HIST 1013 Readings in Philippine History PDF

UNIVERSITY OF SAINT LOUIS Tuguegarao City SCHOOL OF EDUCATION, ARTS and SCIENCES First Semester A.Y. 2023-2024 CORRESPONDENCE LEARNING MODULE HIST 1013- Readings in Philippine History Prepared by: Ruth Ann M. Bingcang...

UNIVERSITY OF SAINT LOUIS Tuguegarao City SCHOOL OF EDUCATION, ARTS and SCIENCES First Semester A.Y. 2023-2024 CORRESPONDENCE LEARNING MODULE HIST 1013- Readings in Philippine History Prepared by: Ruth Ann M. Bingcang Stella Lumaban Domer F. Macanang Rachel Ann M. Surla Course Instructors Reviewed by: BERNARDO BORI E. GUILLERMO, III Political Science Department Head Recommended by: HERBERT S. CORPUZ, Ed. D. Academic Dean Approved by: EMMANUEL JAMES P. PATTAGUAN, Ph.D. Vice President for Academics HIST 1013- Readings in Philippine History | 1  UNIVERSITY PRAYER O God, wellspring of goodness and blessings, we give you thanks and praise as one Louisian community. The graces You incessantly grant upon us and Your divine providence have sustained our beloved University throughout the years of mission and excellence. Having been founded by the Congregation of the Immaculate Heart of Mary, we pray that You keep us committed and dedicated to our mission and identity to serve the Church and the society as we become living witnesses to the Gospel values proclaimed by Jesus. For if we are steadfast in our good and beautiful mission, our works will bring success not only to ourselves but also to those whom we are bound to love and serve. Inspired by St. Louis our Patron Saint, who was filled with a noble spirit that stirred him to love You above all things , may we also live believing that we are born for a greater purpose and mission as we dwell in Your presence all the days of our life. Grant all these supplications through the intercession of Mother Mary and through Christ our Lord. Amen. HIST 1013- Readings in Philippine History | 2 THE VISION, MISSION, EDUCATIONAL PHILOSOPHY, AND CORE VALUES OF THE UNIVERSITY VISION USL is a global learning community recognized for science and technology across all disciplines, strong research, and responsive community engagement grounded on the CICM mission and identity for a distinctive student experience. MISSION USL sustains a Catholic academic community that nurtures persons for community, church and society anchored on CICM’s Missio et Excellentia. EDUCATIONAL PHILOSOPHY AND CORE VALUES The University of Saint Louis upholds the philosophy that education is for building of self and persons for the Church and the Society. Wisdom builds. To these ends, the following are University of Saint Louis’s core values integral in the formation of every member of the Louisian community. a. Christian Living. We are witnesses to the Gospel values as taught and lived by Christ thus making God’s love known and experienced by all. b. Excellence. We seek and maintain uncompromising standard of quality in teaching, learning, service, and stewardship of school resources. c. Professional Responsibility. We are committed to efficiently and responsibly apply the learned principles, values and skills in the chosen field of discipline, taking initiative and command responsibility in one’s professional advancement. d. Social Awareness and Involvement. We engage ourselves with society by listening to the prevailing issues and concerns in the society, thereby initiating and participating in constructive and relevant social activities for the promotion of justice, peace and integrity of creation and for people’s wellness and development consistent with the CICM charism. e. Innovation, Creativity and Agility. We keep ourselves relevant and responsive to the changing needs of our stakeholders by being flexible, solution oriented, and having cutting-edge decisions and practices HIST 1013- Readings in Philippine History | 3  School of Education, Arts and Sciencesb General Education Area Curriculum 2018-2019 CORRESPONDENCE LEARNING MODULE HIST 1013: Readings in Philippine History 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 analyze 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 the historical and critical consciousness of the students so that they will become versatile, articulate, broad-minded, morally upright and responsible citizens. COURSE LEARNING OUTCOMES After completion of the course, the students should be able to CLO 1: Identify credible and authentic primary sources that could be used in reconstructing the rich history of the Filipino people from pre-colonial times to the present that manifest interest and concern in promoting and preserving our country’s national patrimony and cultural heritage; CLO 2: Analyze the context, content, and perspective of selected primary sources and determine their contribution in understanding the history of the Filipino people; CLO 3: Develop critical and