CARAMOAN COMMUNITY COLLEGE

Caramoan, Camarines Sur

Instructor: Ms. Aleli Ann S. Sceretario – BEED I

Subject:

(Reading in Philippine History)

MODULES 5
Content & Contextual Analysis of Historical Sources:
Identification of the Historical Importance of the Text

Learning Outcomes:

At the end of Unit 1, pre-service teachers should be able to:

1. To differentiate two kinds of historical analysis.

2. To determine the impact of each kind in establishing validity of

historical facts.

3. To identify the historical importance of the text

 Pre-test

1. The study of Philippine history is analyzed from multiple perspectives of selected

primary sources. Hence, the sources should come from __________________.
a. authors with similar background c. different periods in history
b. biased authorities in history d. various disciplines and different genres

2. Contextual analysis includes all of the following except __________________.

a. author’s background, intent and authority on the subject
b. historical context of the source, time, place and situation at the time it was written
c. source’s relevance and meaning today.
d. traditional topics in history and other interdisciplinary themes

3. Does a book of marriages kept by a civil registrar during the pre- World War II
period possess the credibility and authenticity as a source of history?
a. Yes, it provides multiple perspectives of history
b. Yes, official documents are considered primary source of history
c. No, it is unknown source and contains hearsay
d. No, because it conflicts with the religious ceremony records

4. What period in Philippine history was Jose Rizal’s novels was set?
a. early 1800s b. late 1800s c. early 1900s d. late 1900s

5. The study of history is often viewed as the record of great mean and their
achievements. This is also known as _____________ approach.
a. alternative b. charismatic c. post- colonial d. traditional
 Activity – Let’s Read These

A. Planting rice – Fernando Amorsolo

Mayon is a celebrated symbol of the Philippines, and its presence in Amorsolo's

painting emphasizes his wish to represent the spirit of the nation on canvas.
'Planting Rice with Mayon Volcano' is in the collection of the Metropolitan Museum of
Manila.

PLANTING RICE

Analysis – Let’s Analyze

Select a primary source of history. It may be an article, photograph, poem, letter

or speech.
Make a contextual analysis of the source. Give brief background of the author
and his or her times.
Write how these circumstances influence the work of the author.
 Abstraction – Let’s Conceptualize

This topic deals with the analysis of historical sources using two different
methods such as the content and contextual analysis.
It is indeed important that we implement a wide range of looking into the
truthfulness, validity and objectivity of any historical facts. Though subjectivity may
exist in the historical writings, it is then essential to explore the surrounding facts that
may be accepted by a greater number of analysts in any significant events written in
Philippine History.

Content and Contextual Analysis

For historical analysis, it is important to identify the primary and initial difference
between context and content.

Content - refers to the topics, facts and information treated, scrutinized and analyzed in a
particular written work or historical data. On the other hand, context refers to the components,
elements and data of the text which surround particular historical data and events.

Context - refers to circumstances that shape the setting for an event, idea or
statement and in terms of which it can be fully understood. One specific example for this is
the period time in which something took place or was created. If we are looking at a past
custom or practice, we cannot understand it properly without looking at the historical
context.
- Context can also refer to the surrounding events and existing situations
whereby historical facts are written. This idea may be pictured in a situation
when one student activist may write about the 1986 EDSA REVOLUTION
versus a student borne of a political official who has patronized the Marcos
Regime during the same period. Indeed, a great different story may be shared
by two student writers coming from two different cultural and political
orientation.

To continue, the best way of identifying the difference between context and content is
to remember that content is what is contained in the work whereas context is the
circumstances that help us to understand the text.
A contextual analysis considers features of formal analysis as well as the underlying
characteristics of “cultural archeology.” Thus, in contextual analysis, it significantly considers
systematic study of social, political, economic, philosophical, religious, and aesthetic
conditions that were (or can be assumed to have been) in place at the time and place when
the text was created. This perspective basically sound complicated, yet it is in reality
deceptively simple: it only means “situating” the text within the milieu of its times and
assessing the roles of author, readers (intended and actual), and “commentators” (critics,
both professional and otherwise) in the reception of the text. A contextual analysis can
proceed along many lines, depending upon how complex one wishes to make the analysis.
 But it generally includes several key questions:
Below are guide questions to ensure that contextual analysis is attained. These set of
questions somehow applies to analysis of historical facts as well as literary writings that
actually reveal the background and the story behind any written genre.
These are considered relevant in understanding what is contextual analysis. However,
it is to point out that these sets of questions are taken verbatim from the website indicated in
the previous paragraph.

