READINGS IN PHILIPPINE

HISTORY
 SECTION OBJECTIVES

At the end of this section, the students are able to:

a. determined the relevance of history to mankind;
b. discuss the nature of history;
c. identify the primary source and secondary
sources in understanding Philippine history; and
d. differentiate internal and external criticism.
UNIT 1: MEANING AND RELEVANCE OF HISTORY

SECTION 1: UNDERSTANDING HISTORY

“The more you know about the past, the better
prepared you are for the future”- Theodore
Roosevelt
 DEFINITIONS OF HISTORY

 History- derived from the old

Greek noun ἱστορία
(“historia”) meaning “inquiry”
(knowledge acquired from
investigation).
 History a chronological
record of significant events,
the study of past events
 O T H ER D E FI N IT IO N S P R O VI D ED B Y VA R IO U S
H IS TO R IA N S:

“History is the record of

what one age finds worth
of note in another.”-
Burckhardt
“History, in its broadest
sense, is everything that ever
happened.”- Henry Johnson
“The value and interest of
history depend largely on
the degree in which the
present is illuminated by
the past.”- V.S. Smith
“History is the story of man’s
struggle through the ages
against Nature and the
elements; against wild beasts
and the jungle and some of
his own kind who have tried to
keep him down and to exploit
him their own benefit.”-
Jawaharal Nehru
 R EL AT IO N SH I P O F H IS TO RY W ITH O T H ER SO C IA L
SC I EN C E

1. History and Political Science

One cannot understand the
principles and system of
government of as certain country
without knowing its history. The
structure of government, rights
and duties of citizens, laws and
regulations, and its relations to
other states are all products of
evolution by just turning the
pages of the countries past.
2. History and Economics
The evolution of economic
activities of humankind from
hunting and gathering societies
to post-industrial society can be
best understood by looking at
the past. The roots of economic
and diplomatic relations
between nations can be traced
by looking at their distant past.
3. History and Sociology
Early societies and
communities, evolution
of culture, social change
and other development
in social behavior are
chronologically
explained by history.
4. History and Ethics
History provides record if
mistakes committed by
people and nations.
Mistakes in the past have
moral and ethical
implication which serves as
guide to arrive at just,
reasonable, and acceptable
actions in the future.
5. History and Psychology

Psychology provides understanding

of motives and actions of human and
societies. History gives us idea about
the behavior of controversial leaders
in the past and their actions. Through
analogy, it is possible to predict
behavior and actions of present
leaders. History, therefore, provides
public consciousness that enables
the people to be vigilant to the
possible wrongdoing of their leaders.
6. History and Geography
According to NationalGeographic.com
“when learning historical topics, it can
be very helpful to simultaneously study
a region’s geography”. This works the
same with geography as well. Certain
areas of the Philippines provide clear
explanation why significant events in
the past such as why Americans put up
military facilities in Corregidor during
World War II or why Americans
developed Baguio City during their
early settlement and that is due to its
cold weather where Americans are
used to it.
In general, history provides
us significant records of
events of the past, a
meaningful story of
mankind depicting the
details of what happened to
man and why it happened.
 HISTORICAL RESOURCES
Historical resources are materials used for
the writing of history or interpreting
history.
They are classified into two:
1. Primary Sources
2. Secondary Sources

Other types of Classification are:

A. written and non-written,
B. published or unpublished
C. textual, oral or visual sources
 PRIMARY SOURCES

• It provides direct or firsthand evidence about

an event, object, person or work of art.
• It contains “firsthand” knowledge about
historical events, figures, and people.
• It provides compelling and direct evidence of
human activity.
• These are the things that were created or in use
during the period which is being studied.
• These source are actual records that have
survived from the past.
 NON-WRITTEN SOURCES

• Oral history
• Artifacts
• Ruins
• Fossils
• Art works
• Video and Audio recording
 L I T E R A RY O F C U LT U R A L S O U R C E S

1.Novels, plays, poems (both

published and in
manuscript form)
2.Televisions shows, movies,
or videos
3.Paintings or photographs
 A C C O U N T S T H AT D E S C R I B E E V E N T S , P E O P L E , O R
IDEAS