analytical skills as they are exposed to primary sources; CLO 4: Demonstrate the ability to use primary sources that will enable them to argue in favor or against a particular issue; CLO 5: Effectively communicate, using various techniques and genres, their historical analysis of a particular event or issue that could help other people understand the chosen topic and propose recommendations/solutions to present day problems based on their own understanding of their root causes, and their anticipation of future scenarios. MAJOR TOPICS I. Meaning and relevance of history; distinction of primary and secondary sources; external and internal criticism; repositories of primary sources, and different kinds of primary sources II. Content and Contextual Analysis of selected primary sources; identification of the historical importance of the text; and examination of the author’s main argument and point of view III. “One past but many histories”: controversies and conflicting views in Philippine history IV. Social, political, economic and cultural issues in Philippine history V. Critical evaluation and promotion of local and oral history, museums, historical shrines, cultural performances, indigenous practices, religious rites and rituals, etc. GRADING SYSTEM: DISTRIBUTION OF GRADES PRELIM MIDTERM FINALS Class Standing 60% 60% 60% Quizzes 15% 15% 15% Learning Tasks 35% 35% 35% HIST 1013- Readings in Philippine History | 4  Recitation/Participation Activities 10% 10% 10% Major Examinations 40% 40% 40% TOTAL 100% 100% 100% CORRESPONDENCE LEARNING MODULE HIST 1013: Readings in Philippine History AY 2023-2024 Lesson 1: Meaning and Relevance of History Topic: Meaning and Relevance of History Learning Outcomes: At the end of this module, you are expected to: 1. Interpret various definitions of history according foreign and local authors; 2. Explain the most accurate definition of history as applied to Philippine context; 3. Reflect on some comments about history provided by some known historians; 4. Differentiate history to past, prehistory and herstory Week 1 Time Table: (August 14-18, 2023) For this week, the following shall be your guide for the different lessons and tasks that you need to accomplish. Be patient, read them carefully before proceeding to the tasks expected of you. HAVE A FRUITFUL LEARNING EXPERIENCE! Date Topics Activities or Tasks August 14 Orientation/Setting of Expectations Read the General Introduction The USL-Vision-Mission-Values August 15- Lesson Proper Read and analyze Lesson 1: Meaning and 16 Relevance of History August 17- Accomplish task Accomplish activity sheet/learning tasks/activities 18 LEARNING CONTENT Introduction: PHILIPPINE HISTORY IN A GLIMPSE The Early Philippines The Philippines is named after King Philip II of Spain (1556-1598) and it was a Spanish colony for over 300 years. Today the Philippines is an archipelago of 7,000 islands. However it is believed that during the last ice age they were joined to mainland Asia by a land bridge, enabling human beings to walk from there. The first people in the Philippines were hunter-gatherers. However between 3,000 BC and 2,000 BC people learned to farm. They grew rice and domesticated animals. From the 10th AD century Filipinos traded with China and by the 12th Century AD Arab merchants reached the Philippines and they introduced Islam. HIST 1013- Readings in Philippine History | 5  Then in 1521 Ferdinand Magellan sailed across the Pacific. He landed in the Philippines and claimed them for Spain. Magellan baptized a chief called Humabon and hoped to make him a puppet ruler on behalf of the Spanish crown. Magellan demanded that other chiefs submit to Humabon but one chief named Lapu Lapu refused. Magellan led a force to crush him. However the Spanish soldiers were scattered and Magellan was killed. The Spaniards did not gain a foothold in the Philippines until 1565 when Miguel Lopez de Legazpi led an expedition, which built a fort in Cebu. Later, in 1571 the Spaniards landed in Luzon. Here they built the city of Intramuros (later called Manila), which became the capital of the Philippines. Spanish conquistadors marched inland and conquered Luzon. They created a feudal system. Spaniards owned vast estates worked by Filipinos. Along with conquistadors went friars who converted the Filipinos to Catholicism. The friars also built schools and universities. The Spanish colony in the Philippines brought prosperity - for the upper class anyway! Each year the Chinese exported goods such as silk, porcelain and lacquer to the Philippines. From there they were re- exported to Mexico. The years passed uneventfully in the Philippines until in 1762 the British captured Manila. They held it for two years but they handed it back in 1764 under the terms of the Treaty of Paris, signed in 1763. The Philippines in the 19th Century