MEANING AND RELEVANCE OF HISTORY MEANING AND RELEVANCE OF HISTORY OBJECTIVE ■ At the end of the discussion, the learner should be able to: - Discuss the meaning of history from the different perspectives of various historians and historical figures 1. What is history? 2. What are the sources of history ? 3. How do historians write history ? History (from Greek ἱστορία, historia, meaning "inquiry, knowledge acquired by investigation") is the study of the past as it is described in written documents. • Events occurring before written record are considered prehistory. • It is an umbrella term that relates to past events as well as the memory, discovery, collection, organization, presentation, and interpretation of information about these events. Scholars who write about history are called historians. Teodoro Agoncillo Fr. Horacio de la Costa, SJ Trinidad Pardo de Tavera Gregorio F. Zaide History is the sum total of everything that has actually happened in the past-every thought, every action, every event. In this sense, “history” is surely on of the broadest concepts conceived by the human intellect (Ford as cited in Furay, 2000). History as broadly defined, as encompasses the entire scope of the human experience on this planet. And this meaning of the word-things that happened in the past-is what most people have in mind when they use the term in daily conversation (Ford as cited in Furay, 2000). History is not ‘what happened in the past’; rather, it is the act of selecting, analyzing, and writing the past. It is something that is done, that is constructed, rather than an inert body of data that lies scattered through the archives (Davidson and Lyle as cited in Furay, 2000). “To be ignorant of the past is to remain always a child.” ― Marcus Tullius Cicero “Those who do not remember the past are condemned to repeat it.” -George Santayana History is not a burden on the memory but an illumination of the soul. -John Dalberg Acton “History is written by the victors.” -Winston Churchill A people without the knowledge of their past history, origin and culture is like a tree without roots. -Marcus Garvey There is no future without memory. “Qu'il n'est pas d'avenir sans memoire.” -Jacques Chirac “The study of the past with one eye upon the present is the source of all sins and sophistries in history. It is the essence of what we mean by the word "unhistorical".” ― Herbert Butterfield.” “I shall relate quite simply how things happened and without adding anything of my own, which is no small feat for an historian.” ― François-Marie Arouet “Voltaire” “The historian without his facts is rootless and futile; the facts without their historian are dead and meaningless.” -Edward Hallett Carr “In your travel, learn the brief history of the place visited. History is rich knowledge.” ― Lailah Gifty Akita “History teaches us that man learns nothing from history.” -Georg Wilhelm Friedrich Hegel “Life can only be understood backwards but it must be lived forward.” -Soren Kierkegaard “Writers are historians, too. It is in literature that the greater truths about a people and their past are found.” -Francisco Sionil Jose We are not makers of history. We are made by history. -Martin Luther King, Jr. “History is the version of past events that people have decided to agree upon.” -Napoleon Bonaparte “History never looks like history when you are living through it.” -John W. Gardner “Fear history, for it respects no secrets." -Gregoria de Jesus DISTINCTION OF PRIMARY AND SECONDARY SOURCES DISTINCTION OF PRIMARY AND SECONDARY SOURCES OBJECTIVES ■ At the end of the discussion, the learner should be able to: - Differentiate the primary sources from secondary sources - Enumerate samples of primary and secondary sources of history • Basic to historical research is utilization of sources. • There are diverse sources of history including documentary sources or documents, archeological records, and oral and video accounts. 1. Documents These refer to handwritten, printed, drawn, designed, and other composed materials. These include books, newspapers, magazines, journals, maps, architectural perspectives, paintings, advertisements, and photographs. 2. Archeological Records These refer to preserved remains of human beings, their activities, and the environment where they lived. Aside from human remains, other archeological records are generally categorised as fossils and artifacts. 3. Oral and Video Account These form the third kind of historical source. These are audio-visual documentation of people, events, and places. These are usually recorded in video and audio cassettes, and compact discs. Aside from scholars, media people also use oral and video accounts as part of their news and public affairs work. These refer to documents, physical objects, and oral/video accounts made by an individual; or a group present at the time and place being described. These materials provide facts from people who actually witnessed the event. These are materials made by people long after the events being described had taken place. EXTERNAL AND INTERNAL CRITICISM EXTERNAL AND INTERNAL CRITICISM OBJECTIVES ■ At the end of the discussion, the learner should be able to: - Evaluate primary sources for their credibility, authenticity, and