GEC-1102-PRELIM-MODULE-NO.1.docx (1).pdf

LEARNING MODULE IN: PR 1 PRELIM MODULE NO. 1 2  PRELIM MODULE NO. 1: Introduction to History: Definition, Issues, Sources, and Methodology...

LEARNING MODULE IN: PR 1 PRELIM MODULE NO. 1 2  PRELIM MODULE NO. 1: Introduction to History: Definition, Issues, Sources, and Methodology TABLE OF CONTENTS TOPICS PAGE TIME NUMBER ALLOTMENT (in minutes) Honesty Clause 4 Introduction 5 Definition of History 5 10 Other Disciplines Which History has Collaborated 6-7 15 History and Historiography 7 10 Positivism and Post Colonialism 8 15 History and the Historian 8 10 Historical Methodology and Historical Sources 9-10 10 External and Internal Criticism 10-11 10 Historical Deceptions 11 10 Key Points 12 Summary and References 13 Learning Activity 14 45 Enrichment Activity 14-15 40 Rubrics for Enrichment Activity B 16 Formative Assessment (thru Google Classroom) 60 3  Academic Honesty Clause Plagiarism is the use or close imitation of the language and thoughts of another author and the representation of them as one’s original work. (1995 Random House Compact Unabridged Dictionary) In the academe, it is an adaptation or reproduction of an original intellectual creation, be it concepts, ideas, methods, pieces of information or expressions of another author, whether individual, group, or organization without proper acknowledgment. Moreover, plagiarism can range from borrowing a particular phrase or sentence to paraphrasing someone else’s original idea without citing it. The most common form of plagiarism, especially nowadays, is copying and pasting online material without crediting the source. Every student must practice Academic Honesty. Academic misconduct is subject to an academic penalty by the instructor and/or disciplinary sanction by the College. I _____________________________ fully understood the definition and description of plagiarism stated above and I am familiar with the Student Conduct Code. I am aware that I shall be penalized if plagiarism is found evident on my output which includes, gaining a failing grade. As a college student and a member of the scholarly community, I shall value other people’s ideas. Thus, I pledged to commit to the following truthful statements: 1. I shall not submit other people’s work and present them as my own. 2. I will not take any passages from their own previous work without adding citations. 3. I will not rewrite someone else’s work without properly citing sources. 4. I shall not use quotations without citing the source. 5. I will not interweave various sources together in my work, without citing. 6. I will not rely too heavily on other people’s work. 7. I shall bring original thought into my own work. 8. I will not disclose any exams/questionnaires/activities after I have taken them. 9. I will not copy any material from another student and submit it as my own. 10. I shall not share my own completed output to another class/student. __________________________ (Signature over Printed Name) 4 REFERENCE: https://courses.lumenlearning.com/suny-collegesuccess-lumen1/chapter/academic-honesty/ https://www.business.umt.edu/ethics/academic-honesty.ph Our country has been colonized for less than 400 years by three different colonizers who wanted to start Philippine History during that time. The intense transition from one event to another has provided poor chronicles and accounts. Sometimes, forms of political actions promote propaganda that almost becomes a reality for some. Because of this fact, there is historical data that remains questionable as to authenticity and value ranging from general details of an event to topics regarding individual identity and personality. In some issues, there is a thin line between truth and fiction. History must ensure that its content is true and based on facts. This means that history must be a primary source for valid information that is universally accepted. What tests make a historical truth are arguments circling around issues. Historians have been in constant discourse in accommodating and resolving issues which sometimes do not end. In such cases, however, historical contents may either is being purified or worse, filled with more flaws. This module introduces history as a discipline and as a narrative. It presents the definition of history, which transcends the common definition of history as a study of the past. This also discusses several issues in history that consequently opens for the theoretical aspects of the discipline. The distinction between primary and secondary sources is also discussed in relation to the historical subject matter being studied and the historical methodology employed by the historian. Ultimately, this module will also tackle the task of the historian as the arbiter of the facts and evidence in making his interpretation and forming historical narrative. Let us first define history. Here are its various definitions: a. History has always been known as the study of the past. b. History was derived from the Greek word historia which means “knowledge acquired through inquiry and investigation.” c. s focuses on writing about wars, revolutions, and other important breakthroughs. ❖ It should be noted that, while the popular definition of history as the study of the past is not wrong, it does not give justice to the complexity of the subject and its importance to human civilization. 