Readings

in
Philippine
History

2nd Semester 2024-2025

Name: Ryan Ace Cuyos

Year&Section: BSHM 2G
 INTRODUCTIO
N
This course GE-RPH (Readings in Philippine history), analyzes
Philippine history from multiple perspectives through the lens of selected
primary sources coming from different disciplines and genres.
Opportunities are given for the learners to analyze the authors’
background and main arguments, compare different points of view, detect
biases and examine evidences presented in the documents. Traditional
topics and other interdisciplinary themes that will broaden their
understanding of the socio-political, economic, cultural, scientific and
religious history will be tackled. Priority is given to primary sources that
could help the learners develop their historical and critical capabilities that
will make them versatile, articulate, broad-minded and responsible
citizens. To carry out what the course intends to achieve, instructional
modules are developed.

These self-learning instructional materials consists of five modules

designed in such a way to maximize the learning engagement of the
learners. It consists of five modules. Modules 1 to 4 focus on learning
history through primary sources., while Module 5 is an integration of the
Indigenous Peoples of the Philippines (IPs) in compliance with CHED Memo
No. 02, series of 2019 in accordance with the pertinent provisions of
Republic Act No. 7722 otherwise known as the” Higher Education Act of
1994.” All modules are divided into sections to tackle one primary source
or topic each. The material starts with a pre- activity, which serves as
springboard for the discussion of key ideas and information. Readings
about the background of the author and the document are included to
help the learners assess the authenticity, and credibility of the primary
source. A number of exercises to carry out the intended outcomes are also
included. The sections are not text-heavy to lessen the boredom on the
part of the learners. Varied traditional and non-traditional activities and
tasks that will help learners understand comprehensively the topics under
discussion are utilized. Further readings and other materials are likewise
included to supplement or enrich
and make the discussion more interesting and enriching.
GUIDELINES
Each module is given tentative time allotment for completion to guide the
learners when to submit the required outputs so as to discourage overdue
submission. Those with problem on internet connectivity may submit hard
copy of legible handwritten or encoded outputs through somebody I may
designate to receive. Screenshots of outputs sent through face book will
not be considered.

Outputs submitted two weeks after deadline is deemed “overdue”

and will only be noted “submitted.” Submission should be chronological,
that is, from the first to the last. It has been noted that there were
students who submit later requirements ahead of the earlier ones or
according to their whims. There were also those who submit long overdue
outputs and demand early grades. Never upload the whole module ONLY
THE ACTIVITY/ANSWER SHEETS. Make sure to indicate the “Date
submitted” for reckoning purposes. For those submitting online, I would
prefer to receive outputs via Google Classroom than via e-mail or
messenger for facility in tracing the owner. Outputs not within the
prescribed guidelines will not be entertained.

Learners may confer with peers about their outputs but not to the
extent of submitting the outputs of someone including the owner’s name.
Duplicated outputs will not be credited. To maximize the value of these
modules, try to read and go over before interacting with them. For the full
understanding of the content of a particular topic manage to access the
primary sources used in the sections of the module.

MODULES AT A GLANCE
Module 1 – The Meaning and Relevance of History

Section 1 – Introduction to History: Definition, Issues and

Methodology Section 2 – Distinction Between Primary and

Secondary Sources Section 3 - Evaluation of Primary and

Secondary Sources

Time Frame: Week 2 to 3

 THE MEANING AND RELEVANCE OF HISTORY

The importance and relevance of studying history in the 21 st century is

the emphasis of this
module. It aims to
analyze Philippine
history from varied
perspectives based
on
selected primary sources or
documents derived from
various disciplines and
genre. Module 1 consists of
three sections. Section 1
focuses on the meaning,
definition, issues and
methodology; Section 2
deals with the distinction
between primary and
secondary sources; while
Section 3 is on the evaluation of historical sources.

Section 1 – Introduction to History: Definition,

Issues and Methodology

This section introduces history as a discipline and as a narrative. It

presents the definition of history, its importance, discusses some issues
and the historical methodology employed by historians.

Learning Objectives.

At the end of this lesson, the learners must have:

1. understood the meaning and importance of history as an
 academic discipline and become familiar with methodology
employed by historians.
2. differentiated history from historiography
3. recognized the methodology and the historians’ task in
coming up with a historical narrative.

Topics
● Definition, Importance, Subject Matter of History
● Questions and Issues in History
● History and the Historian
● Historical Methodology
Learning Resources
● Internet and social media websites
● Laptop, mobile phone and other gadgets
● History books and other references
● Activity sheets

LET’S TRY THIS!

Instructions. Answer the following questions based on what you

learned from the elementary and secondary education.

1. What is history?

History is the study of past events, particularly those that have shaped
societies, cultures, and civilizations over time. It involves the
investigation, analysis, and interpretation of records, artifacts, documents,
and oral traditions to understand how and why events occurred and their
impact on the present and future.

