Readings in Philippine History
Course Code: GECC6
Course Description: The course analyzes Philippine history from multiple perspectives through the lens of
selected primary sources coming from various disciplines and different genres.
Students are given opportunities to analyze the author’s background and main
arguments, compare different points of view, identify biases and examine evidences
presented in the document. The discussions will tackle traditional topics in history and
other interdisciplinary themes that will deepen and broaden their understanding of
Philippine political, economic, cultural, social, scientific and religious history. Priority
is given to primary materials that could help students develop their analytical and
communication skills. The end goal is to develop the historical and critical
consciousness of the students so that they will become versatile, articulate, broad-
minded, morally upright and responsible citizens. This course includes mandatory
topics on the Philippine constitution, agrarian reform and taxation.
Course Credit: 3 units
Placement: First Year, First Semester
Prerequisites: none
Program Outcomes:
1. Apply knowledge of mathematics and science to solve complex mechanical engineering
problems;
2. Design and conduct experiments, as well as to analyze and interpret data;
3. Design a system, component, or process to meet desired needs within realistic constraints, in
accordance with standards;
4. Function in multidisciplinary and multi-cultural teams;
5. Identify, formulate, and solve complex mechanical engineering problems;
6. Understand professional and ethical responsibility;
7. Communicate effectively;
8. Understand the impact of mechanical engineering solution in a global, economic, environmental
and social context;
9. Recognize the need for and engage in life-long learning;
10. Know contemporary issues;
11. Use technique, skills, and modern engineering tools necessary for mechanical engineering
practice;
12. Know and understand engineering and management principles as a member and leader of a
team, and to manage projects in a multidisciplinary environment.
Course Outcomes:
1. Evaluate primary sources for their credibility, authenticity and
provenance.
2. Determine the basic concepts of history and the relevance of studying
history using primary sources.
3. Examine the context, content and perspective of different kinds of
primary sources.
4. Determine the contribution of different kinds of primary sources in
understanding Philippine history.
5. Possess critical and analytical skills with exposure to primary sources
using different repositories.
6. Propose recommendations/solutions to present-day problems based on
their understanding of root causes and their anticipation of future
scenarios.
LEARNING OUTCOMES CONTENT
I. Introduction to History
o Explain the meaning and relevance of a. Definition of history
history; b. Importance of studying history
o Examine and assess the primary and c. Historical sources
secondary sources; d. External and internal criticism
o Use internal and external criticism in e. Repositories of primary sources
understanding selected topics;
o Familiarize with repositories and kinds of
primary sources
o Recognize the multiplicity of II. Content and Contextual Analysis
interpretation of content and context of a. Content and contextual analysis of
selected primary sources; selected primary sources
o Identify historical importance of selected b. Historical importance of the texts
texts; c. Author’s main arguments and point of
o Examine arguments and point of view of view.
the author of selected primary sources.
o Critic varying perspectives on selected III. Controversies in Philippine history:
controversial topics in Philippine history; Site of the First Mass
o Compare and contrast the different Cavite Mutiny
primary and secondary sources related to Retraction of Rizal
the controversial topics. Cry of Balintawak or Pugadlawin
o Discuss the different perspectives
presented in the controversial topics.
Midterm Examination
o Discuss the issues of agrarian reform IV. Social, Political, Economic and
policies in Philippine history Cultural Issues in Philippine History
o Create a timeline of issues in Philippine Agrarian Reform Policies
history Philippine Constitutions (1899, 1935,
1973, 1987)
o Differentiate intangible to tangible History of taxation in the Philippines
cultural heritage Filipino Cultural Heritage/Kinds of
o Enumerate some Filipino Cultural cultural heritage
Heritage sites Biography of Prominent Filipinos
o Appraise the historical value of different
Filipino cultural heritage
o Reflect critically on the biography of a
prominent Filipino
o Explain the essence of historical research V. Doing History
o Discuss the basics on doing historical Historical research online
research in libraries and archives Historical research in libraries and
o Make a biographical research about a archives
prominent Filipino Life histories and biographical research
o Manifest interest in local history and Local and oral history
cultural heritage Historical shrines and museums
o Take pride of the rich local history of VI. Promotion of Local History
Marinduque Critical evaluation and promotion of local
o Identify local practices, rituals, etc. and oral history, museums, historical
o Describe a specific place, person, thing or shrines, cultural performances, indigenous
local practices that contributed to the rich practices, religious rites and rituals, etc.
local history of Marinduque
o Write a research paper on local history,
rites, rituals, local traditions, practices,
etc.