In 1872 there was a rebellion in Cavite but it was quickly crushed. However nationalist feeling continued to grow helped by a writer named Jose Rizal (1861-1896). He wrote two novels Noli Me Tangere (Touch me Not) and El Filibusterismo (The Filibusterer) which stoked the fires of nationalism. In 1892 Jose Rizal founded a movement called Liga Filipina, which called for reform rather than revolution. As a result Rizal was arrested and exiled to Dapitan on Mindanao. Meanwhile Andres Bonifacio formed a more extreme organisation called the Katipunan. In August 1896 they began a revolution. Jose Rizal was accused of supporting the revolution, although he did not and he was executed on 30 December 1896. Yet his execution merely inflamed Filipino opinion and the revolution grew. Then in 1898 came war between the USA and Spain. On 30 April 1898 the Americans defeated the Spanish fleet in Manila Bay. Meanwhile Filipino revolutionaries had surrounded Manila. Their leader, Emilio Aguinaldo declared the Philippines independent on 12 June. However as part of the peace treaty Spain ceded the Philippines to the USA. The Americans planned to take over. War between American forces in Manila and the Filipinos began on 4 February 1899. The Filipino- American War lasted until 1902 when Aguinaldo was captured. The Philippines in the 20th Century American rule in the Philippines was paternalistic. They called their policy 'Benevolent Assimilation'. They wanted to 'Americanize' the Filipinos but they never quite succeeded. However they did do some good. Many American teachers were sent to the Philippines in a ship called the Thomas and they did increase literacy. HIST 1013- Readings in Philippine History | 6  In 1935 the Philippines were made a commonwealth and were semi-independent. Manuel Quezon became president. The USA promised that the Philippines would become completely independent in 1945. However in December 1941 Japan attacked the US fleet at Pearl Harbor. On 10 December 1941 Japanese troops invaded the Philippines. They captured Manila on 2 January 1941. By 6 May 1942 all of the Philippines were in Japanese hands. However American troops returned to the Philippines in October 1944. They recaptured Manila in February 1945. The Philippines became independent on 4 July 1946. Manuel Roxas was the first president of the newly independent nation. Ferdinand Marcos (1917-1989) was elected president in 1965. He was re-elected in 1969. However the Philippines was dogged by poverty and inequality. In the 1960s a land reform program began. However many peasants were frustrated by its slow progress and a Communist insurgency began in the countryside. On 21 September 1972 Marcos declared martial law. He imposed a curfew, suspended Congress and arrested opposition leaders. The Marcos dictatorship was exceedingly corrupt and Marcos and his cronies enriched themselves. Then, in 1980 opposition leader Benigno Aquino went into exile in the USA. When he returned on 21 August 1983 he was shot. Aquino became a martyr and Filipinos were enraged by his murder. In February 1986 Marcos called an election. The opposition united behind Cory Aquino the widow of Benigno. Marcos claimed victory (a clear case of electoral fraud). Cory Aquino also claimed victory and ordinary people took to the streets to show their support for her. The followers of Marcos deserted him and he bowed to the inevitable and went into exile. Things did not go smoothly for Corazon Aquino. (She survived 7 coup attempts). Furthermore, the American bases in the Philippines (Subic Bay Naval Base and Clark Air Base) were unpopular with many Filipinos who felt they should go. In 1992 Mount Pinatubo erupted and covered Clark in volcanic ash forcing the Americans to leave. They left Subic Bay in 1993. In 1992 Fidel Ramos became president. He improved the infrastructure in the Philippines including the electricity supply. Industry was privatized and the economy began to grow more rapidly. However at the end of the 1990s the Philippine economy entered a crisis. Meanwhile, in 1998 Joseph Estrada, known as Erap became president. Estrada was accused of corruption and he was impeached in November 2000. Estrada was not convicted. Nevertheless, people demonstrated against him and the military withdrew its support. Estrada was forced to leave office and Vice-president Gloria Macapagal-Arroyo replaced him. She was re-elected in 2004. Lesson Proper: Human beings in the face of the planet have different actions and interactions with the occurrences of their physiological needs and environmental change. Most of the time, they act in accordance to the humanistic needs like thirst and hunger that possibly lead to the development of their cognitive skills to think on how to meet the needs that being endured by their biological structure. HIST 1013- Readings in