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What is History? Sub Concerns 1. Meaning and Relevance 2. Primary and Secondary Sources 3. Analysis of Context and Content Meaning, Records, Aims Record of the past of mankind (Choose the most important and recording it) a. Thematic – according to theme/topic (Ex: Filipino Resistance during S...

What is History? Sub Concerns 1. Meaning and Relevance 2. Primary and Secondary Sources 3. Analysis of Context and Content Meaning, Records, Aims Record of the past of mankind (Choose the most important and recording it) a. Thematic – according to theme/topic (Ex: Filipino Resistance during Spanish/American Time, different resistance based on the trigger/period) b. Chronology – timeline, start from the beginning to the end (His-Story, history of mankind) Historical Records a. Documents – written texts (manuscript, books, letters) b. Artifacts – result of work of man, objects, museum artifacts, a person who existed from the past is also considered an artifact c. Digital - technology Aims a. Descriptive - describe by answering 4Ws questions (Who, What, When, Where) to interpret by explaining and synthesizing to make conclusions. b. Interpretative - explaining using your own words and thoughts as you process information gathered from your resources. Meaning of History History is the study of past events, people, and societies to understand how they have shaped the present. Continuous process of interaction between the historian and his facts, an unending dialogue between the present and the past. Continuous interplay of present and past events The historian without his facts is rootless and futile; the facts without their historian are dead and meaningless. - Collect facts - Create narratives - Do interpretations "The past is intelligible to us only in the light of the present and we can fully understand the present only in the light of the past" by E. H. Carr Importance of History 1. Understanding the Past: - Learning about history helps us grasp how past events shape our present. - Allows us to master and understand our past, which in turn allows to understand our present. 2. Cultural Insight: - It broadens our understanding of different cultures, enhancing cross-cultural awareness. - Provide us with insight into our cultures of origin as well as cultures with which we might be less familiar, thereby increasing cross-cultural awareness and understanding. 3. Appreciating Differences: - Examining historical contexts helps us recognize and appreciate differences between societies and time periods. - Helps us to appreciate the essential nature of the differences between his own society and outlook and those of other periods and other countries. 4. Evaluating Significance: - It allows us to assess the importance of historical events, figures, and developments. - Let us to evaluate what was significant about selected events, people, and developments in the past. 5. Understanding Our Current Situation: - History helps us comprehend our current position and lifestyle by showing how we arrived here. - Helps us understand why we live the way we are living and why we are where we are as a species and country. 6. Learning from Mistakes: - Studying past errors guides us in avoiding the same mistakes and improving our future. - Allows us to learn from the mistakes of our ancestors so we do not do the same things they did and work to have a better place. Understanding History 1. Before you study the history study the historian. 2. Before you study the historian, study his historical and social environment. The historian, being an individual, is also a product of history and of society; and it is in this twofold light that the student of history must learn to regard him. 3. According to Creighton 'an arbiter of controversy, a guide of the wanderer, the upholder of that moral standard which the powers of earth and of religion itself tend constantly to depress' From: What is History by E. Carr Searching for Objectivity AVOID: Avoid skepticism BELIEVE IN: Believe in the progressive development of humanity RISE: Rise to the limit Objective Historian 1. Has the capacity to rise above the limited vision of his own situation in society and history. 