5  ⮚ As many other academic disciplines, history progressed and opened to the possibility of valid historical sources, which were not limited to written documents like governments records, chroniclers’ accounts, or personal letters. It is thus important to ask: What counts as history? ⮚ Traditional historians lived with the mantra of “no document, no history.” It means that unless a written document can prove a certain historical event, then it cannot be considered as a historical fact. ❖ Giving premium to written documents essentially invalidates the history of other civilizations that do not keep written records. Some were keener by passing the history by word of mouth. Others got their historical documents burnt or destroyed in the events of war or colonization. Restricting historical evidence as exclusively written is also a discrimination against other social classes who were not recorded on paper. ❖ Nobilities, monarchs, the elite, and even in the middle class would have their birth, education, marriage, and death as matters of government and historical record. But what of the peasant families or indigenous groups who were not given much thought about being registered to government records? Does the absence of written documents about them mean they were people of no history or past? Did they even exist? ❖ This loophole was recognized by the historians who started using other kinds of historical sources which may not be in written form but were just as valid. A few of these examples are oral traditions in the form of epics, and songs, artifacts, architecture, and memory. ⮚ History thus became more inclusive and started collaborating with other disciplines as its auxiliary disciplines. They are as follows: a. Archeologists – historians can use artifacts from a bygone era to study ancient civilizations that were formerly ignored in history because of lack of documents. b. Linguists – can also be helpful in tracing historical evolutions, past connections among different groups, and 6  the flow of cultural influence by studying language and the changes that it has undergone. c. Scientists like biologists and chemists – can help with the study of the past through analyzing genetic and DNA patterns of human societies. ❖ Indeed, history as a discipline has already turned into a complex and dynamic inquiry. The dynamism inevitably produced various perspectives on the discipline like: What is history? Why study history? History gives us a better understanding of the world and how it operates. When you study a war, you learn more about how conflict escalates. You learn what dilemmas world leaders face and how they respond—and when those decisions lead to better or worse outcomes. And history for whom? history is for everybody, for the people, for the community, for the nation, for the children, for the readers, the high aim of history is to interpret the past, to understand the present and to create links with future expectations, in short to bring up critically thinking individuals. ⮚ These questions can be answered by historiography. What is Historiography? ⮚ Historiography is the history of history. History and historiography should not be confused with each other. The former’s (history) object of study is the past, the events that happened in the past, and the causes of such events. The latter’s (historiography) object of study, on the other hand, is history itself. ❖ Historiography lets us have a better understanding of history. (How was a certain historical text written, who wrote it, what was the context of its publication, what historical method was employed, what were the sources used.) ❖ Historiography is the writing of history, 7  especially the writing of history ❖ based on the critical examination of sources, the selection of particular ❖ details from the authentic materials in those sources, and the synthesis of ❖ those details into a narrative that stands the test of critical examination. 8  ❖ The term historiography also refers to the theory and history of historical ❖ writing. ❖ Historiography is the writing of history, especially the writing of history based on the critical examination of sources, the selection of details from the authentic materials in those sources, and the synthesis of those details into a narrative that stands the test of critical examination. The term historiography also refers to the theory and history of historical writing. ❖ History also has played various roles in the past. States use history to unite the nation. It can be used as a tool to legitimize regimes and forge a sense of collective memory. ⮚ Below are two schools of thought that emerged between the eighteenth and twentieth century which are used to critically analyze history. A school of thought that emerged in the early twentieth century when formerly colonized nations grappled with the idea of creating their identities and understanding their societies against the shadows of colonial past. Post-colonial 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, and second is to criticize the methods, effects, and idea of colonialism. Post-colonial history is therefore a reaction and an alternative to the colonial history that colonial powers created and taught to their subjects. 9  Positivism- is the school of thought that emerged between the eighteenth and nineteenth century. This thought requires empirical and observable evidence before one can claim that a particular knowledge is true. Positivism also entails an objective means of arriving at a conclusion. In this very same truth, historians were required to show written primary documents to write a particular historical narrative. Positivist historians are also expected to be objective and impartial not just in their arguments but also in their conduct of historical research. Post colonialism- is a school of thought that emerged in the early twentieth century formerly colonized nationscrippled with the idea of creating their identities and understanding their societies against the shadows of their colonial past. Post colonial history looks at the two things in writing history. First is to tell the history of their nation that will highlight their identity free from the colonial discourse and knowledge, and second is to criticize the methods, effect, and idea of colonialism. Postcolonial history is therefore a reaction and alternative to the colonial history that colonial powers created and taught to their subjects. If history is written with an agenda or is heavily influenced by the historian, is it possible to come up with an absolute historical truth? ❖ We cannot access the past directly as our subject matter. Historians can only get access representation of the past through historical sources and evidence. Facts cannot speak for themselves. 