Philippine History | 7  Human have invented the spears and bow and arrow to kill an animal for food to ease their hunger, and molded a mud into a cup like the shape of their palms when they fetch fresh water from the river. These innovative particular actions are possible product of their creativity on how to kill an animal for food without risking their lives in an apparent attack or danger, and on how to keep fresh water in their dwelling areas by imitating the shape of their palm into a cup made of mud. Your Thoughts! “History is not just a catalogue of events put in the right order like a railway timetable.” – A.J.P. Taylor What does the line above mean? Explain in a layman’s term to better understand its meaning. Please proceed to the worksheet of this module MEANING OF HISTORY What is History? How is it different from other disciplines or other forms of writing? How is it the same? History is…… - a recitation of unrelated facts that do not contribute to a larger story. - an agreed upon set of facts or a forever-fixed story that is never subjected to changes and updates. - a simple acceptance of what is written about a historical topic, event or person - a simple historical chronology of famous dates, incidents and people. - a strict reliance solely on the past with no examination of how the past has influenced the present or how it may influence the future. - about one absolute truth, one particular perspective, or one set of facts and figures. - a chronological storytelling in its finest form; it sequentially weaves together many related historical and contemporary events and ideas that linked to a larger story. HIST 1013- Readings in Philippine History | 8 SOME OTHER DEFINITIONS OF THE NATURE HISTORY Some comments about history by famous authors and individuals “History is the version of past “If we are to make progress, we must events that people have not repeat history but make new decided to agree upon.” history. We must add to inheritance left by our ancestors.” -Napoleon Bonaparte - Mahatma Gandhi “Study the past if you would “History will be kind to me for I intend define the future.” to write it.” - Confucius - Winston Churchill “The history of all hitherto We are not makers of history, we are existing society is the history made by history.” of class struggles.” - Martin Luther - Karl Marx HIST 1013- Readings in Philippine History | 9  WHY STUDY HISTORY? History- both knowledge of the past and the practice of researching and making sense of what happened in the past- is critically important to the welfare of individuals, communities and the future of our nation. According to processhistory.com, the study of history is essential for the following: To Ourselves: Identity- History nurtures personal identity in an intercultural world. History serves as the trademark of a group of people, distinguishing them from the rest wherever they are. This distinct identity is unique and you carry with it a profound superiority. Critical Skills- History teaches critical 21st century skills and independent thinking. The practice of history teaches research, judgment of the accuracy and reliability of sources, validation of facts, awareness of multiple perspectives and biases, analysis of conflicting evidence, sequencing to discern causes, synthesis to present a coherent interpretation, clear and persuasive written and oral communication and other skills(processhistory, 2015). To Our Communities: Vital Places to Live and Work- History lays the groundwork for strong, resilient communities. No place really becomes a community until it is wrapped in human memory: family story, tribal traditions, and civic consciousness. By way of analogy, even in the bible, the famous story of the prodigal son illustrates that nothing in this earth is more precious than the love of a family to a son who became astray because of material interest. History would probably bring us to the old memories of the significant things in the past. Economic Development- History is a catalyst for economic growth. People are drawn to communities that have preserved a strong sense of historical identity and character (processhistory, 2015). Learning from the many mistakes of our ancestors, we have to really move on and make a change. History is perhaps attached to our old culture and beliefs that many would not want to go away. Economic growth is somehow related to how people effect change such as for example the old manner of farming and doing things. To Our Future: Engaged Citizens- History helps people craft better solutions. At the heart of democracy is the practice of individuals coming together to express views and make action. Students of history become better individuals when they see and perform their vital roles in the community. When young people go out of the shells and start engaging themselves to the many