2. Has the capacity to project his vision into the future in such a way as to give him a more profound and lasting insight into the past than can be attained by those historians whose outlook is entirely bounded by their own immediate situation. Understanding the depth of historical study - The historian is not a judge, still less than a hanging judge. History is a process of struggle, in which results, whether we judge them good or bad, are achieved by some groups directly or indirectly - and more often directly than indirectly - at the expense of others. The losers pay. Suffering is indigenous in history. Every great period of history has its casualties as well as its victories. Suffering is Indigenous in History Primary Sources Immediate, first-hand accounts of a topic, from people who had a direct connection with it. Original records created at the time historical events occurred, or well after events occurred. Primary sources may include: 1. Letters 2. Manuscripts 3. Diaries 4. Journals 5. Oral Histories 6. Newspapers 7. Speeches 8. Interviews 9. Memoirs 10. Government Documents 11. Photographs 12. Audio Recordings 13. Video Recordings  14. Artifacts These sources serve as the raw material to interpret the past. When they are used along with previous interpretations by historians, they provide the resources necessary for historical research. Secondary Sources Build from primary sources with more extensive and in-depth analyses. They summarize, evaluate, and analytically interpret primary material, often by offering a personal perspective. Published works with list of sources of information which can be used to locate additional information for research or unexplored topics. Use to see what others have discussed. They can be a good place to gather background information on a particular topic. General examples: 1. Textbooks 2. Monographs (Books) 3. Encyclopedias 4. Analysis 5. Review Articles 6. Dissertations 7. Thesis Tertiary Sources They are distillations and collections of primary and secondary sources. The information is compiled and digested into factual representation, so that it does not obviously reflect points of view, critiques or persuasions. Tertiary sources are typically the last to be published in the information cycle. Because it has been filtered through by many reviewers, it tends to consist of highly reliable and accurate information, plus contain broad perspectives of topics. Use for a general overview of topic and for background information for research. General examples: 1. Encyclopedias 2. Directories 3. Dictionaries 4. Handbooks 5. Guides 6. Classification 7. Chronology 8. Other Fact Books Identify if primary or secondary source 1. Debut memoir "Somewhere in the Middle: A journey to the Philippines in search of roots, belonging, and identity on March 11, 2019" by Deborah Francisco Douglas Answer: Primary Source 2. Article analyzing Rodrigo Duterte's speech Answer: Secondary Source 3. Book recounting battle history of WW2 in the Philippines Answer: Secondary Source (based on research - recount) 4. Autobiographies by Jose Rizal, Antonio Luna, and Corazon Aquino Answer: Primary Source (written by the person themselves - autobiography) 5. Lecture paper that examines Henry Scott's writing style Answer: Secondary Source 6. Presentation of Manila city landscape using "reduccion" plan of the Augustinian Answer: Primary Source (reduccion - original plan when there is a city hall there is also a church around) 7. Paper discussion on Juan Luna's techniques in painting Spoliarium Answer: Secondary Source 8. Criticism or review of Felix Resureccion Hidalgo's Virgins Expose to the Populace Answer: Secondary Source 9. News commentaries on the 2018 SONA of President R. Duterte Answer: Secondary Source (news commentaries- comments come from the original source) 10. Physician's account on Dengvaxia vaccine Answer: Primary Source (doctor's experience) 11. Narration of Col. E. Abulencia's experience as a soldier during WW2 in the Philippines Answer: Primary Source (soldier's experience) 12. Comfort Woman: A Filipina's Story of Prostitution and Slavery Under the Japanese Military by Maria Rosa Henson Answer: Primary Source (she was a comfort woman meaning her experience was published) When is a Primary Source a Secondary Source? Whether something is a primary or secondary source often depends upon the topic and its use. Paul's Epistle to the Galatians was written contemporaneous to Simon Peter's actual existence thus primary source The author of 2 Peter refers to Noah, 2 Peter was written circa 60AD, whereas Noah lived - assuming he lived at all - circa 2304 thus secondary Historical Criticisms Investigation of the origin of the text to understand "the world behind the text" Goals 1. Discover historical context 2. Reconstruct historical situation of the author and recipients of the text Kinds 1. Higher - philosophical and theological interpretations 2. Lower - textual and understanding what was written  Refined in time to source criticism, form criticism, redaction criticism, tradition criticism, canonical criticism etc. Repositories of Primary Sources Basic Questions When and where was it created? Who created it? For what purpose was it created? Dependent on the Topic On issue like "graft and corruption" - Court cases, legislative documents, newspaper articles, letters, etc. On topic about political history - laws, novels, pamphlets, etc. On first person account - letters, autobiographies, oral histories, literary works, polemical writings On organizations - statistics, government reports, legislative documents, court records, transaction of an association, annual reports and financial records, reports on NGOs Things to ponder 1. Is it a reliable source? 