Readings in

Philippine
History
ALJON JUATAS
ROSALIE LINAY
JOY MOLABOLA

GENERAL EDUCATION DEPARTMENT,

SOCIAL SCIENCE
 All rights reserved.

No copies temporary or permanent, in whole or in part of this

Instructional Material shall be made without written permission from
the author/s.

ii
 Vision

A vibrant, flourishing academic institution that provides its present and

target programs with exemplary educational experiences, prioritizing
community needs through quality instruction, research, and extension
services.

Mission

To empower communities through academic programs that provide

dynamic and inclusive learning environment, innovative instruction,
impactful research, and relevant extension service grounded in
promoting lifelong learning, ethical values, and social responsibility.

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 Course Guide in

READINGS IN
PHILIPPINE
HISTORY

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 Foreword

The value of understanding the past was not immune to question and
debate. As others have said, there is no point to research the past because
the current situation is entirely different; therefore, the assumptions,
findings, and solutions may no longer be applicable. History, unlike other
disciplines, cannot provide exact details of a given fact; it simply examines
previous human activity recorded on diverse mediums, and the way in
which they were transmitted cannot be exact.

Nations continue to rely on the lessons of their past because they have no
alternative method of connecting the past to the present. History acts as a
reminder and journal of a country's distant past, as well as a mirror for
examining the present and a compass for navigating the future.

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 TABLE OF CONTENTS
Vision iii
Mission iii
Title Page iv
Foreword v
Table of Contents vi
Course Overview vii
Module Guide ix
Module Overview xi
Pre-test xii

Midterm

Module 1 The Study of History xi

Lesson 1 Introduction to the Study of History 1

Definitions of History 5

Nature of History 7

A Concept on Historiography 8

Two (2) Broad Historical Periods 9

School of Thoughts in Studying History 10

Historical Sources 11

Types of Historical Criticisms 16

Auxiliary Sciences that Help in 18

Determining Authenticity and
Genuineness of a Document
References 27
Answer to Pre-test 29
Answer to Post-Test 29

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COURSE OVERVIEW
Course Code
Descriptive Title Readings in Philippine History
Credit Units 3
School Year/Term 2024-2025
Mode of Delivery Face-to-Face Classes and Module Support with
Blended Learning
Name of
Aljon Juatas
Instructor/Professor
Rosalie Linay
Joy Molabola
The course analyzes Philippine history
Course from multiple perspectives through the lens
Description of selected primary sources coming from
various disciplines and of different genres.
Students are given opportunities to analyze
the authors’ background and main
arguments, compare different points of view,
identify biases, and examine the evidence
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 religion history. Priority is given
to primary materials that could help students
develop their analytical and communicative
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 Peace
on education and Indigenous People’s
education, Philippine Constitution, and Agrarian
reforms.

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 a. Explain the meaning, relevance, and
Course Outcomes nature of history, its sources, and the
criticisms of history.
b. Identify credible and authentic primary
sources that could be used in
reconstructing the rich history of the
Filipino people from pre-colonial times
to the present.
c. Analyze the context, content, and
perspective of the different kinds of
primary sources and determine their
contribution to understanding
Philippine History.
d. Develop critical and analytical skills as
they are exposed to primary sources.
e. Demonstrate the ability to use primary
sources that will enable them to argue
in favor or against a particular issue.
f. Effectively communicate, using various
techniques and genres, their historical
analysis of a particular event or issue
that could help other people
understand the chosen topic.
g. Propose recommendations/solutions to
present day problems based on their
own understanding of their root
causes, and their anticipation of future
scenarios.
h. Displays the ability to work in a team
and can contribute to a group project;
and
i. Manifest interest and concern in
promoting and preserving our
country’s national patrimony and
cultural heritage.

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 This learning module is specifically designed for students
in the College of Business and Public Administration (CBPA) and
College of Criminal Justice Education (CCJE) at Burauen
Community College (BCC). It consists of one major part which is
understanding history with various subtopics that covers the
introduction to studying history. The module aims to provide
students with a comprehensive understanding of historical
principles to develop their critical thinking skills.

Part I: MIDTERM MODULES Part II: FINALS MODULES

Module 1: The Study of History Module 4: Social, Political,
Economic, and Cultural Issues in
Philippine History: The Philippine
Constitutions
Module 2: Content and Contextual Module 5: Peace and Indigenous
Analysis of Selected Primary Sources People’s Education

Module 3: Philippine History: Spaces for Module 6: Burauen’s Historical

Conflict and Controversies Heritage

MODULE OVERVIEW SECTION

A brief outline of what the module will cover, including key topics, objectives,
and the overall focus.

PRE-TEST SECTION
Do answer the pre-test honestly before turning to the next pages of this
module.

LESSON SUMMARY
A concise overview of the main points of the lesson.

LESSON OBJECTIVES SECTION

This section shoes what the teacher wants the students to have learned or
achieved by the end of a lesson.

LET’S LOOK BACK SECTION

This section stimulates prior knowledge in preparation for the upcoming
lesson.

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MOTIVATION QUESTION
Do answer the pre-test honestly before turning to the next pages of this module.

LET’S LEARN!
This section presents the lesson at hand.

LET’S TRY THIS!

This involves you doing enabling activities to wrap up learnings.

LET’S DO THIS!
After every lesson, you need to make practical activities as
application to your learnings.

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Module 1: The Study of
History

MODULE OVERVIEW

History is defined as “any integrated narrative or description of past events

or facts written in a spirit of critical inquiry for the whole truth.” This module
equips students with the means of participating in the writing of history
rather than simply studying it, guided with the goal of coming up with
historical truth. As a requisite, they need to have a profound understanding
on the significant concepts in history and the ways of validating the
authenticity and credibility of historical events.

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 Modified True or False: Write TRUE on the blank before
each number if the statement is correct, but if it is not,
write FALSE and underline the word or group of words to
make the whole statement correct.

