History Review PDF

**Lesson 1. Definition and Subject Matter** - History refers to the to the study of the past. - it is the study of individual, societies, events and problems that occurs in the past as well as our attempts to understand them or interpret what really happened in the past. - History w...

**Lesson 1. Definition and Subject Matter** - History refers to the to the study of the past. - it is the study of individual, societies, events and problems that occurs in the past as well as our attempts to understand them or interpret what really happened in the past. - History was derived from the Greek word "HISTORIA" which mean knowledge that acquired through investigation and inquiry. This term was then adapted to classical Latin where it acquired a new definition. - became known as the account of the past of a person or of a group of people through written documents and historical evidences. - It became the historian\'s duty to write about the lives of important individuals like monarchs, heroes, saints, and nobilities - History was also focused on writing about wars, revolutions, and other important breakthroughs. - Traditional Historians lived with the mantra of "no document, no history" It means that unless written document can prove a certain historical event then it cannot be considered as a historical fact But as any other academic disciplines, history progressed and opened up to the possibility of valid historical sources, which were not limited to written documents, like government records, chroniclers\' accounts, or personal letters. **Questions and Issues in History** - **Historiography** is the study of writing a history - **Historians** are the individuals that write a history - **Historiography** lets the students have a better understanding of history - **Lessons** from the past can be used to make sense of the present - Learning of past mistakes can help people to not repeat them. Being reminded of a great past can inspire people to keep their good practices to move forward. **Positivism** - **Emerged between 18^th^ and 19^th^ century** - **This thought requires evidences before one can claim that a particular knowledge is true** - **Positivism also entails an objective means of arriving at a conclusion. In the discipline of history, the mantra \"no document, no history\" stems from this very same truth, where historians were required to show written or historical narrative, primary documents in order to write a particular historical narrative** - **Positivist historians (an individual who write positivis history) are also expected to be objective and impart just in their arguments but also on their conduct of historical research.** - **Emerged in the earliest 20^th^ century** - **When formerly colonized nations grappled with the idea of creating their identities and understanding their societies against the shadows of their colonial past. Postcolonial history looks at two things in writing history:** - **First is to tell the history of their nation that will highlight their identity free from that of colonial discourse and knowledge. Second is to criticize the methods, effects, and idea of colonialism.** **These questions have haunted historians for many generations.** - **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?** **Historians can access the past through the primary sources like documents, audio recordings, that can use as references and evidence.** **It is the historian\'s job not just to seek historical evidence and facts but also to interpret these facts. \"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.** **About the Historian:** **He is a person of his own who is influenced by:** - **own context** - **environment** - **ideology** - **education** - **influences among others** **According to McCullagh (2020), his interpretation of the historical fact is affected by his context and circumstances. 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.** **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** **Founders Of Annales School of History:** - **LUCIEN FIBVRE (1878 -- 1956)** - **MARC BLOCH (1886 -- 1944)** **Annales School of History** - **The school of history born in France that challenged the canons of history.** - **This school of thought did away with the common historical subjects that were** **Lucien Febvre, Marc Bloch, Fernand Braudel, and Jacques Le Goff** - **They were concerned with social history and studied longer historical periods** - **Studied other subjects in a historical manner.** - **Studied the history of peasantry, the history of medicine, or even the history of environment.** - **They advocated that the people and classes who were not reflected in the history of the society in the grand manner be provided with space in the records of mankind.** - **Annales thinkers married history with other disciplines like geography, anthropology, archaeology, and linguistics** **For example, if a historian chooses to use an oral account as his data in studying the ethnic history of the Ifugao in the Cordilleras during the American Occupation, he needs to validate the claims of his informant through comparing and corroborating it with written sources.