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MODULE I
Nature and Concepts of History: Its Definition, Sources and Methodology
Course Outcomes:
At the end of the course, the learners are expected to:
CLO1. Illustrate responsible citizenship contributory to societal change. (GO6.1)
CLO2. Deliberate social issues with open mindedness, fairness, and critical-
mindedness as basis for program implementation. (GO6.5)
CLO3. Display sense of nationalism by promoting Philippine cultural heritage
essential to the preservations of national identity (GO9.2)
CLO4. Display sensitivity to multi-cultural and multilingual differences as part of
moral and social obligations. (GO13.1)
CLO5. Use proper language in multilingual and multi-cultural contexts in uplifting an
environment-friendly society. (GO 19.4)

Lesson 1. CHMSU Vison-Mission, Core Values

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Lesson 2. Nature and Concepts of History: Its Definition and Relevance

Intended Learning Outcomes (ILO)

At the end of this lesson, the students should be able to:
1. Review the etymology of history;
2. Learn and relearn the definition history as a field of study; and
3. Enumerate and explain the reasons for the study of history.

Teaching Learning Activities

A. Engage
Let us start with this question: (1) When you hear the word history, what
comes in your mind? After giving your answer, please ponder on and answer
this question: Is history a relevant subject in the digital era or to some the era
of the artificial intelligence?

B. Explore
To students who see the relevance of the study of history today, you are in
for an exciting and mind-stimulating subject. For students who see history as
an out-of-date and obsolete subject, please give this 6-week subject the
opportunity to change your mind. Lesson 2 is crafted to provide groundwork
for the subject as it deals with basic topics in history: definition and relevance.
1. Using the worldwide web, explore these links:
[Link]
pdf
[Link]
nd_Scope_of_History
2. Answer the template below:

Definition of History Nature of History

1.

2.

3.

4.
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5.

6.

7.

8.

9.

10.

C. Explain
This lesson is premised on the fact that students had prior knowledge of
the etymology of the word history as well as its definition. As a review, the
word history originated from the word “historia”. The Latin word historia
means narrative of past events, account, tale, story while the Greek word
historia means learning or knowing by inquiry or an account of one's
inquiries. In terms of definition, history is commonly known as the study of the
past of mankind. As a discipline, history is the chronological record of events
(as affecting a nation or people) based on critical examination of source
materials and usually presenting an explanation of their causes.

The primary issue in the study of history is relevance. The good news is this
issue has been dealt with by CHED when it restructured the old General
Education Program (GEP) in higher education institutions to respond to the
challenges of times. Thus, making the new GEP including GECREA
relevant today. You may find the diagram below useful.
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To say that the study of history is important is an understatement. Moreover,

the knowledge gained in studying history is useful. In the work of Peter N.
Stearns entitled Why study history?, he enumerated these reasons, to wit:
1. History helps us understand people and societies;
2. History helps us understand change and how the society we live
in came to be;
2. Importance of history in our own lives;
3. History contributes to moral understanding;
4. History provides identity;
5. Study of History is essential for good citizenship;
6. Ability to assess evidence; ability to assess conflicting
interpretations; and
experience in assessing past examples of change.
7. History is useful in the world of work.
You may access the source through this link:
[Link]
to supplement your understanding of each of the reasons cited.

Assessment (Individual Performance Task)

Instruction: You are required to accomplish the Individual Task Form (ITF)
for Lesson 2 below.

GECREA: ITF for Lesson 2

Name: _______________________________________________________
Course, Year and Section: _______________________________________

Please identify one reason why you should study history according to
Professor Stearns.
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Identify a specific event in Philippine History that reflects the reason you
have chosen or cited above. Please provide a brief description of the
event.

As a Filipino, what have you learned from this event and your insights?
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Lesson 3: Historical Methods/Criticisms

Intended Learning Outcomes (ILO)
At the end of this lesson, the students should be able to:
1. Discuss the historical methods in analyzing the sources.
2. Compare the differences of external and internal criticism in
validating the authenticity of historical sources
3. Apply historical methodologies as tools in analyzing the sources.

Teaching Learning Activities

A. Engage
Historians and students of history need to thoroughly scrutinize
these historical sources to avoid deception and to come up with
historical truth.
How do we know that the historical sources are valid and reliable?
What are the things we are going to consider?