1. What does the text reveal about itself as a text?

– Describe (or characterize) the language (the words, or vocabulary) and the rhetoric (how the
words are arranged in order to achieve some purpose). These are the primary components of
style.

2. What does the text tell us about its apparent intended audience(s)?
– What sort of reader does the author seem to have envisioned, as demonstrated by the text’s
language and rhetoric?
– What sort of qualifications does the text appear to require of its intended reader(s)? How can
we tell?
– What sort of readers appear to be excluded from the text’s intended audiences? How can we
tell?
– Is there, perhaps, more than one intended audience?

3. What seems to have been the author’s intention? Why did the author write this text? And
why did the author write this text in this particular way, as opposed to other ways in which
the
text might have been written?
– Remember that any text is the result of deliberate decisions by the author. The author has
chosen to write (or paint, or whatever) with these particular words and has therefore chosen
not to use other words that she or he might have used. So we need to consider:
– what the author said (the words that have been selected);
– what the author did not say (the words that were not selected); and
– how the author said it (as opposed to other ways it might or could have been said).

4. What is the occasion for this text? That is, is it written in response to:
– some particular, specific contemporary incident or event?
– some more “general” observation by the author about human affairs and/or experiences?
– some definable set of cultural circumstances?

5. Is the text intended as some sort of call to – or for – action?

– If so, by whom? And why?
– And also, if so, what action(s) does the author want the reader(s) to take?

6. Is the text intended rather as some sort of call to – or for – reflection or consideration
rather
than direct action?
– If so, what does the author seem to wish the reader to think about and to conclude or
decide?
– Why does the author wish the readers to do this? What is to be gained, and by whom?

7. Can we identify any non-textual circumstances that affected the creation and reception of
the text?
– Such circumstances include historical or political events, economic factors, cultural practices,
and intellectual or aesthetic issues, as well as the particular circumstances of the author's own
life.
Identification of the Historical Importance of Texts
1. Primary historical sources are essential in understanding the political, economic, social and
cultural aspects of Philippine History.
2. First-hand accounts written or in audio visual or digital form have provided
3. different perspectives on specific historical events
4. Analyzing historical facts establish verisimilitude (truthfulness, authenticity, plausibility or
credibility of the facts themselves as supported by the analysis of surrounding circumstances.
5. Diminishes or lessen biases and establishes validity of historical events emanating from
various writers.
6. Requires the most believable and reliable history
7. Historical Study and analysis is a continuous process of establishing truth behind any written
Story

The Author and the Historian

Historiography or the study of historical writings, helps historians look into the
author’s motives and inclinations, including his or her biases. The mind behind the pen
may show a self-serving or altruistic person. The historian has evolved from being a
mere chronicler to being the conscience of the times. The author or creator of the
source may have political, social, and religious beliefs not similar to majority of the
populace. As citizens, they may belong to different factions of the times, like the “Pro”
and “Anti” during the Common wealth period. As such discussions will tend to deal with
prevailing issues of society.
Tracing the chronological development of the Filipino race from early periods to
the present times requires focusing not only on the political, social and cultural
influences that shape the times but also its influence on the author and the creator of
history. A contextual analysis of this nature compels a serious researcher to take an
impersonal and impartial look at the circumstances surrounding the source or author of
material, times he lived, and the author’s background, motive for writing and the
influences on his or her life.

Contextual Analysis
Contextual analysis in history deals with the circumstances prevailing during the
times of the author, especially on his/her personal or familiar circumstances, the
author’s educational background, political and religious persuasion. A thorough
analysis of the existing norm during a certain time and place allows researchers to
judge the reliability of sources and come to appreciate works or personages of the
past. If no effort is made to contextualize there will be wide gap in the appreciation of
history and its lessons.
These things are important to consider since it make history alive and relevant.
Although a fiction, in case of Rizal’s Noli and El Fili, of real events told in layers of
narratives and reflects culture of the times and place. The prominent characters in the
novel appear to represent an important personality in the Philippine society that time.
Every writer, artist or historian has an audience to satisfy and an issue to raise
that is shown on the work. But it is also true that they have personal reflection on their
works. Personal beliefs and advocacies could be interpreted as art, literary style or
propaganda, whichever applies. Therefore, it helps if the narrative told by the creator is
supported by another authority, a secondary source and at based on a solid
foundation of research.

