GE 1206 Readings in Philippine History MODULE 1

MODULE I: Introduction to history

Definition, Sources, Issues, and Methodology

INTENDED LEARNING OUTCOMES:

This module covers the following lessons:
At the end of this module, you must have:
Lesson 1. Definition and Subject Matter
✓ Determined what history is as a
Lesson 2. Questions and Issues in History
theoretical field
Lesson 3. History and the Historian
✓ Discussed the historiographical method of
Lesson 4. Historical Sources
the evaluation of primary sources.

LESSON 1

Definition and Subject Matter

History has always been known as the important academic discipline. It became the
study of the past. Students of general historian's duty to write about the lives of
education often dread the subject for its important individuals like monarchs, heroes,
notoriety in requiring them to memorize dates, saints, and nobilities. History was also focused
places, names, and events from distant eras. on writing about wars, revolutions, and other
This low appreciation of the discipline may be important breakthroughs. It is thus important
rooted from the shallow understanding of to ask: What counts as history? Traditional
history's relevance to their lives and to their historians lived with the mantra of "no
respective contexts. While the popular document, no history." It means that unless a
definition of history as the study of the past is written document can prove a certain
not wrong, it does not give justice to the historical event, then it cannot be considered
complexity of the subject and its importance to as a historical fact.
human civilization.
But as any other academic disciplines,
history progressed and opened up to the
History was derived from the Greek possibility of valid historical sources, which
word “Historia” which means were not limited to written documents, like
“knowledge”, acquired through inquiry government records, chroniclers accounts, or
or investigation." personal letters. Giving premium to written
documents essentially invalidates the history
of other civilizations that do not keep written
History as a discipline existed for records. Some were keener on passing their
around 2,400 years and is as old as history by word of mouth. Others got their
mathematics and philosophy. This term was historical documents burned or destroyed in
then adapted to classical Latin where it the events of war or colonization. Restricting
acquired a new definition. Historia became historical evidence as exclusively written is
known as the account of the past of a person or also discrimination against other social classes
of a group of people through written who were not recorded in paper. Nobilities,
documents and historical evidences. That monarchs, the elite, and even the middle class
meaning stuck until the early parts of the would have their birth, education, marriage,
twentieth century. History became an and death as matters of government and
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 GE 1206 Readings in Philippine History MODULE 1

historical record. But what of peasant families started collaborating with other disciplines as
or indigenous groups who were not given its auxiliary disciplines. With the aid of
much thought about being registered to archaeologists, historians can use artifacts
government records, Does the absence of from a bygone era to study ancient
written documents about them mean that they civilizations that were formerly ignored in
were people of no history or past? Did they history because of lack of documents. Linguists
even exist?
can also be helpful in tracing historical
evolutions, past connections among different
This loophole was recognized by
groups, and flow of cultural influence by
historians who started using other kinds of
studying language and the changes that it has
historical sources, which may not be in written
undergone. Even scientists like biologists and
form but were just as valid. A few of these
biochemists can help with the study of the past
examples are oral traditions in forms of epics
through, analyzing genetic and DNA patterns
and songs, artifacts, architecture, and memory.
of human societies.
History thus became more inclusive and

LEARNING ACTIVITY!
A. In an A4-sized bond paper, create a slogan about your own definition of “history” (limit of
10 – 12 words). Your output will be rated based on the given rubrics: CONTENT – 50%,
ORIGINALITY – 40%, CREATIVITY – 10%. (15 pts)
B. Answer the following questions below:
1. What makes the definition of history as “study of the past” not justifiable to its very
essence?
2. How can studying the Philippine history benefits you as a citizen?
3. How will educating Filipino people about the history of our nation help our country?
Provide convincing statements.
4. If “past is past”? Then why do we have to study history? Elaborate your answers.