B. Explore
The historians do not often use the methods of direct observation since
he gets much of his data from the reports of those who witnessed or
participated in these events, the data is subject to historical criticism. These
are External criticism and Internal criticism.
Using the world wide web, search the meaning of external and internal
criticism and answer the worksheet below. You may use the following links
below:
1. [Link]
ad936cc9d3be/Custom/Methods%20of%20educational%[Link]
2. [Link]
[Link]

Name: Date:
Course& Section:
External Criticism Internal Criticism
Definition

Sample questions to
show its characteristics
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C. Explain

When analysing and interpreting a primary source, historians conduct

external and internal criticism of the document(s). External criticism is the
process of authentication and verification of authorship, determining “where,
when, why, and by whom” a document was written. Internal criticism is the
process of evaluation and interpretation of the content once the researcher
has established the context and determined the provenance and authenticity
of source.
There are steps in the process of verification and authentication of evidence.
The researcher/historian must establish the context of authorship, time, and
place. A researcher/ historian conducting external criticism of a primary
source should pose the following questions.
1. When did the author write this document? How can you confirm this
date?
2. Who is the author of the document? How can you confirm authorship?
How well situated is the author to observe or record the events? Did
the author record someone else’s observation of the event or issue?
3. What is the topic, event, or issue discussed, described, or examined in
the document?
4. Who do you think this document was written for? Is the author
attempting to persuade others? Do they have a motive to record the
event?
Confirming where and when the document was written helps the researcher
determine whether or not the witness was in a position to even observe the
events recorded. Similarly, knowing who wrote the document will help
determine whether or not the witness was competent enough to record the
event directly. Understanding why and for whom the author wrote the
document may shed light on hidden meanings and biases. At this point, the
researcher begins his/her internal critical analysis of the document.
In using the internal criticism as the process of reading and interpreting the
contents of the primary source, the researcher would consider the following:
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1. Can you identify any underlying assumptions made by the author? For
example, when a person makes a statement, what would they first
have to believe for those statements to be true to them?
2. Can you identify any warranted or unwarranted claims? For example:
“Governor John Doe is a liar.” Is this claim correct? How can you
confirm this claim?
3. Can you identify any biases and prejudices? Strong statements that
are not backed-up with evidence are usually biases.
4. Is the information in the document logically flawed or contradictory?
Sometimes the tone used by the author of a document might conceal the real
meaning. Similarly, changes in the meaning of words may confound the literal
meaning of a document. A document rife with bias and prejudice would
weaken the validity of the author’s observation and call into question the truth
of the author’s conclusions. And finally, some primary sources cannot stand-
alone. For example, a statement by an oral history interviewee may need
corroboration from another source before it can be accepted as evidence.
In the book of Nery, Dolina and Sion entitled “Readings in Philippine
History”, Historians determine the authenticity of sources by examining the
date, locale, creator, analysis and integrity of the historical sources. This
information must be consistent with each other. It means, for example, that
the materials used in a source must match the time and place when it was
produced. The last question is treated as internal criticism as it helps the
historians determine the credibility of the source. It studies the content of the
source to know its truthfulness. For a source to be valid, its content must be
reasonable and historically precise. One should now rely on a data which is
not supported by evidence.

The difference of external and internal criticism is summarize in the

figure below.
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In addition to the questions of Garraghan and Delanglez, historians also

have presented the following principles of source criticism for determining
reliability (Olden-Jørgensen, 1998 and Thurén, 1997):
Human sources may be relics such as a fingerprint; or narratives such as
a statement or a letter. Relics are more credible sources than narratives.
Any given source may be forged or corrupted. Strong indications of the
originality of the source increase its reliability.
The closer a source is to the event which it purports to describe, the more
one can trust it to give an accurate historical description of what actually
happened.
A primary source is more reliable than a secondary source, which is more
reliable than a tertiary source, and so on.
If a number of independent sources contain the same message, the
credibility of the message is strongly increased.
The tendency of a source is its motivation for providing some kind of bias.
Tendencies should be minimized or supplemented with opposite motivations.
If it can be demonstrated that the witness or source has no direct interest
in creating bias then the credibility of the message is increased.