10  Therefore, what really is the job of the historian? ⮚ It is the historian’s job not just to seek evidence and facts, but also to interpret these facts. ⮚ It is the job of the historian to give meaning to these facts and organize them into a timeline, establish causes, and write history. ⮚ The historian is not a blank paper who mechanically interprets and analyzes present historical facts. ⮚ A historian is a person of his own who influenced his own context, environment, ideology, education, and influences among others. ⮚ A historian’s subjectivity will inevitably influence the process of his historical research: the methodology he will use, the facts that he shall select and deem relevant, his interpretation, and even in the form of his writings. ❖ Thus, in one way or another, history is always subjective. ❖ Historical research requires rigor. Even though historians cannot ascertain absolute objectivity, the study of history remains scientific because of rigor research and methodology that historians employ. ⮚ Historical Methodology comprises certain techniques and rules that historians follow in order to properly utilize sources and historical evidence in writing history. ⮚ Historical Sources are historians’ most important research tools. What are the two classifications of historical sources? Let us find out! Primary sources Secondary Sources 11 ❖ However, you should not be confused about what counts as primary or ❖ 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 about the historical research. If there are primary and secondary sources, could there be a tertiary source? ⮚ A textbook is usually classified as a secondary source, tertiary source even. ❖ Both primary and secondary sources are useful in writing and learning history. However, there is a 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 external and internal criticisms especially primary sources which can age in centuries. What are external and internal criticisms? Let us find out the meaning of the two. ❖ External Criticism ❖ Internal Criticism 12  ⮚ Below are some examples of historical evidences that have proven by historians as historical deceptions. KEY POINTS: a. History focuses on writing about wars, revolutions, and other important breakthroughs. b. Historiography is the history of history. c. A historian is a person of his own who influenced his own context, environment, ideology, education, and influences among others. d. Positivism is a school of thought that requires empirical and observable evidence before one can claim that a particular knowledge is true. e. Post-colonial history is therefore a reaction and an alternative to the colonial history that colonial powers created and taught to their subjects. f. Historical Methodology comprises certain techniques and rules that historians follow to properly utilize sources and historical evidence in writing history. g. Primary sources are those sources produced at the same time as event, period, or subject being studied. h. Secondary sources are those sources, which were produced by an author who uses primary sources to produce the material. i. External Criticism is the practice of verifying the authenticity of evidence by examining its physical characteristics; consistency with historical characteristics of the time when it was produced; and the material used for the evidence. j. Internal Criticism is the examination of the truthfulness of the evidence. It looks at the content of the source and examines the circumstance of its production. 13 SUMMARY: To sum it up, this module has introduced history as a discipline and as a narrative. It has also presented the definitions of history, which transcends the common definition of history as the study of the past. The module also discussed several issues in history that consequently opens for the theoretical aspects of the discipline. The distinction between primary and secondary sources was also discussed in relation to the historical matter being studied and the historical methodology employed by the historian as the arbiter of facts and evidence in making his interpretation and forming historical narrative. REFERENCES: Carr, E. (1991). What is History, United Kingdom: Penguin Lemon, M. (1995.) The Discipline of History and History of Thought. New York, States of America: Routledge. Tosh, J. (2002). The Pursuit of History, Aims, Methods and New Directions in the Study of Modern History) (Revised 3rd Ed.) London, United Kingdom, Pearson Education Ltd 14  LEARNING ACTIVITY: A. True or False. Write true if the statement is true. Otherwise, write false in the space provided. 1. _____History is the study of the past. 2. _____Historical sources that were not written should not be used in writing history. 3. _____The subject of historiography is history itself. 4. _____ History has no use for the present, thus, the saying past is past is true. 5. _____History is limited to the story of a hero versus a villain. 