_____________ 1. A simple record or collection of events is

contemplated as history.
_____________ 2. Engineers, lawyers, doctors, and other
professionals are governed by history.
_____________ 3. A record of events showing the evolution of
man and his society from the earliest and
from the age of barbarism to what he is
today is history.
_____________ 4. The Philippine National Archive is the
repository of the original Nolo Me Tangere
and El Filibusterismo novels of Dr. Jose
Rizal.
_____________ 5. The study of history enables man to improve
his present condition as an individual, as
member of society, church, and state.
_____________ 6. Secondary sources are made by individuals
who were directly present to the event.
_____________ 7. The Official Gazette, otherwise known as
OG, only comprises of laws, decrees, letters
of instructions, and resolutions.
_____________ 8. The usage of microfilm or digital format is
being practiced to reproduce and preserve
the archival documents and rare books.
_____________ 9. By using internal and external criticism, the
written documents in Philippine History
during the 19th century were proven to be
free from forgery.
_____________ 10. Not all old documents
can be preserved as archival documents.

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 The Study of History Midterms
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LESSON 1: INTRODUCTION TO THE STUDY OF HISTORY

.

LESSON SUMMARY

Familiarizing oneself about the different kinds of historical

sources is important. The historian’s primary tool of
understanding and interpreting the past is 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. Specifically, historians who study certain
historical subjects and events need to make use of various
primary sources in order to weave the narrative.
Primary sources, as discussed in the preceding chapter,
consist of documents, memoir, accounts, and other materials
that were produced at the period of the event or subject being
studied. Using primary sources in historical research entails
two kinds of criticism. The first one is the external criticism,
and the second one is the internal criticism. External criticism
examines the authenticity of the document or the evidence
being used. This is important in ensuring that the primary
source is not fabricated. On the other hand, internal criticism
examines the truthfulness of the content of the evidence.
However, this criticism requires not just the act of establishing
truthfulness and/or accuracy but also the examination of the
primary sources in terms of the context of its production. For
example, a historian would have to situate the document in
the period of its production, or in the background of its
authors.
In other words, it should be recognized that facts are
neither existing in a vacuum nor produced from a blank slate.
These are products of the time and of the people.

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LESSON OBJECTIVES

a. appreciate and articulate thoroughly the significance of

history as an academic subject, as well as the
underlying philosophy and methodology through drills
and recitations;
b. demonstrate an understanding of history and be able to
explain the significance of history through answering
interpretive tests, drills and document comparative
analysis;
c. evaluate materials in terms of authenticity, credibility,
and provenance through a comparative analysis.

You have learned from your previous history subjects like Philippine
History in elementary, Asian and World History in high school about
the meaning and importance of studying history. Let us check how
far you have remembered basic history terms. Choose the letter of
the correct answer by encircling the letter of your choice.
1. Which of the following is the least important in studying history?
a. It is the foundation of all courses
b. It proves and justify our origin
c. It gives us idea about the present and future
d. It reminds us our past to remember
2. Which of the following is the best way to understand and validate
the rare books in Philippine History?
a. Use the internet to verify the information written.
b. Use different books and authors to compare and contrast
their views.
c. Consult the history experts to validate the data.
d. Knowledge in Spanish language is beneficial in validating
the documents.

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3. The following are the reasons why we need to study Readings in

Philippine History except:
a. The information were direct qoutations from the sources,
therefore they narrate history as they happen
b. Today’s technology provided various information about
history, hence readers access for information is easier.
c. Some of the documents are conflicting and contradictory,
thus readers must develop critical thinking to discern its
veracity.
d. Various documents were written by foreigners,
consequently readers must understand and adapt the
interpretation as their own.
4. The following are significant to consider, in order to validate the
authors’ interpretation in writing history, except:
a. Since the date gathered were written in Spanish,
consequently it would be helpful for readers to learn
language.
b. Confirm the authors truthfulness about his presence at the
event he was describing.
c. Convincing presentation of the author to influence the
readers to rely on his writings.
d. Consider the reliability of the documents presented by the
author.
5. Which of the following institutions had documents containing
original deed of sale written in Baybayin script and transcript of
records of Filipino heroes like Dr. Jose Rizal, Apolinario Mabini,
and Fr. Jose Burgos?
a. San Juan de Letran
b. Escuela de Dibujos
c. University of Santo Tomas
d. Ateneo de Manila

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 Module 1 Introduction to the Study of History
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History Auxiliary Archaeology

Pre-history Epigraphy Anthropology
Historiography Diplomatics Postcolonialism
Positivism Paleography Philology

Motivation Question
Why is it essential to study history, and how can
understanding the past empower us to shape a better future?

LET’S LEARN!
The diagram below depicts the overall picture of what students will
learn throughout the semester; it will serve as a guide for what to
expect and what you should learn by the end of the course
"Readings in Philippine History." Moreover, the point of reference of
the diagram was taken from a study of Peñalba, Romero, &
Samaniego (2020).

Figure 1 Promotion of Historical Understanding and Appreciation of the course

“Readings in Philippine History”. The main goal/purpose was organized to six
organizing themes and eight fundamental themes as one thematic network,
representing the many meanings and descriptions that students may linked to the
notion of historical understanding.

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Why study History?

