GE 216 – Readings in Philippine History

Readings in Philippine History

Note to USeP Faculty:

This is a plain template allowing easy writing/preparation of course packs. For this version, it
is suggested to simply replace the text in the sections as indicated, and copy-and-paste sections
to duplicate them (e.g. to create a new lesson or module). Use A4 paper size, with 1.5” left
margin, and 1” on remaining sides. Use Arial font at font size 12 and 1.5 spacing for paragraph
lines.

Allan H. Navales

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 GE 216 – Readings in Philippine History

Welcome Message

It is with great privilege and pride to be of service to you dear students in expanding your
knowledge and honing your skills in this course GE 216, i.e., Readings in Philippine History. As
a foundational course, it aims to provide you with necessary principles, values and skills in order
to embrace the love for truth, freedom, justice, progress and harmony enshrined in our struggle
for identity and emancipation as a people, as a nation and as global citizens.
The renowned author and literary man Ralph Waldo Emerson once observed about the
lofty duty of a scholar. He said, “The office of the scholar is to cheer, to raise, and to guide men
by showing them facts amidst appearances. He plies the slow, unhonoured, and unpaid task of
observation. He is the world’s eye.” A scholar searches for the truth and embraces its ethical
implication for the good of scholarship itself and its practical application to our temporal
existence.
It is in this perspective that this module is situated. It is not also a coincidence, I believe
that you are now part of the USeP System as “Iskolar ng Bayan” since we are a state university.
What a way to start your academic life with this course! It is knowing yourself more by way of
understanding your identity and own-most possibility as a Filipino in today’s world through the
lens of “Readings in Philippine History.”
The value of this course and hence the learning that will be gained in it will depend on
your prudent and sincere participation in the tasks assigned to you by your professor. This
learning module has been carefully prepared in order to maximize student’s learning. Since it
takes two to tango, this also comes with the professor’s guarantee of the same prudence and
sincerity in ensuring the achievement of learning outcomes desired for students in this course.
As we welcome you in this adventure, we also wish you good luck in the tasks ahead we
have designed for you. Remember that, the role of the professor is mainly to guide and direct
student’s capacities to fruition. But, I am confident that the University has pooled the best
professors who will not only do the main task but also do the other tasks of teaching with
excellence, fairness and compassion. Lastly, in our locale of learning whether virtual or real
classrooms, it is always the desire of every well-meaning professor that there is meeting of the
minds for mutual improvement. That the student after attentively and conscientiously
participating in the learning activities, he or she emerges better than before. Only in this instance
that the professor’s mission is successfully delivered. For, there is no art and no science, no
guidance and no direction, can be effectively imparted without a philosophical spirit behind it—
that empowering spirit learned from understanding well our own history as a nation!

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 GE 216 – Readings in Philippine History

Faculty Information:

Allan H. Navales
Faculty
College of Arts and Sciences

Getting help

For academic concerns (College/Adviser - Contact details)

For administrative concerns (College Dean – Dr. Marnie Grace I. Sonico )
For UVE concerns (KMD - Contact details)
For health and wellness concerns (UAGC, HSD and OSAS - Contact details)

TABLE OF CONTENTS

CONTENTS PAGE

Cover page ………………………………… 1

Welcome Message ………………………………… 2

Table of Contents ………………………………… 3

USeP Vision, Mission and Goals ………………….. 4

USeP Graduate Attributes ………………………… 5

USeP Core Values ……………………………….... 5

Course Overview ………………………………… 6

Course Assessment ……………………………….. 7

Course Map ………………………………… 8

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 GE 216 – Readings in Philippine History
Module 1 Overview ………………………………… 9

The Lessons ………………………………… 10-13

Module 2 Overview ………………………………..

Lessons in Module 2……………………………….

Template for writing lessons …………………….. 14

Sample Lessons / modules ……………………... 15

Course Summary ……………………………… 34

References …………………………….. 35

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 GE 216 – Readings in Philippine History

UNIVERSITY OF SOUTHEASTERN PHILIPPINES

VISION

Premier Research University Transforming Communities in the ASEAN and Beyond

MISSION

USeP shall contribute to inclusive growth and sustainable development through continual
innovation in proactive academic programs, impactful research for utilization, economically
empowering community services, and sustainable resource management.