provenance - Enumerate the repositories and different kinds of primary sources Many Documents have primary and secondary segments. For instance, examining a newspaper as a historical source entails a discerning mind to identify its primary and secondary components. A news item written by a witness of an event is considered as a primary source, while a feature article is usually considered as a secondary material. Similarly, a book published a long time ago does not necessarily render as a primary source. It requires a meticulous reading of the document to know its origin. Answers concerns and questions pertinent to the authenticity of a historical source by identifying who composed the historical material, locating when and where the historical material was produced, and establishing the material’s evidential value. Deals with the credibility and reliability of the content of a given historical source. This kind of criticism focuses on understanding the substance and message that the historical material wants to convey by examine how the author frame the intent and meaning of a composed material. There are substantial primary sources about the Philippines here and abroad. In the country, government institutions such as National Library and the National Archives are major repositories of documentary sources. It has a complete microfilm copies of the Philippine Revolutionary Records, compilation of captured documents of Emilio Aguinaldo’s revolutionary government, and Historical Data Papers, a collection of “history and cultural life” of all towns in the country. Presidential Papers of different administrations from Manuel Quezon to Joseph Estrada. It holds a substantial collection of catalogued and uncatalogued Spanish documents about the Philippines composed from 1552-1900. a. University of the Philippines b. Ateneo de Manila University c. University of Santo Tomas d. University of San Carlos a. Ayala Museum b. Lopez Museum c. Religious Congregations a. Archivo General de Indias in Spain b. US Library of Congress c. Harvard University d. US National Archives e. University of Michigan d. The Museu de les Cultures del Mon in Spain f. Penn Museum 1. What are the benefits of using primary sources? 2. Why do you think most history textbooks are secondary sources? 3. What are the advantages and disadvantages of assessing online primary sources? CONTENT AND CONTEXTUAL ANALYSIS CONTENT AND CONTEXTUAL ANALYSIS OBJECTIVES ■ At the end of the discussion, the learner should be able to: - Analyze the context, content, and perspective of different kinds of primary sources - Determine the contribution of different kinds of primary sources in understanding Philippine history - Develop critical and analytical skills with exposure to primary sources The historian’s primary tool of understanding and interpreting the past is the historical sources. Historical sources ascertain historical facts. Such facts are then analyzed and interpreted by the historian to weave historical narrative. Using primary sources in historical research entails two kinds of criticism. The first one is EXTERNAL CRITICISM and the second is INTERNAL CRITICISM. EXTERNAL CRITICISM examines the authenticity of the document or the evidence being used while INTERNAL CRITICISM examines the truthfulness of the content of the evidence. It is a technique that help to analyze the actual content and it is features of any kind, whether it was a word, picture, themes, text, and try to present the content in objective and quantitative manner. It is used to determine the presence of certain words, concepts, themes, phrases, characters, or sentences within texts or sets of texts and to quantify this presence in an objective manner. Texts can be defined broadly as books, essays, interviews, discussions, newspaper articles, historical documents, speeches, advertising, theater, informal conversation, websites or really any occurrence of language. book chapters, headlines and conversations, films, photos, communicative To conduct a content analysis on a text, the text is coded, or broken down, into manageable categories on a variety of levels-- word, word sense, phrase, sentence, or theme--and then examined using one of content analysis' basic methods: conceptual analysis or relational analysis. The results are then used to make inferences about the messages within the text(s), the writer(s), the audience, and even the culture and time of which these are a part. Content Analysis can indicate pertinent features such as comprehensiveness of coverage or the intentions, biases, prejudices, and oversights of authors, publishers, as well as all other persons responsible for the content of materials. Six Questions must be addressed in every content analysis: 1. Which data are analyzed? 2. How are they defined? 3. What is the users from which they are drawn? 4. What is the context relative to which the data are analyzed? 5. What are the boundaries of the analysis? 