** **Therefore, while bias is inevitable, the historian can balance this out by relying to evidences that back up his claim. In this sense, the historian need not let his bias blind his judgment and such bias are only acceptable if he maintains his rigor as a researcher.** **Lesson 3. Historical Sources: Primary and Secondary Sources** **Historical Sources** **encompass \"every kind of evidence that human beings have left of their past activities"** **Streefkerk (2018) states that historical sources can be classified between primary and secondary sources.** - **Primary Source refers to the first-hand accounts of a topic, from people who had a direct connection. These are sources produced at the same time as the event, period, or subject being studied.** **Example: diaries, voice recording, letters, manuscript, autobiographies, and eye witness** - **Secondary Source refers were created by someone who did not experience first-hand or participate in the events or conditions.** - **Sources, which were produced by an author who used primary sources to produce the material.** - **Secondary sources are historical sources, which studied a certain historical subject.** - **Examples: Publications such as textbooks, magazine articles, book reviews, commentaries, encyclopedias, almanacs.** **Added Details:** - **According to Marwick (n.d.) primary and secondary source should not be confusing to the students. 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.** - **Both primary and secondary sources are useful in writing and learning history according to Otis College of Arts and Design (2020). 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** - **it refers to the oractice 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** - **Toland and Young (2013) defines External criticism as the verification of document once a document has been determined to be genuine. It 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.** - **External criticism refers to the authenticity of the document** - **Internal Criticism explains that Internal criticism which is also known as higher criticism is concerned with the Validity, credibility, or worth of the content of the document.** **Added detail: Once a document has been determined to be genuine (external criticism), researchers need to determine if the content is accurate (internal criticism).** **Validating historical sources is important because the use of unverified, falsified, and untruthful historical sources can lead to equally false conclusions. Without thorough criticisms of historical evidences, historical deceptions and lies will be highly probable.** - **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 was allegedly written by a certain Datu Kalantiaw. The document was sold to the National Library and was regarded as an important pre-colonial document until 1968, when American historian William Henry Scott debunked the authenticity of the code due to anachronism and lack of evidence to prove that the code existed in the pre-colonial Philippine society. Ferdinand Marcos also claimed that he was a decorated World War II soldier who led a guerilla unit called Ang Maharlika.** - **Van Straaten et. al (2016) states that 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.** **Lesson 4. Philippine Historiography** **Historiography, as defined by Shaver (2017), is the study of historians\' methods in shaping history as an academic field, encompassing historical works on specific subjects. Philippine historiography has evolved from the pre-colonial era to the present day. Ancient Filipinos conveyed their history through communal songs and epics, passed down orally through generations. With the arrival of the Spaniards, chroniclers began documenting their observations through written accounts, marking a shift in how Philippine history was recorded and analyzed.** **When the Spanish colonizers arrived, written accounts became prominent, reflecting their perspective of enlightening the islands with Western thought and Christianity. Early nationalists countered this view, presenting a tripartite perspective that highlighted the pre-colonial era as a luminous age disrupted by colonization. Zeus Salazar\'s pantayong pananaw philosophy encouraged Filipinos to engage in a discourse about their history using a language accessible to all, promoting a deeper understanding and appreciation of their historical heritage.** **Lesson 5.** - **Early Philippine society was composed of diverse barangays led by datus, with a focus on agriculture, fishing, and trade** - **Communities were connected through trade and alliances, with barangays located along waterways** - **The first Spanish contact in the Philippines occurred in 1521 when Ferdinand Magellan landed on the island of Homonhon** - **Magellan\'s expedition claimed the islands for Spain and introduced Christianity** - **Magellan was killed in a battle with native warriors led by Lapu-Lapu on the island of Mactan** - **This encounter marked the beginning of Spanish colonization in the Philippines, lasting over 300 years** - **The Laguna Copperplate Inscription is an official acquittance certificate inscribed onto a copper plate in the Shaka year 822. It is the earliest-known, extant, calendar-dated document found within the Philippines.