2. What is the intention? To impose? To pretend? 3. Time of writing? Visuals are very powerful source 1. Photos 2. Posters 3. Advertisements 4. Illustrations 5. Cartoons 6. Travel narratives 7. Motion pictures Historical Context and Content Significance of Historical Context in Analysis and Interpretation The background information surrounding a subject  Refers to the social, religious, economic, and political conditions that existed during a certain time and place. Details that surround an occurrence, it's all the details of the time and place in which a situation occurs, and those details are what enable us to interpret and analyze works or events of the past, or even the future, rather than merely judge them by contemporary standards. "Context" is the environment in which action and outcome occurs. In analyzing historical events, context can help us understand what motivates people to behave as they did. Without the historical context, we are only seeing a piece of the scene and not fully understanding the influence of the time and place in which a situation occurred. Scholars and educators rely on historical context to analyze and interpret works of art, literature, music, dance, and poetry. 1. Architects and builders rely on it when designing new structures and restoring existing buildings. 2. Judges may use it to interpret the law 3. Historians use to understand the past. Any time critical analysis is required, you may need to consider historical context as well. Thus, context allows the student to have a fuller grasp of the situation by knowing the political, cultural, and social condition at the time the primary source was written and eliminate the struggle to see the connection of the past to present. How to Understand and Use Historical Context WHAT Historical context can be defined as the political, social, cultural, and economic environment related to historical moments, events, and trends. Historical artifacts and sources were created within particular worlds and are tied to the political, social, and economic conditions of those worlds. WHY Often students have difficulty differentiating how modern thinking does not always apply to the traditions, politics, economics, understandings, and technology of the past. Therefore, it is important to help students place them in the "shoes" of those who came before us. HOW 1. Help students differentiate between the causes of an event and the context of an event.  2. Help students get "the whole picture" that surrounds an event from the past. 3. Guide students in interpreting documents such as speeches and political cartoons by using historical context. WHEN Use Historical Context every time students study an event from the past or present and/or working with primary documents. Pigafetta's Account Context Historical Context of A. Pigafetta's Travel Around the World WHERE Samar, Leyte, Cebu, Mactan WHEN ▪ 1521 WHO Antonio Lombardo or Francisco Antonio Pigafetta From Republic of Venice Studied geography, astronomy, and cartography Fernan Magalhaes or Fernando Magallanes - Portuguese explorer and the first to circumnavigate the world WHAT Voyage of circumnavigation To reach Spice Island via westward route to Asia Prove the sphericity of world WHY Commissioned by King Charles V of Spain as supernumerary to Magellan's expedition Huge competition between Spain and Portugal on trade routes PAST VIEWS As a guide for successful return to the most sought Spice Island Gave fame, glory, and wealth for Spain Encouraged and inspired future expeditions of Spain PRESENT VIEWS Valuable source of extensive data on geography, fauna, flora and natives of the Philippines in understanding Filipino root and history Fount of pride to Filipinos for the recorded richness of pre-colonial Philippine society and culture.  Deepen understanding of Philippines connection to Southeast Asian neighbors CONCLUSION TO BE FILLED UP BY STUDENT Note: Guide question will be posted in the assignment folder. What have you realized? Short paragraph España y Filipinas Context and Content Analysis The Desperate Man by Gustave Courbet 1883-1845 Woman with Parasol by Claude Monet Liberty Leading the People 1830 by Eugene Delacroix Two Sisters 1818 by Pierre-Auguste Renoir Romanticism Refers to artistic, literary, musical and intellectual movement that originated in Europe in the 18th and 19th centuries in revolt against the Neoclassicism of the previous centuries. Romantic thinkers influence liberalism, radicalism, conservatism, and nationalism. The movement emphasized intense emotion as an authentic source of artistic experience such as apprehension, horror, terror