Republic of the Philippines

Mountain Province State University

Bontoc, Mountain Province

INTRODUCTION TO HISTORICAL THINKING AND

PRIMARY SOURCES

Module 1 of 5 modules

READINGS IN PHILIPPINE HISTORY

Jason F. Paleg

School of Teacher Education

First Semester, 2026

INTRODUCTION

Welcome to our first unit! Before we dive into names, dates, and major
events, let’s take a step back and ask: What is history really all about? Is it just
a boring list of facts? Or is there something deeper, something that helps us
understand not just the past, but even who we are today?
In this unit, we’ll explore how historians think, not just what they know. We’ll
look into how they gather and analyze evidence, how they make sense of old
letters, treaties, and documents, and how they even argue about the meaning of
events that happened hundreds of years ago.
You’ll also learn the difference between primary and secondary sources,
and why both are important when we try to tell the story of the past. And because
we’re in the Philippines, a country rich in diverse cultures and traditions, we’ll also
talk about the importance of local and indigenous histories, including the ones
from our own regions.
I want you to approach this unit not just as students, but as young historians
yourselves. Don’t worry, you won’t need a dusty old library or a time machine. Just
bring your curiosity, a critical mind, and a willingness to look at the past from
different angles.
Let’s get started!

LEARNING OUTCOMES
At the end of the module, you should be able to:
1. demonstrate an understanding of the foundational concepts and
processes in historical thinking by distinguishing primary and secondary
sources, analyzing historical evidence, and appreciating the value of local
and indigenous histories in shaping national identity.

PRE-TEST

Multiple Choice: Read each question carefully. Choose the letter of the best
answer from the given options. Encircle the letter that corresponds to your chosen
answer.
1. What is the best definition of history?
a. The memorization of important dates and people
b. The study of how to predict the future
c. The study of past events and their meaning
d. The collection of myths and legends
2. What makes primary sources different from secondary sources?
a. Primary sources are edited and analyzed by historians
b. Primary sources are created during the time of the event
c. Primary sources are fictional and imaginative
d. Primary sources include modern textbooks

3. Which of the following is an example of a secondary source?

a. A war veteran’s diary
b. A photograph taken during a protest
c. A textbook about the Spanish colonization of the Philippines
d. A speech delivered by a revolutionary leader

4. What is the main purpose of historiography?

a. To teach ancient languages
b. To memorize timelines
c. To study how history is written and interpreted

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 d. To create new historical events

5. Why is local history important?

a. It replaces national history
b. It focuses only on famous people
c. It helps us understand the experiences of specific communities
d. It is easier to memorize than world history

6. Which of the following is NOT a primary source?

a. Memoir
b. Treaty
c. Historical novel
d. Official government document

7. What does critical thinking in history involve?

a. Accepting all sources as facts
b. Ignoring conflicting viewpoints
c. Evaluating sources and forming evidence-based interpretations
d. Memorizing facts without question

8. What question would a historian ask when analyzing a primary source?

a. What are my personal opinions on the topic?
b. Who created this source and why?
c. What other subjects can I study instead?
d. How can I rewrite this document?

9. Which of the following best shows the use of a historical method?

a. Watching a movie about ancient times
b. Reading a fictional story
c. Comparing documents from different periods to find patterns
d. Memorizing names of presidents

[Link] is it important to include indigenous history in our understanding of the

past?
a. It complicates national history unnecessarily
b. It promotes myths over facts
c. It helps preserve cultural identity and enriches historical narratives
d. It should be separated from mainstream history

LESSON 1: INTRODUCTION TO LOCAL AND INDIGENOUS HISTORY

At the end of the lesson, you should be able to:
1. explain what history is and why it is important in understanding the past
and present.
2. describe how historians study the past through historical methods and
historiography.
3. differentiate primary and secondary sources and understand their roles in
historical research.
4. analyze different types of historical sources, such as letters, memoirs,
treaties, and inscriptions.
5. appreciate the value of local and indigenous history in shaping identity and
enriching the national narrative.

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LET’S ENGAGE

Activity #1:
“History In My Hands”
Hi there, historian-in-the-making!
Before we jump into the formal lesson, let’s
warm up your historical curiosity with a simple but
meaningful task.
We often think of history as something
distant, found in textbooks or museums. But what if
I told you that history is already in your hands,
maybe even in your own home?