Humans nearly always use history. The first question doctors would
ask a patient when they arrived for treatment of a certain ailment or
injury is about their medical history. For instance, a patient slipped and
hurt himself. He fell, but was it an accident? Did he get pushed? Or did
he simply get unsteady? Was he feeling unsteady when he fell? Was
there a heart attack or stroke that caused the fall? The doctors can
choose the appropriate course of treatment by requesting the entire
history. The doctors still need to get additional history from their patients
before treating them. Has the patient ever had an allergic reaction to the
medication they are considering prescribing? Has there ever been a
history of the patient's family inheriting or being predisposed to diseases
like diabetes, heart attacks, or strokes? When doctors get the patient's
history wrong, they are more likely to treat the patient incorrectly, which
can occasionally have fatal results.
Additionally, history is a tool used by engineers and architects.
Engineers would observe the construction site and note whether the
region is vulnerable to floods or earthquakes. Has there recently been a
volcanic eruption or is the location close to a tectonic fault? Do storm
surges from typhoons occur nearby? This will assist in deciding what kind
of materials to utilize. When creating new structures, builders must be
mindful to cultural differences. Is there a church, school, or convent close
by the construction site? To avoid upsetting the peace in the
neighborhood, the builders would take heed of these circumstances.
In order to effectively argue a case, attorneys need to first
familiarize themselves with the background of the relevant incident. An
accused individual was charged with the homicide of another individual.
Were the fatalities the result of an accident, an act of self-defense, or a
deliberate killing? The study of history provides training that is directly
applicable to practically every career. The understanding of the history
behind the traditions of the armed forces, such as the employment of
the 21-gun salute or the 17-gun salute, the various ranks among the
officers and troops, military processes, etc., is important. A knowledge of
history will equip the economist with the tools necessary to analyze the
behavior of the market (market economics). It may also serve to explain
the rise and fall of populations (demographics); it can assist in the
investigation of a crime or an aircraft disaster; and it can be used by
detectives (forensic science).
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History affects all of us down to the personal level. When you are
young your parents may want to know who your friends were. Are they
from a good family? Where did they come from? When did your friend’s
family settle your neighborhood? When one falls in love and has his own
girlfriend or boyfriend, the same parents may want to know about your
fiancée. Even siblings can get into the act.
Jose Rizal’s sisters for example never welcomed Josephine Bracken as
their sister-in-law because of her lowly and doubtful origins. There was
one story when a girl’s father tried to break up his daughter’s
relationship with his boyfriend. Why? Because the father knew that his
daughter and her boyfriend were sister and brother.
Also, you may wish to know the history of your fiancée if you are
going to live as husband and wife. How many girlfriends did he had and
why did he break up with them? You may wish to know about your
fiancée’s family? Do they have a history of mental illness, marriage
breakups, and particular diseases? Was anybody in the family an
infamous criminal or a hero? Relationships are established and shattered
by history. The emergence of countries like Spain developed because of
the marriage of families. These relationships were not always created
because of love but because of other motives such as gaining political
power. The tale of Romeo and Juliet is one example. It ended horribly
because of history. Their different families were sworn foes.
Take into account the fact that not all histories are happy ones.
The accomplishment of significant life goals, such as earning a degree,
becoming a parent, or winning one's first court case, may fill us with a
sense of pride and elevate these moments to the status of milestones.
These things are included in the concept of nostalgia
(reminiscence/remembrance).
On the other hand, unpleasant experiences, mistakes, and failures
especially if they are tragic should be better remembered so they will not
be repeated. Perhaps the philosopher George Santayana put it eloquently
in saying “when experience is not retained, as among savages, infancy
perpetual. Those who cannot remember the past are condemned to
repeat it.” (Reason in Common Sense, “Flux and Constancy – Continuity
Necessary to progress as cited by De Vianna and Picadizo, 2018).

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It is also an error to say that history repeat itself in fact, history

cannot be repeated but similar instances can come back. The Great
Philosopher Heraclitus once said, “You can only step once on the same
river” for it is not the same river and not the same man (Heraclitus at the
Internet Encyclopedia of Philosophy).
Life becomes more bearable when you understand the past.
We'll be able to figure out what to do based on previous experiences. It
provides us with a snapshot of where we are today and how we might go
forward. Forgetting one's past is one's biggest adversary. Because of the
external pressures and the loss of his moral anchor, he will forget who he
is and lose his sense of self-worth. The worst enemy of man is to forget
his history. He will forget his own identity and he will fall prey to outside
pressures and lose his anchor of morality. In the words of President
Woodrow Wilson, “the worst possible enemy to society is the man
who... is cut loose in his standards of judgment from the past; and
universities which train men to use their minds without carefully
establishing the connection of their thought with that of the past,
are instruments of social destruction.”

“ It is also an error to say that history repeat itself in fact,

history cannot be repeated but similar instances can come back.

The Great Philosopher Heraclitus once said, “You can only step
once on the same river” for it is not the same river and not the
same man.”
HERACLITUS

Wilson goes on to say that our ability to deal with current circumstances
depends on our ability to draw on the lessons we've learned from the
past. If we don't know our past, we risk becoming like trees without
roots, vulnerable to the next flood or storm.

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 Module 1 Introduction to the Study of History
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What is the relevance/importance of studying PHILIPPINE

HISTORY?
Some students enrolling in the Philippine History curriculum
frequently wondered, "What is the point of learning Philippine
history?" It is just a payment for an additional 3-unit core topic. Why are
we worried about something that happened a long time ago? According
to Penelope J. Carfield, the solution to their never-ending queries is that
"history is inevitable." In this scenario, the adage "all individuals are
living histories - which is why history matters" holds true.
It is not, as some assumed, a "dead" subject. History relates things
across time, and students are taught to consider such relationships over
time. For example, the legacies of the past are linked to the present in
order to predict what will happen in the future. Thus, studying Philippine
history is not only relevant, but also important and necessary.
Understanding the Philippine History is necessary for a thorough
understanding of the human condition. People construct, demolish, and
transform.
Neither of these possibilities can be fully appreciated unless the context
and starting point of all of them are understood. All humans exist in the
here and now, yet it took a long and enduring history to get to the
point of "NOW."

Definitions of History
There are many definitions of history. History could be defined as a
happening or a series of happenings; it is a record of the past made
available for the present. It is also a field of study which traces man’s
development. History is defined as a documented record of man and his
society. As a record of happenings history is defined as a documented
story of man and his society. As a record of happenings history is defined
as everything that has been recorded or occurred from the beginning of
time to the last instant.
A mere record or collection of events, however, is not history. This is
just called chronology and it is not different from a logbook of activities
kept by a security guard.

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To be considered a history, it must be a documented record of events

that traces the development, rise and fall, or rebirth of a person,
persons, society, a community, or a country. History therefore is defined
as a documented record of man and his society (Gray, 1956, pp. 1-3 as
cited by De Vianna and Picadizo, 2018).
History has played various roles in the past. As written by Lacao-cao
(2019), the examination of the past can tell us a momentous deal about
how we came to be who we are. It is an instrument used for looking back
at the roots of modern institutions, ideas, values, and problems.
Looking at the past teaches us to see the world through different
varied lenses of the diversity of human perceptions, beliefs, and cultures.
Different and/or new perspectives will enable us to analyze critically the
present contexts of society and beings (Torres, 2018).
States use history to unite a nation. It can be used as a tool to
legitimize regimes and forge a sense of collective memory. The grasp of
lessons from the past can be used to make sense of the present. Besides,
learning from the past mistakes can let people avoid repeating them.
Being reminded of a great past can inspire people to keep their good
practices to move forward (Candelaria, 2018).
The definition of history written in this module is based on the book
of Candelaria et. al. (2018). They discussed the following concepts:
“History comes from the Greek word historia which originally meant
“knowledge acquired through inquiry and or investigation.”
History as a discipline existed for around 2, 400 years and is old as
mathematics and philosophy. This term was then changed to classical
Latin where it acquired a new definition. Historia became known as the
explanation and interpretation of the past of a person or of a
group of a people through written documents and historical
evidence.”
On the account of Torres (2018), the study of history, therefore, is
the study of the beliefs and desires, practices, and institutions of
human beings.
Further, by its most common definition, the word history now means,
“the past of mankind.”