** - **The inscription documents the existence and names of several surrounding states as of A.D. 900, such as the Tagalog city-state of Tondo. Some historians associate the toponym Medang in this inscription regarding the Medang palace in Java at that time, although the name is a common term of Malayo-Polynesian origin.** **About Chau Ju-kua\'s known as *Zhu Fan Zhi* \"Chu fan Chi\"** - ** A Description of Barbarian Nations, Records of Foreign People** The work is a collection of descriptions of countries and various products from outside China, and it is considered an important source of information on the people, customs and in particular the traded commodities of many countries in South East Asia and around the Indian Ocean during the Song Dynasty. - The author **[Zhao Rukuo](https://en.wikipedia.org/wiki/Zhao_Rukuo) (1170-1231)** was a member of the Song Dynasty imperial clan. -  He also took note of the various products traded, studied the maps of the period, and together with the information he had learnt he wrote the book which was finished around 1225 CE. - The book is divided into two volumes. The first volume gives a description of various countries and the customs of the local people, the second volume provides information on trade goods available from those countries. Some of the information given in the book are fanciful tales, for example the description of the giant bird of Madagascar as being so big that it can swallow a camel whole, and he may have incorporated inaccurate information from other Chinese written sources (for example, the tale of the giant bird of Madagascar may have come from *Lingwai Daida*), but much of his own sources appear to be generally accurate. - In volume 2, 47 products were listed, 22 of which came from Central Asia and Africa. Zhao gave information on the various traded products of the early 13th century, for example, on the origin of Frankincense (*Ruxiang*) being traded into China from Arabia (*Dashi*) **About Antonio Pigafetta:** - **Antonio Pigafetta was an Italian scholar and explorer born between 1491 and died in1531.** - **He joined the expedition to the Spice Islands led by explorer Ferdinand Magellan.** - **His document reveals several insights not just in the character of the Philippines during the pre-colonial period but also on how the fresh eyes of the Europeans regard a deeply unfamiliar terrain, environment, people, and culture.** - **Locating Pigafetta\'s account in the context of its writing warrants a familiarity on the dominant frame of mind in the age of exploration which pervaded Europe in the 15th and 16th century.** - **The First Voyage around the World by Magellan was published after Pigafetta returned to Italy.** - **Ferdinand Magellan was born in Portugal in1480 and died in 1521** - **He led the first voyage around the world, beginning in 1519 by sailing southward along the coast of South America** - **The Ladrones Islands is presently known as the Marianas Islands. These islands are located south-southeast of Japan. West-southwest of Hawaii north of New Guinea, and east of Philippines.** - **Ten days after they reached Ladrone Island, Pigafetta reported that they reached what Pigafetta called the isle of Zamal, now Samar but Magellan decided to land in another uninhabited island for greater security where they can rest for a few days.** - **March 18, nine men came to them and showed joy and eagerness in seeing them. Magellan realized that the men are reasonable and welcomed them with food, drinks, and gifts. In turn, the natives gave those fish, palm wine (uraca), īgs, and two cochos. The natives also gave them rice (umat), cocos, and other food supplies, Pigafetta detailed in amazement and fascination the palm tree which bore fruits called cocho, and wine. He also described what seemed like a coconut.** - **Pigafetta characterized the people as \"very familiar and friendly\" and willingly showed them different islands and the names of these islands the fleet went to Humunu Island (Homonhon) and there they found what Pigafetta referred to as the Watering Place of good signs. It is in this place where Pigafetta wrote that they found the first signs of gold in the island they named the island with the nearby islands as the archipelago of St. Lazarus. They left the island, then on March 25th Pigafetta recounted that they saw two Ballanghai (barangay), a long boat full of people in Mazzava/Mazaua** - **The leader, who Pigafetta referred to as the king of the Ballanghai (balangay), sent his men to the ship of Magellan.** - **The Europeans entertained these men and gave them gifts. When the king of the balangay offered to give Magellan a bar of gold and a chest of ginger, Magellan declined.** - **Magellan sent the interpreter to the king and asked for money for the needs of his ships and expressed that he came into the islands as a friend and not as an enemy. The king responded by giving Magellan the needed provisions of food in chinaware,** - **Magellan exchanged gifts of robes in Turkish fashion, red cap, and gave the people knives and mirrors. The two then expressed their desire to become brothers. Magellan also boasted of his men in armor who cannot be struck with swords and daggers. The king was fascinated and remarked that men in such armor can be worth one hundred of his men. Magellan further showed the king his other weapons, helmets, and artilleries. Magellan also shared with the king his charts and maps and shared how they found the islands.