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Understanding Historical Sources

This document provides an overview of historical sources for a history module. It defines primary and secondary sources and gives examples. Primary sources are original materials from the time period being studied, like documents, diaries, and artifacts. Secondary sources are later analyses and interpretations that use primary sources, like textbooks and monographs. The document emphasizes that historians must carefully evaluate both primary and secondary sources through external and internal criticism to establish their authenticity and avoid being misled. Students learning this module will learn to distinguish primary from secondary sources, analyze different historical evidence, and create a narrative using sources about their family history.

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Glenelyn Calleja Roncejero
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65 views9 pages

Understanding Historical Sources

This document provides an overview of historical sources for a history module. It defines primary and secondary sources and gives examples. Primary sources are original materials from the time period being studied, like documents, diaries, and artifacts. Secondary sources are later analyses and interpretations that use primary sources, like textbooks and monographs. The document emphasizes that historians must carefully evaluate both primary and secondary sources through external and internal criticism to establish their authenticity and avoid being misled. Students learning this module will learn to distinguish primary from secondary sources, analyze different historical evidence, and create a narrative using sources about their family history.

Uploaded by

Glenelyn Calleja Roncejero
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

DR. RUBY LANTING CASAUL EDUCATIONAL FOUNDATION INC.

Tomas Cabiles Street, San Juan Tabaco City


Tel No: 052-431-3783
Email add: [Link]@[Link]

Module 2

I. MODULE 2: Historical Sources

This module will discuss the following topics:

a. Definition
b. Types of Historical Sources

II. CONTENT SUMMARY

This module will introduce the different kind of historical evidences the
primary and secondary sources and will, the distinction between primary and
secondary sources and make interpretation of the data collected from the
history.

III. LEARNING OUTCOMES

At the end of this module the student should be able to:

1. determine the primary and secondary sources;


2. analyze the different historical evidences;
3. recognize the importance of analyzing historical sources and
evidences.
4. reate a narrative investigation of historical evidences of your family
history.

IV. LECTURE NOTES

Let’s have fun first!

Activity#1

Fill in the Box!

Direction: What comes into your mind when you hear the word “primary
sources” and “secondary sources” in history. Write your answer on the
table below.
DR. RUBY LANTING CASAUL EDUCATIONAL FOUNDATION INC.
Tomas Cabiles Street, San Juan Tabaco City
Tel No: 052-431-3783
Email add: [Link]@[Link]

Primary Sources Secondary Sources

Let us learn!

Lesson 1: Defining Historical Sources

All materials that can be used to study the past is called historical
sources. Historical sources created from the past and available to us in form
of object of material culture or any written documents that permit evaluation
of the manners, customs, and language of peoples, if concerned with human
history. Historical sources are the basis of any historical investigation, and
unless they are studied in a dialectical unity of content and form there can be
no scientific knowledge of the history of the development of society. In a
broad sense the quantity of historical sources is unlimited; there is much
variation, however, in the number of sources preserved from different
periods, which directly affects the completeness and precision of historical
knowledge. Historical sources are sparsest of the primitive period; for the
most part, these are material sources studied by archaeology. In general
historical sources can be classified into two categories depends to the subject
being studied.

Your Turn!

Activiy#2: List down at least 15 example of historical evidences.


DR. RUBY LANTING CASAUL EDUCATIONAL FOUNDATION INC.
Tomas Cabiles Street, San Juan Tabaco City
Tel No: 052-431-3783
Email add: [Link]@[Link]

Lesson 2: Two Categories Historical


Sources
Let us check if the words you put on our first activity is counted on the
definition of Primary Sources and Secondary Sources.
Primary Sources are those sources produced at the same time as the event,
period or subject being studied. for example, if you wishes to study the life of
Jose Rizal up to his execution your primary sources will be the his diaries,
original documents like birth certificate or trial transcript and other
government files, and of course you can also use his works like his sculpture,
poems and other creative works.
All original materials being used in research based is considered as
primary sources. These sources are the contemporary accounts of an event,
created by witnesses or recorders who experienced the events or
conditions being documented. They provide first-hand testimony or direct
evidence concerning the topic under investigation. They are the original work,
as well as historical items and references close to the subject. These sources
were present during an experience or time period and offer an inside view of
a particular event. They are original manuscript, documents or records used
in preparing a published or unpublished work.
Often these sources are created at the time when the events or
conditions are occurring, but primary sources can also include
autobiographies, memoirs, and oral histories recorded later. Primary sources
are characterized by their content, regardless of whether they are available
in original format, in microfilm/microfiche, in digital format, or in published
format.

Types of Primary Sources


 Archaeological or Historical sources consist of inscriptions,
manuscripts, monuments, copper plates, coins and works of art.