Bernheim (1889) and Langlois & Seignobos (1898) have presented the
following procedures to examine contradictory sources:
1. If the sources all agree about an event, historians can consider the event
proved;
2. However, majority does not rule; even if most sources relate events in one
way, that version will not prevail unless it passes the test of critical textual
analysis;
3. The source whose account can be confirmed by reference to outside
authorities in some of its parts can be trusted in its entirety if it is impossible
similarly to confirm the entire text;
4. When two sources disagree on a particular point, the historian will prefer
the source with most "authority"—that is the source created by the expert or
by the eyewitness;
5. Eyewitnesses are, in general, to be preferred especially in circumstances
where the ordinary observer could have accurately reported what transpired
and, more specifically, when they deal with facts known by most
contemporaries;
6. If two independently created sources agree on a matter, the reliability of
each is measurably enhanced;
7. When two sources disagree and there is no other means of evaluation,
then historians take the source which seems to accord best with common
sense.

Primary sources are mostly accounts of eyewitnesses. As proposed above,

they are generally preferred. In history, however, one should not immediately
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accept statements of an eyewitness without evaluation. RJ Shafer had

suggested that we ask the following questions:
Is the real meaning of the statement different from its literal meaning? Are
words used in senses not employed today? Is the statement meant to be
ironic (i.e., mean other than it says)?
How well could the author observe the thing he reports? Were his senses
equal to the observation? Was his physical location suitable to sight, hearing,
touch? Did he have the proper social ability to observe: did he understand
the language, have other expertise required (e.g., law, military); was he not
being intimidated by his
wife or the secret police?
How did the author report and what was his ability to do so?
Regarding his ability to report, was he biased? Did he have proper time
for reporting? Proper place for reporting? Adequate recording instruments?
When did he report in relation to his observation? Soon? Much later? Fifty
years is much later as most eyewitnesses are dead and those who remain
may have forgotten relevant material.
What was the author's intention in reporting? For whom did he report?
Would that audience be likely to require or suggest distortion to the author?
Are there additional clues to intended veracity? Was he indifferent on the
subject reported, thus probably not intending distortion? Did he make
statements damaging to
himself, thus probably not seeking to distort? Did he give incidental or casual
information, almost certainly not intended to mislead?
Do his statements seem inherently improbable: e.g., contrary to human
nature, or in conflict with what we know?
Remember that some types of information are easier to observe and
report on than others.
Are there inner contradictions in the document?

In some cases when there is no primary source available to confirm

the happening of one event or history, indirect eyewitnesses or secondary
sources may be inquired from. In these cases, Gottschalk has suggested to
ask the following:
[Link] whose primary testimony does the secondary witness base his
statements?
[Link] the secondary witness accurately report the primary testimony as a
whole?
[Link] not, in what details did he accurately report the primary testimony?

Having reasonable answers from these questions will give the historian a
source, which may be considered original and reliable.
Historians may also look into oral traditions as a source of
history. These traditions, however, may only be accepted if they satisfy
the following conditions:
1. Broad conditions:
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a. The tradition should be supported by an unbroken series of witnesses,

reaching from the immediate and first reporter of the fact to the living
mediate witness from whom we take it from, or to the one who was the first
to commit it to writing.
b. There should be several parallel and independent series of witnesses
testifying to the fact in question.
2. Particular conditions:
a. The tradition must report a public event of importance, such as would
necessarily be known directly to a great number of persons.
b. The tradition must have been generally believed, at least for definite
period of time.
c. During that definite period it must have gone without protest, even from
persons interested in denying it.
d. The tradition must be one of relatively limited duration
(Elsewhere, Garraghan suggests a maximum limit of 150 years, at least in
cultures that excel in oral remembrance)
e. The critical spirit must have been sufficiently developed while the tradition
lasted, and the necessary means of critical investigation must have been at
hand.
f. Critical-minded persons who would surely have challenged the tradition –
had they considered it false – must have made no such challenge.
Other traditions may also be proven by presentation of comparable evidence
such as archeological records or remains.

The guidelines presented above may help in the examination of sources,

which may be accepted in writing history. These should be coupled by
further assessments using proper historical reasoning.

D. Elaborate

Using the concepts, you have learned on the historical methods

in analyzing the documents, answer the worksheet below.
(30pts)

Name: Date:
Course & Section:
Instruction: Provide a primary source in Philippine history and answer
the following questions on source criticism.