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Nature of History
Nature of History (Based on the book of Martinez et. al)
To better understand history, it is essential to determine its very nature.
1. History is a study of the present in the light of the past.
The present owes its existence on the past. To understand how
society has come to its present form, there is a need to know
the past. One cannot just leapfrog and ignore what happened
in the past. The past events to be unearthed to reveal how the
present evolved out of it.
2. History is the study of man. As one historian said, history
deals with man’s struggles through ages. Past events are
riddled with man’s engagement in wars, his struggles to win
his independence. History traces the fascinating story of how
man has developed through the ages, how man studied to use
and control his environment and how the present institutions
have grown out of the past.
3. History is concerned with man in time. It deals with a
series of events and each event happens at a given point in
time. History dwells on the human development.
4. History is concerned with man in space. History talks
about nations and human activities in the context of their
physical and geographical environment and vice-versa.
5. History provides and objective record of happenings.
Historians are careful on the data they include in their books.
They base their data on original sources and make them free
from subjective interpretation.
6. History is multisided. History is not limited to one certain
aspect of man’s life; it covers all other aspects as they are all
closely interrelated. A change in politics could have an effect in
other aspects of the society.
7. History is not only a dialogue between the events of the
past and progressively emerging future ends. Past events
are interpreted and become predictor of new objectives.

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8. History is not only narration, but it is also an analysis.

History is not confined with narrative accounts. It dissects and
explains the occurrence of the event and how it ultimately
changes the society over time.
9. Continuity and coherence are the necessary requisites of
history. History monitors the development of the society, from
generation to generation, after series of event, justifying the
essence of continuity.
10. History is relevant. In the study of history, only
significant events which have influenced the society are
covered and essential to the understanding of the present life.
11. History is comprehensive. History is not limited to one
or to one country alone. It deals with all aspects of human life
– political, social, economic, religious, literary, aesthetic, and
physical, giving a clear picture of global linkage.

CONCEPT ON HISTORIOGRAPHY
In simple terms, historiography is the history of history. History and
historiography should not be confused with each other.
History is the study of the past, the events that happened in the past,
and the causes of such events. On the other hand, historiography is
history itself (i.e., how was a certain historical text written? Who wrote
it? What was the context of publication? What particular historical
method was employed? What were the sources used?). Thus,
historiography let the students have a better understanding of history.
They do not only get to learn historical facts, but they are also provided
with the understanding of facts and historians contexts.
Historiography is important for someone who studies history because it
teaches the student to be critical in the lessons of history presented to
him.
Another definition of historiography based on Encyclopedia Britannica
(2020), it is the writing of history, especially the writing of history based
on the critical examination of sources, the selection of particular details
from the authentic materials in those sources, and the synthesis of
those details into a narrative that stands the test of critical examination
of sources, the selection of particular details from the authentic materials

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in those sources, and the synthesis of those details into a narrative

that stands the test of critical examination. The term
historiography also refers to the theory and history of historical
writing.
"Historiography" is not a word that is commonly encountered in casual
reading; yet, the principle underlying the term should be recognizable to
any student of history. In fact, even if the word is unknown to you, you
are probably already familiar with the notion. The term literally means
"the writing of history," but in current usage, it refers to the study
of how history has been and is written—the history of historical
writing, if you will. When studying "historiography," you are not
studying historical events directly, but rather the evolving interpretations
of those events in the writings of various historians.

TWO (2) BROAD HISTORICAL PERIODS

According to Tiongson (1993), the study of History is divided into broad
periods:
1. Prehistoric. Based on A&E Television Networks (2020), for roughly
2.5 million years, humans lived on Earth without leaving a written
record of their lives—but they left behind other kinds of remains
and artifacts. This period is defined as events that occurred before
the existence of written records in a given culture or society. In
short, this is the era before man learned to write.
2. Historic- This period refers to the time when man began to record
and write human history. Moreover, this is the period after the
invention of written records in a given culture or society. In short
this is when man learned to write about his experiences.
The two historical
periods: Prehistoric
and historic era with
their corresponding
timelines.
Prehistory is
composed of two (2)
eras 1) Paleolithic,
2) Neolithic. History
is composed of four (4) eras, 1) Ancient Age, 2) Medieval age, 3) Modern
Age, 4) Contemporary Age.
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SCHOOL OF THOUGHTS
(synonymous with doctrine, philosophy, or ideology) in studying history
according to the book of Candelaria and Alporha et. al (2018):

Positivism – this thought requires empirical and observable evidence

before one can claim that a particular knowledge is true. Moreover,
positivism entails objective means of arriving at a conclusion. In the
discipline of history, the mantra “no document, no history” wherein
historians were required to show written primary documents in order to
write a particular narrative.
Thus, information derived from sensory experience, interpreted through
reason and logic, forms the exclusive source of all certain knowledge.
Nevertheless, positivist historians are also expected to be objective
and impartial not just in their arguments but also on their conduct of
historical research.
Postcolonialism – a school of thought that is grappled with the idea of
creating their identities and understanding their societies against the
shadow of their colonial past. In simple idea, it means that postcolonialism
studies the original identity of a culture before the invasion of their territory
by its colonizers.
Furthermore, postcolonial history looks at two things in writing history:
first is to tell the history of their nation that will highlight their identity free
from that of colonial discourse, and knowledge, and second is to criticize the
methods, effects, and the idea of colonialism. Thus, Postcolonial history is
therefore a reaction and an alternative to the colonial history that colonial
powers created and taught to their subjects.
One of the problems confronted by history is the accusation that the
history is always written by victors. This implies that the narrative of the
past is always written from the bias of the powerful and the more dominant
player. For instance, the history of the Second World War in the Philippines
always depicts the United States as the hero and the Imperial Japanese
Army as the oppressors. Filipinos who collaborated with the Japanese were
categorized as traitors. However, a more thorough historical investigation
will reveal a more nuanced account of the history of that period instead of a
simplified narrative as a story of a hero versus villain. This is one main
reason why we need to thoroughly and critically study history through the
use of reliable sources and references.

