of e development of
Philippine historiography.
7. Identify the characteristics of contemporary Philippine historiography
8. Explain the importance of knowing the history in achieving the economic growth of the country.
This Unit presents the definition and significance of history which transcends the typical definition of
history as the study of the past. This Unit will help us realize that history is more than just events, name or
even dates. It plays a crucial role in one’s life as well as the nation. This chapter will also give you a
glimpse of historiography; the distinction between primary and secondary sources and is familiarize with the
different kinds of historical sources.
PRETEST: Write T if the statement is correct and F if in correct.

----------1. History refers to acts, ideas, or events that will or can shape the course of human race.
----------2. Historiography is the study of the past.
----------3. The interpretive writings of historians are considered primary sources.
----------4. The study of history became possible with the development of writing.
----------5.The development of Philippine historiography can be traced back during the pre-colonial times.
----------6. In evaluating historical research sources, external criticism can involve the use of carbon dating
and handwriting experts.
----------7.A diary written by a soldier who fought in the war is an example of a secondary source.
----------8 A researcher was interested in studying why the “new math” of the 1960s failed. She interviews
several teachers who used the new math during the 1960s. These teachers are considered as secondary
sources.
----------9.Spanish friars’ account is favourable to the early Filipinos.
----------10. In the Philippines, the dominance of the colonial discourse has challenged historians to write the
history of the Philippines using a discourse that will privilege the Filipinos.

LESSON 1: MEANING and RELEVANCE OF HISTORY
What is History?
The word history was used by the Greek Philosopher Aristotle. It meant a systematic account of a
set of natural phenomena, whether or not chronological ordering was a factor in the account; and that usage,
though rare, still prevails in English in the phrase natural history. However, in the course of time, the equivalent
Latin word scientia (English, science) came to be used more regularly to designate non-chronological
systematic accounts of natural phenomena.
History deals with the study of past events presented in chronological order and often with
explanation. Others define it as His story and sanaysay na may saysay.
The study of history is significant because it:
 is a window into the past;
 helps us appreciate multiple perspectives and interpretations;
 strengthens our critical thinking skills;
 gives us understanding of other people and cultures;
 can be influential in shaping human affairs; and
 provides a better understanding about the present situation
 provides informed perspective about the world.
 guides on making judgments.
So, what then is history?

First: History is the sum total of everything that has happened in the past.
history-as-actuality
Second: History is an account of the past.

 history-as-record
“History is not ‘what happened in the past’; rather, it is the act of selecting, analyzing,
and writing about the past…”
(James Davidson and Mark Lytle, 1982)
Historians are individuals who write about history. They seek to understand the present by examining
what went before. They undertake arduous historical research to come up with a meaningful and organized
reconstruction of the past. But whose past are we talking about? This is a basic question that a historian
needs to answer because this sets the purpose and framework of a historical account. Hence, a salient feature
of historical writing is the facility to give meaning and impart value to a particular group of people about their
past.
Historians only get to access representation of the past through historical sources and evidences since
an exact and accurate account of the past is impossible for the reason that we cannot go back to the past.
We cannot access the past directly as our subject matter.
Therefore it is the historian’s job not just to seek historical evidences and facts but also to interpret
these facts. “Facts cannot speak for themselves.” It is the job of the historian to give meaning to these facts
and organize them into timeline, establish causes, and write history. Meanwhile, the historian is not a blank

paper who mechanically interprets and analyzes present historical fact. He is a person of his own who is
influenced by his own context, environment, ideology, education, and influences, among others. In that sense,
his interpretation of the historical fact is affected by his context and circumstances. His subjectivity will
inevitably influence the process of his historical research: the methodology that he will use, the facts that he
shall select and deem relevant, his interpretation, and even the form of his writings. Thus, in one way or
another, history is always subjective (Candelaria, J. L. P. 2018).
The historian has to create a narrative that can stand the test of time. To get it right, he has to see
things from many points of view and puts on the different hats of a historian - as a detective, a judge, a
storyteller or a philosopher.
Reflection:
Are you willing to put on the hats of a historian and embark the journey of attempting to
understand the past in order to ensure a brighter future for you and the next generation to come?
LESSON 2: BASICS OF HISTORIOGRAPHY
Historiography is the study of the history and methodology of the discipline of history.
It is also defined by Furay and Salevouris (1988) as “the study of the way history has been and is written –
the history of historical writing... When you study ‘historiography’ you do not study the events of the past
directly, but the changing interpretations of those events in the works of individual historians.”
Questions of historiography include the following:
1. Who writes history, with what agenda in mind, and towards what ends?
2. How accurate can a historian ever hope to be, analyzing past events from the vantage point of the
historian’s present?
3. Does the historian's own perspective, impacted as it undoubtedly is by gender, age, national and
ideological affiliation, etc., contribute to an "agenda" that the historian's work is playing into, unwittingly
or consciously?
4. Does the very selection of sources (and, by extension, the decision to exclude certain other sources)
prejudice the outcome of the historian's work in certain ways?
5. What about the types of sources, both primary and secondary, an historian chooses to base his or
her work upon? Do they too contribute to the above-mentioned "agenda"?
HISTORICAL SOURCES
The historians’ most significant research tools are historical sources. In general, historical
sources can be classified between primary and secondary sources.
Primary sources. These are contemporary accounts of an event, written by someone who
experienced or witnessed the event in question. Primary sources are the raw materials of history —
original documents and objects which were created at the time under study.

- Testimony of an eyewitness (Louis Gottschalk, Understanding History)
- A document of physical object which was written or created during the time under study
(http://www.princeton.edu/-reefdesk/primary2.h)
- Characterized by their CONTENT, regardless of whether they are available in original
format, in microfilm/microfiche, in digital format, or in published format
(http://www.yale.edu/collections_collaborative/primary sources/primarysources.html)
- are materials produced by people or groups directly involved in the event or topic being
studied. These people are either participants or eyewitnesses to the event. These
sources range from eyewitnesses accounts, diaries, letters, legal documents, official
documents government or private), and even photographs (Torres, 2018).
Formally, there are eight examples of primary sources (Torres, 2018)

 Photographs that may reflect social conditions of historical realities and everyday life
 Old sketches and drawings that may indicate the conditions of life of societies in the
past
 Old maps that may reveal how space and geography were used to emphasize trade
routes, structural build-up, etc.
 Cartoons for political expression or propaganda
 Material evidence of the prehistoric past like cave drawings, old syllabaries, and
ancient writings
 Statistical tables, graphs, and charts
 Oral history or recordings by electronic means of accounts of eyewitnesses or
participants; the recordings are then transcribed and used for research
 Published or unpublished primary documents, eyewitness accounts, and other written
sources
Examples of Primary sources

 Autobiographies and memoirs
 Diaries, personal letters, and correspondences
 Interviews, surveys, and fieldworks
 Photographs, drawings and posters
 Works of art and literature
 Books, magazine and newspaper articles and ads published at the time
 Speeches and oral histories
 Original documents (birth certificates, property deeds, trial transcripts
 Artifacts of all kinds, such as tools, coins, clothing, furniture, etc.)
 Audio recordings, video recordings
 Government documents (reports, bills, proclamations, hearings, etc)
 Patents
 Technical reports
Four main categories of Primary Sources
 Written sources
 Images