For this activity, I want you to look around your house (or ask your family)
and find one object, document, or photo that you think has a story to tell,
something that says something about your past, your family, your community, or
even your culture.
It could be:
 An old family photo
 A handwritten letter or diary
 Your grandfather’s military ID or your grandmother’s graduation
picture
 A traditional basket, tool, or textile
 A medal or award from a local event
 A newspaper clipping or family keepsake

Once you’ve found something, I want you to write a short paragraph (just 3–5
sentences) answering the following:
1. What is the item, and who does it belong to?
2. What memory, story, or history is connected to it?
3. Why do you think this item is important or worth remembering?

That’s it! No need to overthink, just share what you observe and feel.

Why are we doing this?

Because this item is more than just an old photo or a keepsake, it’s a primary
source, and you're already starting to think like a historian. This activity will help
you realize that history is not just about national heroes and big events, it’s also
about everyday people and personal stories.
So go ahead, discover the history in your hands. We'll connect this
experience to our lesson right after.

LET’S TALK ABOUT IT

Now that you’ve taken a closer look at that object or photo from home, did you
realize what you just did?
You didn’t just complete a task, you took the first step in thinking like a
historian. You examined something from the past, asked questions about it, and
tried to understand its story and meaning. That’s exactly what we do when we
study history.
So before we move further, let’s keep this in mind:
👉 History is not just about memorizing names and dates.
👉 It’s about asking questions, finding clues, and making sense of people’s
lives, including your own.

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 With that, let’s now explore what history really is, how historians study it, and
why it matters that we understand both the grand events and the everyday stories,
especially those close to home.
Are you ready? Let’s begin our journey into historical thinking and primary
sources.
I. INTRODUCTION TO HISTORICAL THINKING AND PRIMARY SOURCES

A. What is History?

History is the study of past events, particularly in human affairs. More than
just a chronicle of dates and events, it is an interpretive discipline that seeks to
understand causes, contexts, consequences, and meanings of the past. E.H. Carr
(1961) famously emphasized that "History is an unending dialogue between the
present and the past," highlighting its dynamic and interpretive nature.

History involves the analysis of evidence and the synthesis of narratives that
explain changes and continuities over time. It helps societies remember, interpret,
and learn from their past, allowing for the development of identity, values, and
informed citizenship.

“History is not what happened in the past, but what historians write about
what happened” (Tosh, 2015, p. 2).

B. Historical Methods and Historiography

Historical methods refer to the techniques and guidelines by which historians

use primary sources and other evidence to research and write history. These
include source criticism, contextual analysis, comparative approaches, and
chronological sequencing. Historical research must address questions of reliability,
authenticity, and perspective.

Historiography, on the other hand, is the study of how history has been
written. It looks at the varying interpretations of historical events over time, often
shaped by ideological, cultural, or political contexts. Understanding historiography
allows students to see that history is not static but continually reinterpreted.

For instance, the Philippine Revolution has been viewed through varying
lenses, from a nationalist struggle to a class-based conflict, depending on the
historian and the period (Constantino, 1975; Ileto, 1979).

C. Primary vs. Secondary Sources

Primary sources are original documents or physical objects created at the

time under study. These include letters, diaries, photographs, treaties, newspaper
articles from the period, and oral histories. They serve as direct evidence of the
past.

Secondary sources are interpretations or analyses based on primary sources.

These include textbooks, scholarly articles, biographies, and documentaries.

According to Wineburg (2001), the ability to differentiate and critically

evaluate these types of sources is central to historical thinking. College students
must learn to contextualize primary sources and scrutinize the biases and
arguments presented in secondary materials.

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D. Importance of Local and Indigenous History
Local and indigenous histories are crucial for a comprehensive understanding
of the past. They offer microhistorical insights that reveal how national or global
events affected specific communities. They also preserve diverse cultural narratives
that mainstream historical accounts often marginalize.

In the Philippines, for example, indigenous practices such as the bodong

(peace pact) of the Cordillera or the og-ogbo in Otucan Sur, Bauko, reflect systems
of governance, cooperation, and identity that predate colonization (Scott, 1974).
Integrating these histories affirms cultural diversity and promotes inclusivity in the
historical narrative.

“Local histories serve as powerful tools for grounding identity and preserving
memory” (Anderson, 2006, p. 88).