** - **After a few days, Magellan was introduced to the king\'s brother who was also a king of another island.** - **They went to this island and Pigafetta reported that they saw mines of gold. The gold was abundant that parts of the ship and of the house of the second king were made of gold.** - **Pigafetta described this king as the most handsome of all the men that he saw in this place. He was also adorned with silk and gold accessories like a golden dagger, which he carries with him in a wooden polished sheath. This king is named Raia Calambu, king of Zuluan and Calagan, Butuan and Caragua and the first king was Raia Siagu.** - **On March 31st, which happened to be Easter Sunday, Magellan ordered the chaplain to say a mass by the shore. The king heard of this plan and sent two dead pigs and attended the mass with the other king** - **When the mass had ended, Magellan ordered that the cross be brought with nails and crown in place. Magellan explained that the cross, the nail, and the crown were the signs of his emperor and that he was ordered to plant it in the places that he will reach.** - **Magellan further explained that the cross will be beneficial for their people because once other Spaniards saw this cross, then they would know that they have been in this land and would not cause those troubles, and any person who might be held captives by them will be released.** - **This mass will go down in history as the "First Mass in the Philippines", and the cross will be the famed Magellan\'s cross still preserved at present day,** - **After seven days, Magellan and his men decided to move and look for islands where they can acquire more supplies and provisions.** - **They learned of the islands of Ceylon (Leyte), Bohol, and zubu (Cebu) and intended to go there. Raha Calambu offered to pilot them in going to Cebu, the largest and the richest of the islands.** - **April 7th of the same year, Magellan and his men reached the port of Cebu.** - **The king of Cebu, through Magellan\'s interpreter demanded that they pay tribute as it was customary, but Magellan refused. Magellan said that he was a captain of a king himself and thus would not pay tribute to other kings. Magellan\'s interpreter explained to the king of Cebu that Magellan\'s king was the emperor of a great empire and that it would do them better to make friends with them than to forge enmity.** - **By the next day, Magellan\'s men and the king of Cebu, together with other principal men of Cebu, met in an open space. There the king offered a bit of his blood and demanded that Magellan do the same.** - **On the 14th of April, the people gathered with the king and other principal men of the islands. Magellan spoke to the king and encouraged him to be a good Christian by burning all of the idols and worship the cross instead. The king of Cebu was then baptized as a Christian.** - **It was after eight days when Pigafetta counted that all of the island inhabitants were already baptize (hara homamay)** - **When the queen came to mass, Magellan gave her an image of the Infant Jesus made by Pigafetta himself.** - **26th of April, Zula, a principal man from the island of Matan (Mactan) went to see Magellan and asked him for a boat full of men so that he would be able to fight the chief named Silapulapu (Lapulapu)** - **According to Zula, refused to obey the king and was also preventing him from doing so, Magellan offered three boats instead and expressed his desire to go to Mactan himself to fight the said chief Magellan\'s forces arrived in Mactan in daylight.** - **They numbered 49 in total who fought alongside with Magellan and 11 stay in the boat and the islanders of Mactan were estimated to number 1,500. The battle began called Battle of Mactan.** - **The king offered the people Mactan gifts of any value and amount in exchange of Magellan's body but the chief refused. They wanted to keep Magellan's body as a momento of their victory.** - **Magellan's men elected Duarte Barbosa as the new captain.** - **Pigafetta also told how Magellan's slave and interpreter named Henry betrayed them** - **Pigafetta was not able to join the twenty-four men who attended because he was nursing his battle wounds** **It was only a short time when they heard cries and lamentations. The natives had slain all of the men except the interpreter and Juan Serrano who was already wounded. Serrano was presented and shouted at the men on the ship asking them to pay ransom so he would be spared. However, they refused and would not allow anyone to go to the shore. The fleet departed and abandoned Serrano,** - **They left Cebu and continued their journey around the world and of the five ships that compose Magellan's Expedition, only ship Victoria was able to return to Spain on September 6, 1522.** **Lesson 6.** - **The history of the Philippines from 1565 to 1898 is known as the Spanish colonial period** - **Upon the arrival of the Spaniards in 1521, colonization in 1565** - **Establishment by Miguel Lopez de Legazpi, the manila area as the capital of the Spanish colony in the Philippines, the practical move was to study the subject of the new colony.