About Philippine History

1. Readings in Philippine History
GEC 602 / GEHI 222
Prepared by
JAY-AR A. PADERNAL, LPT
INSTITUTE OF MATHEMATICS, ARTS, AND SCIENCES (IMAS)
DAVAO DEL SUR STATE COLLEGE –
SULOP EXTENSION CAMPUS

2. Module 1: Meaning and Relevance of History
Lesson 1: History and Historical Research

3. “ THOSE WHO CANNOT REMEMBER THE PAST, ARE
CONDEMED TO REPEAT IT. ”
- Santayana G.

4. 1. What words are forming in your mind that
can perfectly describe the word HISTORY?

5. 2. Is History important? Why and Why not?

6. 3. Why Reading in Philippine History is part of
your curriculum?

7. 3. How history is different from other
disciplines or other forms of writing?

8. Meaning of History
synonymous of the past – the sum total of all things that
have ever happened that were observed or recorded

9. Approaches to the Study of History
Idealism – belief that history can be described in
terms of ideas. This includes what people thought
and the intent behind their actions.

10. Approaches to the Study of History
Historicism – tells that the “autonomy of the past
must be respected”. This describes within the
context of values of the time. This also inhibits the
ability of people to fully learn from mistakes of the
past.

11. Approaches to the Study of History
Relativism – belief that there is no absolute truth
and that all views of history are valid. This shows
the inherent weakness when a viewpoint attempts
to deny history despite of the overwhelming truth.

12. Why Study History?
Both knowledge of the past and the practice of
researching making sense of what happened in the
past – is crucially important to the welfare of:

13. 1. Individuals (ourselves)
Identity. “History nurtures our personal identity in an
intercultural world. It enables people to discover their own place
in the stories of their families, communities, and nation.”
Critical Skills. “History teaches critical 21st century skills and
independent thinking. The practice of this teaches research,
judgment of the accuracy and reliability of sources, validation of
facts, awareness of multiple perspectives and biases, analysis of
conflicting evidence, sequencing to discern causes, synthesis to
present to a coherent interpretation, clear and persuasive written
and oral communication, and other skills.”

14. 2. Communities
Vital Places to Live and Work. “History lays the groundwork
for strong, resilient communities. No place really becomes a
community until it is wrapped in human memory: family
stories, tribal traditions, and civic commemorations.”
Economic Development. “History is a catalyst for economic
growth. People are drawn to communities that have
preserved a strong sense of historical identity and
character.”

15. 3. Future
Engaged Citizens.“History helps people craft better solutions. At the
heart of democracy is the practice of individuals coming together to
express views and take action.”
Leadership. “History inspires local and global leaders. History provides
leaders with inspiration and role models for meeting the complex
challenges that face our communities, nation, and the world.”
Legacy. “History, saved and preserved, is the foundation for future
generations. History is crucial to preserving democracy for the future by
explaining our shared past.”

16. Short Quiz
Get ¼ sheet of paper.

17. Module 1: Meaning and Relevance of History
Lesson 2: Sources of History

18. Activity: Two Truths and a Lie

19. 1. What do you think about the activity above?

20. 2. What are your strategies or techniques to
distinguish the truths and the lie?

21. 3. What have you learned from the activity?

22. Definition and types of primary, secondary, and
tertiary sources
1. Primary sources – give first-hand, original, and
unfiltered information.
Example: image, document, map, eyewitness
accounts, personal journals, interviews, surveys,
experiments, historical documents, and artifacts.

23. Primary sources
Types:
A. Autobiographies and memoirs
1. Autobiography – account of a person’s life written by
that person
2. Memoir – history or record composed from personal
observation and experience

24. Primary sources
Types:
B. Diaries, personal letters, and correspondence
Diary – a form of autobiographical writing that is regularly
kept record of the diarist’s activities and reflections
Personal letter – a type of informal letter composition that
usually concerns personal matters and is sent from one
individual to another
Correspondence – body of letters or communications

25. Primary sources
Types:
C. Interviews, surveys, and fieldwork
Interview– a conversation where questions are asked & answers
are given
Survey – list of questions aimed at extracting specific data from
a particular group of people
Fieldwork or field research – collection of information outside a
laboratory, library or workplace setting

26. Primary sources
Types:
D. Photographs and posters
Photographs and posters – illustrate past events as they
happened and people as they were at a particular time

27. Primary sources
Types:
E. Works of art and literature
Painting – form of visual art where paint or ink is used on a canvass or,
more often in the past, wooden panels or plaster walls
Drawing – form of visual art in which a person uses various drawing
instruments (pen and ink, crayons, chalk, charcoal)
Literature – body of written works. It has been applied to those
imaginative works of poetry and prose

28. Primary sources
Types:
F. Speeches and oral histories
Speech – a form of communication in spoken language, made
by a speaker before an audience for a given purpose.

29. Definition and types of primary, secondary, and
tertiary sources
2. Secondary sources – refers to the means
through which a primary source is presented,
or information that is filtered through someone
else’s perspective and may be biased.
Example: An article describing an original
document as it is written to present or include
information about the primary source.