E. Critical Thinking in History

Critical thinking is foundational in historical inquiry. It involves questioning

assumptions, evaluating sources for bias and credibility, identifying cause-and-
effect relationships, and recognizing multiple perspectives.

Students must challenge oversimplified narratives and develop arguments

supported by evidence. For example, rather than accepting colonialism as a
civilizing mission, critical thinking allows one to explore its exploitative dimensions
and lasting impacts on colonized societies.

Wineburg (2001) argues that historical thinking is “unnatural,” because it

requires setting aside presentist biases and entering the worldviews of people from
the past.

F. Analyzing Historical Sources (Letters, Memoirs, Treaties, Inscriptions,

etc.)

Analyzing primary historical sources involves more than reading for content.
It requires sourcing (who created it?), contextualization (what was happening at the
time?), corroboration (do other sources agree?), and close reading (what language
or tone is used?).

For instance:
 Letters provide personal insights but may reflect subjective
views.
 Memoirs might serve as retrospective justifications.
 Treaties, such as the Treaty of Paris (1898), must be read with
attention to the political interests and power imbalances
involved.
 Inscriptions and artifacts, like those found in pre-colonial
Philippines (e.g., the Laguna Copperplate Inscription), are
invaluable for understanding early Philippine societies.

According to Seixas and Morton (2013), effective analysis of historical

sources equips students to distinguish between fact, opinion, and interpretation — a
critical skill in both academic and civic life.

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Conclusion

Historical thinking is a disciplined approach to understanding the past

through evidence, analysis, and interpretation. By engaging with primary and
secondary sources, critically examining narratives, and exploring local and
indigenous histories, students develop a nuanced, inclusive, and reflective
understanding of history. This empowers them to become informed, empathetic,
and active participants in society.

IT’S YOUR TURN

Activity #2
“Museum Encounter: Tracing the
Igorot Story”
Hello there, future culture keeper!
We’re taking your learning beyond the pages.
This time, you’ll explore living history by visiting a local
museum that showcases the rich cultural heritage of
the Igorots and other groups in the Cordillera.
Here’s what you’ll do:
1. Visit a local museum near your area. You may go with a classmate, friend, or
family member. If you’re in Bontoc, you can visit the Bontoc Museum, which
displays many traditional tools, photos, clothing, and artifacts of the
Cordillera people.
2. Choose one exhibit or item that captures your attention the most; this could
be a weaving pattern, weapon, musical instrument, traditional attire, photo,
or ritual object.
3. Reflect and analyze:
o What is this object or exhibit?
o Who used it, and for what purpose?
o What does it tell us about the beliefs, practices, or way of life of the
Igorots?
o Is it a primary source (from the actual past) or a secondary source (a
description or interpretation)?
o Why do you think this piece of culture was preserved and displayed?
4. Write a short reflection (1–2 paragraphs will do) or create a short visual
documentation (a photo with a short caption or journal-style note). You may
title your output: "A Piece of Igorot History: My Museum Reflection"

Why are we doing this?

Because history becomes more real when we see it, touch it, and connect it
with our own roots. Visiting a museum allows you to walk alongside the past and
see how our ancestors shaped who we are today.

Rubric for Enrichment Activity 1: Museum Encounter

Criteria Excellent (10 pts) Good (8 pts) Needs Improvement (6
pts)
Observation & Clearly describes the chosen Describes the object Vague or unclear
Description object/exhibit with relevant but lacks some detail description.
details. or clarity.
Analysis & Thoughtful analysis of the Shows some insight Little or no analysis
Interpretation object’s historical and cultural but lacks depth or provided.
significance. clarity.

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Connection to Accurately identifies source Identifies source type Source type unclear or
History type (primary/secondary) and but connection to no connection made.
Concepts connects to historical themes. concepts is weak.
Reflection & Provides meaningful Some personal Minimal or no personal
Personal reflection and personal insight, but reflection reflection.
Insight connection to the exhibit. is basic.
Clarity & Well-written, organized, and Understandable but Hard to follow or poorly
Presentation easy to understand. needs more presented.
organization or
editing.

Total Score: ____ / 50

Activity #3
“History Hunters: Source Sleuth Challenge”
Objective:

To explore and analyze a historical source from your own family or

community, applying what you’ve learned about primary and secondary sources,
historical methods, and the value of local history.