 Artifacts
 Oral Testimony
NOTE: Examining primary sources give you a powerful sense of history and the
complexity of the past and can also guide you toward higher-order thinking and better
critical thinking and analysis skills.
On the other hand, the functions of secondary sources is to interpret primary sources, assign
value to, conjecture upon, and draw conclusions about the events reported in primary sources. These
are usually in the form of published works such as journal articles or books, but may include radio or
television documentaries, or conference proceedings.
- Sources which were produced by an author who used primary sources to produce
material. In other words, secondary sources are historical sources, which studied a certain
historical subject (Torres, 2018)
- 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 (http://www.princeton.edu/~refdesk/primary2.h)
Examples
 Bibliographies
 Biographical works
 Reference books, including dictionaries, encyclopaedias
 Articles from magazines, journals, and newspapers after the event
 Literature reviews and review articles (e.g. movie reviews, book reviews)
 History books and other popular or scholarly books
 Works of criticism and interpretation
 Textbooks
Examples: history textbook; printed materials (serials. Periodicals which interprets previous
research)
Topic: Tejeros Convention
 Primary Source – Santiago Alvarez’ account
 Secondary Source – Teodoro Agoncillo’s Revolt of the Masses
However, a student should not be confused about what counts as a primary or a secondary source,
or a tertiary source even. However, this classification is usual but not automatic. If a historian chooses to
write the history of education in the 1980s,he can utilize textbooks used in that period as a primary source.
If a historian wishes t study the historiography of the Filipino-American War for example, he can use works
of different authors on the topic as his primary sources as well. Both primary and secondary sources are
useful in writing and learning history. However, historians and students of history need to thoroughly
scrutinize these historical sources to avoid deception and to come up with the historical truth (Candelaria, J.
L. P. 2018).
Technical Tools in Identifying and Authenticating Historical Sources

a. Paleography - study of handwriting, evolution of writing, ability to distinguish
the different traditions of writing styles; types of medium utilized; ability to spot fakes;
nuances in writing through different periods.
b. Diplomatic - used primarily for textual analysis; writing styles maybe
determined by its specific time/period wherein there is a set of writing conventions and
formulas.
c. Archaeology
d. Statistics
e. Additional Technical Tools
HISTORICAL CRITICISM (based from the presentation of Ma. Florina Orillos-Juan, PhD)
Many documents have primary and secondary segments. For instance, examining a newspaper as a
historical source entails a discerning mind to identify its primary and secondary components. A news item
written by a witness of an event is considered as a primary source, while a feature article is usually considered
as a secondary material. Similarly, a book published a long time ago does not necessarily render it as a
primary source. It requires reading of the document to know its origin.
To ascertain the authenticity and reliability of primary sources to be used in crafting a narrative, a
historian needs to employ two levels of historical criticism, namely external criticism and internal criticism.
External Criticisms
 Also known as lower criticism
 The practice of verifying the AUTHENTICITY of evidence by examining its physical characteristics;
consistency with the historical characteristic of the time when it was produced; and the materials
used for evidence. Examples of the things that will be examined when conducting external criticism
of a document include the quality of the paper, the type of the ink, and the language and words used
in the material among others (Candelaria and Alporha, 2018).
 Is a tool used by historians to determine the VALIDITY of a document, particularly a document with
some sort of historical significance.
 It ventures towards inquiry regarding
o Authorship
o Originality and accuracy of the copy
o If errors are found it helps assess the nature of errors found (if they are scribal errors or
others of errors
 The problem of AUTHENCITY
o Determine the date of the document to see whether they are anachronistic
o Determine the author
 Handwriting An anachronism is
 Signature something placed in the
 Seal wrong time period.
o Anachronistic style Historical anachronism
 Idiom, orthography, punctuation is committed when a
o Anachronistic reference to events historian uses a word or
 Too early, too late, too remote a historical concept that
o Provenance or custody is taken out of context
and uses it to describe
or interpret a past
event.
o Semantics
 Determining the meaning of a text or word
o Hermeneutics
 Determine ambiguities
 To spot fabricated, forged, faked documents

 To distinguish a hoax or misrepresentation
 As with external criticism, several questions need to be asked in attempting to evaluate the accuracy
of a document and the truthfulness of its author. With regard to the author of the document:
o Was the author present at the event he or she is describing? In other words is the document
a primary or secondary source?
o Was the author a participant in or an observer of the event?
o Was the author competent to describe the event?
o Was the author emotionally involved in the event?
o Did the author have any vested interest in the outcomes of the event?
 With regard to the contents of the document:

o Does the content make sense?
o Could the event described have occurred at the same time?
o Would people have behaved as described?
o Does the language of the document suggest a bias of any sort?
o Do other versions of the event exist? Do they present a different description or interpretation
of what happened?
Internal Criticism
 Refers to the accuracy of the content of a document
 It looks at the truthfulness and factuality of the evidence by looking at the author of the source, its
context, and the agenda behinds its creation, the knowledge which informed it, and its intended
purpose (Candelaria and Alporha, 2018).
 The problem of credibility
 Relevant particulars in the documents – is it credible?
 Test of Credibility
o Identification of the author
 To determine his reliability; personal attitudes
o Determination of the approximate date
 Handwriting, signature, seal
o Ability to tell the truth
 Nearness to the event, competence of witness, degree of attention
o Willingness to tell the truth
 To determine if the author consciously or unconsciously tells falsehood
o Corroboration
 i.e. historical facts – particulars which rest upon the independent testimony of two or
more reliable witnesses
 Questions to ponder:

• What was meant by the author?
• How much credibility can be given to the author?
• What was the author trying to say?
• How could the author’s word be interpreted?
• Does the document contain bias of any sort?
COLONIAL HISTORIOGRAPHY
The development of Philippine historiography can be traced back during the Spanish period.
The early friars with their zeal to propagate Christianity studied the cultures of the early Filipinos and
faithfully recorded their valuable observations. Although the writings of the early friars were basically
missionary history, their recorded observations on the life of the early Filipinos are indispensable in
the understanding of the Philippine pass. Since the early historians were Spanish friars, their
accounts were focused on the Spanish history of the Philippines specifically their missionary
experience in the country. Although their accounts contained biases against the early Filipinos, the
information they provided can be used by Filipino historians to correct the mistakes committed by
early historians. Contemporary historians can use a postcolonial reading on the documents to
eliminate the colonial bias. In this way, the myths that were written by the chroniclers regarding the
Filipinos and their culture can be corrected.
The writings of history during the Spanish period were not confined to the hands of the friars.
The secular historians during the Spanish period can be divided into the following:
a. Spanish officials in the Islands;
b. Foreign residents and writers; and the
c. Filipino Ilustrado
Learning from the fate of its colonial predecessor, the United States did not only use brute force but
also effected ingenious ways of pacification such as the use of education as a tool to control their subjects
and increase political and economic power of the elite few. These colonial instruments were so ingrained
among Filipinos that they perceived their colonial past in two ways: initially maltreated by “wicked Spain” but
later rescued by “benevolent America.” This kind of historical consciousness has effectively erased from the
memories of Filipino generations the bloody Filipino-American War as exemplified by the Balangiga Massacre
in Eastern Samar and the Battle of Bud Bagsak in Sulu. Consequently, such perception breathes new life to
the two part view of history: a period of darkness before the advent of the United States and an era of
enlightenment during the American colonial administration. This view has resonated with Filipino scholars
even after the Americans granted our independence in 1946.
The writing of history during the American period can be considered better compared to the writings
of history during the Spanish period. Although, most of the writings were extremely biased, still there were
few Americans who wrote in favour of the Filipinos. Historians during this period can be classified into
Filipino Ilustrado, American colonial officials, non-colonial officials and the so-called academic historians.
PHILIPPINE HISTORIOGRAPHY AFTER WORLD WAR II