30. Secondary sources
Types:
A. Bibliographies
Annotated bibliography – an organized list of sources, each of which is
followed by a brief note or “annotation”
B. Biographical works
Biography – description of a real person’s life, including factual details as
well as stories from the person’s life
C. Periodicals
Periodicals – newspapers, magazines, and scholarly journals – all of which
are published “periodical” or “serial”

31. Secondary sources
Types:
D. Literature reviews and review articles
Literature review– an evaluative report of information found
in the literature related to your selected area of study
Review article– summarizes the current state of
understanding on a topic. It surveys and summarizes
previously published studies, rather than reporting new facts
or analysis

32. Definition and types of primary, secondary, and
tertiary sources
3. Tertiary sources – provide third-hand
information by reporting ideas and details from
secondary sources.
Types:
A. General references – dictionary, encyclopedia, almanac, and atlas
B. Crowd sources – YouTube, message boards, and social media sites
C. Search sites – Google, Bing

33. Definition and types of primary, secondary, and
tertiary sources
Primary Sources Secondary Sources
 created at the time of an event,
or very soon after
 created by someone who saw
or heard an event themselves
 often one-of-a-kind, or rare
 letters, diaries, photos and
newspapers (can all be primary
sources)
 created after event; sometimes
a long time after something
happened
 often uses primary sources as
examples
 expresses an opinion or an
argument about a past event
 history text books, historical
movies, and biographies (can
all be secondary sources)

34. Repositories of Primary Sources
Library – collection of sources and information and similar
resources, made accessible to a defined community for
reference or borrowing
Archive – contains primary source documents that have
accumulated over the course of an individual or organization’s
lifetime and are kept to show the function of that person or
organization
Museum – an institution that cares/preserves a collection of
artifacts and other objects of artistic, cultural, historical, or
scientific importance.

35. Distinction of external and internal criticism
1. External criticism
refers to the geniuses of the documents a researcher uses
in a historical study
asks if the evidence under consideration is authentic
the researcher checks the validity of the source (Is it what it
appears to be? Is it admissible as evidence?)

36. Distinction of external and internal criticism
2. Internal criticism
refers to the accuracy of the contents of a document
has to do with what the document says

37. General Principles for Determining Reliability
1. Human sources may be relics such as a fingerprint, or
narratives such as a statement or a letter. Relics are
more credible sources than narratives.
2. Any given source may be forged or corrupted. Strong
indication of originality of the source increases its reliability.
3. The closer a sources is to the event which it purports to
describe, the more one can trust it to give an accurate
historical description of what actually happened.
Individual Reading:

38. General Principles for Determining Reliability
4. An eyewitness is more reliable than testimony at second hand,
which is more reliable than hearsay at further remove, and so on.
5. If a number of independent sources contain the message, the
credibility of the message is strongly increased.
6. The tendency of a source is its motivation for providing some kind
of bias. Tendencies should be minimized or supplemented with
opposite motivations.
7. If it can be demonstrated that the witness or source has no direct
interest in creating bias then the credibility of the message is
increased.
Individual Reading:

39. Short Quiz
Get ¼ sheet of paper.

40. Module 1: Meaning and Relevance of History
Lesson 3: Identification of the Historical
Importance of the Text

41. Do all events in history significant?

42. Historical Significance
 the process used to evaluate what was significant about
selected events, people and developments in the past.
 the key to understand significance is to understand the
distinction between teaching significant history and asking
students to make judgments about significance.

43. Criteria on Assessing the Historical Significance of Sources
A. Relevance 1. Is it important /relevant to
people living at the time?
2. Is something still relevant to our
present lives even if it had only a
passing importance?

44. Criteria on Assessing the Historical Significance of Sources
B. Resonance 1. Who were/have been affected by
the event?
2. Why was it important to them?
3. How were people’s lives affected?
4. Do people like to make analogies
with it?
5. It is possible to connect with
experiences, beliefs or attitudes
across time and place?

45. Criteria on Assessing the Historical Significance of Sources
C. Remarkable
D. Remembered
E. Revealing
1. Was the event remarked on by
people at that time or since?
1. Was the event unforgettable?
1. Does it reveal some other aspect of
the past?

46. Criteria on Assessing the Historical Significance of Sources
F. Resulting in
Change
G. Durability
1. Does it have consequences for the
future?
1. For how long have people’s lives
been affected? A day, a week a
year, or all their lives?

47. Criteria on Assessing the Historical Significance of Sources
H. Quantity 1. How many people were affected?
2. Did the event affect many,
everyone, or just a few? A whole
barrio, a town, a province, a
country, or the entire race?

48. Criteria on Assessing the Historical Significance of Sources
I. Profundity 1. Was the event superficial or deeply
affecting?
2. How deeply people’s lives were
affected?
3. How were people’s lives affected?

49. Issues on Assessing the Historical Significance
1. Our views about historical significance are often shaped by
contemporary contexts and can be dependent upon own
values, interests and knowledge.
2. History is written by the victor. Historical significance is how
we define past events that the current writer of history
deems important/ relevant.
3. Historical significance is relative and varies from location to
location, generation to generation or sometimes to
ideological orientation or political affiliation of the one doing
the evaluation or assessment.

50. Level of Significance
 Not at all significant: No one need to remember the event
 Individually significant: Only the descendants and family of the
people involved should know about the event
 Regionally significant: Most everyone in the region or who belongs
to the specific group(s) affected should know about the event
 Nationally significant: Everyone in the country where it occurred
should know about the event
 Globally significant: Most everyone in the world should know about
the event

51. Group Activity
Get ¼ sheet of paper. Write your Group #, name of
the leader, and then, the members.

52. Short Quiz
Get ¼ sheet of paper.

53. The Philippines During the Early Part
of the Conquest
Next topic:

54. THANK YOU.
QUESTIONS?
Prepared by
JAY-AR A. PADERNAL, LPT
INSTITUTE OF MATHEMATICS, ARTS, AND SCIENCES (IMAS)
DAVAO DEL SUR STATE COLLEGE –
SULOP EXTENSION CAMPUS