Introduction to History

• Unit 1 introduces history as a discipline and narrative and encourages the development of historiographical skills through context and content analysis
• It emphasizes using primary sources to connect the past and present for problem-solving.

History Defined

• Defined as the study of the past
• Originates from the Greek word "historia," meaning "knowledge acquired through inquiry or investigation"
• As a discipline, history is approximately 2,400 years old, dating back to mathematics and philosophy
• Adapted into classical Latin
• Evolved to mean the account of the past of a person or group through written documents and historical evidence, a definition that lasted until the early 20th century
• History has progressed beyond relying solely on written documents like government records or personal letters
• Acknowledges that some civilizations pass down history orally or had documents destroyed during wars or colonization
• Recognizes that restricting historical evidence to written form discriminates against social classes not documented on paper
• Historians began using non-written sources like oral traditions, artifacts, and architecture
• History became more inclusive and collaborative with auxiliary disciplines like archeology and linguistics
• Sciences like biology and biochemistry contribute by analyzing genetic and DNA patterns.

Questions and Issues in History

• Historiography is defined as the history of history, which is important for studying history because it teaches students to be critical

Roles of History in the Past

• States strategically employ history to foster national unity
• History can be utilized to legitimize regimes and construct a sense of collective identity through shared memory
• Past lessons provide a framework for understanding the present
• Studying previous errors helps prevent recurrence
• Recalling a distinguished past can motivate the maintenance of positive practices.

Issues of History

• Acknowledges accusations that history is written by victors, reflecting biases of the powerful
• Thorough historical investigation reveals more nuanced accounts beyond simplified hero versus villain narratives.

Positivism

• Emerged between the 18th and 19th centuries
• Requires empirical, observable evidence for knowledge to be considered true
• Emphasizes objectivity in reaching conclusions
• Embodies the mantra "no document, no history"

Post-Colonialism

• Emerged in the early 20th century
• Formerly colonized nations grappled with creating identities against their colonial past
• Focuses on telling history and criticizing the methods, effects, and ideas of colonialism

Philippine Historiography

• Underwent changes from pre-colonial times to the present
• Ancient Filipinos passed history through communal songs and epics orally
• Spanish chroniclers began recording observations in written accounts.
• Zeus Salazar introduced "pantayong pananaw"
• Emphasizes internal conversation and discourse among Filipinos about their history using understandable language

History and Historian

• Historians study the past by analyzing clues
• Historians seek evidence in writings, pictures, clothing, tools, and ornaments
• Interpretation, explanation, and recording of evidence is needed
• Historians interpret facts, create timelines, establish causes, and write history
• Historians only access representations of the past through historical sources and evidence
• It's essential for historians to interpret facts, as "facts cannot speak for themselves."

Annales School of History

• Originated in France
• Departed from focusing on states and monarchs

Historical Sources

• Divided into primary and secondary sources based on the subject being studied

Primary Source

• Sources produced during the event, period, or subject being studied
• Examples include journals, court proceedings, legislative debates, newspaper/magazine articles, movies, art, archival documents, artifacts, memorabilia, letters, census, and government records

Secondary Source

• Historical sources produced by authors who used primary sources
• Teodoro Agoncillo's Revolt of the Masses is an example
• It was published in 1956 about the Philippine Revolution of 1896
• Agoncillo used primary sources like Katipunan documents and interviews
• Both are useful but need scrutiny to avoid deception

Importance of Criticism of Sources

• Historians should conduct external and internal criticism, especially for primary sources

External Criticism

• Verifies authenticity by examining physical characteristics and consistency with the historical period
• Document examination includes paper quality, ink type, and language

Internal Criticism

• Examines truthfulness by looking at the content, production circumstances, author, context, agenda, knowledge, and intended purpose

Unit 2

• Emphasizes understanding primary sources from different historical periods, necessitates proper interpretation of primary sources through contextual and content examination.
• It involves examining the content's historical value and the context of its production.