The stark reality of Filipino historians thinking like their colonial counterparts during the postcolonial
period troubled a small group of professors and cultural workers who were mostly alumni of the University of

the Philippines. This spurred the emergence of Filipino scholars who challenged the narrow view of colonial
narratives and developed historical writing from the viewpoint of a nationalist agenda.
1.Teodoro Agoncillo
In the 1950s, Teodoro Agoncillo pioneered nationalist historiography in the
country by highlighting the role of the Filipino reformists and revolutionaries from 1872,
the year that saw the execution of the GomBurZa priests, to the end of the Philippine
Revolution as a focal point of the country’s nation-building narrative. Two of his most
celebrated books focus on the impact of the Philippine Revolution: The Revolt of the
Masses: The Story of Bonifacio and the Katipunan (1956) and Malolos: The Crisis of the
Republic (1960).His writings veered away from emphasizing colonial period and regarded
events before 1872 as part of the country’s “lost history.” He argued that what where
written in the documents before 1872 are the history of old Spain in the Philippines. For
Agoncillo, we cannot see a substantive role of the Filipinos in history because Filipinos before 1872 were
passive followers of the Spaniards.
2. Renato Constantino
he discourse of “lost history” was not accepted by another known scholar, Renato
Constantino, whose published work entitled, “The Miseducation of the Filipino” became
a staple reading for academics and activists beginning in the late 1960s. Constantino
advanced the idea of a “people’s history” – a study of the past that sought to analyze
society by searching out people’s voices from colonial historical materials that typically
rendered Filipinos as decadent, inept and vile. Following this mode of historical inquiry,
he authored The Philippines: A Past Revisited (1975), a college textbook that offered a
more critical reading of Philippine history compared to Agoncillo’s History of the Filipino
People (1973). Undoubtedly, these two nationalist scholars inspired or challenged other
historians to re-evaluate the country’s national history.
Constantino defined history as the collective people’s struggle towards the full realization of freedom
and liberty. He emphasized that the real mover of history are the masses and superman does not exist only
leaders who became great because they were working with the people.
3. Zeus Salazar
Other Filipino historians set new directions in redefining Philippine
historiography in the last 30 years of the 20th century. The first of these scholars is Zeus
Salazar who conceptualized “Pantayong Pananaw” as an approach to understanding
the past from our own cultural frame and language. He emphasized the value of our
Austronesian roots in defining Filipino culture and encouraged other scholars to conduct
outstanding historical researches in Filipino such as the work of Jaime Veneracion’s
Kasaysayan ng Bulacan (1986).
The Pantayong Pananaw has opened new venues and themes for historians to study
like the world view of the indigenous, anting-anting, symbolic representation, reduccion, and other themes

that discuss the culture of the Filipinos. In this regard, new methodologies and concepts were utilized like
ethnography and folk literature.
4. Reynaldo Ileto
Equally important is the contribution of Reynaldo Ileto who wrote about
his“history from below”treatise in his ground-breaking work, Pasyon and Revolution:
Popular Movements in the Philippines, 1840-1910 (1979). In this work, Ileto endeavored
to recognize the way of thinking of ordinary folks by using alternative historical sources
such as folk songs and prayers. His other works spurred new interpretations such as
common topics such as Jose Rizal, Philippine-American War, and American colonization.
For Ileto, it is proper for historians to look into the other center of power, i.e. folk, healer,
cults, tulisanes, and columns. In doing this, historians will be able to present the other side
of history that were muted by the dominant historiography. The book of Reynaldo Ileto’s ”Pasyon and
Revolucion” can be considered as a turning point in the history of Philippine historical writing. He opened new
venues that can be used by scholars in their research.
5. Samuel Tan
There is also Samuel Tan, another prolific historian who is best remembered for mainstreaming the
role and relevance of Filipino Muslims in the country’s national history. His definitive work, The Filipino Muslim
Armed Struggle, 1900-1972 (1978),sought to examine the struggle of Filipino Muslims in the context of 20th
century nation-building dynamics during the American colonial regime and subsequent postcolonial Filipino
administrations. In his book, A History of the Philippines (1987), Tan attempted to write a national history
reflective of the historical experiences not only of lowland Christianized Filipinos but also of the other cultural
communities in the archipelago.
CHARACTERISTICS OF CONTEMPORARY PHILIPPINE HISTORIOGRAPHY

a. Political Narratives
Most of our national histories today favour narratives that deal with the political aspects of
nation-building such as the legacies of political leaders and establishment of different governments.
b. Colonial Histories in Historical Narratives

Another weakness of most national histories is the importance given to colonial histories. This
continues to breed Filipinos who are more familiar with stories about our colonial history rather than
stories of our pre-colonial past.
Up to now, some social studies textbooks misrepresent ancient Filipinos as savages or
barbarians by portraying colonizers, especially the Spaniards and Americans, as liberators of the
Filipinos from cultural backwardness. The key to uncover such cultural prejudices is to examine
available historical sources and to write about our past by understanding the myths and
misconceptions that characterize the Filipino culture for centuries.

c. Elite-centric Perspectives in Historical Narratives
Some historical narratives focus on the contribution of the elite in nation-building such as what
the ilustrados (educated Filipinos) fought for in the 19th century or how local politicians negotiated with
their American counterparts to obtain an independence law during the first half of the 20th
century.Though eminent historians such as Constantino and Ileto reiterated the importance of a
“people’s history” and “history from below,” respectively, so much has to be done in terms of writing
about the roles played by ordinary people in our country.
d. Patriarchal Orientation in Historical Narratives

Most of the country’s historical narratives highlight the heroism of men in different ways:
leading revolts and liberation wars against colonizers, championing the cause of independence, and
spearheading political and economic development.
e. Emphasis on Lowland Christianized Filipinos