 Written Sources are Narrative/Literary Sources, Diplomatic


Sources, Socialdocuments. Narrative sources or literary sources
include Newspaper articles writtenat the time, journal articles, lab
notebooks, field notes, published original research,patents,
proceedings of meetings, conferences and symposia, novels, poems,
personaldocuments such as biographies, autobiographies, diaries,
letters and memoirs [Link] historians relied upon personal
documents and official documents as thesource material for writing
history.
DR. RUBY LANTING CASAUL EDUCATIONAL FOUNDATION INC.
Tomas Cabiles Street, San Juan Tabaco City
Tel No: 052-431-3783
Email add: [Link]@[Link]
 Non Written Sources. These are also called Oral Traditions. Samuel
Johnson noted that “all History was first trial”. It is a known fact that
the oral history precedes all historical genres.

On the other hand, secondary sources are those sources, which


were produced by an author who used primary sources to produce the
material. In other words, secondary sources are historical sources, which
studied a certain historical subject. For example, on the subject of Philippine
Revolution of 1896, students can read Teodoro Agonillo’s Revolt of the
Masses: The story of Bonifacio and the Katipunan published originally in 1956.
The Philippine Revolution happened in the last years of the nineteenth
century while Agoncillo published his work in 1956, which makes the Revolt of
the Masses as the secondary source. More than this, in writing the book,
Agoncillo used primary sources with his research like documents of the
Katipunan, interview with the veterans of the Revolution, and correspondence
between and among Katipunan.
However, you should not confused about what counts as a primary or
secondary source. As mentioned above, the classification of sources between
primary and secondary depends not on the period when source was produced
or type of the source but on the subject of the historical research.
Both primary and secondary sources are useful in writing and learning
history. However, historians and students of history need to thoroughly
scrutinize these historical sources to avoid deception and to come up with the
historical truth. The historian should be able to conduct an external and
internal criticism of the sources, especially primary sources which can age in
centuries.

Two types of criticism


External Criticism is the practice of verifying the authenticity of evidence by
examining the physical characteristics; consistency with the historical
characteristics of the time when it was produced; and the materials used for
the evidence. Examples of the things that will be examined when conducting
external criticism of a document include the quality of the paper, the type of
the link, and the language and words used in the material, among others.
Internal Criticism, on the other hand, is the examination of the truthfulness
of the evidence. It looks at the content of the source and examines the
circumstances of its production. Internal criticism looks at the truthfulness
and factuality of the evidence by looking at the author of the source of the
source, its context, the agenda behind its creation, the knowledge which
informed it, and its intended purpose, among others. For example, Japanese
reports and declarations during the period of the war should not be taken as
a historical fact hastily. Internal criticism entails that the historian
acknowledge and analyze how such reports can be manipulated to be used as
war propaganda. Validating historical sources is important because the use of
unverified, falsified and untruthful historical sources can lead to equally false
conclusion. Without thorough criticisms of historical evidences, historical
deceptions and lies will be highly probable.
DR. RUBY LANTING CASAUL EDUCATIONAL FOUNDATION INC.
Tomas Cabiles Street, San Juan Tabaco City
Tel No: 052-431-3783
Email add: [Link]@[Link]
One of the most scandalous cases deceptions in the Philippine history
is the hoax Code of Kalantiaw. The code was a set of rules contained in an
epic, Maragtas, which was allegedly written by a certain Datu Kalantiaw. The
was sold to the national library and was regarded as an important precolonial
document until 1968, when American historian William Henry Scott debunked
the authenticity of the code due to anachronism ad lack of evidence to prove
that the code existed in the precolonial Philippine society. Ferdinand Marcos
also claimed that he was decorated Word War II soldier who led a guerilla
unit called Ang Maharlika. Ths was widely believed by students of history and
Marcos had war medals to show. This claim, however, was disproven when
historians counter checked Marco’s claims with war records of the United
States. These cases prove how deceptions can propagate without rigorous
historical research.
The task of the historian is to look at the available historical sources
and select the most relevant and meaningful for history and for the subject
matter that he is studying. History, like other academic discipline, has come a
long way but still has a lot of remaining tasks to do. It does not claim to
render absolute and exact judgment because as long as questions are
continuously asked, and as long as time unfolds, the study history can never
be complete. The task of the historian is to organize the past that is being
created so that it can offer lessons for nations, societies and civilization. It is
the historian’s job to seek for the meaning of recovering the past to let the
people see the continuing relevance of provenance, memory, remembering,
and historical understanding for both the present and the future.

Your Turn!
Activity#3:
Analyze your answers on the activity#2. Determine which of them are primary
sources and secondary sources.

Primary Sources Secondary Sources


DR. RUBY LANTING CASAUL EDUCATIONAL FOUNDATION INC.
Tomas Cabiles Street, San Juan Tabaco City
Tel No: 052-431-3783
Email add: [Link]@[Link]
V. EVALUATION

SELF EVALUATION

Rate the extent of your learning in this module using the scale below.
Check the appropriate column that corresponds to your rating. (Please do not
hesitate to write your true feelings. I am always here to assist you.)