LESSON 2

Questions and Issues in History

What is history? Why study history? And history for whom?
These questions can be answered by historiography. In simple terms, historiography is the
history of history. Thus, historiography lets the students have a better understanding of history.
They do not only get to learn historical facts, but they are also provided with the understanding of
the facts' and the historian's contexts. The methods employed by the historian and the theory and
perspective, which guided him, will also be analyzed. Historiography is important for someone who
studies history because it teaches the student to be critical in the lessons of history presented to him.
History has played various roles in the past. States use history to unite a nation. It can be
used as a tool to legitimize regimes and forge a sense of collective identity through collective memory.
Lessons from the past can be used to make sense of the present. Learning of past mistakes can help
people to not repeat them. Being reminded of a great past can inspire people to keep their good
practices to move forward.
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 GE 1206 Readings in Philippine History MODULE 1

Positivism is the school of thought that emerged between the eighteenth and nineteenth century. This
thought requires empirical and observable evidence before one can claim that a particular knowledge
is true. Positivism also entails an objective means of arriving at a conclusion. In the discipline of
history, the mantra "no document, no history stems from this very same truth, where historians were
required to show written primary documents in order to write a particular historical narrative.
Positivist historians are also expected to be objective and impartial not just in their arguments but
also on their conduct of historical research.

As a narrative, any history that has been taught and written is always intended for a certain
group of audience. When the ilustrados, like Jose Rizal, Isabelo de los Reyes, and Pedro Paterno wrote
history, they intended it for the Spaniards so that they would realize that Filipinos are people of their
own intellect and culture. When American historians depicted the Filipino people as uncivilized in
their publications, they intended that narrative for their fellow Americans to justify their colonization
of the islands. They wanted the colonization to appear not as a means of undermining the Philıppines
sovereignty, but as a civilizing mission to fulfill what they called as the "white man's burden." The
same is true for nations which prescribe official versions of their history like North Korea, the Nazi
Germany during the war period, and Thailand. The same was attempted by Marcos in the Philippines
during the 1970s.

Postcolonialism is a school of thought that emerged in the early twentieth century when formerly
colonized nations grappled with the idea of creating their identities and understanding their societies
against the shadows of their colonial past. Postcolonial history looks at two things in writing history:
first is to tell the history of their nation that will highlight their identity free from that of colonial
discourse and knowledge, and second is to criticize the methods, effects, and idea of colonialism.
Postcolonial history is therefore a reaction and an alternative to the colonial history that colonial
powers created and taught to their subjects.

One of the problems confronted by history is the accusation that the history is always written
by victors. This connotes that the narrative of the past in always written from the bias of the powerful
and the more dominant player, For instance, the history of the Second World War in the Philippines
always depicts the United States as the hero and the Imperial Japanese Army as the oppressors.
Filipinos who collaborated with the Japanese were lumped in the category of traitors or collaborators.
However, a more thorough historical investigation will reveal a more nuanced account of the history
of that period instead of a simplified narrative as a story of hero versus villain.

LEARNING ACTIVITY!
A. Illustrate an analogy that shows the difference of history and historiography and provide a
brief explanation.
B. Do the task and answer the following questions below:
1. What are your insights about “Positivism” school of thought? Do you agree with their
stands? Explain.
2. Discuss what is the aim and belief of “Postcolonialism” school of thought.
3. Do you believe in the statement “The narrative of the past is always written from the bias of the
powerful and the more dominant player”? Defend your answer.
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Southern Leyte State University

Hinunangan Campus *This module is intended for INSTRUCTIONAL PURPOSES ONLY!
 GE 1206 Readings in Philippine History MODULE 1

LESSON 3

History and Historian

An exact and accurate account of the historical evidence. In doing so, historical
past is indeed impossible, for the very simple claims done by historians and the arguments
reason that we cannot go back to the past. We that they forward in their historical writings,
cannot access the past directly as our subject while may be influenced by the historian's
matter and historians only get to access inclinations, can still be validated by using
representation of the past through historical reliable evidences and employing correct and
sources and evidences. meticulous historical methodology.