National histories tend to show partially toward lowland Christianized Filipinos at the expense
of other national cultural communities such as Muslim Filipinos and other indigenous peoples.
Celebrated figures of our past are all lowlander Christians and predominantly Tagalogs including Jose
Rizal, the leading propagandist; Andres Bonifacio, the Katipunan founder; and Emilio Aguinaldo, the
revolutionary leader who declared independence. Non-Christians and highlanders remain
unrecognized in historical narratives. Muslim Filipinos, in particular, have been subjected to negative
characterization by lowland Christians in published works such as history books. This is caused by
the culture of mistrust that developed between Christians and Muslims during colonial periods. Muslim
Filipinos are depicted as brutal, cruel, ferocious, and vicious as exemplified by their attacks of Christian
towns. This narrow-minded view has to be re-evaluated in order to correct misrepresentations of
Muslim Filipinos in this age of political correctness and cultural sensitivity.
Some Key Concepts to Remember
 History  Secondary sources

 Historiography  External Criticism
 Anachronism  Internal Criticism
 Primary Sources  “Lost history”

TASK 1: Identifying Primary and Secondary Sources. Determine if the source would be a
Primary Source (P) or a Secondary Source (S). Write your answer before the number. (10
points)
_____1. The 1987 Philippine Constitution

_____2. A textbook describing the Marawi Siege
_____3. An autobiography about Ferdinand Marcos
_____4. Fernando Amorsolo’s painting
_____5. A short story describing the life of the Mayans
_____6. A college instructor describing the Holocaust
_____7. A reporter describing his time in Iraq.
_____8.The movie Heneral Luna
_____9. A blog written by a nurse describing what it is like being a frontliner.
_____10.The History Channel’s explaining how life was for a slave.
TASK 2: Essay. Answer the following questions: (40 points)
1. What are the benefits of using primary sources? (10 points)

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. Why do you think most history textbooks are secondary sources? Justify your answer.(10 points)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. Explain the advantages and disadvantages of accessing online primary sources. (10 points)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

4. What are the challenges of understanding our country’s past mindful of the problems that characterize
the writing of our national history? (10 points)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______
Rubric for the essay

CRITERIA 1 3 5
Relevance of answer to The essay did not Answer is brief with Answer is complete;
the question answer the question insufficient detail. sufficient detail provided
Unrelated issues were to support assertions;
introduced and/or minor answer focuses only on
errors in content. issues related to the
question; factually
correct.
Thoroughness of None of the relevant Most of the basic details Deals fully with the entire
answer details were included are included but some question.
are missing.
TASK 3: Identify one significant event that happened in your life. Take a picture of the primary source
that you can use as an evidence of the said event. Paste the picture inside the box and discuss
how it qualifies as a primary source.

LINK IT!
Sustainable Development Goal 8 (SDGs) aims to promote sustained, inclusive and

sustainable economic growth, full and productive employment and decent work for all
Write an essay explaining the importance of history in achieving economic development. You may
also connect your answer with what Rizal means in this phrase “In order to know the destiny of the people,
it is necessary to open the book of its past.” (30 points)
15 10 5 1
Complete Explanation of Partial or Inadequate

explanation of topic is incomplete explanation of
CONTENT topic, with specific, satisfactory, with explanation of topic with
accurate, and mostly sufficient topic, with inadequate or
relevant evidence, but insufficient missing evidence
information. mostly general. evidence and and many factual
More detail inaccuracies errors
needed. Some
factual errors
15 10 5 1
Information is Student presents Reader has Sequence of

ORGANIZATION logical, interesting information in difficulty following information is
sequence which logical sequence work because difficult to follow
reader can follow. which reader can student jumps
follow. around

Unit
2 PROBLEMS IN INTERPRETING HISTORY
LEARNING OBJECTIVES:
1. Define and explain significant concepts related to problems in interpreting history.
2. Give specific example for each problem in interpreting history
3. Assess the danger brought by historical negationism and revisionism.
4. Identify a woman who changed Philippine history and give her contributions.
5. Explain the need to rewrite Philippine history through the lens of gender equality (SDG 5)
LESSON 1: MULTIPERSPECTIVY
WATCH: Multiperspectivity in History

https://www.youtube.com/watch?v=_KzPbUrvGe0
ACTIVITY: Define perspective and multiperspectivity.
What is multiperspectivity?
K. Peter Fritzche has emphasized that multiperspectivity is a process, “a strategy of understanding,”
in which we take into account another’s perspective (or others’ perspectives) in addition to our own (Fritzsche,
2001). That process entails understanding that we too have a perspective which has been filtered through
our own cultural context, reflects our own standpoint and interpretation of what has happened and why, our
own view of what is and is not relevant, and may also reflect other prejudices and biases. In this respect,
multiperspectivity is not just a process or strategy, it is also a predisposition, “{it} means to be able and willing
to regard a situation from different perspectives” (Low-Beer, 1997). The preconditions for this are:
a. willingness to accept that there are other possible ways of viewing the world than one’s own and
that these may be equally valid and equally partial; and
b. willingness to put oneself in someone else’s shoes and try see the world as they see it, that is, to
exercise empathy.
Broadly speaking, then, it would appear that the main defining characteristics of multiperspectivity in
history and history teaching are that it is a way of viewing, and a predisposition to view historical events,

personalities, developments, cultures and societies from different perspectives through drawing on
procedures and processes which are fundamental to history as a discipline.
A perspective is a view which is limited by the standpoint of the person expressing it. This of course,
applies as much to the “producers” of source material (the participants in past events, the eye-witnesses, the
chroniclers, the officials and collators of information) as it does to the historian.
Just as figurative artist’s perspective is constrained by practical considerations such as technique and
the position from which he or she chooses to draw a particular subject, so there are clearly number of practical
limitations facing historians. Their perspective on a particular historical event or development will be restricted
by the range of relevant languages in which they are fluent, their familiarity with the kinds of script employed
by those who wrote the documents which they need to use, the volume of information and evidence available,
the range of sources which they can us (a particular problem when trying to determine and understand the
views and experiences of people who are illiterate or semi-illiterate), and he accessibility of those sources.
These are all practical constraints and to a large degree from the potential mass of information that might
conceivably be relevant.
Similar constraints of time and space affect the sources which the historian uses and school students
learning to work with a combination of primary and secondary sources are taught to take into account:
how close the source was to the events being studied: a participant, an eye-witness, a journalist
interviewing participants and witnesses soon afterwards, a newspaper photographer, a television
reporter, an official collating evidence from a variety of sources, an historian writing about it
subsequently, etc.
and
how soon after the event the observations in the source were recorded.
Hopefully, they also learn that proximity to events, both in time and space, does not necessarily
guarantee a more reliable and valid account of what happened. As Example A sows, reliable witnesses can
still differ in their account of what happened. Here, a modern historian, Harvey Pitcher, has compared the
accounts of several American and British eye-witnesses who were present at the meeting of the Second
Congress of Soviets on 25 October 1917 in the Smolny Palace in what was Petrogard, hen the gunfire which
signalled the Bolshevik coup d’état and taking of the Winter Palace to the walk-out of numerous delegates
from other parties. It shows very clearly that even trained observers in the same place and at the same time
can still differ widely in their observations. It also highlights another potentially valuable lesson for the student,
namely, that a source based on first hand evidence produced at the time is no necessarily more reliable than
an account produced at a much later date by a historian who has had the opportunity to compare and cross
reference various sources.
“what you see matters less than how you see it. One witness sees a rabble of unkempt individuals
making a nuisance of themselves in the streets; another sees a heroic popular demonstration; while a third
is impressed most of all by the colour and spectacle… Different witnesses approach a scene with different
expectations and preoccupations… (Pitcher)