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Historians only get access representation of the past through historical

sources and evidence. Therefore, it is the historian’s job not just to seek
historical evidence and facts but also to interpret these facts. It is the job of
the historian to give meaning to these facts and organize them into a
timeline, establish causes, and write history. However, a historian is a man
that is also influenced by his own context, environment, ideology, and
education, among others. This subjectivity of the historian could affect and
influence the process of his historical research. Thus, one way or another,
history is always subjective.
However, history can still be considered as an academic and scientific
inquiry. History does make use of historical research requires thoroughness,
consistency, and objectivity. The study of history remains scientific because
of the rigor utilization of historical methodology.
Historical methodology comprises certain techniques and rules that
historians follow in order to properly utilize sources and historical evidence
in writing history.

Historical Sources
As written by Candelaria et al. (2018), Historical research is based on
three sources of information:
Primary Sources- In the study of history as an academic discipline, the
use of primary sources is necessary. As historian says, “Primary sources are
absolutely fundamental to history”. Moreover, these sources are material
produced by people or groups directly involved in the event or topic being
studied. These are the sources produced at the same time as the event,
period, or subject being studied. Moreover, these materials directly point or
discusses the subject matter (De Vianna and Picadizo, 2018). According to
Corpuz and Tabotabo (2018), “Primary sources, the only solid bases of
historical work, are the original documents, or remains, the first witnesses
to a fact”.
For example, if a historian wishes to study the Commonwealth
Constitution Convention of 1935, his primary sources can include the
minutes of the convention, newspaper clippings, Philippine Commission
reports of the U.S. Official, records of the convention, the draft of the
constitution, and even photographs of the event. Eyewitness accounts of the
convention delegates and their memoirs can also be used as primary
sources.

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Another instance, the stenographic notes of a court trial and the news
reporter’s account of the trial are the primary sources. All physical objects,
including photographs, and cultural institutions and practices are primary
sources themselves and all accounts written about them by those who had
actually seen and experienced are primary sources.
For facts gathered through questionnaire and the interview, all data
supplied by respondents and interviewees who have actually experienced
and observed the events upon which that data have been based are primary
data.
These are the examples of these primary sources:
a. Photographs that may reflect social conditions of historical realities
and everyday life.
b. Old Sketches and drawings that may indicate the conditions of life of
societies in the past.
c. Old maps that may reveal how space and geography were used to
emphasize trade routes, structural build-ups, etc.
d. Cartoons for political expression or propaganda.
e. Material evidence of the prehistoric past like cave, drawings, old
syllabi, and ancient writings.
f. Statistical tables, graphs, and charts.
g. Oral history or recordings by electronic means of accounts of
eyewitnesses or participants; the recordings are then transcribed
and used for research.
h. Published and unpublished primary documents, eyewitness
accounts, and other written sources.
i. Laws, ordinances, letters of instructions, decrees.
j. Books containing direct quotations of the events.
k. Receipts
l. Speeches
m. Transcript of records
n. Autobiographies
o. Essays by person expressing his own view.
p. Editorials

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Other specific samples:

• Artwork – As defined by Cambridge University Press (2020), these
are the pieces of art, such as drawings and photographs that are used
in books, newspapers, and magazines. An artwork of art is an artistic
and beautiful physical element or artistic creation. Additionally, as
mentioned by [Link] n.d. these are creative production of objects
or displays that have aesthetic or emotional significance, usually visually
oriented, but not always.
Artwork can be classified as the following:
1. Paintings: visual artwork where paint or ink is used on a canvas or,
more often in the past, wooden panels, or plaster walls, to depict an
artist's rendering of a scene whereas it can be an abstract, non-
representational image.
2. Photography: visual art where an artist uses a keen eye to establish
aesthetically pleasing composition in his photos.
3. Found objects: a common aspect of pop art, where the artist finds an
object that already exists in the world, or displays it as seen, giving it
a meaning that it may not have had before.
4. Plays: a combination of storytelling and visual art, where actors play
out a script in front of an audience.
5. Architecture: a medium that combines both functionality and
artistry, it is the art of designing the buildings that people will use.
This kind of primary source is strongly associated to sculpture, and
both art forms are often found in the same spaces.
• Diary - This is a personal notebook, datebook, or a journal wherein all
daily logs or written records of experiences, observations.
• Interview – As defined by iEduNote (2017), it is a two- way process
designed to collect information from a person through verbal responses
to verbal inquiries. Another definition from iEduNote (2017), is that it is a
way of face-to- face conversation between the interviewer and the
interviewee, where the interviewer seeks answers from the interviewee
for choosing a potential human resource.
• Letters – these are written messages used to convey emotions,
experiences, observations, and intention among others. Moreover, a
letter is a written message conveyed from one person to another person
through a medium. Letters can be formal and informal. Besides, it is a
means of communication and a way to store of information.
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• Poem – is a written piece whereas the words used are organized and
arranged in separate lines, often ending in rhyme, and are chosen for
their sound and for the images and ideas they suggest. In Microsoft
Encarta (2009) it is associated with imaginative, rhythmic, or
metaphorical qualities and the intensity.
• Treaty – As written by Encyclopedia Britannica (2020), it is an obligatory
formal agreement, contract, or other written instrument that establishes
commitment and responsibility between two or more subjects of
international law (primarily states and international organizations) which
is formally and officially approved and signed by their leaders.