Final Examination
Module 1
Introduction to History
What this module is about?
This module is created in order for you to have a better understanding of history as a narrative and
as a discipline. This module discusses several issues about studying history and the theoretical side of the
discipline. The different primary and secondary sources and also the methodology employed by the historian
in studying the historical subject. It also includes the task of the historian in making meaning and interpreting
the facts and evidences presented to him, that a historian is also a person making his own point using the
facts available. Lastly, it includes the different types of criticism in relation to the document being studied
and the repositories of primary sources that is frequently use in historical studies.
Objectives:
After reading the module you are expected to:
a. Explain the meaning and relevance of history;
b. Examine and assess the primary and secondary sources;
c. Use internal and external criticism in understanding selected topics;
d. Familiarize with repositories and kinds of primary sources
How are you going to learn?
1. Read carefully the module objectives and content.
2. After a thorough understanding of the information in the module, answer the quiz at the end.
Answer to the quiz should be submitted to the faculty concerned.
3. Accomplish the assignment at the end of the module.
Module 1: Introduction to History
Lesson 1: Definition of history
Lesson 2: Importance of studying history
Lesson 3: Historical sources
Lesson 4: External and internal criticism
Lesson 5: Repositories of primary sources
Introduction:
History is both a discipline and a narrative. It presents the definition of history, which
transcends the common definition of history as the study of the past. History has several issues that
consequently opens up for the theoretical aspects of the discipline. The distinction between primary and
secondary sources are also discussed in relation to the historical subject matter being studied and the
historical methodology employed by a historian. This tackles the historian as the arbitrator of facts and
evidences in making his interpretations.
History was derived from the Greek work “historia” which means “knowledge acquired through inquiry or
investigation”. History as a discipline existed for around 2,400 years and as old as mathematics and
philosophy. Historia became known as the account of the past of a person or group of people through written
documents and historical evidences.
History was also focused on writing about wars, revolutions, and other important breakthroughs. Traditional
historian believed to the matra that there is no history if there is no evidence such as documents, “no
document, no history” as they say. If there is no written document, then it cannot be considered as historical
fact. But due to the lack of document for some historical events, most historian relies on the remnants of
the past such as artifacts that can say a lot of the situation in the time of their creation. With the help also
of modern technology scientist were able to date back the origin of some of those materials.
Questions and issues in History
History is already a complex and dynamic inquiry. Thus, it is important to understand, what
is history and why studying history is important? These questions can be answer by historiography.
Historiography is the history of history. It seeks to answer how a certain historical document is written, for
whom, historical method employed and the sources used in the study. Historiography is important for
someone who studies history in order for him to be critical in the resources presented to him.
History and Historian
History is heavily influenced by the historian, since historians only get access representation of the past
through historical sources and evidences. So, it is the historian’s job not just to seek historical evidences and
facts but also to interpret these facts. A historian is a person of his own who is influenced by his own
context, environment, ideology and education. His subjectivity will inevitably influence to process of his
historical research. Thus, in one way or another history is always subjective. So historical research requires
rigor and to use historical method comprises certain technique and rules that historians can actually follow.
Historians have to verify sources, to date them, locate their place of origin and identify their intended
functions by the use of historical method.
Historical method is the process of critically examining and analyzing the records and survivals of the past.
Historical sources
These are objects from the past or testimonies concerning the past on which historians
depend in order to create their own depiction of that past. (Howell and Prevenier, From
Reliable Sources an Introduction to Historical Method)
Tangible remains of the past (Anthony Brundage, Going to
Sources)
Historical Sources- materials used for the writing of history.
They are classified into two:
1. Primary Sources
2. Secondary Sources
Another type of classification is:
1. written and non-written,
2. published or unpublished,
3. textual, oral or visual sources
Written Sources
1. Published materials
Books, magazines, journals,
Travelogue
transcription of speech
2. Manuscript [any handwritten or typed record that has not been printed]
Archival materials
Memoirs, diary
Non- written Sources
Oral history
Artifacts
Ruins
Fossils
Art works
Video recordings
Audio recordings
The classification of these sources depends on the historical subject being studied.
Primary sources are those produced at the same time as the event, period, or subject being
studied. For example, the minutes of a convention, newspaper clippings and records from the convention.