As witnesses to history then, they are not just describing what they see, they are interpreting it as well;
that is, they are assigning a particular meaning to what they have seen and that meaning reflects their
personal framework of assumptions, preconceived, prejudices, stereotypes and expectations.
Historians also have their preconceptions and preoccupations. Their perspectives are not just shaped
by the evidence in the sources to which they have access. Sometimes these preconceptions and
preoccupations are personal and professional. A historian who seeks to offer a political perspective of events
is likely to present what happened in a different way, emphasize different factors, assign greater significance
to certain consequences and developments than, say, the economic or social historian.
Similarly, the personal and professional expectations and preconceptions of other interpreters of
history, such as television producers making documentaries about specific events will reflect a concern not
just to ell the audience what happened and why but to do so in ways which may reflect current thinking about
what makes a good history documentary with the emphasis sometimes being more on what makes good
television rather than good history.
At the same time, as historiographical surveys usually reveal, historians and other commentators on
the past, like the rest of us, are children of their times. Their perspective is influenced by the generation to
which they belong and they will tend to interpret the past through contemporary lenses.
There are three related dimensions that have been identified which have potential relevance to
multiperspectivity:
1. We can view historical events and development from a multiplicity of vantage-points of view. To
do this, we need to know what was hear, seen or felt. We also need to know how reliable each
source is, partly by comparing and cross-referencing the evidence they provide but also by
evaluating contextual information on each source: who they were, what role they played, where
they were at the time, what they were doing at the time, how they obtained the information, and
so on. Above all, this process of evaluation needs to take into account the conditions which may
have imposed constraints on what each source saw, heard or felt, whether these be physical,
technical or self-imposed.
2. We can view historical events and developments from a multiplicity of points of view. To do this,
we need to understand the motives underpinning these various points of view, whether they be
the perspectives of the authors of the various sources or of the person or persons referred to in
those sources. Broadly speaking, there are three constituent elements to this process:
a. It involves trying to understand the logic behind the view being expressed. Why would they
think like this? On what grounds have they based this view? Why might they have believed
some bits of information and not others? Why did they see some information as relevant
and discard the rest?What options were open to them? What led them to choose thisp
articular course of action out of all the possibilities open to them? Etc.

b. It involves de-constructing the language of the text (differentiating, for example, between
verifiable facts, expert opinion, unsubstantiated opinion and hearsay, noting what is
omitted from the account, noting the use of emotive language, the use of false analogies
and stereotypes). The same process of de-construction applies as much to other sources,
such as oral testimony, photographs, films, posters and cartons as it does to documents.
c. It also involves collating and analysing contextual information about each source since this
enables us to understand more fully where the person stating a point of view “is coming
from,” their background, their associate, allegiances and affiliations.
3. We can also view historical events and developments through a multiplicity of historical accounts
and interpretations (including accounts produced at different times, for different purposes and for
different audiences). This tends to involve noting the similarities and differences in focus, narrative
structure, interpretation and emphasis and the key points of consensus and disagreement, i.e.
historiographical analysis.
NOTE:
1. Multiperspectivity is NOT simply the application of historical method. It AIMS to extend the breadth
and scope of the historical analysis of a particular topic or phenomenon.
2. Multiperspectivity can also extend the scope of the historical account by examining how the
different perspectives relate to each other; how they have shaped and been shaped by each other.
Source: lifted from Stradling, R. 2003. Multiperspectivity in history teaching: a guide for teacher
Discuss some potential problems with multiperspectivity in history teaching

LESSON 2: HISTORICAL INTERPRETATION
Historical interpretation is the process by which we describe, analyze, evaluate, and create
an explanation of past event. We base our interpretation on primary (firsthand) and secondary
(scholarly) historical sources. We analyze the evidence, contexts, points of view, and frames of
reference. It is a complicated process, but historical thinking improves with practice interpretation
might explore causality (what made something happen), process (revolutions, economic
depression), conflicts (social class, race, gender), historical outcomes (effects of past events), or
many more topics (creative thinking).
Historical interpretation requires synthesizing a variety of evidence, primary and secondary

Historical thinking involves the ability to arrive at meaningful and persuasive understanding of the
past by applying all the other historical thinking skills, by drawing appropriately on ideas from
different fields of inquiry or disciplines and by creatively fusing disparate, relevant evidence from
primary sources and secondary works. Additionally, synthesis may involve applying insights about
the past to other historical contexts or circumstances, including the present These insights
(secondary sources) may come from social science theories and perspectives and/or the writing of
other historians (historiography)
Interpretations are in essence thoughtful efforts to represent and explain past events.
Interpretations include 3 vital elements:
 Purposeful, thoughtful efforts--Interpretations are conscious reflections on the past,

not simply irrational spur-of-the-moment opinions. Take time to apply logic and
organization to your explanation of the past-not merely emote or react to the
evidence.
 Representations--Interpretations are efforts to give an audience an image or

description of the event/issue being focused on. We cannot recreate the past
perfectly, but we can try to represent faithfully how events transpired by ground our
version in the historical evidence.
 Past events--Interpretations are the reflections of those of us studying the past, not of
the participants in those events. We refer to the collection representations of the past
done by historians as historiography. The views of participants from the past
constitute our primary sources or historical evidence. Without the process of
reflection removed from the event by time the creator of the view is inevitably partially
influenced by the impact the person/event had on them.
NOTE: Put these 3 elements together, linking them to the historical evidence surrounding your
topic. The result will be a defensible, intelligible historical interpretation.

Source: https://alphahistory.com/vcehistory/wp-content/uploads/2016/01/differenttheories.jpg

LESSON 3: Representation in History
History provides us with narratives that tell us who we are, where we came from and where
we should be going. It defines a trajectory which helps construct the essence of a group’s identity,
how it relates to other groups, and ascertains what its options are for facing present challenges A
group’s representation of its history will condition its sense of what it was, is, can and should be,
and is thus central to the construction of its identity, norms, and values. Representation in history
helps to define the social identity of peoples, especially in how they relate to other peoples and to
current issues of international politics and internal diversity.
Taking groups’ representations of their history into account can help us understand why countries
will react differently to a challenge where their common interests are ostensibly the same
Throughout history, women have made extraordinary contributions to their societies Some are well
known, some less so, but all have been trail blazers
Five Filipino Heroines Who Changed Philippine History

Source: lifted from https://www.cnnphilippines.com/life/culture/2017/6/7/5-filipino-heroines.html
 Gabriela Silang
o Gabriela Silang is perhaps the most well-known among all the Filipino heroines, but
she is almost always mentioned in tandem with her husband, Diego. Since their
achievements are usually written about together, many forget that she had her own
fair share of heroic acts as “the first Filipina to lead an uprising against a foreign power.”
Silang was a fearless Ilocaña warrior who assumed her husband’s role as commander
of rebel troops after his assassination in 1763. She rallied fighting forces (including the
native Itneg people) to carry on the war against Spain in their home province of Ilocos,
launching guerrilla attacks against Spanish garrisons — attacks that caused Spanish
soldiers to fear her name.
o For her final battles at the liberation of Vigan, she led over 2,000 men to go against an
army of over 6,000 Spanish soldiers backed by a powerful artillery. The battle proved
unsuccessful for the General, so she and 80 remaining troops retreated to unexplored
regions of Abra, where they were eventually captured. The Spanish made her witness
the public executions of her men before publicly hanging the General herself in
September 1763. Despite the loss, Gabriela Silang is still recognized for her immense
courage in fighting for the independence of Ilocos.
 Tandang Sora
o More than just a road in Quezon City, Tandang Sora, whose real name is Melchora
Aquin, was fondly called the Mother of the Revolution. She was a single mother who
managed the farm left by her deceased husband while raising her six children.