GOALS

Internationalized University programs and services

Innovation and RDE-nurturing environment
Proactive, globally competitive, and service-oriented graduates
Mobilized and optimized resources for sustainable development
Transformed vulnerable and disadvantaged groups and
communities

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 GE 216 – Readings in Philippine History

INSTITUTIONAL GRADUATE ATTRIBUTES

LEADERSHIP SKILLS

Creates and inspires positive changes in the organization; exercises responsibility with integrity
and accountability in the practice of one’s profession or vocation.

CRITICAL AND ANALYTICAL THINKING SKILLS

Demonstrates creativity, innovativeness, and intellectual curiosity in optimizing available

resources to develop new knowledge, methods, processes, systems, and value-added
technologies.

SERVICE ORIENTED

Demonstrates concern for others, practices professional ethics, honesty, and exemplifies socio-
cultural, environmental concern, and sustainability.

LIFELONG LEARNING

Demonstrates enthusiasm and passion for continuous personal and professional development.

PROFESSIONAL COMPETENCE

Demonstrates proficiency and flexibility in the area of specialization and in conveying information
in accordance with global standards.

CORE VALUES OF THE UNIVERSITY

COLLABORATION
ACCOUNTABILITY
RESILIENCE
EXCELLENCE
SERVICE ORIENTED

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 GE 216 – Readings in Philippine History
THE COURSE OVERVIEW

COURSE TITLE : GE 216

CREDIT : 3 units
SEMESTER : 1st Semester
TIME FRAME :
COURSE DESCRIPTION : The course analyzes Philippine History from multiple perspectives
through the lens of selected primary sources coming from various disciplines and of different
genres. Students are given opportunities to analyse the author’s background and main
arguments, compare different points of view, identify biases and examine the evidences
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 religious history. Priority is given to primary materials
that could help students develop their analytical and communication skills. The end goal is to
develop historical and critical consciousness of the students, so that they will become versatile,
articulate, broadminded, morally upright and responsible citizens. This course includes
mandatory topics on the Philippine constitution, agrarian reform, and taxation.

COURSE OUTCOMES : On the completion of the course, student is expected to be able

to do the following:

1. Analyze texts critically whether in written, visual, and oral forms;

2. Examine the contemporary world from both Philippine & global perspectives;

3. Contribute personally and meaningfully to the country’s development;

4. Use current technology to assist and facilitate learning and research

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 GE 216 – Readings in Philippine History
COURSE ASSESSMENT

Learning Evidence and Measurement Rubrics

LE1: Assessment Rubric for Group Presentation

Criteria Outstanding 91-100 Very Good 81-90 Good 71- Fair/Pass Failure
80 61-70 Below 60
Backgroun • The • The presentation • The •
The
d of the presentation includes a clear presentatio introductio
primary includes a clear, introduction n includes n is
source interesting and that identifies how a clear somewhat
(20%) effective the material is introduction inadequate
introduction related to the that in
that identifies topic under identifies communica
how the material discussion, as how the ti ng how
is related to the well as to material is the
topic under previouslydiscuss related to material is
discussion, as ed topics. The the topic related to
well as to introduction under the topic
previouslydiscus provides the • discussion. • under
sed topics. important The discussion.
• The background introduction Information
introduction information on the provides a provided
effectively material (who, sufficient about the
•
provides all what, when, backgroun backgroun
important where). The d on the d of the
background introduction material material is
information on discusses the (who, incomplete
the material relevance of the what, • or
(who, what, material in when, incorrect.
when, where) in understandin g • where). The
an accurate and major The introductio
detailed manner. episodes/the mes introductio n
• The in Philippine n identifies
introduction history, and also discusses some
effectively attempts to relate the relevance
•
discusses the the material to relevance of
relevance of contemporar of the
the material y the material in
in events/them material understand
understandin g es/issues. in in g major
major understand episodes/th
episodes/the in g major e mes in
mes in Philippine episodes/th
history, as well Philippine
as in developing e mes in history, but
a Philippine the
historicallygroun history. discussion
ded
is largely
understandin g of
contemporar superficial
y or
events/them incomplete.
es/issues.