A primary source must have been produced by a contemporary of the event it narrates. -Louis Gottschalk,
Understanding History.
What are Primary Sources?
o Testimony of an eyewitness
o A primary source must have been produced by a contemporary of the event it narrates
-Louis Gottschalk, Understanding History
o materials produced by people or groups directly involved in the event or topic being
studied.
o they are either participants or witnesses.
o these sources range from eyewitness accounts, diaries, letters, legal documents, and
official documents (government or private) and even photographs
Four Main Categories of Primary Sources
1. Written sources
2. Images
3. Artifacts
4. Oral testimony
While secondary sources are those sources, which were produced by an author who used primary sources
to produce the material. For example, on the subject of Philippine Revolution of 1896, students can use
the book of Agoncillo about the Katipunan.
What are Secondary Sources?
A secondary source interprets and analyzes primary sources. These sources are one or more steps
removed from the event.
Secondary sources may have pictures, quotes or graphics of primary sources in them. -
http://www.princeton.edu/~refdesk/primary2.html
Examples of secondary sources
o History textbook
o Printed materials (serials, periodicals which interprets previous research)
The used of both primary and secondary sources are important in analyzing the content of historical
sources. However, it must also be noted that these sources needed to be seen in a way wherein one can
critic its nature and use. Many historians conducted external and internal criticisms in order to verify the
authenticity and truthfulness of the evidence.
There are two types of criticism use by historians in analyzing the physical and internal aspect of a
particular document that serve as evidence for the study of historical events. One is external criticism
that look at the physical aspect of the document. This mainly focuses on the authenticity of the material
being use while internal criticism mainly focuses on the content of the document itself, whether it is a
credible source or not.
External criticism is the so called less type of intellectual criticism. It focuses on the examination of
documents like books, maps, and even monuments. Most of the time manuscripts faced a lot of problems
regarding authenticity since it has not been edited by an editor unlike printed ones that actually undergo
the said process. This type of criticism mainly focuses on the genuineness of the document that a historian
uses in a historical study. That is why historian must look carefully on the realness, and the originality of
the document or materials used in the study.
Test of Authenticity by Louis Gottschalk, Understanding History
1. Determine the date of the document to see whether they are anachronistic
e.g., pencils did not exist before the 16th Century so anything that is written by the used of
pencil before the 16th century cannot be considered as authentic.
2. Determine the author
e.g., handwriting, signature, seal
3. Anachronistic style
e.g., idiom, orthography, punctuation
4. Anachronistic reference to events
e.g., too early, too late, too
remote
5. Provenance or custody
- determines its genuineness
6. Semantics – determining the meaning of a text or word
ex. Scaffolding in engineering is different from the term scaffolding in psychology
7. Hermeneutics – determining ambiguities (interpretation)
Internal criticisms refer to the accuracy of the contents of the documents and unlike external criticism that
focuses on the authenticity of a document, internal criticism focuses on what the document actually says. It
is also important to note that in every document it comes from the idea of the person or author that actually
wrote the text. More so it is equally important to know the real meaning the author wants to convey in his
own writing to avoid misinterpretation. To know the credibility of the author, historians also look at the
background of the writer itself in order to stay away from biases and his own point of view. We need to
consider that past is different from history. The past is all the events that happen before unlike history
wherein it is the bases on what has been written by the historian and other people who are witnesses of the
events that happen in the past, but it doesn’t mean that all the things written is align and all credible for
what actually happened in the past.
The Problem of Credibility by Louis Gottschalk, Understanding History
Relevant particulars in the document – is it credible?
Verisimilar – as close as what really happened from a critical examination of best available sources.
Test of Credibility
1. Identification of the author
e.g., to determine his reliability; mental processes, personal attitudes
2. Determination of the approximate date
e.g. the international date line- if you are a traveler from Spain and you went to the Philippines
there will be a time difference if you sailed westward.
Another issue is the changing statements of people about the exact date wherein a certain event
happened just like the Cry of Balintawak, such inconsistencies should also be seen as a red flag when
dealing with primary sources.
3. Ability to tell the truth
- nearness to the event, competence of witness, degree of attention
4. Willingness to tell the truth
- to determine if the author consciously or unconsciously tells falsehoods
5. Corroboration
i.e., historical facts – particulars which rest upon the independent testimony of two or more
reliable witnesses to see the similarities and differences within their account.