Secondary Sources
It is the interpretations made on primary sources. These are sources which
were produced by an author who used primary sources to produce the
material (Candelaria, 2018). These are sources which were created by
someone who did not experience first-hand or participate in the events. In a
clearer explanation, these materials are made by individuals who were not
direct participants to the event or people who got the information from
somebody else or from the primary sources. Digested information or
information derived from primary sources are considered secondary sources.
Note that, all writings by people who have never experienced nor
personally observed the objects and have based their writings upon
information gathered from those who have knowledge of the events are
secondary sources.
A concrete example, a book written by a historian who did not fight in the
war but draws on other sources.
Samples of these sources of information’s are books, articles, and scholarly
journals that had interpreted primary sources or had used them to discuss
certain subjects of history (University of Massachusetts Boston, 2020).
Here are specific examples of secondary sources:
• Article critiquing the piece of art
• Book about a specific subject
• Biography – Based on Literary Devices (2020), a biography is simply
an account or detailed description about the life of a person. It
involves basic details of information, such as childhood, education,
career, relationships, family, and death.
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• Dissertation – On Cambridge University Press (2020), dissertation is

defined as a long piece of writing on a particular subject, especially
one that is done in order to receive a degree at college or university.
• Review of a play – Based on Theatrefolk (2019), a play review is a
subjective and educated response to a pie ce of theatre. The critic
and commentator should have a strong background in theatre, so
their opinion is informed and credible.
• Essay on a treaty – these are informative, descriptive,
and argumentative essays on treaty that had took place on
history.
• Textbooks
• Encyclopedia entries
• Magazine articles
• Teachers reports on student behavior as reported to school
counselors
• Reports from a person talking about the subject matter

Tertiary sources – Based on Manchester Community College (2020),

these are sources of information that are used to consolidate and locate
secondary and primary sources. These are called general references.
Another definition given by Cornell University Library (2020) is that these
are publications that summarize and digest the information in primary
and secondary sources to provide background on a topic, idea, or event.
Encyclopedias and biographical dictionaries are good examples of
tertiary sources.
Here are other examples:
a. Indexes – provide citations that fully identify a work with
information such as author, titles of a book, article, and/or journal,
publisher, and publication date, volume and issue number and page
numbers.
b. Abstracts – summarize the primary or secondary sources. Based on
Walden University (2020), an abstract is "a brief, comprehensive
summary of the contents of the paper".
It is imperative that historians and history students scrutinize and
evaluate these historical materials in great detail if they are to avoid
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being misled and to be able to arrive at the historical truth. Having a

historical source isn't enough to rely only on the

TYPES OF HISTORICAL CRITICISMS

To truly comprehend history, one must be able to adapt their viewpoints
in light of fresh information or a compelling argument (De Vianna and
Picadizo, 2018). When determining the significance of historical
information in a document, a person might use two methods. Historians
should be able to undertake an external and internal evaluation of
primary sources, especially those that have been around for centuries,
using these techniques.
1. External Criticism – is the carrying out of evaluation and
verification of the authenticity of evidence by examining its (form and
appearance) physical characteristics; consistency with the historical
characteristics of the time when it was produced; and materials used
for the evidence (Candelaria et. al., 2018). Further, this criticism
examines if the document is genuine. It studies who made the
document and when did he do it. Was the author living when he made
the document? What accounts for its preservation? i. e. why did it
remain as if it is still just newly written when it was created a century
ago? Many documents have been proven as forgeries. The best
example of a forgery in Philippine history is the Code of Kalantiaw
Code which was proven to be a 20th century hoax (fake).
Other questions in using external criticism would be:
For what purpose was the document written?
A document written several decades after the historical event may
raise some doubts. It also raises questions or validity and reliability.
One such example would be the different versions of the Cry of
Balintawak or Pugadlawin. Some accounts were written up to 70 years
after the event.
Salient Points: External Criticism
• It is primarily concerned on the genuineness of the document.
• Sometimes called as “lower criticism”.

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The things that will be examined when conducting that external

criticism of a document include the quality of the paper, the type of
the ink, and the language and words used in the material, among
others.
For example:
A researcher studying the history of Egypt finds a manuscript that
claims and declares that it is from the 14th century. Instead of using
the source immediately, he went to three other experts who helped
him identify whether the manuscript is authentic or not. His
verification of the archaeological finding is referred to external
criticism.
Once the reader is convinced that the document is genuine, he
may proceed to the second process called internal criticism. Internal
criticism is the method of determining whether the contents of
historical information is accurate. While external criticism is
concerned with determining the nature or authenticity of the
document itself, internal criticism according to Frankel and Wallen
(2010, p. 539). It is concerned with what the document says.
2. Internal Criticism – According to the book written by Candelaria
and her co-authors, it is the process of determining whether or not
the evidence is accurate. It analyzes both the information contained
inside the source as well as the conditions under which it was
produced. In addition, as internal criticism investigates the veracity
and accuracy of the evidence, it also investigates a variety of other
aspects, such as the author of the source, the context in which it
was created, the motivations behind its production, the expertise
gained from the content that informed it, and the purpose for which
it was intended, amongst other things. It is concerned primarily on
the value and worth of its content and critically looking at the
meaning and trustworthiness of the documents.
Sometimes called “higher criticism”.
For example:
An analyst and a researcher of history studied the implementation of
the “new math”. It uses a source during the 1960s, a text written on
the subject by a critic who was a mathematics teacher during that
time period. As she examines the document, she discovers that the
data that the individual based his or her conclusions drawn were
erroneous. Her assessment of the document to check its accuracy is
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referred to as internal criticisms.

Validating, analyzing, and evaluating historical materials is of the
utmost importance since unverified, untruthful, and fabricated
historical sources can lead to equally erroneous conclusions. In the
absence of exhaustive critiques of historical data, historical
fabrications and falsehoods will have an extremely high probability of
occurring frequently.

Auxiliary (supplementary) Sciences that Help in Determining

Authenticity and Genuineness of a Document
Calderon & Gonzales (1993) citing Good and Scates (1972) enumerated
some auxiliary sciences that help in determining the authenticity and
genuineness of a document among which are:
1. Epigraphy the study of written matter recorded on hard or durable
material. The term is derived from the Classical Greek epigraphein
(“to write upon, incise”) and epigraphē (“inscription”).
2. Diplomatics is the study the reading and analysis of texts. The
term "diplomatics" comes from the Greek word "diploma," which
can be translated as "doubled" or "folded." The study of diplomatics
encompasses not only the documents of legal and administrative
import with which it is appropriately concerned, but also the study
of other records, such as bills, reports, cartularies, registers, and
rolls. Therefore, diplomacy is an essential component of historical
study rather than only an ancillary one.
3. Paleography is the study of the history of handwriting via the
examination of the script found in historical books, manuscripts,
papers, artwork, and other inscribed things. Paleography frequently
aims to contextualize such writing by investigating the materiality,
production, and distribution of written artifacts in relation to their
original culture and age.
4. Philology, in most cases, it places an emphasis on the progression
of history. It helps prove the validity of literary writings and the
manner in which they were first published, and with that, it helps
determine what the texts imply. The study of the structure,
historical evolution, and interpersonal interactions of a language or
set of languages is referred to as the field of linguistics.

