GE 2
Readings in Philippine History
MODULE ONE
TOPIC
Introduction to History: Definition, Issues, Sources, and Methodology
CONTENT SUMMARY
This chapter introduces history as a discipline and as a narrative. It presents the definition of history,
which transcends the common definition of history as the study of the past. This chapter also discusses
several issues in history that consequently opens up for the theoretical aspects of the discipline. The
difference between primary and secondary sources is also discussed in relation to the historical subject
matter being studied and the historical methodology employed by the historian. Lastly, this chapter also
tackles the task of the historian as the arbiter of facts and evidences in making his interpretation and
forming historical narrative.
LEARNING OUTCOMES
Learning Objectives:
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To understand the meaning of history as an academic discipline and to be familiar with the
underlying philosophy and methodology of the discipline.
To apply the knowledge in historical methodology and philosophy in assessing and analysing
existing historical narratives.
To examine and assess critically the value of historical evidences and sources.
To appreciate the importance of history in the social and national life of the Philippines.
LECTURE NOTES
Definition and Subject Matter
History has always been known as the study of the past. Students of general education often
dread the subject for its notoriety in requiring them to memorize dates, places, names, and events from
the distant eras. This low appreciation of history as a subject maybe rooted from the shallow
understanding of history’s relevance to our lives. The popular definition of history as the study of the
past is not wrong, but it does not give justice to the complexity of the subject and its importance to all of
us.
The term history was derived from the Greek word historia which means “knowledge acquired
through inquiry or investigation.” History as a discipline is already old and is as old as Mathematics and
Philosophy. The term Historia was adapted to classical Latin and adopted a new meaning or definition.
Historia became known as the account of the past of a person or a group of people through written
documents and historical evidences. This new meaning of the word Historia was adopted until the early
parts of the twentieth century. Histo0ry became an important academic discipline. Historians would
write about important person and events like kings, queens, heroes, and saints. However there is a
problem, historians during those times live with a mantra of “no document, no history.” Meaning people
who does not have written record does not have history. This is a real problem.
But as any other academic discipline, history progressed and opened itself to the possibility of
using other kind of sources. Previously historians would only use written documents like government
records, chronicler’s accounts, or personal letter. Giving importance only to written records would
essentially invalidate the history of other group of people who does not keep written records.
This problem was recognized by many historians who started using other kinds of historical
sources, which may not be in written record but are also valid as a source. Examples of this are: oral
traditions in the form of epic and songs, artefact’s, architecture, and memory. History thus became
more inclusive and started collaborating with other discipline. With this, historians can now write history
using data gathered by other social scientist like an archaeologist. Other discipline can be used in writing
history like mathematics, economics, and other empirical sciences.
Questions and Issues in History
History as a discipline has already turned into a complex and dynamic inquiry. This dynamism produced
many perspectives on the discipline regarding some questions like: What is history? Why study history?
And history for whom? These questions can be answered by historiography. Historiography in simple
terms is the history of history. History and historiography should not be confused with each other.
History is the study of the past while historiography deals with history itself. Historiography deals with
the following questions: 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? Thus,
historiography lets the students have a better understanding of history.
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. The mantra “no document, no history” stem from this school of thought.
Postcolonialism is a school of thought that emerged in the early twentieth century. Postcolonial
history looks at two things in writing history: (1) to tell the story of their nation that highlights their
own identity free and, (2) to criticize the effects and ideas of colonialism. This school of thought
therefore, is a reaction and alternative to the colonial history.
The Annales School of History is a school of history born in France that challenged the canons of history.
This school of thought did away with the common historical subjects that were almost always related to
the conduct of states and monarchs. Annales scholars like Lucien Febvre, Marc Bloch, Ferdinand Braudel
and Jacques Le Goff studied other subjects in a historical manner. They were concerned with social
history and studied longer historical periods. For example, Annales scholars studied the history of
peasantry, the history of medicine or even the history of environment. The history from below was
pioneered by the same scholars. They advocated that the people and classes who was pioneered by the
same scholars. They advocated that the people and classes who were not reflected in the history of the
society in the grand manner be provided with space in the records of mankind. In doing this, Annales
thinkers married history with other disciplines like geography, anthropology, archaeology and linguistics.
Historical Sources
With the past as history’s subject matter, the historian’s most important research tools are historical
sources. Generally speaking, historical sources can be classified into two:
Primary Sources- are those sources produced at the same time as the event, period, or subject being
studied.
Example: if the historian wishes to study World War 2, his primary source are World War Two war
records or a soldiers letter to his family.
Secondary Sources- are those sources, which were produced by an author who used primary sources to
produce materials.
Example: books, magazines, documentary
Both primary and secondary sources are useful in writing history. However, historians and students of
history need to thoroughly scrutinize these historical sources to avoid being deceived and came up with
historical truth. The historian should be able to conduct an external and internal criticism of the source,
especially primary sources.