programs, activities and the like of the community, then we can truly say that they are engaged citizens of their respective place. Leadership- History inspires local and global leaders. History provides leaders with inspirations and role models for meeting the complex challenges that face our communities, nations, and the world. Our national politics can speak of this. Many of the highest officials of the government started as local leaders such as mayors, governors etc. This would only show that local governments are the training grounds of future national leaders. HIST 1013- Readings in Philippine History | 10  Legacy- History, saved and preserved, is the foundation for future generations. History is crucial to preserving democracy for the future by explaining our shared past (processhistory, 2015).Nothing beats history. We may die. Our ancestors may die but the only legacy they can leave behind is their experiences and good stories which are worthy of emulations. HISTORY DIFFERENTIATED a. History vs. Past The past is not the same as history. The past involves everything that ever happened since the dawn of time- every thought and action of man or woman on earth, every leaf that fell in the tree and every chemical change in this universe and others. History by contrast, is a process of interpreting evidence or records from the past in a thoughtful and informed way. It is the narrative that gives meaning, sense, and explanation to the past in the present. b. History vs. Prehistory History and prehistory show differences between them in their nature and substance. The main difference between history and prehistory is the existence of records. c. History vs. Herstory The word “history” is etymologically unrelated to the possessive pronoun his. Traditionally, history has been defined as “the study of the past as it is described in written documents.” Feminists argued that is has been men (“his” “ story”) who usually have been the ones to record the past. Herstory, by contrast, is history written from a feminist perspective, emphasizing the role of women, or told from a woman’s point of view. It is a neologism coined as a pun with the word “history” as part of a feminist critique of conventional historiography, which in their opinion is traditionally written as “his story”, e.i., from the masculine point of view. What about women? Should an event in the past was written down be called “herstory?”(“History,”2018; “Herstory”, 2018) ***END of LESSON 1*** HIST 1013- Readings in Philippine History | 11  CORRESPONDENCE LEARNING MODULE HIST 1013: Readings in Philippine History AY 2023-2024 Lesson 2: Historical Sources Topic: Historical Sources Learning Outcomes: At the end of this module, you are expected to: 1. Evaluate primary sources for their credibility, authenticity and provenance; 2. To apply the knowledge in historical methodology and philosophy in assessing and analyzing existing historical narratives; 3. Examine and assess critically the value of historical evidences and sources. Date Topics Activities or Tasks August 21 Special Holiday August 22 Read and analyze lesson on Primary and Secondary Sources Read and analyze lesson on Importance of Historical Sources August 23 Accomplish learning tasks/activities August 24 Quiz 1 and 2 August 25 Submit ALL accomplished learning tasks/activities from Module 1 and 2 LEARNING CONTENT Introduction: This part of the module will give you the overview of the different kinds of historical sources. But before we move to that let me give you the importance of a historical source. Generally, these sources are considered as the most important research tools for historian. Most historical source materials can be grouped into four basic categories: documents, numerical records, oral statements and relics. The main emphasis in historical research is on interpretation of documents, diaries and the like. Historical data are categorized into primary or secondary sources (Fraenkel & Wallen, n.d.) Historical sources may be classified as primary and secondary (Fox, 1969). A primary source is regarded as the source of the “best evidence”. This is because the data come from the testimony of a able eye and eye witnesses to past events. They may also consist of actual objects used in the past which you can directly scrutinize or examine. Secondary source are information supplied by a person who was not a direct observer or participant of the event, object, or condition (Sevilla et. Al, 1992.) HIST 1013- Readings in Philippine History | 12 Lesson Proper: “To be ignorant of what occurred before you were born is to remain always a child.” - Marcus Cicero Distinction between Primary and Secondary Sources Primary Sources A primary source provides direct or first-hand evidence about an event, an object, a person, or a work of art. These primary sources provide