LEARNING HISTORY Learning Outcomes At the end of this lesson, you should be able to: 4, Demonstrate an understanding of history 2, Explain the significance of history What is History? To make sense of history, fi what it is all about. Many people think that history is merely lists of names, dates, places, and “important” events. However, history or the study of history is more than just knowing and it is necessary to first understand memorizing facts. It is a historian’s duty to draw insights from the ideas and realities that have shaped the lives of men and women and the society. And in understanding these ideas, a historian (or, in fat, a student of history) can comprehend how situations happened, identify their elements, and think of how these situations can solve today’s predicaments and help plan for the future. The study of history, therefore, is the study of the beliefs and desires, practices, and institutions of human beings. With this definition, history becomes an active factor in the study of Philippine society. It also includes a look into the development of Phili ippine culture th ime especially with the influences of the colonial cise peealt eriod adiett » shape the present Philippine ident that would eventually shap*LEARNING HISTORY 3 Why Study History? ut An examination of the past can tell us a great deal abo : how we came to be who we are. It means looking at the roots © modern institutions, ideas, values, and problems. Looking at the past teaches us to see the world through different eyes—appreciating 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. The Meaning of “History” Excerpts from Understanding History: A Primer of Historical Method by Louis Gottschalk (1950, New York: Knopf, p. 17) The English word history is derived from the Greek noun istoia, meaning learning. As used by the Greek philosopher Aristotle, history meant a systematic account of a set of natural phenomena, whether or not chronological factoring was a factor in the account.... In the course of time, however, the equivalent Latin word scientia (English, science) came to be used more regularly to designate non-chronological systematic accounts of natural phenomena; and the word history was reserved usually for accounts of phenomena (especially human affairs) in chronological order. By its most common definition, the word history now means, “the past of mankind.”....Lesson 4 UNDERSTANDING SOURCES Learning Outcomes eee ‘At the end of this lesson, you should be able to: 1. Identify the differences between a primary source anda secondary source Enumerate materials which can be considered primary sources 3. Evaluate materials in terms of authenticity, credibility, and provenance What are Sources? In his work, Understanding History, Gottschalk (1950) discusses the importance of sources for the historian’s work: The historian, however, has to use many materials that are not in books. Where these are archeological, epigraphical, or numismatical materials, he has to depend largely on museums. Where there are official records, he may have to search for them in archives, courthouses, government libraries, etc. Where there are private papers not available in official collections, he may have to hunt among the papers of business houses, the muniment rooms of ancient castles, the prized possessions of autograph collectors, the recordsOo purches, ete. Having some subject in purchess : less definite delimitation th more OF I 1s, times, and functions (i.e., lectual, diplomatic ) involved, he of parish mind, Wt ; » persons, are of the pers nt the economics political, inte other 06 cupational aspects ne for mat at may have some bearing looks for mé sochin n those persons 1 that area at the time they upo S ‘s ' fe tion in that fashion. These materials are MAC The » precise his delimitation his sources. The more prec s, area, time, and function, the more are likely to be. (52-53 erials th of person: relevant his sources Ir is from historical sources that our history is studiec But in analyzing them, several methodologies ang used by historians to properly study history ang written. theories were an from the sources what 1s, for them, a proper way of weir gle: history to enhance and disseminate national identity Primary Sources Primary sources are materials produced by people or groups directly involved in the event or topic being studied. These people are either participants or eyewitnesses to the event. These sources range from eyewitness accounts, diaries documents, official documents (government or private photographs. Fo ere ormally, there are eight examples of these primary sour 1. Ph : otographs that may reflect social conditions istorical realities and everyday lite 2 2. 0 Ketc, Old sketches and drawings thar may ir con fe ic ions of life of Societies in the past di DasUNDERSTANDING SOU 3. 0 Id maps that may reveal how space and geography were use e ‘ ed to emphasize trade routes, structural build- up, ete. FIGURE 4. Map showing the Katipunan movement by D. A. Navarro Cartoons for political expression or propaganda Material evidence of the prehistoric past like cave drawings, old syllabaries, and ancient writings Statistical tables, graphs, and charts Oral history or recordings by electronic means of accounts of eyewitnesses Or participants; the recordings are then transcribed and used for research. Topeuse9U3 jOMURWIY jo YORDD|IOD STEAUG OU WOa WGURE 2UNDERSTANDING SourRcES 9 Secondary Sources Gottschalk simply defines secondary sources as “the testimony of anyone who is not an eyewitness—that is of one who was not present at the event of which he tells” (p. 53). These are books, articles, and scholarly journals that had interpreted primary sources or had used them to discuss certain subjects of history.