Contextual The The presentation The The There is no

Analysis presentation of of the presentatio discussion discussion of
(30%) the author’s n of the of the the historical
author’s background and author’s historical context of the
background context is clear backgroun context document.
and context and accurate. d and
is and
context is importance
exhaustive,
of the

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 GE 216 – Readings in Philippine History

clear and document

accurate. is too
general

clear and The students The and lacks

• • •
accurate. identify and students specific
The students analyse the identify the details.
identify and problems that the problems
document wants that the The
analyse the
problems to address. document backgroun
that the The students wants to d of the
document explain the address. author was
wants to importance • There is an not clearly
• address. • of the document in attempt to
explained.
The students understandin g explain the
explain the issues of the importance
clearly the of the
given period.
importance document
of the in
document in
understand
understandin
g the issues in g the
of the given issues of
period. The the given
• document is period.
correlated
with the
other
documents
dealing with
the same
period.

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 GE 216 – Readings in Philippine History

Content The The important The Some of There is no

• • • •
Analysis important elements are important the adequate
(30%) elements are identified and elements important discussion of
correctly analysed. are elements
identified and identified of the the content
There is a
analysed. discussion of the and document of the
There is a • value and • explained. are document.
• thorough contributions There is a identified
discussion of of the contents of discussion and
the value and the document in of the value • explained.
contributions understandin g and There is an
of the the issues contribution attempt to
contents of prevalent during s discuss the
the the period. The of the value and
document in contents contents of contributio
understandin of the the ns
g the issues document are document of the
prevalent correlated with the in contents of
during the events that understand the
period. The happened in g the
document
contents of before it was issues
the written. prevalent in
• •
document during the understand
• are period. in g the
correlated There is an issues
with the attempt to prevalent
event that correlate
happened the during the
before it was contents of period.
written. The the
students are document
able to with the
identify the events that
inconsistenci happened
• es and before it
shortcomings was
of the written.
document.

Organizati The The presentation The The The

on & presentation is very presentatio presentatio presentation
Presentati is very wellstructured, n is n is loosely is done in a
on Style wellstructure there is a adequately organized. haphazard
d, providing a logical sequence structured. It is not manner,
logical to Transitions evident
lacking a
sequence to between how one
topics help topic is clear
in

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 GE 216 – Readings in Philippine History

the the discussion. understand related to organization

• • • • •
discussion Presenters in g the another in and structure.
within the are confident, overall the Presenters
prescribed sometimes using discussion. presentatio were unable
time period. gestures, eye Presenters n. to capture the
Presenters contact, and tone are Presenters attention of
are of voice that keep somewhat lack • students.
confident, the class engaged confident, confidence, Audio-visual
effectively in the discussion. using but there is aids are not
using Audio-visual aids occasional occasional used, or are
gestures, eye are effective gestures, use of not really
contact, and leading to an eye gestures, helpful in the
tone of voice appropriate contact, eye presentation.
that keep the understandin g of and tone of contact, • Presenters
class key information • voice to • and tone of cannot
engaged in and ideas. engage the voice to try effectively
• •
the Presenters are class in the to capture communicate
discussion. largely articulate. discussion. the information
Audio-visual In general, there Audio- attention of and ideas,
aids are is use of visual aids students. relying on a
wellexecuted grammaticall are helpful Audio- verbatimreadi
, paying y-correct in visual aids ng of notes or
careful language generating are mostly textheavy
attention to that is also an helpful in visual
the respectful of • understand the aids to
combination • in g of key presentatio convey
diversity, and
on elements information • n. Visual information
(e.g., text sensitive to the and ideas. aids either
and conditions of and ideas.
Presenters lack
graphics) different groups. are important The use of
that lead to articulate. information grammaticall
both an In general, , or are too y incorrect
effective there is use text-heavy. language is
understandin of Presenters pervasive.
g of key grammatic encounter
information all y-correct some
and ideas, language. difficulties
and Occasional in
continuing grammatic communica
interest in the al lapses ti ng
discussion. do not information
• Presenters prevent and ideas.
are highly understand The use of
articulate, in g of grammatic
using precise all
information
and y incorrect
grammaticall and ideas
language
y-correct that are
tends to be
language. conveyed.
Language pervasive.
used is also
respectful of
diversity, and
sensitive to
the
conditions of
different
groups.