the original materials on which other research is based and enable students and other researchers to get as close as possible to what actually happened during a particular event or era. Published materials can be viewed as primary sources as long as they come from the time period that is being discussed, and were written or produced by someone with first-hand experience of the event. For instance, the stenographic notes of a court trial and the news reporter’s account of the trial are primary sources. All physical objects, including photographs, and cultural institutions and practices are primary sources themselves and all accounts written about them by those who had actually seen and experienced are primary sources. History as an academic discipline heavily relies on primary sources, as evaluated by a community of scholars, who report their findings in books, articles and papers. As one historian says, “Primary sources are absolutely fundamental to history”. Generally, a historian capitalizes on all available primary sources that were created by the people involved at the time being studied. In reality some sources have been destroyed, while others are not available for research. The most reliable eyewitness reports of an event may be memoirs, autobiographies, or oral interviews taken years or even centuries ago. Manuscripts that are sources for classical texts can be copies of documents, or fragments of copies of documents. For this reason, history is usually taught in schools using secondary sources. Historians who are into publishing academic articles with fresh or new perspectives prefer to go back to available primary sources and to seek new ones. Primary sources, be it accurate or not, offer new inputs into historical questions and most modern history dwells on archives and special collections for the purpose of finding useful primary sources. It is then essential to classify the sources to determine its independence and reliability. In context such as historical writing, it is indeed advisable to use primary sources but in the absence of one, the author may use the secondary sources with great caution. Determine if Primary Source Ask yourself: 1. Was it produced, written, or painted during a specific time period? 2. Did the person live during the time or event? Different Kinds of Primary Sources: Literary or Cultural Sources: 1. Novels, plays, poems (both published and in manuscript form) 2. Television shows, movies, or videos 3. Paintings or photographs HIST 1013- Readings in Philippine History | 13 Accounts that describe events, people, or ideas: 1. Newspapers 2. Chronicles or historical accounts 3. Essays and speeches 4. Memoirs, diaries, journals, and letters 5. Philosophical treaties or manifestos Information about people: 1. Census records 2. Obituaries 3. Newspaper articles 4. Biographies and autobiographies Finding information about a place: 1. Maps and atlases 2. Census information 3. Statistics 4. Photographs 5. City directories 6. Local libraries or historical societies Finding information about an organization: 1. Archives (sometimes held by libraries, institutions, or historical societies Three Types of Written Sources 1. Narrative sources or literary sources tell a story or message. These include diaries, films, biographies, leading philosophical works and scientific works. 2. Diplomatic sources include charters and other legal documents which observe a set format. 3. Social documents are records created by organizations, such as register of births and tax records. Secondary Sources Secondary sources generally describe, discuss, interpret, comment upon, analyze, evaluate, summarize, and process primary sources. These secondary source materials can be articles in newspapers or popular magazines, book or movie reviews, or articles found in scholarly journals that discuss or evaluate someone else’s original research. All writings by people who have never experienced nor observed personally the objects and have based their writings upon the information gathered from those who have knowledge of the events are secondary sources. In historiography, when a study of history is subject to historical scrutiny, a secondary source becomes a primary source. The historian’s publication can likewise be a primary source. Documentary films are considered secondary or primary sources depending on how much the film maker modifies the original source. Whether a source is regarded as primary or secondary in a given context may change, depending upon the present state of knowledge within the field. For example, if a document refers to the contents of a HIST 1013- Readings in Philippine History | 14 previous but undiscovered letter, that document may be considered ‘primary’, since it is the closest known thing to an original source, but if the letter is later found, it may then be considered ‘secondary’. Determine if Secondary Source Ask yourself: 1. Was it produced, written, or painted after a specific time period? 