Tandang Sora earned her nickname after taking care of Andres Bonifacio and other
Katipuneros in 1896, risking her life as she provided them with food and nursed the
wounded. Her bravery was best displayed after she was arrested by Spanish
authorities, who subjected her to grueling interrogations in hopes that she would reveal
the location of the Katipunan hideout. She refused to give in and was deported to
Guam under the decree of Governor General Ramon Blanco.
 Teresa Magbanua
o Known as the Visayan Joan of Arc, Teresa Magbanua was originally a teacher who
received a degree in education from a school in Manila. She married a wealthy
businessman who owned large plots of land, which she helped cultivate. During this
time, she developed her skills in horseback riding and marksmanship.
o Upon learning that her brothers joined the uprising against the Spaniards, she
persuaded her uncle, General Perfecto Poblador, to let her join the Katipunan’s
women’s chapter in Panay as an experienced horse rider and marksman. The General
agreed, making Magbanua the first and only woman to lead troops in the Visayas
during the revolution. Her patriotic spirit helped her successfully lead a group of bolo
troops during the Battle of Barrio Yoting and the Battle of Sapong Hills, which were
instrumental to the liberation of IloIlo City. Later on, she joined the guerrilla forces in
fighting against the Americans in Jaro, IloIlo. She continued to fight for the country’s
independence until the Japanese occupation, when she sold all her belongings to help
fund the guerilla movement.
 Josefa Llanes Escoda

o Pictured as a smiling face clad in a Filipiniana outfit, Escoda is one of the two women
to appear on the current series of Philippine peso notes. This honor does not go without
merit, as she was a certified social worker, suffragette, civic leader, and war heroine.
As the eldest of seven children, she had to help her mother take care of her siblings
after the death of her father in 1918, all while studying to obtain a high school teacher’s
certificate from the University of the Philippines.
o Escoda went to the United States several times to further help with her social work.
After graduating, she trained in social welfare at the New York School of Social Work.
During that stay, she also represented the Philippines in speaking engagements in the
International House and the Women’s International League for Peace. Her second visit
to the U.S., which was meant for Boy Scout training, she used to train young women
teachers from the public and private sector to become Girl Scout leaders.
o When World War II broke out, Escoda’s involvement in aiding prisoners of war and
stranded women and children led to her arrest, torture, and eventual execution at the
hands of the Japanese.
 Magdalena Leones
o Having passed away only last year, Cpl. Magdalena Leones remains to be one of the
lesser-known World War II veterans, even though she is the only Asian woman to have
been awarded the Silver Star in World War II by the United States. Born in the
mountains of Kalinga, Leones was the daughter of an evangelical missionary. Since

she refused to surrender after the Fall of Bataan, she was imprisoned for five months.
During this time, she taught herself how to speak Niponggo, a skill she utilized to help
save the lives of other Filipinos captured by the Japanese.
o After encountering Colonel Russel Volckman of the United States Armed Forces in the
Philippines-North Luzon (USAFIP-NL), she agreed to serve as a special agent. Using
her church connections and her Niponggo-speaking skills, she was able to carry
“important intelligence data, vital radio parts, and medical supplies” through Japanese-
held territory. Though she knew that capture could result in torture and execution, she
powered through and continued to serve her country, earning her the monicker of “the
lioness of Filipino guerilla agents.”
NOTE: These names are only some of the many notable Filipinas whose achievements deserve
to be credited.
Explain the meaning of the phrase “Placing women’s history in history”

Justify your answer
LESSON 4: HISTORICAL NEGATIONISM
Historical negationism, also called denialism, is falsification or distortion of the historical

record. It should not be conflated with historical revisionism, a broader term that extends to
newly evidenced, fairly reasoned academic reinterpretations of history. In attempting to revise
the past, illegitimate historical revisionism may use techniques inadmissible in proper historical
discourse, such as presenting known forged documents as genuine, inventing ingenious but
implausible reasons for distrusting genuine documents, attributing conclusions to books and
sources that report the opposite, manipulating statistical series to support the given point of
view, and deliberately mistranslating texts. Some countries, such as Germany, have
criminalized the negationist revision of certain historical events, while others take a more
cautious position for various reasons, such as protection of free speech; others mandate
negationist views, such as California and Japan, where schoolchildren are explicitly prevented
from learning about the California genocide and Japanese war crimes, respectively.
(https://artsandculture.google.com/entity/historical-negationism/m06hs1?hl=en)

Read the article entitled Dapat “no to negationism” hindi “no to revisionism”
Dapat “no to negationism,” hindi “no to revisionism”

Mariamme D. Jadloc - Diliman Information Office
February 15, 2022 | UPDate Online > Academe
Bilang paglilinaw sa angkop na salitang gagamitin bilang pagtutol sa mga bumabago sa kasaysayan, hindi
“revisionism” ang dapat gamitin kundi “negationism.”
Ito ang binigyang linaw ni Professor Emeritus Maria Luisa T. Camagay, PhD ng UP Departamento ng
Kasaysayan ng Kolehiyo ng Agham Panlipunan at Pilosopiya.
Madalas na ginagamit ng publiko ang salitang “historical revisionism” at ang popular na opinyong naririnig
ay ang pagtutol dito.
Ayon kay Camagay sa kanyang panayam, “Ang Dapat Mabatid ng mga Pilipino sa Pag-aaral ng
Kasaysayan,” ang “historical revisionism” ay normal na bahagi ng pagsusulat ng kasaysayan.
“Nagkakaroon ng pagrerebisa ng kasaysayan kung may bagong ebidensiyang nadiskubre, kung may
bagong interpretasyong lumalabas, at bagong facts,” aniya.
Dagdag dito, ang revisionism ay isang napakahalagang bahagi (essential part) ng proseso ng pag-alam sa
kasaysayan.
“Revisionism is an essential part of the process by which history, through the posing of new problems and
investigation of new possibilities, enlarges its perspectives and enriches its insights,” paliwanag ni
Camagay.
Samantala, taliwas naman sa historical revisionism ang historical negationism na tinatawag ding historical
distortion at historical denialism.
“Sa historical negationism o pagbabaluktot ng kasaysayan, may hidden agenda ang nagsusulong nito. At
lumilikha pa sila o gumagawa ng bagong ebidensiya (fabrication of evidence or forgery of documents),” ani
Camagay.
Saad niya, ang historical negationism ay maituturing na illegitimate form of revisionism.
Sa historical negationism, ang “mananaliksik” ay gumagamit ng mga huwad na dokumento, hindi

nagtitiwala o mayroong duda sa mga tunay na dokumento, nagbibigay ng mga mali o di totoong
konklusyon, nagmamanipula ng mga datos, at tahasang gumagawa ng maling pagsasalin ng mga teksto.
Isang halimbawa ng historical negationism na isinalaysay ni Camagay ay ang lantarang pagsulat ni David
Irving ng kasaysayang itinatanggi ang naganap na Holocaust noong Ikalawang Digmaang Pandaigdig
(World War II). Si Irving ay isang manunulat na Briton. Ayon kay Camagay, sinasabi ni Irving sa kanyang
mga akda na imbento lamang ang Holocaust.

