Content and Contextual

Analysis of Selected
Sources in
Philippine History
Interpretation of
Historical Events using
Primary Resources
 Interpretation of Historical Events using Primary
Resources
● Primary sources are original evidence documenting various aspects like time
periods, events, works, people, and ideas.

● Primary source literacy encompasses knowledge, skills, and abilities to

effectively find, interpret, evaluate, and ethically use primary sources within
specific disciplines.

● The goal is to create new knowledge or revise existing understandings.

 Interpretation of Historical Events using Primary
Resources
● The definition of primary source literacy is intentionally broad.

● What's considered "primary" depends on research questions,

disciplines, interaction with secondary sources, and researcher
perspectives.

• Primary source literacy is not binary but exists on a spectrum.

 Interpretation of Historical Events using Primary
Resources
● Instructors aim to convey the excitement of research with primary
sources.

● They seek to provide memorable and transformative experiences for

students.

● These are abstract qualities that are challenging to assess and aren't
explicitly covered in guidelines.
 Interpretation of Historical Events using Primary
Resources
● Primary source literacy intersects with other literacies such as
information literacy, visual literacy, and digital literacy.

● It relates to concepts like collective memory, cultural heritage, and

individual/cultural perspectives.

● Users of primary sources work in tandem with other skills and

disciplines.
Identification
of Historical
Importance of
Text
The following are concepts to be considered in the identification of
historical importance of text.

Analytical Concept

● Primary sources require analytical engagement.

● Users activate primary sources through hypothesis, analysis, synthesis,
interpretation, critical thinking, and evaluation.
● Primary source analysis involves interrogation materiality, historical context,
and narrative.
● Users must understand how sources were produced and delivered.
● Interpretation of sources happens on a continuum from creation to
utilization.
● Self-reflective users consider their agency in creating new primary sources.
Ethical Concepts

● Users need to understand ethical concepts related to laws, privacy rights,

cultural context, copyright, and intellectual property.

● They should consider how these concepts affect their ability to use primary
sources.

● Responsible scholarship involves thinking about the impact on creators,

donors, owners, and readers of primary sources.
Theoretical Concepts

● Theoretical concepts underpin the collection, arrangement, and presentation

of primary sources.
● These concepts include evidence, authority, power, authenticity, context,
materiality, historical empathy, agency, value, absences, and privilege.
● Collections in cultural heritage institutions reflect societal power structures.
● Users must consider what sources were never created, what sources may no
longer exist, and what sources are collected.
● The interplay between primary and secondary sources must be considered.
● Collections and databases are always mediated and reflect the decisions of
many individuals.
Practical Considerations

● Practical skills for primary source research include finding, accessing,

gathering, and handling primary sources in various formats and locations.
● Users should understand what is and is not accessible in specific institutions
or databases.
● Awareness of institution-specific procedures and terminology is essential.
● Familiarity with search tools and additional repository tools is necessary.
● Strategies for capturing and managing research data, including transcription,
photography, and downloads, are required.
 Examination of
author’s background,
main argument and
point of view
The following can be done in order to examine the author’s
background, main argument and point of view

Conceptualize

● Distinguish primary from secondary sources for research.

● Understand the interrelatedness of primary and secondary sources.
● Articulate what might serve as primary sources for a specific
research project.
● Use primary sources to generate and refine research questions.
● Recognize that research is an iterative process.
Find and Access

● Identify possible locations of primary sources.

● Use efficient search strategies to locate primary sources.
● Understand how primary sources are described, such as in catalog records
and finding aids.
● Differentiate between catalogs, databases, and sources containing digital
versions or originals.
● Recognize that historical records may not have survived or may be limited in
availability.
● Be aware of policies and procedures affecting access to primary sources.
Read, Understand, and Summarize

● Examine primary sources, considering script, language, technology, and

historical context.

● Identify and communicate information found in primary sources.

● Recognize that primary sources may exist in various iterations, including

excerpts, transcriptions, and translations.
Interpret, Analyze, and Evaluate

● Assess the appropriateness of primary sources for research projects.

● Critically evaluate the perspective, tone, subjectivity, and biases of primary
source creators.
● Situate primary sources in their historical and cultural context.
● Identify and analyze silences, gaps, contradictions, or power relationships in
the documentary record.
● Consider physical and material elements in the interpretation of primary
sources.
● Demonstrate historical empathy and curiosity.
Use and Incorporate

● Synthesize various sources to support research arguments.

● Respect privacy rights and cultural contexts when using primary sources.

● Cite primary sources properly according to citation style guidelines.

● Adhere to copyright and privacy laws when incorporating primary source

information.
Reading and Analysis of Primary Sources

● Discuss the importance of economic history in understanding the time

period.

● Relate economic history to the context of the country during the specified
time period.
 End of
Presentation
GROUP 3
Reporters:
Dacara, Macgena
Demeterio, Cristy
Lejas, Shamel
Lim, Trisha Kim Nicole