2. Why study history? What benefits do you get from the study of history?
Studying history is essential for understanding the world and our place in it. It helps us
make sense of societal changes, cultural diversity, and the development of human
civilizations. By examining the past, we can better understand the present and make
informed decisions for the future.
3. How did you learn history? What learning activities have you
undergone in the study of history in the elementary and
secondary school?

1. Storytelling and Narratives

Teachers often shared historical stories to make lessons engaging, focusing on key figures,
events, and moral lessons.

2. Timelines

Students created and studied timelines to understand chronological order and major
milestones.

3. Picture Books and Illustrations

Visual aids like illustrated books or posters helped bring historical events to life.

4. What attitude or reaction towards history was developed

in you by the learning activities you experienced in the
study of history?
Appreciation, curiosity, critical thinking, open mindedness

5. Are history and historiography synonymous or similar? If not,

what’s their difference?

History and historiography are related but not synonymous; they

have distinct meanings and purposes.

History

Definition: History refers to the study of past events, focusing on what

happened, when, where, and why.

Purpose: Its aim is to reconstruct and understand the past based on

evidence like documents, artifacts, and oral accounts.
Historiography

Definition: Historiography is the study of how history has been written,

including the methods, interpretations, and biases of historians over time.

Purpose: It analyzes the perspectives, approaches, and contexts of

historical writing to understand how and why narratives about the past
are constructed

6. How can a historian come up with an objective or accurate

historical narrative? What methodology will he employ?

To create an objective historical narrative, a historian must:

1. Formulate a clear research question without bias.

2. Conduct comprehensive research using primary (e.g.,
letters, documents) and secondary sources.
3. Critically evaluate sources for authenticity, reliability,
and bias.
4. Contextualize events within their historical and cultural
settings.
5. Remain objective, avoiding personal biases and
unsupported conclusions.
6. Use historical methods like chronological analysis,
comparative studies, and interdisciplinary approaches.
7. Acknowledge multiple perspectives, including
marginalized voices, to ensure balance.
8. Draft and revise with evidence, peer review, and
acknowledgment of limitations.
 LET’S DIG DEEPER!

DEFINITION AND SUBJECT MATTER

● History has always been known as the study of the past. Students
often dislike the subject being required to memorize dates, places,
names and events from distant eras. This low appreciation of the
discipline maybe rooted from the shallow understanding of history’s
relevance to their lives and to their respective contexts. (Lee and
Alphora, 2018)
● History came from the Greek word historia which means “knowledge
acquired through inquiry or investigation.” As a discipline it existed
for around 2400 years and is as old as mathematics and philosophy.
It became an important academic discipline. It was focused on
writing about wars, revolutions and other breakthroughs. It became
the historian’s duty to write about the lives of important persons like
monarchs, heroes, saints and nobilities.
● Traditional historians lived with the mantra of “no document, no
history.” It means that unless a certain written document can prove
a
certain historical event, then it cannot be considered as a historical
fact. (Lee & Alphora, 2018).
● As any other discipline, history progressed and opened up to the
possibility of valid historical sources not limited to written
 documents. Giving premium to written documents invalidates the
history of other civilizations that do not keep written records.

QUESTIONS AND ISSUES IN HISTORY.

● History as a discipline became a complex and dynamic inquiry. Its

dynamism produced various perspectives on the discipline regarding
the following questions like: 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.” History and
historiography should not be confused with each other.

Object of Study: History – study of the past, past events and causes
of such events.

Historiography –is history itself i.e. “How was a certain historical text
written?” “ Who wrote it?” “ What was the context of its
publication?” “What particular historical method was employed?” “
What were the sources used?”

● Historiography helps student have a better understanding of history,

not only learn historical facts but are also provided with
understanding of the facts and the historian’s context. Methods
employed by historians, theory and perspective which guided him
are analyzed. It teaches students to be critical to the lessons
presented to him.
● Roles of history in the past
- States used history to unite a nation; as a tool to legitimize regimes
and forge a sense of collective identity through collective memory -
Lessons from the past can make sense of the present. Learning from
past mistakes can help people not to repeat them
- Being reminded of a great past can inspire people to continue their
good practice.