and awe. Imagination, emotion, and freedom are certainly the focal points of romanticism. Romanticism and Impressionism of the 19th century Romanticism is the belief in the natural goodness of man, the idea that man in a state of nature would behave well but is hindered by civilization. The Romantic often expressed the aspiration after the sublime and the wonderful. Committed to change, he longs to believe that man is perfectible, that moral as well as mechanical progress is possible. Impressionism adopted change in methodology: applying paint in small touches of pure color rather than broader strokes and painting out of doors to catch a particular fleeting impression of color and light. Their pictures are very bright and vibrant attempting to accurately and objectively record visual reality. The artists abandoned the traditional landscape palette of muted greens, browns, and grays and instead painted in a lighter, sunnier, more brilliant key. España y Filipinas Spoliarium WHERE Paris WHEN Circa 1888 to 1893 (undated) they couldn't see the date and signature so they assumed the date WHO Juan Novicio Luna, Filipino painter, illustrado and revolutionary activists he is a reformist - campaign of many intellectual filipinos (propaganda man) he shifted from peaceful to revolutionary campaign WHAT 3 versions of España y Filipinas. According to Ambeth Ocampo, "one is in the Lopez Museum in Ortigas, the other is in the Ayuntamiento in Cadiz, and the third is unallocated". The woman representing Spain in a red dress, while the lady standing for the Philippines is in a white baro and blue saya. At 97 3/4 x 31 1/3 inches, it is also bigger than the one sold at the Sotheby's auction at US$3.5M, which measures 90 x 31 1/4 inches and shows two women in Greco-Roman outfits. "España guiando a Filipinas al camino de progreso (Spain Leading the Philippines on the Road to Progress) visual that give a view of what is a reformed/revolutionary period we hope to understand the peaceful campaign which is in the reformed period we are able to see the artwork in the Lopez museum and 2 are visible in the public (3.5m) is the value of Luna's work it should kept in a museum or gallery so the artwork could be here forever each one is original, they have the same title but they are primary in six versions WHY Paints a fair of emotions that fills the beholder with drama and tragedy of his theme Luna was graver, more profound in his emotions than Hidalgo. Inspired not Impressionists contemporaries, but by the Romantic Delacroix, Rembrandt and Daumier from whom he learned imparting power and mysticism to his works. Reform campaign, propaganda painting revealing Filipino hope and desire. the artwork shifts from dark to bright colors but it doesn't diminish the purpose of Juan Luna as a painter. good relationship can happen if spain acts as model country for the Philippines impressionist artwork because of the use of bright colors How did people view this topic in the past?  depicts two women: a fair-skinned one dressed as an allegory of Hispania guiding another with darker skin, wearing the Filipina everyday dress of the period, up a staircase toward the rising sun Impressionist rendition of an artwork sensitive to the relationship of the Philippines with Spain A subtle statement of plea to the mother country to take care of the Philippines towards progress How do people view this topic today? Today, the painting is recognized as a powerful symbol of the Filipino struggle during the reform and revolutionary periods. While it reflects the ideals of progress and hope, it is also seen as a representation of the colonial mindset, where Spain is depicted as the guiding force. Modern interpretations often focus on the tension between the desire for progress and the reality of colonial oppression, as well as the shift in Luna's approach from peaceful reform to revolutionary activism. The use of impressionist techniques, with a shift from dark to bright colors, is appreciated as Luna's way of conveying optimism despite the underlying tensions. Differing Opinion about the event In 2012, an earlier version of “España y Filipinas,” signed and dated 1884, surfaced in Spain and was later acquired by the National Gallery Singapore. The second version, documented in a Barcelona magazine in 1886, sparked off additional background research, revealing that — contrary to popular belief — Luna made copies of his own work, and that there were at least six versions of “España y Filipinas.” Only three are extant: the 1884 work presently in the National Gallery Singapore; a large canvas, dated 1888, presently in the collection of the Prado, on loan to the Ayuntamiento de Cádiz; and the undated, reduced copy of the 1888 work, presently in the Lopez Memorial Museum that found its way to Manila after it was deaccessioned by the Museo Balaguer in Spain.