Therefore, it is the historian's job not The Annales School of History is a school of
just to seek historical evidences and facts but history born in France that challenged the
also to interpret these facts. "Facts cannot canons of history. This school of thought did
speak for themselves." It is the job of the away with the common historical subjects that
historian to give meaning to these facts and were almost always related to the conduct of
organize them into a timeline, establish causes, states and monarchs. Annales scholars like
and write history. Lucien Febvre, Marc Bloch, Fernand Braudel,
and Jacques Le Goff studied other subjects in a
Meanwhile, the historian is not a blank historical manner. They were concerned with
paper who mechanically interprets and social history and studied longer historical
analyzes present historical fact. He is a person periods. For example, Annales scholars studied
of his own who is influenced by his own the history of peasantry, the history of
context, environment, ideology, education, medicine, or even the history of environment.
and influences, among others. In that sense, his The history from below was pioneered by the
interpretation of the historical fact is affected same scholars. They advocated that the people
by his context and circumstances. His and classes who were not reflected in the
subjectivity will inevitably influence the history of the society in the grand manner be
process of his historical research: the provided with space in the records of mankind.
methodology that he will use, the facts that he In doing this, Annales thinkers married history
shall select and deem relevant, his with other disciplines like geography,
interpretation, and even the form of his anthropology, archaeology, and linguistics.
writings. Thus, in one way or another, history
is always subjective. If that is so, can history
For example, if a historian chooses to
still be considered as an academic and scientific use an oral account as his data in studying the
inquiry?
ethnic history of the Ifugaos in the Cordilleras
during the American Occupation, he needs to
Historical research requires rigor.
validate the claims of his informant through
Despite the fact that historians cannot
comparing and corroborating it with written
ascertain absolute objectivity, the study of
sources.
history remains scientific because of the rigor
of research and methodology that historians
Therefore, while bias is inevitable, the
employ. historian can balance this out by relying to
evidences that back up his claim. In this sense,
Historical methodology comprises
the historian need not let his bias blind his
certain techniques and rules that historians
judgment and such bias is only acceptable if he
follow in order to properly utilize sources and
maintains his rigor as a researcher.
historical evidences in writing history. Certain
rules apply in cases of conflicting accounts in
different sources, and on how to properly treat
eyewitness accounts and oral 8ources as valid

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Southern Leyte State University

Hinunangan Campus *This module is intended for INSTRUCTIONAL PURPOSES ONLY!
 GE 1206 Readings in Philippine History MODULE 1

LEARNING ACTIVITY!

A. In an A4-sized bond paper, create an illustration that shows what a historian is (poster
making) . Your work will be rated based on the given rubrics: CONTENT – 50%,
CREATIVITY – 50%. (15 pts)
B. Answer the following questions below (10 pts):
1. If history is written with agenda or is heavily influenced by the historian, is it possible to
come up with an absolute historical truth? Explain your answer.
2. Is history an objective discipline? If yes, then why and if not, then is it still worthwhile to
study history?

LESSON 4

Historical Sources
Sources is an object from the past or testimony concerning the past on which historians
depend in order to create their own depiction of what past. With the past as history's subject matter,
the historian's most important research tools are historical sources. In general, historical sources can
be classified between primary and secondary sources. The classification of sources between these two
categories depends on the historical subject being studied.

Primary sources Secondary sources

Sources produced at the same time as the Sources produced by an author who used
event, period, or subject being studied. For primary sources to produce the material. In
example, if a historian wishes to study the other words, secondary sources are historical
Commonwealth Constitution Convention of sources, which studied a certain historical
1935, his primary sources can include the subject. For example, on the subject of the
minutes of the convention, newspaper Philippine Revolution of 1896, students can
clippings, Philippine Commission reports of read Teodoro Agoncillo's Revolt of the Masses:
the U.S. Commissioners, records of the The Story of Bonifacio and the Katipunan
convention, the draft of the Constitution, and published originally in 1956. The Philippine
even photographs of the event. Eyewitness Revolution happened in the last years of the
accounts of convention delegates and their nineteenth century while Agoncillo published
memoirs can also be used as primary sources. his work in 1956, which makes the Revolt of the
Masses a secondary source. More than this, in
The same goes with other subjects of historical
writing the book, Agoncillo used primary
study. Archival documents, artifacts,
sources with his research like documents of the
memorabilia, letters, census, and government
Katipunan, interview with the veterans of the
records, among others are the most common
Revolution, and correspondence between and
examples of primary sources.
among Katipuneros.