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 GE 216 – Readings in Philippine History

LE2: Assessment Rubric for Research Output

Criteria Outstanding 91-100 Very Good Good 71- Fair/Pass Failure

81-90 80 61-70 Below 60
Use of Uses a wide Uses many Uses several Provides No primary
variety of relevant and relevant some sources sources
Primary
relevant, accurate sources to but evidence are used
Sources accurate and sources to provide presented are and
(30%) updated sources provide evidence in vague and evidences
to provide evidence in support of key not always presented
evidence in support of arguments. relevant. are
key irrelevant
arguments.
support of and
key insufficient.
arguments.
Effective Supporting Supporting Evidences Evidences Arguments
• • • • •
arguments arguments used to used to are not
and use specific, are relevant support support supported
Appropriate relevant, and mostly arguments are arguments by primary
and highly persuasive specific, are vague and
Use of persuasive evidence relevant and and secondary
Sources evidence coming from persuasive. unpersuasive sources.
based on a both primary • Uses • . Quotations Paper was
(30%) critical and quotations and and • directly
evaluation of secondary paraphrases paraphrasing copied
primary and sources. appropriately are from
secondary Uses to make an inappropriatel sources
sources. • quotations argument. y used to without
Uses the and An explanation quoting,
support
• most paraphrases • is provided of paraphrasi
relevant appropriately how the arguments ng, and
quotations and evidence • The acknowled
and accurately to presented explanation ging
paraphrases make an supports each of how the sources
appropriately argument. argument. evidence used.
and A clear and Evidence for Evidence
presented
accurately to thoughtful alternative supporting
present new explanation • supports or
• arguments are •
perspectives is provided of each opposing
how the presented and
on an argument is the
argument. evidence considered.
not clear and arguments
Clearly, presented • thorough.
thoughtfully, supports is missing.
• Evidence
and each
thoroughly argument. supporting or
explains or Evidence for opposing the
analyzes the alternative arguments
relationship • arguments are poorly
between the
are integrated.
arguments
and presented
supporting and
evidences. compared.
Evidence for
alternative
• arguments
are
presented
and critically
examined to
justify the
chosen
position.

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 GE 216 – Readings in Philippine History

Effective A synthesis A synthesis A synthesis A synthesis No

• • • •
effectively adequately identifies a identifies a synthesis
Synthesis examines examines common common or a
and how a how a theme theme and “synthesis”
common common and how it is how it is does not
Application theme has theme has reflected in reflected in
connect
(20%) evolved in evolved in different different
the three the three periods. The periods. The the
periods periods • synthesis synthesis different
covered. The covered. The identifies the • identifies a periods.
• synthesis • synthesis multiple few facets of
critically examines facets of an an important
examines the multiple important problem in
the multiple facets of an problem in contemporar
facets of an important contemporary y times
important problem in times relevant relevant
problem in contemporar to the to the
contemporar y times common common
y times relevant • theme. theme.
relevant to the Offers Offer some
to the common solutions and • solutions
common theme. alternatives but their
theme. • Offers rooted in a basis on
• Offers historical historical
plausible
plausible understanding understandin
solutions and
solutions of the problem. g of the
alternatives
and problem is
rooted in a
alternatives unclear.
historical
rooted in an understandin
appropriate g
historical of the
understandin problem.
g
of the
problem.
Effective Clear Clear Introduction is Introduction Thesis and
• • • • •
introduction, introduction; mostly clear and main introductio
Organizatio thesis is thesis is and thesis is thesis are n are
n presented in presented in presented in a present but missing.
a highly an engaging coherent, not clear. No clear
(20%) engaging manner. comprehensibl Arguments • arguments
and Each e manner. • presented do to support
compelling • argument Most not support the overall
manner. presented • arguments the overall structure.
• Each supports an presented structure. Transitions
argument overall clearly support Transitions between
clearly structure. the overall between • arguments
supports an Usually uses structure. • arguments are
overall effective Transitions are are missing.
structure. • transitions to sometimes largely Conclusion
Paper uses connect • abrupt, but the unclear. is poorly
• consistent ideas and arguments and Conclusion is connected
and effective arguments • to the
conclusion • either vague
transitions to that leads to paper’s
develop mostly or unclear.
a persuasive major
ideas and connect.
conclusion. arguments.
arguments Conclusion
logically; has Conclusion • represents
a compelling partly
major
and • synthesizes,
arguments and
persuasive but it mostly
connects them
conclusion. presents the
to thesis.
Conclusion major
• synthesizes arguments to
arguments support the
that support main
the main idea/thesis.
idea/thesis.