HISTORY AND THE HISTORIAN

● An exact and accurate account of the past is impossible because we

cannot go back to the past. The past cannot be accessed directly as
 subject matter. Historians only access representation of the past
through historical sources and evidences.
● What then are the tasks of a historian?
1. Seek historical evidences and facts and interpret these facts.
Facts cannot speak for themselves.
2. Give meaning to these facts and organize them into
timelines 3. Establish causes and write history.
Historian are influenced by their context, environment, ideology,
education and influences. Their interpretation of a historical fact
is affected by their context and circumstances. Their subjectivity
influences the process of their historical research: the
methodology they will use, the facts that they shall select and
deem relevant, their interpretation and even the form of their
writings. These make history subjective.
Despite the historians’ subjectivity, the study of history still
remains scientific because of the rigors of research and the
methodology employed.
● Historical methodology – comprises certain techniques and rules that
historians follow to properly utilize sources and historical evidences in
writing history. Certain rules apply in cases of conflicting accounts in
different sources and how to properly treat eyewitness accounts and
oral sources as valid historical evidence.

LET’S FIND OUT!

Instructions: Answer the following questions briefly:

1. Why is it important to study history? What
benefits can a person derive from studying
history?
Studying history is essential for understanding how the past has shaped
the present. It teaches critical thinking, cultural awareness, and empathy,
helping individuals understand societal changes, diverse perspectives, and
their own identity. It also provides lessons from past successes and
failures, aiding informed decision-making and fostering civic responsibility.

2. Differentiate history from historiography in terms of object of

 study and benefits that learner get from each of them.

History focuses on studying the past itself, while historiography examines

how history is written and interpreted. Both contribute to a deeper
understanding of human experiences and critical analysis skills.

3. Historical narratives on a particular event are affected by the

context and circumstances of the historian or author thus
affecting the objectivity of a primary source or document. How
can a historian minimize his subjectivity?

A historian can minimize subjectivity by:

Conducting source criticism to evaluate the reliability of evidence.

Using multiple sources to cross-check facts and interpretations.

Placing events in their proper context to avoid modern biases (anachronism).

Acknowledging different perspectives, including marginalized voices.

Engaging in peer review and being transparent about their own biases.

4. The job of a historian is not only to collect sources and facts but
interprets those facts. Why is there a need to interpret those
facts?
Historical facts do not speak for themselves; they require interpretation
to:
Determine their relevance and significance in context.
Connect events and explain causes, consequences, and patterns.
Provide meaning, as raw data without interpretation lacks coherence.
Account for gaps, inconsistencies, or biases in the evidence.

5. In the early advent of history as a discipline, the historians

were guided by the mantra, “no document, no history.” How do
you understand or interpret this maxim?

This maxim emphasizes the importance of evidence in historical research. Without

documents or reliable sources, historical events cannot be verified or reconstructed.
It highlights that history relies on tangible records to ensure credibility, though
modern approaches also include oral traditions and other non-documentary sources.

References:

Anonymous (n.d.). Historical method. Retrieved from

https://edwardseducationblog.files.wordpress.com/2013/07/historical-
metrho d.pdf

Farrell, K. (2014), Primary and secondary sources in the study of history.

Encased in steel. Retrieved from
www.encasedinsteel.co.uk/2014/09/19/primary-and-secondary-sources -in-
the-study-of-history

Redmon, R. (2013, December 2). Primary vs. secondary sources. [Video

file]. Retrieved from https://youtube/cqXHO7bTPnw

Saint Mary’s University. (2013). Primary vs. secondary sources. Retrieved

from
http://www2smumn.edu/deptpages/tclibrary/tutorials/finding/primary.pdf
Section 2 – Distinction Between Primary and Secondary Source
Overview

The preceding section focused on

the definition, issues and historical
methodology employed by
historians in coming up with a more
objective narrative. History and
historiography were differentiated in
terms of object of study and benefit
learners derived from them. This
section discusses the importance
and difference between primary
and secondary resource materials
with the end in view to get a better perspective of what really transpired
in Philippine history. It identifies the different kinds of primary sources and
their possible repositories.

Intended Learning Outcomes

At the end of this lesson, the students must have:

1. differentiated primary and secondary sources of historical

records 2. identified possible repositories of primary sources

Topics

● Identification of Primary and secondary sources

● Classification and forms and repositories of historical resources ●
Six Points of Inquiries to evaluate the authenticity of primary
source ● Relevance of Primary and Secondary Sources

Learning Resources

● Laptop, mobile phones and other gadgets

● Internet and social media websites
● Reference books, Readings and Video Clips
● Activity sheets

Time Frame: Week 1 (October 11-15, 2021

 Learning Activities:

Activity 1. Instructions: List down 10 examples of primary sources.

Write your answers below.

1. Letters and Correspondence

Personal or official letters written during a specific time period (e.g., Jose
Rizal’s letters to his family).
2. Diaries and Journals
Personal accounts documenting daily life or events (e.g., Anne Frank’s
diary).

3. Official Documents and Records

Government documents like treaties, laws, or birth certificates (e.g., the
Philippine Declaration of Independence, 1898).

4. Newspapers and Magazines

Articles published during the time of the event (e.g., news reports from
World War II).