The framers of the Philippine constitution from the Revolution against Spain to
 the EDSA People Power Revolution have a particular set of problems to address when
they craft this very important document. The spirits behind its framers are the
overarching concerns of its time in history.

Thus, they were motivated by essentially different political, social or economic

circumstances.

To do a contextual analysis of historical writings it is essential to keep in mind the following:

1. When was the text written?

2. Who wrote the text? What kind of views did the author advocate?
3. What are political, cultural or social factors that could have affected the author?
. What kind of audience does this person try to reach?
5. What kind of reaction does the writer expect from the audience?
6. Was this text a response to a particular event or a social phenomenon?
7. Does the text prompt readers to a certain action?

History From Below

By mustering the skill to contextualize, historians make history relevant and
make the players of the ages come alive. Any material could bring out its intended
message to its reader or viewer if it will be able to capitalize on the potential power of
giving voice to the context of a particular work. Imagine the horrors experienced by
victims of WW II through the stories told directly by the survivors and their families. It
gives a powerful impact to the students.
Traditionally, study of history is often written as the chronicle of the deeds of the
high and mighty leaders. This traditional approach of the history written by the “victors”
has long been replaced with the emergence of local historiography.
Lately, an alternative approach to writing history has emerged as a reaction to
traditional or universal history. History from below or popular history is a narrative
which attempts to account for historical events from the perspective of the common tao
rather than the traditional perspectives that is patriarchal and political. It focuses on
common experiences and points of view of the people, offering an alternate to the
customary focus on 'great men'. A related concept is the history of the oppressed.
Examples are perspectives from the women, indigenous and other marginalized
sector of society. Ileto’s, Pasyon and Revolution (1979) exemplify a genre of this
approach.

A Primary Source in Focus:

Tandang Bacio Macunat
The book Tandang Bacio Macunat, is an early Tagalog text dramatizing issues
dealing with the policy of Spanish colonial authorities on the education of the early
Filipinos. It was written by Fray Miguel Lucio Y Bustamante, served as a parish priest
in Tanay, Rizal from 1880-1888, when he published Si Tandang Basio Macunat . He
also served other parishes in Luzon where the Franciscan order was assigned like
Santa Cruz, Magdalena and Pakil in Laguna and in San Felipe de Mandaluyong.
According to some sources Fray Miguel Lucio y Bustamante was born in Spain in 1842
and died in 1893. He wrote a novel entitled Benito y Rosalia (1882), about the conduct
of society, and a guide for priests entitled Breves Instrucciones a los Jovenes Religios
Franciscanos destinados a la cura de almas en Filipinas (1886).

He also authored an anthology of Tagalog novels, Coleccion de Refranes,

Frases y Modismos Tagalos (1890), compiled by Gregorio Martin and Mariano
Cuadrado (Tolentino, Jr, 1998).
Meanwhile, accounts of his priestly duties are written at length in the Tanay
Tercentenary Souvenir 1640-1940 and the Towns of Rizal (Catolos, Bendaña and
Santos). Like fellow Franciscan Fray Pedro de San Buenaventura who composed the
first Spanish-Tagalog dictionary (Vocabulario de la lengua Tagala), FrayBustamante
was one of the very few who speak and write in the local Tagalog dialect. And as a
priest-author who has stayed in the Philippines for a period of years, his knowledge
about the conduct of priestly duties, and the practices of the Catholic faithful must have
given him insights into the focus of the narratives of Si Tandang Basio Macunat. Like
the Cura in the story “he is a Franciscan priest like the ones he replaced and the ones
who replaced him, although a Spanish, is very conversant in Tagalog; and having
stayed here among the Tagalogs for a long time he knows all the manners and morals
of us Indios”.

Application – Let’s Apply

 Differentiate the two kinds of historical analysis.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Let’s Check for Understanding

I. Read Tandang Bacio Macunat, an English Edition. Analyze what views were taken
by the author as played by the characters in the book. Explain and compare their
views.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

II. Answer the following questions:

1. What kind of historical source was Fr. Miguel Lucio Y Bustamante’s Si Tandang Basio
Macunat?
A. It is a primary source because it is a fictional type of literature.
B. It is a primary source because it is a story of real events told in layers of narratives.
C. It is a secondary source because it tells about local culture and history.
D. It is a secondary source because it is fiction based on narrative of real story.