External Criticism- it is the practiced of verifying the authenticity of evidence by examining its physical
characteristics; consistency with the historical characteristics of the time when it was produced; and the
materials used for evidence. Example to be examined is the quality of the paper, the type of ink etc.
Internal Criticism- is the examination of the truthfulness of the evidence
Philippine historiography underwent several changes since the precolonial period until the present.
Ancient Filipinos narrated their history through communal songs and epics that they passed orally from
a generation to another. When the Spaniards came, their chroniclers started recording their
observations through written accounts. The perspective of historical writing and inquiry also shifted.
The Spanish colonizers narrated the history of their colony in a bipartite view. The Spaniards saw the
age of colonization as salvation for the natives. Early nationalist refuted this perspective and argued
the tripartite view. They saw the colonization as the Dark Age and the precolonial society as the golden
age.
TEACHING METHODS AND ACTIVITY/IES
This module is a self-learning which means that you will obtain basic concepts about Philippine
history, specifically the issues, sources, and methodology without the supervision of your instructor. This
module consists of lecture notes and learning tasks that will help you to understand the topic
(Introduction to History) and ultimately appreciate the importance of history in the social and national
life of the Philippines.
In this module, your teacher will utilize the following methods:
1. Lecture-discussion.
 Your teacher will meet you through Zoom/Google Meet to discuss
important concepts presented in the module. Those who have no internet
access, a module will be available for you.
2. Use of videos/ PowerPoint presentations.
 Your teacher will ask you to watch a video and you will be given copies of
PowerPoint presentations used in class during online meetings.
3. Paragraph/Essay writing.
 Your teacher will ask you to write an essay to examine and assess critically
the value of historical evidences and sources. You will also write short
paragraphs to answer certain questions about topics in the module.
4. Use of worksheets.
 Your teacher will give you Learning Tasks to help you learn the different
concepts presented in this module by using many kinds of worksheets.
LEARNING TASKS No. 1
NAME:______________________________________________
SECTION:____________
DATE: ________________
SCORE: ________________
DATA RETRIEVAL CHART
CONCEPTS/DATA
Historia
Archaeologist
Artifacts
Historiography
History
Positivism (school of
thought)
Postcolonialism (school of
thought)
Historical Methodology
Annales School of History
EXPLANATION/UNDERSTANDING
LEARNING TASKS No. 2
NAME:______________________________________________
SECTION:____________
DATE: ________________
SCORE: ________________
Venn Diagram
HISTORICAL SOURCES
Instruction: Differentiate the given concepts below. Explain the differences and similarities of both
ideas.
primary sources
secondary sources
LEARNING TASKS No. 3
NAME:______________________________________________
SECTION:____________
DATE: ________________
SCORE: ________________
Comparison Alley
Instructions: Explain the difference between internal and external criticism. Use this worksheet in
making the comparison.
Internal criticism
External Criticism
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differences
similarities
differences
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LEARNING TASKS No. 4
NAME:______________________________________________
SECTION:____________
My Life Story
DATE: ________________
SCORE: ________________
ASSESSMENT AND RUBRICS
GOAL- Write your autobiography
R0LE- You are a writer (Historian)
AUDIENCE- Teachers, students, campus
SITUATION- There will be a celebration of Social Science Week
PRODUCT- Autobiography
SCORING- Rubric
Using the examples of a primary source in this chapter, produce a primary source that can be used in the
writing of your life story. Please use learning task no. 4 worksheet for this activity.
RUBRIC
CATEGORY
INTRODUCTION
4
Introduction is
inviting
3
The introduction
is not particularly
inviting to the
reader
SEQUENCING OF
EVENTS
Events are placed
in a logical order
& the way they
are presented
effectively keeps
the interest of the
reader
All supporting
facts are reported
accurately
Events are placed
in a logical order
but it is evident
that the events
were not included
from the primary
sources
Almost all
supporting facts
are reported
accurately
ACCURACY OF
FACTS
2
The introduction
does not
adequately
present the events
included in the
autobiography & is
not particularly
inviting to the
readers
Some events are
not in a logical
order & this
distracts the
readers
1
Writing an
introduction for
the autobiography
was attempted
Most supporting
facts are reported
accurately
No facts are
reported or most
are inaccurate
Many events are
not in a logical
order. Primary
sources are not
used
Reference:
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Louis Gottschalk, Understanding History, (pp. 41-61; 117-170)
Howell and Prevenier, From Reliable Sources, (pp. 17- 68)
Santiago Alvarez, Katipunan and the Revolution: Memoirs of a General, (pp. 82-88)
Teodoro Agoncillo, History of the Filipino People, (pp. 184-187)
Robert Fox,The Tabon Caves,(pp. 40-44; 109-119)
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William Henry Scott, Prehispanic Source Material for the Study of Phillipne History, (pp. 90-135)
Prepared by:
Nolan V. Clemente
Instructor