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 GE 216 – Readings in Philippine History

LE3: Assessment Rubric for Online Portfolio

Very Competent Fairly Not Yet

Sophisticated (A)
(B) Competent (C) Competent (D)
Output misrepresents
The output represents the authors’ ideas,
the authors’ ideas, The output represents evidence, and/or
evidence, or the authors’ ideas, conclusions. Major
Accuracy The output represents
conclusions accurately, evidence, and inaccuracies. Or does
the author’s ideas,
fairly, and eloquently. conclusions not distinguish
(Grasp of evidence, and
Shows a firm accurately but not between major ideas
readings) conclusions accurately.
understanding of the sufficiently clear. and less relevant
implications of each Minor inaccuracies. points.
author’s argument(s).

Paper fully meets the Paper does not Paper does not
requirements of the address some aspects address the
assignment. Explores of the assignment. assignment
Paper fully meets the
the implications of
requirements but does Makes a somewhat Selects minor rather
chosen ideas for the not exceed them. unconvincing case than key ideas,and/or
arts in classical Greece for why selected
Argument does not show why
or today in thoughtful Makes a good case for ideas connect
the selected ideas
and/or original ways. why selected key ideas (contradict) two texts,
(depth of connect (or
Makes a convincing connect (or contradict) and/or connect
analysis) two texts, and/or contradict) texts,
case for why selected
connect and/or connect
key ideas connect (or
(contradict) texts and (contradict) texts and
contradict) two texts,
lectures. lectures.
and/or connect
(contradict) texts and
lectures.
(contradict) texts and
lectures.
Consistently precise Mostly precise and Imprecise or Consistently
and unambiguous unambiguous wording, ambiguous wording. imprecise or
wording, clear and mostly clear sentence Confusing sentence ambiguous wording,
lucid sentence structure. Mostly structure. Poorly confusing sentence
structure. All effective choice of chosen quotations, or structure. Quotations
Clarity ineffective framing contradict or confuse
quotations are quotation. Mostly
wellchosen, effectively effective framing and and explication of student’s text.
framed in the text, and explication of quotations. Quotations used to
explained where quotation where replace the student’s
necessary. necessary. writing.

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 GE 216 – Readings in Philippine History

The output is written

in full sentences. The output is not
The output is written in The output is written in
Some improperly written in full
full sentences. full sentences.
Quotations are all attributed quotations sentences. Many
Quotations are all
Presentation and/or inconsistent improperly attributed
properly attributed and properly attributed and
cited in a consistent citation styles. A quotations or
cited in a consistent
style. A few minor number of spelling or inconsistent style of
style. Virtually no
spelling or grammatical grammatical errors. citation. Many
spelling or grammatical
errors. spelling or
errors.
grammatical errors.

Grading System

The final grade in this course will be composed of the following items and their weights in the following
items and their weights in the final grade computation:

Assessment Grade Score (Score or Rubric Grade) Percentage of Final

Item Grade
AA1 Quizzes 10 %
AA2 Exams 30 %
LE1 Individual Analysis Paper 10 %
LE2 Group work 20 %
LE3 Reflection/Critique Paper 10 %
LE4 Local History Research 20 %
100 %

Passing Grade: 3.0

Passing Grade Conditions: Submission of complete requirement

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 GE 216 – Readings in Philippine History

Course Map
GE 216 -- Readings in Philippine History

Module 1 Module 2 Module 3 Module 4 Module 5

Introduction to Content and Spaces for Conflict Social, Political, Doing History: A Guide
History: Definition, Contextual Analysis and Controversies in Economic, and for Students
Issues, Sources, and of Selected Primary Philippine History Cultural Issues in
Methodology Sources in Philippine History
Philippine History

