DISTINCTION BETWEEN

PRIMARY AND SECONDARY

SOURCES
LESSON NO.2
 In the study of history, historians give
interpretations of the past by investigating
historical sources. No interpretations,
however, shall be accepted unless it is
THE supported by evidence from the examined
DISTINCTION sources. Historical sources may refer to
everything, written or not, that may tell
something about the past. These sources
are generally classified into primary and
secondary sources.
 Primary sources are original records of a
certain event by people who have actually
experienced or witnessed it. These may
THE include original works such as letters,
DISTINCTION legislations, newspaper articles, diaries,
interviews, government documents,
reports, photographs, literature and other
creative outputs.
 Secondary sources, on the other hand, are
records based on primary sources. They
explain a certain event of the past through
THE evaluation and interpretation of the
DISTINCTION records created during a historical period.
These may include researches, textbooks,
journals, commentaries, biographies, and
criticism or reviews of literary and creative
works.
 To illustrate, if students wish to study the
1987 Constitution, the primary sources
includes the Record of the 1986 Constitutional
Commission, proclamations, speeches of the
48 representatives who collectively drafted the
THE current Constitution, and the text of the
Constitution itself. Its secondary sources, on
DISTINCTION
the hand, may include textbooks, annotations,
and published opinions about the Constitution.
Primary and secondary sources are both
important in studying history. However, it is
preferred that students use primary sources in
their analysis and synthesis of the past events
 The use of primary sources is important
because of the following reasons:
1. Direct contact with the original records
and artifacts invites students to explore
the content with active and deeper
THE analysis, and to respond thoughtfully;
DISTINCTION

2. Critical thinking is developed as students

probe the context, purpose, meaning, bias,
and perspectives in their analysis of the
past;
 3. In the interaction with the various
sources from the past, a learn-led inquiry is
being fostered;

THE 4. There is a realization that history is a

DISTINCTION reflection of various perspectives of those
who interpret the past events; and

5. It brings back to story to history allowing

students to share the author’s
perspectives.
- END OF CHAPTER ONE, LESSON TWO-