I am an expert. I understand and can teach a friend about it.

I am a practitioner. I understand and can cite examples on the topics given

I am an apprentice. I understand if I get help or read more about the topic

I am a novice. I did not understand the topic

MY LEARNINGS
I can now explain the meaning of historical
sources.
I can now understand the importance of
historical sources in history.
I can determine the two criticisms of
historical sources.
I can create my own hypotheses in
criticising historical evidences.

MODULE EVALUATION
Now is your turn to evaluate this module that I have prepared for you.
The scale is specified below. Check on the appropriate column that
corresponds to your evaluation.

Strongly Agree
Agree
Disagree
Strongly Disagree

This module
Tends to draw favourable attention or
interest
Allows self-checking (SAA’s)
DR. RUBY LANTING CASAUL EDUCATIONAL FOUNDATION INC.
Tomas Cabiles Street, San Juan Tabaco City
Tel No: 052-431-3783
Email add: [Link]@[Link]
Developed content in gradual, manageable
steps
Provides independent, self-paced learning

Provided relevant information

IV. ASSESSMENT

Name:_____________________ Course & Section:_________

Date Submitted:_____________

A. Multiple Choice: Encirle the letter of the correct answer.

1. These are immediate, first-hand accounts of a topic, from people who had
a direct connection with it.

a. Historical Sources c. Secondary Sources

b. Primary Sources d. Historical Evidences

2. Which of the following shows the difference between primary and


secondary sources?

a. Primary sources were produced by an author while secondary


sources are those materials published by an author.

b. Primary sources are the sources collected from the past while
secondary sources are sources collected from the present.

c. Primary sources are the raw materials of historical research - they


are the documents or artifacts closest to the topic of investigation while
secondary sources are not evidence, but rather commentary on and
discussion of evidence.

d. Primary sources are the sources from the past events while
secondary sources are the sources used by the historians as evidence.

3. The following are the importance of analyzing historical sources. EXCEPT;

a. To examine the validity and reliability of the data or evidences


collected.

b. To understand and make appropriate use of many sources of


information.

c. To recognize how a point of view and a bias affect evidence.


DR. RUBY LANTING CASAUL EDUCATIONAL FOUNDATION INC.
Tomas Cabiles Street, San Juan Tabaco City
Tel No: 052-431-3783
Email add: [Link]@[Link]
d. SANA ALL

4. These sources are something that informs us about history at the most
basic level, and these sources used as clues in order to study history.

a. Historical Sources c. Secondary Sources

b. Primary Sources d. Historical Evidences

5. Which of the following is NOT example of secondary sources?

a. journal articles that comment on or analyse research

b. artifacts found in national museum.

c. dissertation from different researcher.

d. SANA ALL

B. Create a narrative report of your family history and follow the steps below.

a. Collect evidences (primary and secondary sources) of your family


history.

b. identify which of them are primary and secondary sources.

c. for primary sources, examine its validity and reliability.

d. create a narrative report out of the evidences you collected.

e. on the last part of your report, discuss what is the importance of


analyzing the sources or evidences you collected.

VII. RUBRICS FOR ACTIVITIES

Excellent Good Satisfactory Needs


(10-8pts) (7-5pts) (4-3) Improvem
ent
(2-1)
The output The output Does not have all The output is
includes all includes all of the important lacking in
information relevant information from required
relevant to the information, the posters. elements.
topic in an but it is not There is not There are
Content
organized well- enough many gaps in
fashion. organized. information information
presented. presented.
Information is
presented in an
unorganized
DR. RUBY LANTING CASAUL EDUCATIONAL FOUNDATION INC.
Tomas Cabiles Street, San Juan Tabaco City
Tel No: 052-431-3783
Email add: [Link]@[Link]
fashion.
The quality The quality The quality and The quality
and materials and materials materials in the and materials
are very well inadequately lacked some in the output
Design organized and organized and organization and are not
understandabl somewhat 50% clear. organized
e. clear. and lack
clarity.
The work done The work was Work is done with Work is done
exceeds done with fair effort, but the with little
expectations good effort quality is still not effort; quality
and shows that that shows what the students is not what
the students what the is capable of. It is the students
Work
are proud of students are evident that the are capable
quality
their work. capable of. It work was rushed. of. It is
and Maximum is evident that evident that
effort effort was put the group put the work was
into the effort into the rushed and
output. output. little time
was spent on
the final
product.
Work is
incomplete.
Final product Final product Final product l Final product
looks looks decent required more looks
Final professional and the revisions and the unrefined
Product and the concepts were concepts were and the
concepts were somewhat not clearly concepts
visibly demonstrated demonstrated were not
demonstrated. demonstrated

VIII. LOOKING AHEAD

In preparation for the next topic, read in advance the material posted
in your facebook group chat.