Ayon kay Irving, ang sistematikong paglipol ng mga Hudio ay walang katotohanan. Noong 1996,
sinampahan ng kasong libel ni Irving si Deborah Lipstadt, isang Amerikanang historyador, dahil sa aklat
nitong “Denying the Holocaust,” kung saan binatikos si Irving. Natalo si Irving. Noong 2006, inaresto siya sa
Austria dahil sa kaniyang pagsasaad na hindi nangyari ang Holocaust.
“Noong 1949, mayroong pinasang batas ang Austria na bawal magsabing walang Holocaust. Ito ang batas
na pinagbasehan ng pagparusa kay Irving,” ani Camagay.
Ipinaliwanag ni Camagay na nagkakaroon o hindi maiiwasan ang historical revisionism, “dahil lahat ng
interpretasyon sa kasaysayan ay provisional.”
Ito ay dahil sa pagsisikap ng kasaysayan na ilahad ang katotohanan ng nakaraan.
Ayon kay Camagay, iba ang katotohanan na may maliit na titik “k” sa Katotohanan na may malaking titik
“K.” Layon ng historyador na mailahad ang katotohanan na may maliit na titik.
“Layon ng historyador na maglahad ng katotohanan at hindi ang Katotohanan. Sa madaling sabi, hindi
sinasabi ng historyador na ang kanyang interpretasyon ng nakaraan ay Katotohanang hindi mabubuwag,”
saad ni Camagay. “Ang layon niya ay ilahad ang katotohanang bunga ng masinop niyang pagsusuri ng
ebidensiya at matibay na batayan ng kanyang mga konklusyon,” dagdag niya.
Aniya, ang pagkakaroon ng iisang Katotohanan hinggil sa nakaraan ay hindi makatutulong sa pag-unawa
ng kasaysayan dahil sinusupil nito ang iba pang katotohanan at ikinukubli ang masalimuot na
interpretasyon ng nakaraan.
“Dapat nating tanggapin na maraming truth. There is no single, eternal, immutable ‘truth’ about past events
and their meaning,” saad ni Camagay.
What is your opinion about the article?
Marcos in History
President Ferdinand E. Maros assumed power on December 30, 1965 and became the second
president re-elected to office in 1969 He became the head of state from 1966 to 1986, established an
authoritarian regime in the Philippines that came under criticism for corruption and for its suppression of
democratic process.
In the 1970s, the economy of the Philippines declined It was left behind by other neighbouring
countries (Hays, 2015). The country lost what it was able to achieve in the 1950s and 1960s because of
corruption in government, cronyism, and mismanagement of resources (Hays, 2015). It has been ruled by
political leaders who have different interests and goals It is apparent in the case of Philippines that the
decisions, policies, and laws that political leaders created and implemented have had significant effects on
the Filipino people.

One of the most notable memories in te history of the Philippines that left significant effects on the
people was the country’s experience of being under the rule of the military On September 21, 1972, the former
President Ferdinand Marcos put the entire Philippines under Martial law by signing Proclamation 1081. This
was done on the basis of “lawless elements” whose aims are to unwilfully take over political and state power
in the country, overthrow the government and change the existing political, economic, and legal order (The
Official Gazette of the Philippines, 2018) These lawless elements are of the armed movements, especially
that of communist hroups whose membership is strengthened through recruitment from among the peasantry,
laborers, professionals, intellectuals, students, and mass media personnel (The Official Gazette of the
Philippines, 2018) These movements were against various issues, including imperialism, land reform, price
hikes, and poor labor conditions There were actions to control these movements, but these were found to be
inadequate and ineffective to contain the rebellion and lawlessness The communist groups have increased
the number and area of operation of its front organization (The official Gazette of the Philippines, 2018) It has
also intensified recruitment and training among the masses, especially the youth. Consequently, the
Kabataang Makabayan (KM), the Samahang Demokratiko ng Kabataan (SDK), and the New People’s Army
(NPA) significantly increased in membership (The Official Gazette of the Philippines, 2018) There were
establishments of insurgency camp across the country. School dropouts rise, and students were thought
about to join the insurgency (The Official Gazette of the Philippines, 2018). A military vessel carrying firearms
was seized and used against the government Radical group sympathizers infiltrated media (The Official
Gazette of the Philippines, 2018). Because of all of these aforementioned reasons, Ferdinand Marcos placed
the Philippines under Martial Law by virtue of the powers vested upon him by Article VII, Section 1, Paragraph
(2) of the Constitution This has given him the power of the commander-in-chief, taking over the Armed Forces
of the Philippines As commander-in-chief, he had to maintain order by preventing and suppressing all forms
of lawlessness violence as well as any form of insurrection or rebellion and enforcing obedience among all
citizens (The Official Gazette of the Philippines, 2018). Moreover, it also ordered the detention of anyone who
will conduct an exact insurgency or rebellion against the government (The Official Gazette of the Philippines,
2018).
Source: lifted from ukdruplb.edu.ph
The proclamation of Martial Law in 1972 brought changes to the life of

millions of Filipinos. Research and discuss this in class.
Historical revisionism
According to Krashner (2019), historical revisionism is the reinterpretation of a historical account or
narrative based on actual facts and aforementioned evidence While according to Cristobal, historical
distortion occurs when historical accounts or narratives are changed to suit a personal agenda. It involves
disinformation and lies to change history
Example of historical revisionism

1. Magellan and Lapu-lapu
- We were taught that Lapu-lapu killed Magellan This is a common notion, especially for young
people However, it is considered that Lapu-lapu is not the one who really killed Magellan Rather,
someone under Lapu-lapu’s command was the one who ended the foreigner’s life As we can see,

thanks to historians and the evidence they accumulate, past events that are vague became clear as
they were clarified.
2. Apolinario Mabini
- Apolinario Mabini was one of the most renowned heroes in the Philippines Today, it is widely
accepted that the sublime paralytic or “dakilang lumpo” suffered from polio which cause his paralysis.
This is thanks to a 1980 autopsy which corrected the historical narrative on Mabini’s condition. Prior
to the conclusive autopsy, there were other theories as to the paralysis of Mabini such as syphilis
which was later debunked
What is your opinion about historical revisionism?