PRIMARY SOURCE: (title of the document)

_____________________________________________________________
____
SOURCE CRITICISM:
1. When was the source, written or unwritten, produced?
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_______________________________________________________
_______________________________________________________
____________
_______________________________________________________
______________
2. Where was it produced?
_______________________________________________________
_______________________________________________________
____________
_______________________________________________________
______________
3. By whom was it produced?
_______________________________________________________
_______________________________________________________
____________
_______________________________________________________
______________
4. From what pre-existing material was it produced?
_______________________________________________________
_______________________________________________________
____________
_______________________________________________________
______________
5. In what original form was it produced?
_______________________________________________________
_______________________________________________________
____________
_______________________________________________________
______________
6. What is the evidential value of its contents?
_______________________________________________________
_______________________________________________________
____________
______________________________________________

Assessment:
Exercise 1. Differentiate the external and internal criticism by using the
Venn diagram
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below.

Exercise 2. Multiple choice.

Read the statements below. Identify the correct historical methods in
analyzing the sources by choosing the letter.

1. A researcher studying the history of medical education finds a manuscript

that purports to be from the 14th century. Before he uses the source, he
goes to three other experts who help him identify whether the manuscript is
authentic or not. His authentification of the object is referred to as: D
A. Positive criticism
B. Internal criticism
C. Secondary criticism
D. External criticism

2. The process of determining the reliability or accuracy of a particular

source is referred to as: D
A. Positive criticism
B. Internal criticism
C. Secondary criticism
D. External criticism
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3. A researcher was interested in studying why the “new math” of the1960s

failed. she interviews several teachers who used the new math during the
1960s. These teachers are considered…… A
A. Primary sources
B. Secondary sources
C. External critics
D. Internal critics

4. The process of dealing with concerns over the authenticity of a source is

referred to as.. D
A. Sourcing
B. Internal criticism
C. Secondary criticism
D. External criticism

5. The process of determining the reliability or accuracy of the information

contained in the sources collected is known as— C
A. External criticism
B. Vagueness
C. Internal criticism
D. Presentism

6. Which is the method of determine the authenticity of the data. A

A. External criticism
B. Internal Criticism
C. Interview
D. Observation

[Link] is also called… B

A. Internal criticism
B. External criticism
C. Higher criticism
D. Lower criticism
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Lesson 4: Historical Sources: The Primary and Secondary Sources

I. Intended Learning Outcomes (ILO)

At the end of this session, the students should be able to:
1. Identify credible and authentic primary sources and know
how to evaluate their provenance.
2. Distinguish whether the historical source is primary or
secondary
3. Analyze the distinct features of primary and secondary
sources

II. Teaching Learning Activities

A. Engage
Picture analysis
Try to look at the following pictures, which do you think is
the primary sources and secondary source? How can you tell
the difference between a primary and a secondary source?

__________________________________________________________
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B. Explore
Historical research is utilization of sources. There are diverse sources of history including
documentary sources or documents, archaeological records, and oral and video accounts. To
date, most of our historical sources are documents. These refer to handwritten, printed,
drawn, designed, and other composed materials. Using the given links, categorize the source
into primary and secondary by using the table below.

1. [Link]
/ElementaryLP_PrimarySecondarySources_Web.ashx.
2. [Link]
a-1-all_e.pdf
Primary Sources Secondary Sources
Definition

Examples

Importance

C. Explain
There are two general kinds of historical sources: primary and secondary.
A primary source is any object, image, or written material that has survived
from the past, and that tells us something about the past. Because primary
sources were created when or soon after the events happened, they are
usually more useful to historians than secondary sources. Primary sources
reproduced electronically (digitized) are still primary sources: they record
the original words, images, or objects created by people who were present
at the time.
Examples of primary sources include:
• Written materials: books, stories, and myths written at the time; witness
reports; journals and letters; government documents; newspaper reports;
cookbooks; literature and biographies of the time; written words from
songs, plays, and poems of the time
• Images: art, including paintings, sketches, calligraphy, sculptures,
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decorative designs; maps; photographs

