Education

1. Approaches in Interpreting
History
St. Paul University Philippines
Presented by:
FRANKLIN JOSE C. BAWAT &
JOY-LYN MACABALLUG

2. OBJECTIVES
• Develop techniques in effective teaching of history
• Develop competence and skills in historical research
as manifested in a well-prepared lecture on historical
topic

3. HISTORY
 Is the interpretation of the past in the
words of a historian

4. What is Historical
Interpretation?
PRESENTED BY: FRANKLIN JOSE C. BAWAT

5. What is Historical Interpretation
is the process by which we describe, analyze,
evaluate and create an explanation of past events.
we base our interpretation on primary(firsthand)
and secondary(scholarly) historical sources.
It requires synthesizing(combining) a variety of
evidence, primary and secondary(critical thinking)

6. Making sense of the past: Historical
Interpretation
According to Geoffrey Barraclough defines
history “as the attempt to discover, based on
fragmentary evidence, the significant things
about the past.

7. Making sense of the past: Historical
Interpretation
Interpretations of the past, therefore vary
according to who reads the primary source,
when it was read, and how it was read

8. Making sense of the past: Historical
Interpretation
Interpretations of historical events change over
time; thus, it is an important skill us to track
these changes in an attempt to understand the
past

9. Making sense of the past: Historical
Interpretation
It is very important to subject to evaluation not
only the primary source, but also the historical
interpretation of the same, to ensure that the
current interpretation is reliable to support our
acceptance of events of the past.

10. Another view of Historical Interpretation
(adapted from Richard Drew_UK)
Purposeful, thoughtful efforts
Representations
Past Events

11. HISTORICAL METHOD
It is the framework through which an account of the
past is constructed.

12. HISTORICAL METHOD
I. THE HISTORIAN SELECTS A
SUBJECT FOR INVESTIGATION
 Identify a topic/ subject and define the
problems/questions to be investigated

13. HISTORICAL METHOD
II. APPLIES THE HISTORICAL
METHOD
Collect, analyze, select, organize and
interpret Evidences

14. HISTORICAL METHOD
III. THE PAST- THE EVIDENCE
Evidences that are supplied be critical
analysis and evaluation

15. HISTORICAL METHOD
III. THE PAST- THE EVIDENCE
Evidences that are supplied by critical
analysis and evaluation

16. HISTORICAL METHOD
IV. THE PRESENT-HISTORIAN
The historian should draw inferences and
establish chains of causation and
consequences or effect.

17. HISTORICAL METHOD
V. THE HISTORIAN WRITES A HISTORY
 History can be written only by those who find
and accept a sense of direction in history
itself.

18. HISTORICAL METHOD
I. THE
HISTORIAN
SELECTS A
SUBJECT FOR
INVESTIGATION
II. APPLIES THE
HISTORICAL
METHOD
1. Collects evidence
2. Analyzes evidence
3. Selects evidence
4. Organizes evidence
5. Interprets evidence
III. THE PAST- THE
EVIDENCE
IV. THE PRESENT- THE
HISTORIAN
V. WRITES A HISTORY

19. With multiperspectivity as an approach
to history, we must understand that
historical interpretations contain
discrepancies, contradictions,
ambiguities, and are often the focus of
dissent.

20. Historical Thinking Standard
PRESENTED BY: JOY-LYN MACABALLUG

21. HISTORICAL THINKING STANDARD
(The student engages in historical analysis and interpretation)
1. Compare and contrast differing sets of ideas
 Values, personalities, behaviors, and institutions by
identifying likenesses and differences.
2. Consider multiple perspectives
 Various peoples in the past by demonstrating their differing
motives, beliefs, interests, hopes, and fears.

22. HISTORICAL THINKING STANDARD
(The student engages in historical analysis and interpretation)
3. Analyze cause-and-effect relationship
 Bearing in mind multiple causation including (a) the importance
of the individual in history; (b) the influence of ideas, human
interests, and beliefs; and (c) the role of chance, the accidental and
the irrational

23. HISTORICAL THINKING STANDARD
(The student engages in historical analysis and
interpretation)
4. Draw comparisons across eras and regions in order to
define enduring issues
 As well as large-scale or long-term developments that transcend regional and
temporal boundaries
5. Distinguish between unsupported expressions of
opinion and informed hypotheses grounded in historical
evidence

24. HISTORICAL THINKING STANDARD
(The student engages in historical analysis and interpretation)
6. Compare competing historical narratives
7. Challenge arguments of historical inevitability
 By formulating examples of historical contingency, of how different
choices could have led to different consequences.
8.Hold interpretations of history as tentative
 Subject to changes as new information is uncovered, new voices heard,
and new interpretations broached.

25. HISTORICAL THINKING STANDARD
(The student engages in historical analysis and interpretation)
9. Evaluate major debates among historians
 Concerning alternative interpretations of the past
10. Hypothesize the influence of the past
 Including both the limitations and opportunities made possible by past
decisions

26. AGYAMAN!