Cite one example of historical revisionism
Assess the danger brought by historical negationism
Some Key Concepts to Remember
 Historical interpretation  Historical Negationsim

 Multiperspectivity  Historical Distortion
 Historical Revisionism
TASK 1 GROUP ACTIVITY: PHOTO ESSAY.

Photo essays tell a story in pictures, and there are many different ways to style your
own photo essay. With a wide range of topics to explore, a photo essay can be thought-provoking,
emotional, funny, unsettling, or all of the above, but mostly, they should be unforgettable. A photographic
essay is a form of visual storytelling, a way to present a narrative through a series of images. A great
photo essay is powerful, able to evoke emotion and understanding without using words. A photo essay
delivers a story using a series of photographs and brings the viewer along your narrative journey.

With your classmates create a photo essay about Martial Law in the Philippines.
Criteria 10 7 5 3
Visual Text All of the images Most of the images Some of the Few of the images
(photographs/images) are appropriate to are appropriate to images are are appropriate to
the topic, the topic, appropriate to the the topic,
evocative, visually evocative, visually topic, evocative, evocative, visually
(x2) captivating, and captivating, and visually captivating, captivating, and
show unique show unique and show unique show unique
perspectives of the perspectives of the perspectives of the perspectives of the
theme. theme. theme. theme.
Typography & Title and captions Title and captions Title and captions Title and captions
Semantics compliment the compliment the sometimes seldom compliment
images and work images and often compliment the the images and do
(the meaning,
together work together to images but not work together
arrangement, and harmoniously to reinforce the inconsistently work to reinforce the
appearance of printed reinforce the theme theme. together to theme.
matter) consistently. reinforce the
(x1) theme.
Organization Presentation Presentation Presentation Presentation

(how the various includes student includes student includes student includes student
name and the name and the name and the name and the
elements are
photo story title. photo story title. photo story title. photo story title.
organized) Each slide includes Each slide includes Each slide includes Each slide includes
(x1) an image and an image and an image and an image and
accompanying text. accompanying text. accompanying text. accompanying text.
Photos are carefully Photos create Photos create Photos
sequenced to build emotion and emotion and inconsistently
emotion and communicate represent subject create emotion and
communicate thematically. matter. may veer from
thematically. subject matter.
Overall Impression/ Photo essay evokes Photo essay often Photo essay Photo essay
Aesthetic Effect strong emotion and evokes emotion and occasionally evokes inconsistently
evidences evidences emotion and evokes emotion
(x2)
creativity. The creativity. The evidences some and evidences little
presentation as a presentation as a creativity. The creativity. The
whole is whole is presentation as a presentation as a
aesthetically aesthetically whole is whole is spits in the
harmonious. pleasing aesthetically face of aesthetics.
pleasing
Theme Theme is clear and Theme is clear and Theme is clear and Theme is unclear or
(the universal insight well-developed well-developed well-developed not well-developed
throughout entire throughout most of throughout some of throughout the
that is communicated
photo essay. the photo essay. the photo essay. photo essay.
by the essay)
(x2)

TASK 2: Identify a woman who changed Philippine history and giver her contributions
First paragraph: information about the woman
Second paragraph: Contribution for the country
LINK IT!
Sustainable Development Goal 5 (SDG5) aims to achieve gender equality and empower all women
and girls. Women and girls, everywhere, must have equal rights and opportunity, and be able to live free of
violence and discrimination Women’s equality and empowerment is one of the 17 SDGs, but also integral to
all dimensions of inclusive and sustainable development
Write an essay explaining the need to rewrite Philippine history through the lens of gender equality
(30 points).
15 10 5 1
Complete Explanation of Partial or Inadequate

explanation of topic is incomplete explanation of
CONTENT topic, with specific, satisfactory, with explanation of topic with
accurate, and mostly sufficient topic, with inadequate or
relevant evidence, but insufficient missing evidence
information. mostly general. evidence and and many factual
More detail inaccuracies errors
needed. Some
factual errors
15 10 5 1
Information is Student presents Reader has Sequence of

ORGANIZATION logical, interesting information in difficulty following information is
sequence which logical sequence work because difficult to follow
reader can follow. which reader can student jumps
follow. around

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SCHOOL OF TEACHER EDUCATION AND LIBERAL ARTS

h.D. A Self-regulated Learning Module

A Self-regulated Learning Module 1

UNIT The Meaning and Relevance of History

UNIT Problems in Interpreting History

UNIT Content and Contextual Analysis of Selected Primary Resources

A Self-regulated Learning Module 2

UNIT Social, Political, Economic and Cultural Issues in the Philippines

COURSE EVALUATION....................................................................... 126

A Self-regulated Learning Module 3

REQUIREMENTS OF THE COURSE

A Self-regulated Learning Module 4

Information to -Uses SUFFICIENT, -Uses CREDIBLE and Gathers SOME -Relies on

Organization -essay is ORGANIZED -Essay is MOSTLY -essay has BASIC

A Self-regulated Learning Module 5

Essay is easy to read -essay is somewhat

Overall -demonstrates a Demonstrates a Demonstrates SOME -conveys an

Has a strong grasp of

TOTAL SCORE 100

RUBRIC FOR A DOCUMENTARY OUTPUT

Structure Narrative has a clear Narrative has an Narrative is disorganized No attempt at an

A Self-regulated Learning Module 6

A Self-regulated Learning Module 7

 turning in someone else's work as your own

A Self-regulated Learning Module 8

1 THE MEANING AND RELEVANCE OF HISTORY

PRETEST: Write T if the statement is correct and F if in correct.

A Self-regulated Learning Module 9

So, what then is history?

Second: History is an account of the past.

A Self-regulated Learning Module 10

LESSON 2: BASICS OF HISTORIOGRAPHY

A Self-regulated Learning Module 11

Formally, there are eight examples of primary sources (Torres, 2018)

Examples of Primary sources

A Self-regulated Learning Module 12

Technical Tools in Identifying and Authenticating Historical Sources

A Self-regulated Learning Module 13

 To spot fabricated, forged, faked documents

 With regard to the contents of the document:

A Self-regulated Learning Module 15

PHILIPPINE HISTORIOGRAPHY AFTER WORLD WAR II

A Self-regulated Learning Module 16

A Self-regulated Learning Module 17

CHARACTERISTICS OF CONTEMPORARY PHILIPPINE HISTORIOGRAPHY

b. Colonial Histories in Historical Narratives

A Self-regulated Learning Module 18

d. Patriarchal Orientation in Historical Narratives

e. Emphasis on Lowland Christianized Filipinos

Some Key Concepts to Remember

 History  Secondary sources

A Self-regulated Learning Module 19

_____1. The 1987 Philippine Constitution

TASK 2: Essay. Answer the following questions: (40 points)

1. What are the benefits of using primary sources? (10 points)

A Self-regulated Learning Module 20

Rubric for the essay

A Self-regulated Learning Module 21

Sustainable Development Goal 8 (SDGs) aims to promote sustained, inclusive and

Complete Explanation of Partial or Inadequate

Information is Student presents Reader has Sequence of

A Self-regulated Learning Module 22

2 PROBLEMS IN INTERPRETING HISTORY