Lesson 1: A Brief Summary of the

First Voyage Around the World Lesson 1: Making Sense of the
by Past Historical Interpretation Lesson 1: Doing Historical
Lesson 1: Definition Magellan by Antonio Pigafetta Lesson 2: Multiperspectivity Research Online
and Subject Matter Lesson 1: Evolution
Lesson 2: The KKK and the
Lesson 3: Case Study 1: Lesson 2: Doing Historical
Lesson 2: Questions “Kartilya of the of the Research in Libraries and
Where
and Issues in
ng Katipunan”
Did the First Catholic Mass Philippine Archives
Lesson 3: Reading the
History Lesson 3: “Proclamation of the Philippine Take Place in the Constitution Lesson 3: Doing Life
History and the Independence” Philippines? Lesson 2: Policies Histories and Biographical
Lesson 4: A Glance at Selected Lesson 4: Case Study 2: What on Agrarian Reform Research
Historian Philippine Political Caricature in Happened in the Cavite Lesson 3: Evolution Lesson 4: Doing Local and
Lesson 4: Historical Alfred McCoy’s Philippine
Mutiny?
Cartoons: of Philippine Oral History
Sources Political Caricature of the Lesson 5: Case Study 3: Did Lesson 5: Interacting with
Rizal Retract? Taxation
Lesson 5: Philippine American History through Historical
Era (1900-1941) Lesson 6: Case Study 4:
Historiography Lesson 5: Revisiting Corazon Where Did the Cry of
Shrines and Museums
Aquino’s Speech Before the U.S.
Rebellion Happen?
Congress

Outcome: Learner who demonstrates the qualities and skills

of a historian that assesses narratives in Philippine History
using primary sources & robust methods of interpretation.

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 GE 216 – Readings in Philippine History

Module 1

History, The Historian, and Historical Sources (Asynchronous)

Module Overview:

Welcome to Readings in Philippine History! As a required general education course, you are
to embark in an interesting journey or adventure if you will, in the past of our race as Filipinos.
To start with, we will employ the discipline of history in understanding the valuable lessons of our
past in order to make sense of today and eventually design a better future for all of us. This
learning module introduces history as a discipline and as a narrative. As such, learners will be
initiated to the theoretical aspects and issues of the discipline. Ultimately, this module hopefully
tackles the task of the historian as the arbiter of facts and evidences in making his/her
interpretation and forming historical narrative.

Module Outcome:

In this module, the learners are expected to:

• Evaluate primary sources for their credibility, authenticity, and provenance

Lessons 3 & 4: History, The Historian, and Historical Sources (Asynchronous)

Learning Outcomes:
By the end of this lesson, students will be able to:
• Understand the role and the task of the historian;
• To examine and assess the value of historical evidence and sources critically.

Time Frame: 1 week

Introduction

In this business of retelling the past, the role of the storyteller becomes significant more than
ever if we truly wish to recapture the scenario and the various interplay of actors in the historical
drama at hand. For, his/her personal agenda or his/her perspective of the real event could really
influence the packaging of the said historical event. Perchance, the story of the historical event
could depict a different rendition other than what truly happened! Having known that historical
accounts are written in this usual template, can we still rely on historians to be trustworthy or
able to come up with an absolute rendition of historical truth? How can we attain reliable and
truthful historical narrative in the hands of a historian? This is the bone of our contention in this
lesson. As truth is first in the mind second in reality, the noble task of ferreting it out for the
common good rests on well-meaning scholars of history. For, the historical narrative is as good
as the historian who authored it.
At this juncture, perhaps it is good to ask how does a historian think? Is there such a thing as
the art or science of historical inquiry? Nicole Gilbertson of The University California Irvine shared
his thoughts about such art.1 Normally a historian would ask a variety of questions in order to

1 For a detailed discussion of this kindly check out for my slide presentation attached in the UVE as additional resources.

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 GE 216 – Readings in Philippine History
find out historical information about a source. The same questions can be asked of either
a Primary or a Secondary Source. As such there are six questions to ask. To wit: 1)
Who; 2) Where; 3) What; 4) When; 5) How; and, 6) Why.
However, not every question shall be asked of every source—only those that are considered
relevant and appropriate for the subject at hand. Below are collected artefacts used by a certain
group of powerful people of a bygone era.

In this regard, a historian may ask the following questions: 1) Who made it?; 2) Who used it?;
3) Who is in the picture?; 4) Whose opinion does it show? Based on these questions, a host of
pertinent answers may be obtained respectively. To wit:
1) Who made it? The Romans in AD 45.
2) Who used it? The Romans.
3) Who is in the picture? The head on the coins show who was emperor.
4) Whose opinion does it show? The emperor and his government.

Another example is the Monalisa. Of course, there are many ways by which we can
appreciate this great work of art. But, this too can be used for our historical inquiry.