However, a student should not be confused about what counts as a primary or a secondary
source. As mentioned above, the classification of sources between primary and secondary depends
not on the period when the source was produced or the type of the source but on the subject of the
historical research. For example, a textbook is usually classified as a secondary source, a tertiary
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 GE 1206 Readings in Philippine History MODULE 1

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 Philippine historiography underwent
textbooks used in that period as a primary source. If a several changes since the precolonial period
historian wishes to study the historiography of the until the present. Ancient Filipinos narrated
Filipino-American War for example, he can use works their history through communal songs and
of different authors on the topic as his primary source epics that they passed orally from a
as well. Both primary and secondary sources are generation to another. When the Spaniards
useful in writing and learning history. However, came, their chroniclers started recording
historians and students of history need to thoroughly their observations through written
scrutinize these historical sources to avoid deception accounts. The perspective of historical
and to come up with the historical truth. The historian writing and inquiry also shifted. The Spanish
should be able to conduct an external and internal colonizers narrated the history of their
criticism of the source, especially primary sources
colony in a bipartite view. They saw the age
which can age in centuries.
before colonization as a dark period in the
External criticism is the practice of verifying the history of the islands, until they brought
authenticity of evidence by examining its physical light through Western thought and
characteristics; consistency with the historical Christianity. Early nationalists refuted this
characteristic of the time when it was produced; and perspective and argued the tripartite view.
the materials used for the evidence. Examples of the They saw the precolonial society as a
things that will be examined when conducting luminous age that ended with darkness
external criticism of a document include the quality of when the colonizers captured their freedom.
the paper, the type of the ink, and the language and They believed that the light would come
words used in the material, among others. again once the colonizers were evicted from
the Philippines. Filipino historian Zeus
Internal criticism, on the other hand, is the Salazar introduced the new guiding
examination of the truthfulness of the evidence. It philosophy for writing and teaching history:
looks at the content of the source and examines the pantayong pananaw (for us-from us
circumstance of its production. Internal criticism perspective). This perspective highlights the
looks at the truthfulness and factuality of the evidence importance of facilitating an internal
by looking at the author of the source, its context, the conversation and discourse among Filipinos
agenda behind its creation, the knowledge which about our own history, using the language
informed it, and its intended purpose, among others. that is understood by everyone.
For example, Japanese reports and declarations
during the period of the war should not be taken as a
historical fact hastily. Internal criticism entails that
the historian acknowledge and analyze how such reports can be manipulated to be used as war
propaganda. Validating historical sources is important because the use of unverified, falsified, and
untruthful historical sources can lead to equally false conclusions. Without thorough criticisms of
historical evidences, historical deceptions and lies will be highly probable.

One of the most scandalous cases of deception in Philippine history is the hoax Code of
Kalantiaw. The code was a set of rules contained in an epic, Maragtas, which was allegedly written
by a certain Datu Kalantiaw. The document was sold to the National Library and was regarded as
an important precolonial document until 1968, when American historian William Henry Scott
debunked the authenticity of the code due to anachronism and lack of evidence to prove that the code
existed in the precolonial Philippine society. Ferdinand Marcos also claimed that he was a decorated
World War II soldier who led a guerilla unit called Ang Maharlika. This was widely believed by
students of history and Marcos had war medals to show. This claim, however, was disproven when
historians counterchecked Marcos's claims with the war records of the United States. These cases
prove how deceptions can propagate without rigorous historical research.
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Southern Leyte State University

Hinunangan Campus *This module is intended for INSTRUCTIONAL PURPOSES ONLY!
 GE 1206 Readings in Philippine History MODULE 1

The task of the historian is to look at the available historical sources and select the most
relevant and meaningful for history and for the subject matter that he is studying. History, like other
academic discipline, has come a long way but still has a lot of remaining tasks to do. It does not claim
to render absolute and exact judgment because as long as questions are continuously asked, and as
long as time unfolds, the study of history can never be complete. The task of the historian is to
organize the past that 1s being created so that it can offer lessons for nations, societies, and
civilization. It is the historian's job to seek for the meaning of recovering the past to let the people
see the continuing relevance of provenance, memory, remembering, and historical understanding for
both the present and the future.

LEARNING ACTIVITY!
A. Differentiate primary and secondary sources by providing example situations of each
category that portrays the use of primary or secondary historical sources. Give 3 situations
each.
B. Pretend you’re a historian conducting a criticism on a particular historical source, provide
a sample internal and external criticism statement.

Module Reference:
1. Candelaria, J.L. P. & Alphora, V. C.
(2018). Readings in Philippine History.
856 Nicanor Reyes Sr. St., Sampaloc
Manila. Rex Book Store, Inc.

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Southern Leyte State University

Hinunangan Campus *This module is intended for INSTRUCTIONAL PURPOSES ONLY!