Instructions:

For this activity, I want you to look around your home or community and find
one meaningful historical item. It could be an old family photo, a traditional
object, a war medal, a handwritten letter, a local folklore booklet, or even a place
like a rice granary or an old house.

This is your mission:

Create a one-page illustrated historical reflection that includes:

1. A photo or hand-drawn sketch of your chosen historical item or source.
2. A short description (2–3 sentences): What is it? Where or how did you get
it?
3. A reflection paragraph (4–6 sentences): What does this item teach us
about the past? Why do you think it matters in understanding local or
national history? Is it a primary or secondary source?

Let this be a chance to connect with your roots and see how your own story
contributes to our shared history!

RUBRIC

Criteria Excellent (10 pts) Good (7–9 pts) Needs

Improvement (1–6
pts)

Visual Clear image or neat Image or sketch is Image or sketch is

Presentation sketch is present; present; somewhat missing, unclear, or
very creative and clear and relevant not related
relevant

Description (2–3 Clearly explains what Gives basic idea of the Incomplete or
sentences) the item is and how it item, but lacks some unclear description
was obtained clarity

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 Reflection (4–6 Insightful explanation Reflection is relevant Limited or off-topic
sentences) of item’s historical but may lack depth or reflection
value and source clarity
type

Understanding Correctly identifies if Identifies source type Does not identify or

of Source Type it’s a primary or but with minor misclassifies source
secondary source confusion type

Overall Effort Well-organized, Somewhat organized; Lacks organization

and Clarity thoughtful, and ideas are or clarity
clearly written understandable

Total: ___ /50 points

POST ASSESSMENT

Multiple Choice: Read each question carefully. Choose the letter of the best
answer from the given options. Encircle the letter that corresponds to your chosen
answer.
1. What is history?
a. The study of future events
b. The study of past events and human experiences
c. A collection of legends
d. A list of names and dates
2. Why is studying history important?
a. To memorize dates and events
b. To understand fashion trends
c. To understand how the past affects the present and future
d. To create fictional stories
3. Which of the following is an example of a primary source?
a. Encyclopedia entry
b. History textbook
c. A soldier’s diary from World War II
d. A movie about ancient Egypt
4. Which of the following is a secondary source?
a. Original manuscript
b. A newspaper from 1900
c. A historian’s analysis of ancient Rome
d. A speech given in 1898
5. What is historiography?
a. The art of drawing maps
b. The study of how history is written and interpreted
c. The timeline of wars
d. The biography of historians
6. Which of these best describes the role of primary sources in historical
research?
a. They summarize events
b. They entertain readers
c. They provide firsthand evidence of events
d. They confuse researchers
7. How do historians study the past?
a. By guessing based on current events
b. By relying only on legends

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 c. By using historical methods and analyzing sources
d. By writing fictional stories
8. Which of the following is NOT a type of primary source?
a. Legal documents c. Textbook summaries
b. Autobiographies d. Old photographs
9. What makes local and indigenous history valuable?
a. It’s easy to memorize
b. It contributes to national identity and reflects unique culture
c. It’s the same as national history
d. It is mostly myths and legends
[Link] is the main difference between primary and secondary sources?
a. Primary sources are based on imagination, secondary are facts
b. Primary sources are always longer
c. Primary sources are original and firsthand; secondary sources analyze or
interpret them
d. Secondary sources are always more accurate
REFERENCES

Anderson, B. R. O.’G. (2006). Imagined communities: Reflections on the origin and

spread of nationalism (Rev. ed.). Verso. Retrieved from
[Link]
Reddit+15Wikipedia+15Nielsen Library+15

Carr, E. H. (1961). What is history? Penguin Books. Retrieved from

[Link] Wikipedia+1Wikipedia+1

Constantino, R. (1975). The Philippines: A past revisited. Tala Publishing. Ileto, R. C.

(1979). Pasyon and revolution: Popular movements in the Philippines, 1840–
1910. Ateneo de Manila University Press.

Scott, W. H. (1974). The discovery of the Igorots: Spanish contacts with the pagan
tribes of northern Luzon. New Day Publishers.

Seixas, P., & Morton, T. (2013). The big six: Historical thinking concepts. Nelson
Education.

Tosh, J. (2015). The pursuit of history: Aims, methods, and new directions in the
study of modern history (6th ed.). Routledge. Retrieved biography/works info
from John Tosh author page: [Link]
Wikipedia

Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the
future of teaching the past. Temple University Press.

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