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 GE 216 – Readings in Philippine History

By using the where question, we can generate the following bits of information. To wit:
1) Where is it? It is in the Louvre art gallery, Paris.
2) Where was it? It was in Italy. It is now in the Louvre gallery, Paris
3) Where was it made? It was made in Italy by Leonardo da Vinci in 1506.
4) Where was it used? It was used to hang on a wall for decoration.

Lastly, the signing of the first Magna Carta by King John. Actually, many have questioned
the importance of this event in history. This is the mother of all magna cartas in the world! Below
are questions that could spark the interest of anyone if the historian could recreate what really
happened that day by providing some essential markers for such narrative. To wit:
1) When was it made? It was made in 1215.
2) When was it used? It was used in 1215 to force King John to grant concessions
to the barons.
3) What is being depicted in the portrait? It shows the feelings of the barons in 1215.

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 GE 216 – Readings in Philippine History

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 GE 216 – Readings in Philippine History

As simple structure for a great historical narrative, this art of questioning comes in handy
for anyone who wishes to contribute significantly to the social fund of history. Anyone can be a
historian because there is art and science behind it. And, you can be good at it if you spend more
time to hone and practice such craft.

Activity (Let’s Get Started!)

Activating prior knowledge

1. Thinking like a pro!

a) Below is a primary source for your consideration. Observe closely the original
document of America’s declaration of independence in July 4, 1776. (If the sample
document is not clear, you may check it out with other sources such as google
and/or youtube for clearer rendition).

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 GE 216 – Readings in Philippine History

b) Your task is to create your historical narrative about this selected primary source.
If you would like to give a decent account of this primary source, how would you
frame your questions and/or arrange your arguments in your narrative?

c) In groups of 5, discuss your strategy in creating a credible historical narrative.

Finalize your output in a narrative form (1 to 2 pages) written on a clean short bond
paper with your names on the uppermost right corner. Specs are as follows:
a. Font type – Times New Roman
b. Font size – 12
c. Margin – Moderate
d. Spacing – 1.5
d) Please take note of the timeframe given for this particular lesson. It is expected that
this should be submitted accordingly.

• Analysis (Let’s Think About it!)

1) Thinking like a pro! The case of American Constitution.
a. What details have you observed in this artefact?
b. Who created the text?
c. When was the text created?
d. What was going on in the world when the text was created?
e. Can the source be linked to other things you already know or have learned
about?
f. How does the source express point-of-view?
g. How does this source contribute to our understanding of history?

• Abstraction (Let’s Explore!)

History and the Historian
If history is written with certain agenda by the historian, is it possible to come up with
an absolute historical truth? Is history an objective discipline? If it is not, is it still
worthwhile to study history? These questions have haunted historians for many
generations. Indeed, an exact and accurate account of the past is impossible for the very
simple reason that we cannot go back to the past. We cannot access the past directly as
our subject matter. Historians only get to access representation of the past through
historical sources and evidences.

Therefore, it is the historian’s job not just to seek historical evidences and facts but
also to interpret these facts. As they say, “Facts cannot speak for themselves.” It is the
job of the historian to give meaning to these facts and organize them into a timeline,
establish causes, and write history. Meanwhile, the historian is not a blank paper who
mechanically interprets and analyses present historical fact. He is a person of his own
who is influenced by his own context, environment, ideology, education, and influences,
among others. In that sense, his interpretation of the historical fact is affected by his
context and circumstances.

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His subjectivity will inevitably influence the process of his historical research: the
methodology that he will use, the facts that he shall select and deem relevant, his
interpretation, and even the form of his writings. Thus, in one way or another, history is
always subjective. If that is so, can history still be considered as an academic and
scientific inquiry?
Historical research requires rigor. Despite the fact that historians cannot ascertain
absolute objectivity, the study of history remains scientific because of the rigor of research
and methodology that historians employ. Historical methodology comprises certain
techniques and rules that historians follow in order to properly utilize sources and
historical evidences in writing history. Certain rules apply in cases of conflicting accounts
in different sources, and on how to properly treat eyewitness accounts and oral sources
as valid historical evidence. In doing so, historical claims done by historians and the
arguments that they forward in their historical writings, while may be influenced by the
historian’s inclinations, can still be validated by using reliable evidences and employing
correct and meticulous historical methodology.
Historical Sources
With the past as history’s subject matter, the historian’s most important research tools
are historical sources. In general, historical sources can be classified between primary
and secondary sources. The classification of sources between these two categories
depends on the historical subject being studied. Primary sources are those sources
produced at the same time as the event, period, or subject being studied. 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. Commissioners, records of the convention, the
draft of the Constitution, and even photographs of the event. Eyewitness accounts of
convention delegates and their memoirs can also be used as primary sources. The same
goes with other subjects of historical study. Archival documents, artifacts, memorabilia,
letters, census, and government records, among others are the most common examples
of primary sources.
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 the Philippine Revolution of 1896, students can read Teodoro Agoncillo’s
Revolt of the Masses: The Story of Bonifacio and the Katipunan published originally in
1956, which makes the Revolt of the Masses as a 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 the correspondence
between and among Katipuneros.
However, a student should not be confused about what counts as a primary or a
secondary source. As mentioned above, the classification of sources between primary
and secondary depends not on the period when the source was produced or the type of
the source but on the subject of the historical research. For example, a textbook is usually
classified as a secondary source, a tertiary source even. However, this classification is
usual but not automatic.