6. What is the target of the inferences? • Due to the fact that it can be applied to examine any piece of writing or occurrence of recorded communication. • Content analysis is used in large number of fields, ranging from marketing and media studies, to literature, rhetoric, information studies, sociology and political science, psychology science, as well as other fields of inquiry. • To reduce large amounts of unstructured content. • To describe characteristics of the content. • To Identify important aspects of the content. • To present important aspects of the content clearly and effectively. • To support some argument. • To examine trends and relationships in the text and multimedia produced or used in the fields context to provide an insight into it. • To identify the intentions, focus or communication trends of an individual, group or institution. • To describe attitudinal and behavioral responses to communications • To determine psychological or emotional state of persons or groups. A contextual analysis helps us to assess text within the context of its historical and cultural setting, and its textuality (the qualities that characterize the text as a text.) • It combines features of formal analysis with features of “cultural archaeology, ” (the systematic study of social, political, economic, philosophical, religious, and aesthetic conditions that were in place at the time and place when the text was created.) This means “situating” the text within the milieu of its times and assessing the roles of author, readers and “commentators” on the text. 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 envision? (this is 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? Any text is the result of deliberate decisions by the author… So we need to consider: -what the author said -what the author did not say and -how the author said it 4. What is the occasion for this text? 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 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. Are we able to 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 THE TEXT IDENTIFICATION OF THE HISTORICAL IMPORTANCE OF THE TEXT OBJECTIVES ■ At the end of the discussion, the learner should be able to: - Analyze the context, content, and perspective of different kinds of primary sources - Determine the contribution of different kinds of primary sources in understanding Philippine history - Develop critical and analytical skills with exposure to primary sources June 12, 1898 - The Philippine Declaration of independence was proclaimed in Cavite el Viejo (present- day Kawit, Cavite) Filipino revolutionary forces under General Emilio Aguinaldo proclaimed the sovereignty and independence of the Philippine Islands from the colonial rule of Spain. • 1896 - the Philippine Revolution began. Eventually, the Spanish signed an agreement with the revolutionaries • Emilio Aguinaldo went into exile in Hongkong. At the outbreak of the SpanishAmerican war. • Commodore George Dewey - sailed from Hong Kong to Manila Bay leading a squadron of U.S. Navy ships. • May 1, 1898 - the United States defeated the Spanish in the Battle of Manila Bay. • The U.S. Navy transported Aguinaldo back to the Philippines. • Independence was proclaimed on June 12, 1898 between four and five in the afternoon in Cavite at the ancestral home of General Emilio Aguinaldo. • The event saw the unfurling of the National Flag of the Philippines, made in Hong Kong by Marcela Agoncillo, Lorenza Agoncillo, and Delfina Herboza. • Marcha Filipina Magdalo became the national anthem, now known as Lupang Hinirang, which was composed by Julián Felipe and played by the San Francisco de Malabon marching band. • The Act of the Declarationof Independence was prepared, written, and read by Ambrosio Rianzares Bautista in Spanish. • The Declaration was signed by ninety-eight people, among them an American army officer who witnessed the proclamation who attended the proceedings, Mr. L. M. Johnson, a Coronel of Artillery. • The proclamation of Philippine independence was, however, promulgated on 1 August, when many towns had already been organized under the rules laid down by the Dictatorial Government. • The declaration was not recognized by the U.S. nor Spain and Spain later sold the Philippines to the United States in the 1898 Treaty of Paris ended the Spanish-American War. • Philippine-American War - The Philippine Revolutionary Government did not recognize the treaty or American sovereignty, and subsequently fought and lost a conflict with United States. Following World War II, the US granted independence to the Philippines on July 4, 1946 via the Treaty of Manila. • 1964 - President Diosdado Macapagal signed into law Republic Act No. 4166 designating June 12 as the country's Independence Day. DECLARATION OF PHILIPPINE INDEPENDENCE DECLARATION OF PHILIPPINE INDEPENDENCE OBJECTIVES ■ At the end of the discussion, the learner should be able to: - Analyze the context, content, and perspective of different kinds of primary sources - Determine the contribution of different kinds of primary sources in understanding Philippine history - Develop critical and analytical skills with exposure to primary sources 1. What does the document want to convey? 2. How did the revolutionaries regard Aguinaldo based on the document? 3. According to the document, what do the symbols in the Philippine flag represent? 4. How did the Filipinos regard the United States based on the document? 5. What is the importance of this document in the history of our country?