“Only a part of what was observed in the past was remembered by those who observed it; only a
part of what was remembered was recorded; only a part of what was recorded has survived; only
a part of what has survived has come to the historian’s attention; only a part of what has come to
their attention is credible; only a part of what is credible has been grasped, and only a part of what
has been grasped can be expounded or narrated by the historian.”
- Louis Gottschalk, Understanding History
This picture is the same with studying history. There are many sources available to be studied but
only few are needed. In writing about history many historians are exposed with a lot of primary,
secondary and even tertiary sources in the process of writing but we need to consider that historians
are also people that have their own biases, so it is important to be cautious in reading documents to
be able to be separated from their own thinking.
Aside from the point of view of many historians this picture also depicts that as a person we are the
main source of facts just like as an eye witness or a person that can describe what actually happened
in a particular situation because he or she is present when it actually happened and has the firsthand
experience of the event. Now if this person shares his/her experience to another that person already
becomes the secondary source. And if historian was able to interview this person and put his
knowledge about it into writing that is already a tertiary source because through time it might affect
the main content of the real story.
Repositories of Primary Sources
According to Meriam dictionary repository refers to a place, room or container where something is
deposited or stored.
There are many repositories of primary sources in the Philippines, these repositories serve as a place
wherein historian and even normal people go when they need to study about a certain topic whether it is
from the past or present. It gives people the information they needed in most of their studies from social
sciences to natural sciences.
Some of these repositories includes museums, library, art gallery, archives and even the house of famous
people in the past.
National Museum – repository and custodian of the nation’s natural and cultural heritage; in-charge of
collection, research, conservation, education of the public through exhibits, publications and public
forums, and branches in the provinces.
National Library – repository of all publications in the country and from abroad; disseminates knowledge
by serving the reading public.
National Archive – repository and custodian of all documents such as letters, reports, notes, memos,
photographs and other archival materials, and undertakes their conversation and restoration.
National Historical Commission – repository and custodian of historical documents, publications, and
historical artifacts; identifies significant historical figures, events, places; in-charge of setting up and
conversation of historical makers, monuments, heraldry and other historical artifacts.
National Commission for Culture and the Arts – oversees and funds research, publications, cultural
performances, puts up exhibits, organizes workshops, symposiums, conferences to promote and propagate
Philippine culture and host cultural activities of other countries.
Cultural Center of the Philippines - repository and custodian of works of art; sponsors cultural
performances, exhibits, organizes workshops, conferences on Philippine culture and of other countries.
Module (1) Test
Let us test your understanding of the topic!
Test I.
Direction: Determine if the source would be a Primary Source (P) or a Secondary Source (S). Write
your answer in the space before the number.
● A Primary Source is an eyewitness account or a testimony by a person directly involved in the event;
or it must have been produced by a contemporary of the event it narrates or an information that was
created at the same as an event.
e.g., Diaries, letters, legal and official documents, speeches, autobiographies
● A Secondary Source is information from somewhere else or by a person not directly involved in the
event; it interprets and analyzes primary sources.
e.g., Textbooks, encyclopedias, printed materials which interprets previous research
1) A role play showing how Macario Sakay was executed.
2) A short story describing Andres Bonifacio and Daniel Tirona’s “confrontation” in the
Tejeros Convention.
3) Artemo Ricarte's memoir describing his life in the revolution.
4) A cartoon showing how blood compact between chieftains in the pre-colonial times.
5) A text book describing the reform movement.
6) A news report about the declaration of Martial law.
7) A millenial social media commentator explaining what it was like to be an Elvis Presley in
his famedom.
8) A YouTube video describing how the rice terraces were built.
9) An interview with Henry Sy about how he built a business empire.
10) A radio broadcast from the day the Bataan fell from the Japanese forces.
Test II.
Direction: Identify whether the following is under internal criticism or external criticism.
1. Ink used in the document
2. Copyright date
3. The approximate date of the arrival of the Spaniards in the Philippines.
4. Too remote, too early, too late
5. The signature of the writer
6. Kind of pencil used in sketches
7. Seal used in the legal document
8. The personality of the author
9. Publishing date
10. Origin of the document
Student’s Activity:
Your answer for this activity will be graded based on the rubric below.
My Primary Sources: Using the examples of primary sources in this module, look for primary sources
that can be used in the writing of your life story and then discuss how it qualifies as a primary source.