2. Did the person live after the time or event? Examples of Secondary Sources: 1. Books with endnotes and footnotes 2. Reprint of artwork 3. A journal or magazine which interprets or reviews previous findings 4. Conference proceedings 5. Literary Criticism 6. Book reviews Importance of Historical Sources 1. Useful in writing and learning history 2. Can be useful in doing historical research that is important in establishing historical truth. 3. However, a student should not scrutinize these sources to avoid deception. Rather, the student must dwell on internal and external criticism. External Criticism The practice of verifying the authenticity of evidence by examining its physical characteristics. This also refers to the genuineness of the document a researcher used in a historical study. Some questions that illustrate external criticism include: Who was the author, what was his/her qualifications, personality, and position? How soon after the events was the document written and how was the document was written and is it related to other document? Internal Criticism This is the examination of truthfulness of the evidence. It looks at the content of the document to determine its authenticity. This is referred to as the textual criticism, it involves factor such as competence, good faith, position, and bias of the author (Sanchez, 1980). It also involves determining the intention of the source of data while external criticism conducts document analysis using science. To simplify, the authenticity of the document is determined by external criticism, whereas credibility is established by internal criticism. The purpose of criticism is to validate historical sources that tend to manipulate conclusions which are indeed deceptive in the analysis and study of history. We don’t entertain lies in studying history. *** END of LESSON 2*** HIST 1013- Readings in Philippine History | 15 PARTICIPATION (for recitation purposes) In not more than 5 sentences, share your insights on the following: 1) Primary source has been regarded as the source of the “best evidence” but when many evidences supply information discrepancies and contradictions emerged, what do you think is the best solution to have accurate and exact narration of events coming from different sources? 15 points DRILLS/ ACTIVITIES/ APPLICATION Fill out the two column chart of primary sources and secondary sources respectively. Under the first column, list down at least 10 primary sources you know and on the opposite column, come up with at least 10 secondary sources out of the primary sources you have enumerated. (20pts) EVALUATION Directions: Study carefully the given items, identify whether they are classified as Primary or Secondary sources of Historical data. (10 pts) 1. A letter written by an ordinary person describing their experience of an event. _________ 2. A newspaper article reporting on events that took place the day before the article was published. _________ 3. Information sources such as raw data and articles that report on original research. _________ 4. A magazine article in which a staff reporter provides an overview of a topics including a summary of recent developments in research related to the subject. _________ 5. An interview with your grandfather about your great- grandfather’s childhood. _________ 6. A chart from a government agency’s website, showing statistical data is gathered. _________ 7. Photograph of the Philippines in the year 1945. _________ 8. Online book. _________ 9. Unpublished master’s theses and dissertations, and other studies. _________ 10. The account of the first person in space. _________ ESSAY: 1. Why is it more reliable and credible to use primary sources? Explain in not more than 5 sentences: Rubric: Correctness of Entry/ies---------------------------------8 points Clarity of Ideas/Points------------------------------------4 points Construction (e.g. grammar etc).---------------------- 3 points HIST 1013- Readings in Philippine History | 16 ASSIGNMENT Advance Reading: Read more about external and internal criticism and read in advance repositories of primary sources and different kinds of primary sources. REFERENCES Textbooks Amvida, M, Maliban, N., Ramos, O. and Umali, V. (2018). Readings in Philippine History. Jo-deh Publishing Galicia, R., Palencia, M and Solmerano, E. (2018). Readings in Philippine History. FASTBOOKS Educational Supply, Inc. Martinez, R. et. Al (2018). The Readings in the Philippine History. Mindshapers co. Inc. Corpuz, R. et. Al (2018). Readings in Philippine History. Mindshapers co. Inc. Online Reference Process, http://www.processhistory.org Imagine Easy Solutions (2014) Understanding Primary & Secondary