** - **Foremost of them belonged to religious order such as the Franciscan missionary Juan de Plasencia, this same priest authored the first book ever printed in the archipelago in 1593, the infamous Doctrina Cristiana** - **Plasencia asserted that in the process of compiling the Customs he had to "obtain the simple truth by weeding out much of the foolishness, in regard to their government, administration of justice, inheritances, slaves, and dowries."** - **Placensia's Customs of Tagalog published in 1589 was the earliest descriptive written work on early Filipino society giving us the witness view of our ancestors' customs and tradition** - **He used "Tagalog" because Tagalogs inhabited manila, the established capital.** - **According to Placensia the socio-political structure of early Tagalogs was led by revered chiefs referred to as 'dato" who served as the war captains, a 'tribal" gathering called a barangay.** - **Placensia also identified three "castes" or classes : the nobles or the Maharlika: the commoners or the aliping namamahay who served their master: and the slaves called aliping sa guiguillir (saguiguilid) who also served their master, but they could be sold** - **Antonio de Morga studied canon and civil law in Spain and was called to serve as the assistant to the Gobernador-general in the Philippines in 1593, arriving in Manila 1595.** - **In 1598, he proposed and realize the reestablishment of the Audiencia, the highest tribunal in the colony, which heled until 1603 when he was reassigned to Mexico.** - **It was in the Mexico the he published his experiences and observations in Succesos de las Islas Filipinas (Events in the Philippine Islands) in 1609.** - **The book has eight chapters, the last of which talks lengthily about all his observations in the places that he had known, he mentioned the foremost provinces in Luzon, Visayas, Mindanao describing their location, trade products, flora and fauna, food, houses, clothing, weapons, and languages among others.** - **Morga described in length the socio-cultural and political aspects pof early Filipino society.** **Lesson 7:** - **Revolts and Uprising were permanent features of the Spanish colonial period** - **The famed Silang Revolt of the mid-seventeen the century was a complex historical event. Silangs desire was limited to the eradication of the specific burdensome colonial policies but not of colonialism as a whole.** - **Millenarian uprisings, such as Cofradia de San Jose's Revolt, were informed by certain religious teachings. These teachings texts that they consumed and learned by heart** - **The KKK was guided by a set of riles and guidelines derived from their criticism of the colonial society and their vision of a Filipino society without the colonizers.** - **The Philippine Independence proclaimed in 1898 happened in the context of factions in the ranks of Filipinos revolutionaries and looming U.S. colonialism** **Lesson 8.** - **Commonwealth the 10 year transition period that replaced the insular Government of the United States in the Philippines and prepared the government for the Independence.** - **Filipinization a process of placing Filipinos in positions of responsibility and grant them as much autonomy as possible and encouraging American government officials in the Philippines to retire and leave their posts.** - **Homesteading a policy of the U.S. colonial government in the Philippines to attract settler from overcrowded regions to settle in what was seen as under populated southern Philippines.** - **Kalibapi (Kapisanan ng Paglilingkod sa Bagong Pilipinas Service to the new Philippines), a fascist Filipino political Japanese occupation of the Philippines that replaces all political parties when the latter was declared dissolved.** - **The turn of the 20^th^ century was a turbulent period of the country.** - **The period of American colonization of the Philippines, from 1899 to 1946 left an indelible mark in Filipino identity by shaping the contours of our government and other Philippine institutions.** - **The struggle for Philippine independence shifted from physical to political battles, as the United States annexed the Philippines and gave rise to Filipino political elites who used their privileged positions to fight for the parameters of independence while engaging in the in the corruption and patronage politics.** - **The public land law enacted by Americans indicate their perspective or "unproductive" lands in the Mindanao that were raffled off to the rest of the country, resulting in the permanent demographic shift and conflicts that resonate until today.** - **Political caricature from the American period and propaganda comic strips from the Japanese occupation reconstruct the past in our imagination by visualizing the political, social, and economic issues of the time.** **Lesson 9.** - **Neocolonialism means the control of less developed countries by developed countries through indirect means of political, economic, or cultural pressure, instead of military control** - **Cold war the period of non-warfare rivalry between the Societ Union and the United States and their respective allies fro 1947 to 1991.** - **Huk Rebellion a communist led peasant uprising in central Luzon from 1946 to 1954.** - **Democracy the belief in freedom and equality between people, or a system of government based on this belief in which power is either held by elected representatives or directly by the people themselves.**