After that you can now create your autobiography, make sure to attached the pictures of the primary
sources used in making your life story.
Date of Submission: Next meeting
You will be graded using the rubric below. Make sure to read it before making your paper.
Rubric for Narrative Essay
Description 1 Inadequate 2 Developing 3 Proficient 4 Skilled 5 Exceptional
Exposition: The text The text The text The text The text
provides a provides a orients the engages and creatively
setting with a setting with a reader by orients the engages the
vague conflict, vague conflict, setting out a reader by reader by
The text sets situation, or situation or conflict, setting out a setting out a
up a story by observation observation situation, or conflict, well-
introducing with an unclear with unclear observation situation or developed
the event and point of view. point of view. and its observation conflict, and
setting, It introduces a It introduces a significance. It and its situation,
narrator and or narrator and/or establishes one significance. It observation
underdevelope underdevelope point of view establishes one and its
d d characters. d d characters. and introduces or multiple significance. It
a narrator points of view establishes one
and/or and introduces or multiple
developed a narrator points of view
characters. and/or well- and introduces
developed a narrator
characters. and/or
complex
characters.
Narrative The text lacks The text uses The text uses The text The text
techniques narrative some narrative narrative demonstrates demonstrates
and technique and techniques, technique, deliberate use sophisticated
development merely retails such as such as of narrative narrative
: events and or dialogue or dialogue, techniques- techniques-
experiences. description and description, such as such as
The story is
merely retells reflection, to dialogue, engaging
developed
events and/or showing pacing, dialogue,
using
experiences. events and/or description, artistic pacing,
dialogue,
experiences. reflection and vivid
pacing,
multiple plot description,
description,
lines- to complex
reflection and
develop reflection, and
multiple plot
experiences multiple plot
lines.
events/ and/or lines to
characters. develop
experiences
events/ and/or
characters.
Organization The text lacks The text The text The text The text
and a sequence or creates a creates a creates a creates a
cohesion: progression of sequence or logical smooth seamless
experiences or progression of progression of progression of progression of
The text
events or experiences of experiences or experiences or experiences or
follows a
presents an events. The events using events using events using
logical
illogical text lacks an some some some
sequence of
sequence of the identifiable techniques- techniques- techniques-
events.
events. The tone and/or such as such as such as
text lacks an outcome. chronology, chronology, chronology,
identifiable flashback, flashback, flashback,
tone and/or foreshadowing foreshadowing foreshadowing
outcome , suspense etc. , suspense etc. , suspense etc.
Style and The text The text uses The text uses The text uses The text
Conventions: merely tells words and words and precise words demonstrates
The text uses experiences, phrases telling phrases, telling and phrases, sophisticated
sensory events, setting details to details and showing narrative
language and and/or convey sensory details and techniques-
details to characters. experiences, language to controlled such as
create a vivid events, settings convey a vivid sensory engaging
picture of the and/or picture of the language and dialogue,
event characters. experiences, mood to artistic,
, settings events, setting convey a pacing, vivid
and and/or realistic description
characters. characters. picture of the complex
experiences, reaction, and
events, setting multiple plot
and/or lines-to
characters. develop
experiences,
events and/or
characters.
Conclusion: The text may The text The text The text builds The text
provide a provides provides a to a conclusion moves to a
Conclusion
conclusion to conclusion that conclusion that that logically conclusion that
that follows
the event of the follows what is follows from follows from artfully
from the
narrative. experienced, and reflects on and reflects on follows from
course of the
observed, or what is what is and
narrative. The
resolved over experienced, experienced, thoughtfully
conclusion
the course of observed, or observed or reflects on
provides a
the narrative. resolved over resolved over what is
reflection on
the course of the course of experienced,
or resolution
the narrative. the narrative. observed, or
of the events.
resolved over
the course of
the narrative.
Name: Date:
Year/Section: Activity No.1
My Primary Sources
Explanation:
Name: Date:
Year/Section: Activity No.1
AUTOBIOGRAPHY
References:
Candelaria & Alporha. (2018). Readings in Philippine History. Rex Publishing, Inc.
Primary Sources in Philippine History. http://philhist.pbworks.com/w/page/16367040/FrontPage
Using primary Sources.
http://philhist.pbworks.com/w/page/16367056/UsingPrimarySources#WhyUsePrimarySourcesinTeaching