Sources, retrieved from https://www.youtube.com/watch?time_continue=43&v=pmno-Yfetd8&feature=emb_logo (2020) Learning Materials 1. Worksheets (teacher-made) HIST 1013- Readings in Philippine History | 17  SCHOOL OF EDUCATION, ARTS and SCIENCES First Semester, A.Y. 2023-2024 CORRESPONDENCE LEARNING WORKSHEET HIST 1013- Readings in Philippine History Weeks 1 and 2 NAME: ________________________________ SUBJECT CODE: _______________________ WEEK 1 PARTICIPATION In not more than 5 sentences, what does the phrase/line below mean? Use the spaces provided for your answer. Use the rubric below for your guide. “History is not just a catalogue of events put in the right order like a railway timetable.” – A.J.P. Taylor Correctness of Interpretation-------------------------------10 points Quality of Explanation----------------------------------------5 points Construction----------------------------------------------------5 points ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ DRILLS/ ACTIVITIES/ APPLICATION 1. Accomplish a comparison chart for the following: Use only the spaces provided for your answer. a. history vs. past b. history vs. pre-history c. history vs. herstory * Note: For your answer here, do not copy what has been provided in this module. Rubric: Correctness of Entry/ies---------------------------------10 points Clarity of Ideas/Points------------------------------------5 points Construction (e.g. grammar etc).----------------------5 points HIST 1013- Readings in Philippine History | 18  HISTORY PAST HISTORY PRE-HISTORY HISTORY HERSTORY 2. Explain the most accurate definition of history as provided below: History is a chronological storytelling in its finest form; it sequentially weaves together many related historical and contemporary events and ideas that linked to a larger story. Rubric: Correct Interpretation----------------------------------- 10 points Relevance to the Topic--------------------------------- 5 points Construction----------------------------------------------- 5 points ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ HIST 1013- Readings in Philippine History | 19  WEEK 2 PARTICIPATION In not more than 5 sentences, share your insights on the following: 1. Primary source has been regarded as the source of the “best evidence” but when many evidences supply information discrepancies and contradictions emerged, what do you think is the best solution to have accurate and exact narration of events coming from different sources? Rubric: Correctness of Entry/ies---------------------------------8 points Clarity of Ideas/Points------------------------------------4 points Construction (e.g. grammar etc).---------------------- 3 points ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ DRILLS/ ACTIVITIES/ APPLICATION Fill out the two column chart of primary sources and secondary sources respectively. Under the first column, list down at least 10 primary sources you know and on the opposite column, come up with at least 10 secondary sources out of the primary sources you have enumerated. (20pts) PRIMARY SOURCES SECONDARY SOURCES Ex. Legislation/ Regulations/ Constitutions Political Commentaries 1 2 3 4 5 6 7 8 9 10 HIST 1013- Readings in Philippine History | 20 EVALUATION IDENTIFICATION. Study carefully the given items, identify whether they are classified as Primary or Secondary sources of Historical data. 10 pts) 1. A letter written by an ordinary person describing their experience of an event. _________ 2. A newspaper article reporting on events that took place the day before the article was published. _________ 3. Information sources such as raw data and articles that report on original research. _________ 4. A magazine article in which a staff reporter provides an overview of a topics including a summary of recent developments in research related to the subject. _________ 5. An interview with your grandfather about your great- grandfather’s childhood. _________ 6. A chart from a government agency’s website, showing statistical data is gathered. _________ 7. Photograph of the Philippines in the year 1945. _________ 8. Online book. _________ 9. Unpublished master’s theses and dissertations, and other studies. _________ 10. The account of the first person in space. _________ ESSAY. Provide what is being asked. Explain your answer briefly but substantially. 1. Why is it more reliable and credible to use primary sources? Explain in not more than 5 sentences. Rubric: Correctness of Entry/ies---------------------------------8 points Clarity of Ideas/Points------------------------------------4 points Construction (e.g. grammar etc).---------------------- 3 points ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ______________________________________________________________________________ ***END OF MODULE 1 and 2** HIST 1013- Readings in Philippine History | 21