IX. REFERENCES

Textbook

Readings in Philippine History by John Lee P. Candelaria

Supplementary materials

[Link]

[Link]

Common questions

Powered by AI

Distinguishing between primary and secondary historical sources is crucial as it affects the reliability and perspective of the historical narrative. Primary sources provide first-hand testimony or direct evidence concerning a topic, which offers an insider view on historical events. Secondary sources, consisting of interpretations and analyses based on primary sources, help place those events in context . This distinction helps historians critically analyze evidence and prevents accepting historical claims without scrutiny, as exemplified by incidents such as the Code of Kalantiaw hoax .

Continually questioning historical interpretations is vital to ensure historical accuracy and uncover biases or incomplete narratives. As new evidence and critical methods of analysis emerge, previously accepted accounts can be reassessed. This process is exemplified by historians revisiting the authenticity of historical documents like the Code of Kalantiaw, debunked by newer evidence . Such questioning prevents deception, ensures a more nuanced understanding of history, and keeps historical study dynamic .

Historians can prevent the spread of false narratives by rigorously applying external and internal criticism to all sources, ensuring thorough verification of authenticity and truthfulness . Engaging with a wide range of sources, continuously questioning narratives, and peer review are essential for maintaining scholastic integrity. Transparent methodology and acknowledging potential biases further ensure research credibility. Case studies like debunking the Code of Kalantiaw highlight the importance of vigilance against deception in historical narratives . By remaining critical and open to revising historical interpretations based on new evidence, historians can combat misinformation effectively .

Historians use external criticism to assess the authenticity of a source by examining physical characteristics like paper quality, ink type, and consistency with the historical period's characteristics. Internal criticism involves examining the content's truthfulness, including the motives, knowledge, and context behind the source's creation . This dual approach helps prevent the spread of false historical narratives, as seen with examined claims like Ferdinand Marcos' wartime exploits, which were debunked after thorough analysis .

Relying solely on unverified historical sources can lead to propagation of inaccuracies and false narratives, which might skew public understanding and academic discourse. As demonstrated by the debunking of the Code of Kalantiaw and the exaggerated claims of Ferdinand Marcos' wartime achievements, unchecked sources can result in misleading interpretations being accepted as fact . This can distort cultural identity and historical consciousness, emphasizing the necessity of thorough source criticism in academic and public domains .

Historiographical debates play a critical role as they encourage examination of differing perspectives and interpretations, leading to a deeper understanding of historical events. They allow scholars to challenge prevailing narratives and incorporate diverse viewpoints, fostering a more comprehensive view of history. These debates influence modern interpretations by highlighting biases in historical records, as seen in the revision of narratives about the Philippine Revolution based on authors' use of primary and secondary sources . Such discourse ensures that history reflects not only events but their lasting impact on current societal values and structures .

Using primary sources, historians such as Teodoro Agoncillo were able to construct a detailed and nuanced narrative of the Philippine Revolution of 1896 by directly examining documents of the Katipunan, interviews with veterans, and correspondence amongst revolutionaries . This approach allowed historians to present a grounded and firsthand account of events, providing insights into the revolution's ideological basis and operational dynamics. It ensured the historical portrayal was rooted in genuine experiences of those involved rather than solely relying on potentially biased secondary interpretations .

Utilizing both primary and secondary sources allows for a comprehensive view of historical events. Primary sources offer direct evidence and firsthand accounts, providing authenticity and context of human experiences, while secondary sources offer analysis, interpretation, and synthesis from scholarly perspectives. This dual use aids historians in cross-verifying facts and building a detailed and nuanced understanding . Such a methodological approach enables the study of events like the Philippine Revolution by blending firsthand accounts with later scholarly analysis for deeper insights .

Historical deceptions like the Code of Kalantiaw hoax can significantly impact national identity and historical consciousness by shaping or distorting collective memory and cultural narratives. Initially considered an important precolonial document, the Code became part of the national consciousness, influencing conceptions of precolonial governance and cultural identity until it was debunked . Such deceptions highlight the importance of critical historical inquiry and accurate historical representation in maintaining a truthful national narrative, thus influencing society's understanding of its past and guiding future cultural discourse .

Primary sources can present challenges such as biases, incomplete information, and context-specific language unfamiliar to modern readers. These sources often reflect the perspective and agenda of their creators, which may introduce bias. Additionally, the authenticity and accuracy of primary documents must be critically evaluated through external and internal criticism to avoid propagating falsehoods, as demonstrated by cases like the Code of Kalantiaw . Understanding these limitations is crucial for constructing a nuanced and accurate historical narrative .

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