5. Speeches and Transcripts

Recorded or written speeches (e.g., Martin Luther King Jr.’s “I Have a
Dream” speech).
6. Photographs and Videos
Visual evidence captured during the event (e.g., photos of EDSA People
Power Revolution).

7. Artifacts and Objects

Physical items from the past (e.g., ancient tools, clothing, or pottery).

8. Oral Histories and Interviews

 Firsthand accounts from individuals who experienced the events (e.g.,
interviews with World War II veterans).

9. Autobiographies and Memoirs

First-person narratives written by individuals about their own experiences
(e.g., Nelson Mandela’s Long Walk to Freedom).

10. Maps and Charts

Historical maps created during a specific time period (e.g., early maps of
the Philippines by Spanish explorers).

Activity 2. Instructions: Write PS if the item is a primary

source, SS if it is a secondary source and N if it is neither
of the two sources.

__PS___1. Autobiography

__PS__2. Annual reports of the governor

__SS___3. Philippine History textbooks

__PS___4. Newspaper clippings

__PS___5. Memoirs

__SS___6. Documentary reports

__PS__7. Artifacts and relics

__PS___8. Editorial cartoons

__N__9. Photo exhibit

__PS___10. Painting

LET’S DIG DEEPER!

 Instructions: Read and understand the text below.

In conducting any historical research, different sources of

information are required to gain extensive knowledge on a particular
topic. Some researchers rely on written sources while others choose to
make use of oral sources. No matter what source is being utilized, it is
important to know which among the gathered sources can provide
accurate details and information about the historical event or subject
being researched on.

It is important to distinguish primary from secondary sources. The

degree to which the author of a piece is removed from the actual event
being described illustrates whether the source is reporting impressions
firsthand of secondhand. As such, the primacy of primary over secondary
sources should be considered by every researcher.

Primary sources are considered as contemporary accounts of an

event, personally written or narrated by an individual person who directly
experienced or participated in the said event. Aside from eyewitness
testimonies, primary sources also include materials that capture the event
such as photographs, voice and video recordings and the like. These
materials are considered original sources that directly narrate the details
of the event. The sources can be in the form of diary, and journal entries,
letters, memoirs, journals, speeches, interviews, official records such as
government publications, minutes of reports, artworks and artifacts.
Primary sources mostly include unpublished works of individuals
discovered after some time such as during historical excavations and
historical researches done in public and private libraries. In some
instances, newspaper or magazine articles are also considered primary
sources as long as they were written soon after the events and not as
historical accounts.

On the other hand, secondary sources, serve as interpretations or

readings of primary sources. Usually, the author of a piece incorporates
his or her personal insights and interpretations, thus detaching the original
value of the component of the subject being discussed. These sources
usually contain analyses of primary sources by experts, academicians and
professionals. These are usually in the form of published works such as
journals, article, reviews, books, conference papers and documentaries.
They can also be based on interpretations of other secondary sources or a
combination of primary and secondary sources. Many historical
researchers also bank on secondary sources to get different perspectives
on a particular topic. However, relying too much on secondary sources
may blur out the actual details of particular historical events.

LET’S STRENGTHEN OUR KNOWLEDGE AND SKILLS

Exercise 1.1.1 Primary Sources vs. Secondary Sources

Name : RYAN ACE CUYOS Course/Yr./Sec. BSHM 2G Date

submitted:
Instructions.:

1. Using the Venn diagram compare and contrast the characteristics of

primary and secondary sources. Write the common characteristics of
both sources on the overlap of the diagram. Provide an explanation for
the overlapping characteristics on the space provided below the
diagram. Primary Secondary
 Explanation for Overlapping Characteristics.

Primary and secondary sources are essential tools in historical research.

Both types of sources provide valuable information, help reconstruct the
past, and require critical thinking to assess their reliability. They
complement each other in building a fuller understanding of history.

2. List down five examples of primary sources

1. Diaries (e.g., Anne Frank’s diary).

2. Letters (e.g., Jose Rizal’s correspondence).

3. Official government documents (e.g., Philippine Declaration of

Independence
4. Artifacts and relics (e.g., tools or weapons from ancient times).

5. Photographs taken during historical events.

3. List down five examples of secondary sources

History textbooks.

Documentaries analyzing historical events.

Encyclopedias (e.g., Britannica).

Biographies written after the subject’s lifetime.

Research papers interpreting historical data.

4. List down five examples of sources which can either be primary or

secondary depending on the context and use.
Newspaper articles (primary if contemporary to the event; secondary if
analyzing past events.
Speeches (primary if delivered during the event; secondary if analyzed
later).
Paintings (primary if created during the event; secondary if used to
interpret historical themes).
Maps (primary if drawn during the period; secondary if created later for
analysis).
Interviews (primary if conducted with a direct participant; secondary if
analyzing past events).