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If a historian chooses to write the history of education in the 1980s, he can

utilize textbooks used in that period as a primary source. If a historian wishes to study the
historiography of the Filipino-American War for example, he can use works of different
authors on the topic as his primary source as well.
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 source, especially primary
sources which can age in centuries. External criticism is the practice of verifying the
authenticity of evidence by examining its physical characteristics; consistency with the
historical characteristic 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 ink, 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, its context, the agenda behind its creation, the
knowledge which informed it, and its intended purposes, 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 conclusions.
One of the most scandalous cases of deception in Philippine history is the hoax Code
of Kalantiaw. The code was a set of rules contained in an epic, Maragtas, which allegedly
written by a certain Datu Kalantiaw. It was so popular during my student days that a
televised series was made purportedly to educate the Filipino nation about its existence
in pre-colonial Philippines. However, the Code’s authenticity was debunked by the
American historian, a doctoral student of the University of Sto. Tomas, William Henry
Scott in 1958.

Another one was the case of Ferdinand Marcos’s claim as a decorated World War II
soldier who led a guerrilla unit called Ang Maharlika. This was widely believed by students
of history and Marcos had war medals to show. Once more, this claim did not hold water.
It was ultimately disproven when historians counterchecked Marcos’s claims with the war
records of the United States. These cases only bring to fore the importance of rigorous
historical research. That, deceptions can only propagate in its absence.
What then is the task of the historian? It is to look at the available historical sources
and select the most relevant and meaningful for history and for the subject matter that
he/she is studying. History, like other academic discipline, 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 of history can never be complete. The historian has to
organize the past that is being created so that it can offer lessons for nations, societies,
and civilization.

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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. Indeed, this is the lofty function of
history in our society.

Lesson insights
1. Historians produce historical knowledge through rigorous historical research that
involves finding and interpreting historical sources and evidence.
2. Historians are inevitably influenced by context and circumstances. Their context may
inform the way that they conduct historical research.
3. Despite the inherent subjectivity of the historian, historical knowledge can still be
scientific by adhering to rigorous historical methodology and through collaboration with
peers in the discipline.

Note: Online lecture/video by Allan H. Navales with reference to the main text Readings in
Philippine History by Candelaria, J.L. & Alphorha, V.C. (2018) together with its sequel A Course
Module for Readings in Philippine History by Candelaria, J.L., et al (2021), select sources and
some personal insights.
Application (Let’s Do It!)

1. Online Portfolio Writing Prompt. In 200 words or more, write an essay that
reflects on the relationship between the task and responsibility of the
historian.

2. Zoom/GoogleMeet* Report: A Historian’s Life. In groups, students will

conduct a group report on the life and works of one Filipino Historian.
(*Whichever of the two may be used for this output.)

• Closure
Congratulations! By now you have already acquired the right framework and
scholastic bearing in handling historical subjects in any situation and existential reality.
The knowledge and skills that you went through are essential tools to prep you up for
the next level of our engagement—that is, grappling with the different tools for analysis
especially on context and content of historical narratives.

References:

Candelaria, J.L. Alphorha, V.C. & Kunting, A.F. (2021). A Course Module for Readings in
Philippine History. Manila: Rex Book Store, Inc.

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Candelaria, JL P. & Alphorha, V.C. Readings in Philippine History. (2018). First Edition.
Manila: Rex Book Store, Inc.

[Link] date accessed October 22, 2020.

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