6. _____Only primary sources may be used in writing history. 7. _____There are three types of sources: primary, secondary, and tertiary sources. 8. _____External criticism is done by examining the physical characteristics of a source. 9. _____Internal criticism is done by looking at a source's quality of paper and type of ink, among others. 10. _____The historians are the only source of history. B. Identify the following. Write your answers on the blank provided. 1. ____________________ focuses on writing about wars, revolutions, and other important breakthroughs. 2. ____________________is the history of history. 3. _________________________is a person of his own who influenced his own context, environment, ideology, education, and influences among others. 4. __________________________ is a school of thought requires empirical and observable evidence before one can claim that a particular knowledge is true. 5. ______________________ is a reaction and an alternative to the colonial history that colonial powers created and taught to their subjects. 6. ________________________ comprises certain techniques and rules that historians follow in order to properly utilize sources and historical evidences in writing history 7. __________________________ are those sources produced at the same time as event, period, or subject being studied. 8. _________________________ are those sources, which were produced by an author who use primary sources to produce the material 9. _________________________is the practice of verifying the authenticity of evidence by examining its physical characteristics; consistency with historical characteristics of the time when it was produced; and the material used for the evidence. 10. _________________________ is the examination of the truthfulness of the evidence. It looks at the content of the source and examines the circumstance of its production. 15  ENRICHMENT ACTIVITY: A. What Source? Read the following scenarios and classify the sources discovered as primary, secondary, or tertiary sources. Write your answer in the space provided. 1. Jose was exploring the library in his new school in Manila. He wanted to study the history of Calamba, Laguna during the nineteenth century. In one or the Dooks, he saw an old photograph of a woman standing in front of an old church, clipped among the pages. At the back of the photo was a fine inscription that says: Kalamba, 19 de Junio 1861." Is the photograph a primary, secondary, or a tertiary source? ______________________ 2. It was Lean's first day in his first year of college in a big university. His excitement made him come to class unusually early and he found their classroom empty. He explored the classroom and sat at the teacher's table. He looked at the table drawer and saw a book entitled U.G. An Underground Tale: The Journey of Edgar Jopson and the First Quarter Storm Generation. He started reading the book and realized that it was a biography of a student leader turned political activist during the time of Ferdinand Marcos. The author used interviews with friends and family of Jopson, and other primary documents related to his works and life. Is the book a primary, secondary, or a tertiary source?___________________________ 3. Lorena was a new teacher of AralingPanlipunan in a small elementary school in Mauban, Quezon. Her colleagues gave her the new textbook that she ought to use in class. Before the class started, Lorena studied the textbook carefully. She noted that the authors used works by other known historians in writing the textbook. She saw that the bibliography included TeodoroAgoncillo's The Revolt of the Masses and The Fateful Years: Japan's Adventurein the Philippines, 1941-45. She also saw that the authors used Ma. Luisa Camagay's Working Women of Manila During the 19th Century and many others. Is the textbook a primary, secondary, or a tertiary source?_______________________ 4. Manuel visited the United States for a few months to see his relatives who have lived there for decades. His uncle brought him on tours around Ilinois. Manuel visited the Field Museum of Natural History where a golden image of a woman caught his eye. Manuel looked closer and read that the image was called "The Golden Tara." It originated from Agusandel Sur and was bought 16  by the museum in 1922. lt was believed to be made prior to the arrival of the Spaniards in the Philippines. ls the sculpture a primary, secondary, or tertiary source? _________________________ 5. Gregoria loved to travel around the country. She liked bringing with her a travel brochure that informs her of the different sites worth visiting in the area. Her travel brochure was usually produced by the tourism department of the province. It shows pictures of destinations visited by tourists and a few basic information about the place like the origin of the name, the historical significance of the place, and some other information acquired by the office's researchers and writers. Is the travel brochure a primary, secondary, or a tertiary source? __________________ Formative Assessment Rubric: CRITERIA Exemplary Proficient Incomplete 10 points 5 points 3 points Reflective Essay Evidence of strong Evidence of some Little evidence of reflective thought reflective thought reflective thought pertaining to the pertaining to the pertaining to the topics topics presented, with topics presented, with presented, with the correct usage of few lapses in improper use of vocabulary. Statements vocabulary. Statements vocabulary. Statements are beyond simply are contained by just did not meet the answering the given simply answering the expectations for the activity. given activity. given the activity. Total points __________ a. 17 18