2. Do the book of Fr. Bustamante possess the credibility and authenticity as a source of
history?
A. No, it is intended only for its time and does not apply today
B. No, it has an unknown source and contains hearsay
C. Yes, it provides multiple perspectives of history
D. Yes, it makes history alive and relevant

3. Who is Fr. Miguel Lucio Y Bustamante?

I. A Franciscan priest assigned to parishes in Laguna and Morong
II. A priest who wrote instructions for priests assigned in parishes.
 III. A Spanish priest who knew how to speak and write in Tagalog
A. All of the above C. I and II only
B. None of the above D. I and III only

4. In what chapter in Jose Rizal’s El Filibusterismo was the book of Fr. Lucio mentioned?
A. Cabezang Tales C. The Mystery
B. Juli D. The Wedding

5. Tandang Basio according to the narrator should have been a Directorcillo had he studied
the Spanish language. A Directorcillo is ____________.
A. a member of the town’s richest C. an official who supervise schools
B. an official of the town performing various small chores D. today’s town or city councilor

6. Tandang Basio was a former cabeza, meaning he has supervision over the barrio or
village in the town. A cabeza is _____________.

A. a member of the town’s richest. C. a town official in charge tax collection

B. today’s equivalent of a town councilor D. the equivalent of a barangay captain today

7. A tribunal is today’ is todays version of a place where ___________.

A. local officials hold office C. school children are taught
B. religious affairs are held D. Spanish officials are entertained

8. What is the cause or causes of Tandang Basio’s immediate outburst during his initial
conversation with the narrator?
A. A child is getting married at a young age C. The idea of him learning the
Spanish language
B. His daughter wants to study in Manila. D. Their property was stolen

9. Which do you think are the most valid reasons why Spanish or any other language should
be taught in schools today?
I. ASEAN Integration
II. Learning another language is a plus factor for employment in call centers or work
abroad.
III. Spanish is among the most spoken languages in the world.
IV. The multi-cultural nature of school and workplace in the future.
A. I and II C. II and IV
B. I and III D. III and IV

10. In what way do you think the book Si Tandang Basio Macunat promote interest in local history
and preserve the country’s historical and cultural heritage?
I. Students learn about the history of the community.
II. The book promotes Spanish language and traditions.
III. The book portrays the role of women in society.
IV. The setting of the story are the towns in a Tagalog province.
A. I and II C. I and IV
B. I and III D. II and IV
Let’s Reflect
Double Entry Journal
Two things I learned from this My thought/s or reaction/s
Chapter
 Based from the ideas of the historians you learned in this lesson, write a reflection
paper on how these ideas help you or will help you as a student and as a future
professional.

(Title of your Paper)

REFLECTION PAPER NO. 5

(Post-Test)
1. The study of Philippine history is analyzed from multiple perspectives of selected
primary sources. Hence, the sources should come from __________________.
a. authors with similar background c. different periods in history
b. biased authorities in history d. various disciplines and different genres

2. Contextual analysis includes all of the following except __________________.

a. author’s background, intent and authority on the subject
b. historical context of the source, time, place and situation at the time it was written
c. source’s relevance and meaning today.
d. traditional topics in history and other interdisciplinary themes

3. Does a book of marriages kept by a civil registrar during the pre- World War II
period possess the credibility and authenticity as a source of history?
a. Yes, it provides multiple perspectives of history
b. Yes, official documents are considered primary source of history
c. No, it is unknown source and contains hearsay
d. No, because it conflicts with the religious ceremony records

4. What period in Philippine history was Jose Rizal’s novels was set?
a. early 1800s b. late 1800s c. early 1900s d. late 1900s

5. The study of history is often viewed as the record of great mean and their
achievements. This is also known as _____________ approach.
a. alternative b. charismatic c. post- colonial d. traditional

REFERENCES

Primary Reference

- www.DepedCommons.Com

- Pallavi Talekau, Dr, Jyotremayee Nayak, Dr. S Harichandan 2019.

Reading in the Philippine History