• Objects or artifacts: burial sites, clothing, pottery and baskets, crafts,
tools, weapons, buildings and furniture, instruments, items constructed by
people living at that time. Artifacts are the physical
evidence of the past: archeologists who study them call them the “material
culture” of past societies.
• Recordings (for modern societies): films, video footage, sound recordings
on tape, records, and CDs produced at that time
• Other: oral stories, songs, music, and dance, passed on through
generations and performed by people who were present at the time
Anthropologists and historians use the material culture of a past society as
evidence to help them analyze and interpret the “symbolic culture”—that is,
the non-physical beliefs, values, attitudes, religions, and world views of
that society.
A secondary source is any image or description of an event or place that
has been made some time after the events, usually by someone who was
not there.
Examples of secondary sources include:
• History textbooks, stories, or accounts of the past written by someone
who was not there, encyclopedias, historical articles, and interpretations
• Pieces of art, literature, music, or dance created later to represent life in
that time period
• Recordings or recreations of past events; artifact reproductions based on
theories about the past, et cetera.
How do primary and secondary sources compare?
Primary sources often give a more genuine picture of life from another
time period. However, primary sources (like secondary sources) may have
a biased view of past events. Written primary sources often include
opinions, attitudes, and values that reflect the biases and world views of a
particular group living in a particular time. Neither primary sources nor
secondary sources are necessarily bias-free or error-free. Be sure to think
critically about any source you consult during your historical research.
Keep these questions in mind as you do your inquiry:
• Why was this item created?
• What was its original purpose?
• What does it tell us about life at that time?
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How do Primary and Secondary Sources differ?

While primary sources are the original records created by firsthand
witnesses of an event, secondary sources are documents, texts, images,
and objects about an event created by someone who typically referenced
the primary sources for their information. Textbooks are excellent
examples of secondary sources.
Why is it important for students to use Primary Sources?
1. Direct engagement with artifacts and records of the past encourages
deeper content exploration, active analysis, and thoughtful response.
2. Analysis of primary sources helps students develop critical thinking
skills by examining meaning, context, bias, purpose, point of view, etc.
3. Primary source analysis fosters learner-led inquiry as students construct
knowledge by interacting with a variety of sources that represent different
accounts of the past.
4. Students realize that history exists through interpretation that reflects
the view points and biases of those doing the interpreting.

D. Elaborate (Individual Task)

Using the same links in explore and the discussion notes above, answer
the following template.
Name:_____________________________________Date:__________
A. Directions: Rewrite the definitions below in your own words.
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B. Source Scenarios.
Inside the boxes are examples of scenarios. Write primary or
secondary on the space provided.

I was watching ESPN I found a letter to one

and one of the of my friends in the
reporters said he had locker room after
heard good reviews school the other day.
about a new sports I know it’s private, but
movie. When he talks I want to read it! What
about the movie, is the letter?
what is he?

____________________________
______________________________

At school we use
textbooks to learn My mom has CDs of
about the history of the my grandparents
Philippines. When we telling stories about
use textbooks, what when they were kids.
are we using? We love to listen to
these at family
gatherings. What are
we listening to?

_________________________ _________________________

My friend Tim said I I am writing an essay

should read a book on our national hero
that he really liked. for
He told me about it— my Rizal class. I
it sounds really good! used articles from
When Tim talks about the web and books.
the book, what is he? What am I using?
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_________________________
_____________________________

Assessment (Group Task)

1. Using the worldwide web, search any sample of primary and
secondary source and answer the worksheet.
2. The leader will assign each member for the specific task to
accomplish in the worksheet.

A. Secondary Source Analysis Worksheet

Name: (Group members)__________________________Date:___________

A secondary source of information is one that was created later by
someone who did not experience first-hand or participate in the events.
Instructions: As you read your document, remember that secondary sources
do not justpresent facts – they provide an interpretation of events. Look for
the ways that the author presents his or her interpretation.
What is the title of the document?

Who is the author?

Who is the author’s intended audience?

What topic is the author addressing in this work?

What is the author’s argument (or thesis) about this topic? Provide evidence
from the
text.

What evidence is provided to support this argument? List specific example

Do you trust this source? What are some of the ways you can tell if a source
is reliable?

What do you think motivated the author to create this source?

What is your overall impression of the interpretation? Is it convincing?

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List some facts presented by the author:

List some opinions presented by the author:

B. Primary Document Analysis Worksheet

Name: (Group members_______________________________________
Date: ____________
A primary source provides a firsthand account of events recorded during
or shortly after the events described occurred. Primary sources can include
newspaper articles,
government documents, diaries, photographs, and maps.
Instructions: Examine your primary document. Remember to consider all
aspects of the document, including the motivations of the author and the
historical context in which it was created.
What kind of document is it? (diary, newspaper, letter, etc.)

Who created it? What do we know about the author?

When was it created?

Where was it created?

Why do you think it was created?

Does the document’s author show bias at any point? Where? Cite specific
passages.

Who was the intended audience for this document?

List three things you learned from the document:

List three questions the document raises:

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Where might you find the answers to these questions?