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Philology, in all its branches is of greatest use in determining date

and authenticity.
5. Archaeology, anthropology, and prehistory in general have the
greatest influence upon the study of history; and the first of these
might almost be called the science of remains. Archaeology is the
scientific study of life and culture of the past, especially ancient
people, as far as excavations of ancient cities, relics, artifacts, etc.,
Anthropology, on the other hand, is the study of humans, especially
of the variety, physical, and cultural characteristics, distribution,
customs, social relationships, etc., of humanity. In addition,
Prehistory is history before recorded history as learned from
archaeology (Sanchez, 1998 as discussed by Corpuz and Tabotabo,
2018). The Neolithic Revolution, Neanderthals and Denisovans,
Stonehenge, and the Ice Age are all examples of events that
occurred throughout prehistory, which refers to the vast span of
time before written records or human recordkeeping.
6. Chemistry and the papermaker’s art may be able to say and have
often said that a given document written on wood pulp with a
particular ink, for example, cannot be older than the definite date
when these materials were first manufactured. Coins and medals,
too, are often of great historical value.

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What source? Read the following scenarios and classify the sources
discovered as primary, secondary, or tertiary sources. Write your
answer in the space provided.

___________1. In his new school in Manila, Jose was looking through the
books in the library. He was interested in learning more about the
background of Calamba, Laguna throughout the nineteenth century. Within
the pages of one of the books, he saw an antique image of a woman who
was posing in front of an ancient chapel that had been clipped in. There is
a beautiful inscription that reads, “Kalamba, 19 de Junio 1861.” written at
the back of the photograph. Which type of source does the image fall
under: primary, secondary, or tertiary?

___________2. It was Lean's first day of class at Burauen Community

College, where he would be spending his first year as an undergraduate
student. Because of his enthusiasm, he arrived at school at an unusually
early hour, and he saw that their classroom had been cleared out. He
looked around the classroom and sat at the table reserved for the
instructor. When he opened the drawer in the table, he found a book with
the title U.G an Underground Tale: The Journey of Edgar Jopson and the
First Quarter Storm Generation. After beginning to read the book, he
quickly recognized that it was a biography of a student leader who later
became a political activist during the period of Ferdinand Marcos. The
author conducted interviews with Jopson's friends and family members and
utilised other source documents that were relevant to his works and life. Is
the book a primary, secondary, or a tertiary source?

____________3. In the town of Mauban, Quezon, where Lorena worked as

a new teacher, the Araling Panlipunan class was located in a small
elementary school. The new textbook that she was supposed to utilize in
his lesson was given to her by her fellow employees. Lorena had a
thorough review of the material in the textbook before the beginning of
class. She made the observation that the authors of the textbook made use
of the writings of several other well-known historians. She saw that the
bibliography had The Revolt of the Masses and the Fateful Years: Japan's
Adventure in the Philippines, 1941-1945 by Teodoro Agoncillo. She also
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observed that the writers drew on a number of other sources, including Ma.
Luisa Camagay's Working Women of Manila During the 19th Century. Is
this textbook a primary, secondary, or a tertiary source?

_____________4. A few months ago, Manuel went to the United States in

order to spend time with his family who have been residing in the country
for many years. It was his uncle who took him on sightseeing trips all
throughout Illinois. Manuel went to the Field Museum of Natural History,
and while he was there, he noticed a golden statue of a woman. When
Manuel got a better look at the picture, he noticed that it was labeled "The
Golden Tara." It was purchased for the museum in 1922 and it had its
beginnings in Agusan del Sur. It was said to have been crafted at the time
before the advent of the Spaniards in the Philippines. Is a sculpture a
primary, secondary, or tertiary source?

______________5. Gregoria had a strong desire to see other parts of the

country. It was quite convenient for her to bring along a trip brochure that
described all of the interesting places there were to see in the surrounding
region. Typically, the department of tourism in the province would be the
one to create her trip brochure. It displays photographs of popular tourist
places together with some fundamental facts about each location, such as
the place's name and how it came to be, as well as other information that
was gathered by the office's researchers and authors. Is the travel
brochure a primary, secondary, or a tertiary source?

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Name Score:
Year and Section Date:

Direction:
Name a historical event you want to research; and determine the historical
event's primary, secondary sources, and tertiary sources.

HISTORICAL EVENT:

Primary Sources:
1.

2.

Secondary Sources:
1.

2.

Tertiary Sources:
1.

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Direction: Read and answer the following items. Select the best answer
which correspond to the letter of your choice. ERASURES are NOT allowed.

1. As written by Candelaria & Alporha (2018), the historian’s primary

tool of understanding and interpreting the past is the historical
sources. Historical sources determine historical facts. Such facts are
then analyzed and interpreted by the historian to weave historical
narrative.

Based on the paragraph above, which statement below best

describes the article?
a. Historical sources are most important research tool in coming
up with genuine facts.
b. Historical resources are used in producing factual statement.
c. Historical sources are being used as evidence in coming up with
doctored information.
d. The three types of historical sources are used in weaving
narrative.
2. Misa Mis went to China, upon entering a Chinese restaurant she
unexpectedly saw an alive monkey hammered by the head and its
brain was eaten by Chinese men happily as their favorite delicacy.
Even though, that was culture shocking, she chose to stay and had
chosen a more appetizing food. What importance of history is given
emphases in the paragraph?
a. It helps us see culture and perspectives through varied lenses
boosting out cultural relativism.
b. History helps us to avoid repeating past mistakes
c. It enables us to analyze critically the present contexts of society
and beings.
d. History helps us to repeat itself and preserve the identity of the
past.