1.Newspapers
2.Chronicles or historical
accounts
3.Essays and speeches
4.Memoirs, diaries, journals,
and letters
5.Philosophical treaties or
manifestos
 I N FO R M AT IO N A B O U T PE O PL E

1.Census records
2.Obituaries
3.Newspaper articles
4.Biographies
 F I N D I N G I N F O R M AT I O N A B O U T A P L A C E

1.Maps and atlases

2.Census information
3.Statistics
4.Photographs
5.City directories
6.Local libraries or
historical societies
 F I N D I N G I N F O R M AT I O N A B O U T A N O R G A N I Z AT I O N

Archives
(sometimes held by
libraries, institutions,
or historical
societies)
 THREE TYPES OF WRITTEN SOURCES

1. Narrative Sources or literary sources

2. Diplomatic sources
3. Social documents
 NARRATIVE SOURCES OR LITERARY
SOURCES

Tell a story or
message. These
include diaries, films,
biographies, leading
philosophical works
and scientific works.
 D I P L O M AT I C S O U R C E S

Include charters and

other legal
documents which
observe a set of
format.
 SOCIAL DOCUMENTS

Are records created

by organizations,
such as a register of
birth and tax records
 SECONDARY SOURCES

• It is something that was not made by someone or by a group of

people who participated in the historical era which is being
studied.
• These usually are created by historians and scholastic writers
based on their interpretation of the primary sources.
• These are sources of historical data which are created later or
after the historical event which is being studied and provided by
the people who were not present in that event.
• It describes, discuss, interpret, comment upon, analyze, evaluate,
summarize, and process primary sources.
 C O M PA R I S S O N O F E X A M P L E S F O R P R I M A RY A N D
S E C O N D A RY S O U R C E S

PRIMARY SOURCES SECONDARY SOURCES

• BIOGRAPHY
• AUTOBIOGRAPHY
• ENCYCLOPEDIA
• MEMOIRS • TEXTBOOKS
• EYEWITNESS ACCOUNTS • THESIS
• DIARY • DISSERTATIONS
• FOSSILS
• INTERVIEWS
• NEWS REPORTS
• RELICS
• MOVIES
• LETTERS • NEWS ARTICLES
• PHOTOGRAPHS • SCHOLARLY JOURNALS
• SPEECHES • TRANSCRIPTIONS
• ALMANACS
• VIDEOS
• DICTIONARIES
• LEGAL DOCUMENTS
• ORNAMENTS
• CLOTHING
• TOOLS
 WHAT IS THE DIFFERENCE BETWEEN PRIMARY AND SECONDARY
SOURCES?
Primary sources- are firsthand, contemporary accounts of events created by
individuals during that period of time or several years later (such as
correspondence, diaries, memoirs and personal histories). These original
records can be found in several media such as print, artwork, and audio and
visual recording. Examples of primary sources include manuscripts,
newspapers, speeches, cartoons, photographs, video, and artifacts. Primary
sources can be described as those sources that are closest to the origin of the
information. They contain raw information and thus, must be interpreted by
researchers.
Secondary sources- are closely related to primary sources and often interpret
them. These sources are documents that relate to information that originated
elsewhere. Secondary sources often use generalizations, analysis,
interpretation, and synthesis of primary sources. Examples of secondary sources
include textbooks, articles, and reference books.
 
 HISTORICAL CRITICISM

There are two ways on how to examine historical sources for

the scholastic writers and historians to validate the
authenticity of the sources that they have collected to be used
as the reference of the historical account that they are going
to publish. These are:
1. Internal Criticism
2. External Criticism
 EXTERNAL CRITICISM

• The practice of identifying the authenticity of

evidence by examining its physical
characteristics: consistency with the historical
characteristic of the time it was produced and
the materials used for evidence.
• It refers to the genuineness of the documents
a researcher used in a historical study
• It is sometimes called as “lower criticism”
because it looks on the outside appearance
of the evidence.
 INTERNAL CRITICISM

• It looks at the content of the source and examine the

circumstances of its production.
• Looks at the truthfulness and factuality of the evidence
by looking at the author of the source. It’s context, the
agenda behind its creation, the knowledge which
informed it, and its intended purpose.
• Internal criticism looks at the content of the document to
determine its authenticity. It also involves determining
the intention of the source of data.
• It is sometimes called the “higher criticism” because it
looks on the inside or within the evidence.