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3. Mara Mag wants to know on which books or sources of information

could be the most reliable and authentic basis in finishing her
assignment for World Literature. What do you think will be the
primary focus of Mara in analyzing the validity and reliability of
information and sources to be used?
a. The citation, author, and content
b. The book cover or its face validity.
c. The page numbers
d. The readers’ or the authors’ audiences
4. The basic insight of positivism is as old as philosophy itself, and
probably a lot older. That is, human beings have always understood
that one of the best ways to know about reality is to observe it
systematically, and ordinarily people believe pretty easily that the
world around them is an objective reality. What could be the best
main idea for the paragraph?
a. Positivism requires empirical and observable evidence before one
can claim that a particular knowledge is true.
b. It refers to the mantra “no document, no history”.
c. Positivism entails subjective means in arriving at a conclusion.
d. Historians were required to show written primary documents.
5. Professor Khmer Rouge teaches World History, and he did not just
study one reference as a book, he based his teachings from various
primary and secondary sources, so that he can re—interpret and re-
imagine historical events accurately with proper inquiry and
employment of investigation. He researches and evaluate biases and
contradictory data and claims. Among the purposes of
historiography, which statement is in parallel with the paragraph?

a. Historiography helps us develop critical reading skills as we seek

to answer historical inquiries.
b. Historiography enhances our mastery over sources and over the
event itself.
c. Historiography allows us to view a historical event or issue from
multiple perspectives by engaging multiple sources.
d. Historiography helps us become inquisitive in all aspects in life.

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6. History of the Second World War in the Philippines always depicts

the United States as the hero and the Imperial Japanese Army as
the oppressors. Filipinos who collaborated with the Japanese were
categorized as traitors. However, a more thorough historical
investigation will reveal a more nuanced account of the history of
that period instead of a simplified narrative as a story of a hero
versus villain. This is one main reason why we need to thoroughly
and critically study history through the use of reliable sources and
references. What can be inferred from the statement?

a. History are possibly written and learned through the personal

context and biases and of the historians.
b. History is wrongfully written with deception and fabrication to
make it more interesting that’s why we need to scrutinize
resources thoroughly.
c. Historians are not that reliable authors.
d. Statements a and b are both correct.
7. Postcolonialism is a school of thought that is grappled with the idea
of creating their identities and understanding their societies against
the shadow of their colonial past. In simple idea, it means that
postcolonialism studies the original identity of a culture before the
invasion of their territory by its colonizers. What is carried out or the
goal of postcolonialism as a school of thought?
a. To highlight our country’s identity before the coming of our
foreign invaders or without the inclusion of the influence of
colonialism.
b. To criticize and examine our own national identity, exposing
our weakness and strengths.
c. To free Filipinos from the shackles that bind us with our
colonial invaders and possess our independent freedom.
d. To unlearn all our enculturation with the culture, ways
of living, and perspectives we have acquired from our invaders.
8. Primary sources are material produced by people or groups directly
involved in the event or topic being studied. These are the sources
produced at the same time as the event, period, or subject being
studied. From the definition, which of following qualifies to be a
primary source?
I. A diary written by a soldier who fought in the war
II. A book written by historian who didn’t fight in the war but
draws on other sources.

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III. A TV documentary filmed by a reporter who toured Vietnam

during the war.
IV. A book that compiles letters, poems, and memoirs written by
people who experienced the war.
a. I, II, and III
b. I, II, and IV
c. I and III
d. I, III, IV
9. Secondary sources is the interpretations made on primary sources.
These are sources which were produced by an author who used
primary sources to produce the material (Candelaria, 2018). Further,
these are sources which were created by someone who did not
experience first-hand or participate in the events. From the
definition, which of the following qualifies to be a secondary source?
I. A biography of General Westmoreland (who commanded
American forces in Vietnam by one of his officers)
II. A 2007 journal article about the Viet Cong with a formal writing
style, bibliography at the end, and lots of analysis and
interpretation.
III. Military orders, battle plans, draft laws, and other government
materials from the war.
IV. A biography of General Westmoreland by an author who didn’t
know the general and drew on other sources for their
information.
a. I, II, III, IV
b. I, II, and IV
c. I, II and III
d. II and III
10. Historically, most positivists have been atheists. They believe
only in what science can demonstrate, and since science can’t
demonstrate the existence of God, they conclude that God does not
exist. What is the best relative definition of positivism be as stated
in the paragraph?
a. Historians were required to show written primary documents.
b. Positivism entails objective means in proving that something
is true or something realistic is present.
c. Positivism, as a school of thought is also expected to be the
impartial or non-biased.
d. This school of thought believes that things need to be
tangible.
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M. I. T., Dulay, M. J., Cristobal, J. M. (2018). The Readings in Philippine
History. Mindshapers Co., Inc.
Theatrefolk (2019). How to write a play review. Retrieved from
[Link]
Tiongson, R. R. (1993). World history (Social Studies IV). Manila: Saint
Brenadette Publications, Inc.

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27
 The Study of History Midterms
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Torres, J. V. (2018). BATIS: Sources in Philippine history. Quezon City: C

& E Publishing, Inc.
Walden University (2020). Basics of abstracts. Retrieved from
[Link]
bstrac ts
Woodley, M. (July 2, 2019). McQuade Library: Three types of resources.
Retrieved from [Link]
Date retrieved: July 08, 2019.

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28 Readings in Philippine History
 Module 1 Introduction to the Study of History
________________________________________________________

ANSWERS TO THE PRE-TEST

1. FALSE
2. TRUE
3. TRUE
4. FLASE
5. TRUE
6. FALSE
7. FLASE
8. TRUE
9. FLASE
10. TRUE

ANSWERS TO THE POST-TEST

1. b. Historical sources are most important research tool in coming

up with genuine facts.
2. b. It helps us see culture and perspectives through varied lenses
boosting out cultural relativism.
3. a. The citation, author, and content
4. a. Positivism requires empirical and observable evidence before
one can claim that a particular knowledge is true.
5. c. Historiography allows us to view a historical event or issue
from multiple perspectives by engaging multiple sources.
6. a. History are possibly written and learned through the personal
context and biases and of the historians.
7. a. To highlight our country’s identity before the coming of our
foreign invaders or without the inclusion of the influence
of colonialism.
8. d. I, III, IV
9. b. I, II, and IV
10. b. Positivism entails objective means in proving that something
is true or something realistic is present.

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29
 GENERAL EDUCATION DEPARTMENT

Evaluated: Rose Ann Bantilan Verified: Gretchen B. Patenio

LPT, Course Unit Coordinator DEAN, General Education Department

Approved: ODIEIM
 The Study of History Midterms
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31 Readings in Philippine History