GE 216 – Readings in Philippine History

Readings in Philippine History

Note to USeP Faculty:

This is a plain template allowing easy writing/preparation of course packs. For
this version, it is suggested to simply replace the text in the sections as
indicated, and copy-and-paste sections to duplicate them (e.g. to create a new
lesson or module). Use A4 paper size, with 1.5” left margin, and 1” on remaining
sides. Use Arial font at font size 12 and 1.5 spacing for paragraph lines.

Allan H. Navales

Welcome Message

It is with great privilege and pride to be of service to you dear students in

expanding your knowledge and honing your skills in this course GE 216, i.e.,
Readings in Philippine History. As a foundational course, it aims to provide you
with necessary principles, values and skills in order to embrace the love for truth,

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 GE 216 – Readings in Philippine History

freedom, justice, progress and harmony enshrined in our struggle for identity and
emancipation as a people, as a nation and as a global citizen.
The renowned author and literary man Ralph Waldo Emerson once
observed about the lofty duty of a scholar. He said, “The office of the scholar is to
cheer, to raise, and to guide men by showing them facts amidst appearances. He
plies the slow, unhonoured, and unpaid task of observation. He is the world’s
eye.” A scholar searches for the truth and embraces its ethical implication for the
good of scholarship itself and its practical application to our temporal existence.
It is in this perspective that this module is situated. It is not also a
coincidence, I believe that you are now part of the USeP System as “Iskolar ng
Bayan” since we are a state university. What a way to start your academic life
with this course! It is knowing yourself more by way of understanding your identity
and own-most possibility as a Filipino in today’s world through the lens of
“Readings in Philippine History.”
The value of this course and hence the learning that will be gained in it will
depend on your prudent and sincere participation in the tasks assigned to you by
your professor. This learning module has been carefully prepared in order to
maximize student’s learning. Since it takes two to tango, this also comes with the
professor’s guarantee of the same prudence and sincerity in ensuring the
achievement of learning outcomes desired for students in this course.
As we welcome you in this adventure, we also wish you good luck in the
tasks ahead we have designed for you. Remember that, the role of the professor
is mainly to guide and direct student’s capacities to fruition. But, I am confident
that the University has pooled the best professors who will not only do the main
task but also do the other tasks of teaching with excellence, fairness and
compassion.
Lastly, in our locale of learning whether virtual or real classrooms, it is
always the desire of every well-meaning professor that there is meeting of the
minds for mutual improvement. That the student after attentively and
conscientiously participating in the learning activities, he or she emerges better
than before. Only in this instance that the professor’s mission is successfully
delivered. For, there is no art and no science, no guidance and no direction, can
be effectively imparted without a philosophical spirit behind it—that empowering
spirit learned from understanding well our own history as a nation!

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 GE 216 – Readings in Philippine History

Faculty Information:

Allan H. Navales
Faculty
College of Arts and Sciences

Getting help

For academic concerns (College/Adviser - Contact details)

For administrative concerns (College Dean – Dr. Ana P. Ocenar)
For UVE concerns (KMD - Contact details)
For health and wellness concerns (UAGC, HSD and OSAS - Contact details)

TABLE OF CONTENTS

CONTENTS PAGE

Cover page ………………………………… 1

Welcome Message ………………………………… 2

Table of Contents ………………………………… 3

USeP Vision, Mission and Goals ………………….. 4

USeP Graduate Attributes ………………………… 5

USeP Core Values ……………………………….... 5

Course Overview ………………………………… 6

Course Assessment ……………………………….. 7

Course Map ………………………………… 8

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 GE 216 – Readings in Philippine History

Module 1 Overview ………………………………… 9

The Lessons ………………………………… 10-13

Module 2 Overview ………………………………..

Lessons in Module 2……………………………….

Template for writing lessons …………………….. 14

Sample Lessons / modules ……………………... 15

Course Summary ……………………………… 34

References …………………………….. 35

UNIVERSITY OF SOUTHEASTERN PHILIPPINES

VISION

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 GE 216 – Readings in Philippine History

Premier Research University in the ASEAN.

MISSION

USeP shall produce world-class graduates and relevant research and extension
through quality education and sustainable resource management.

GOALS

At the end of the plan period, the University of Southeastern Philippines (USeP)
aims to achieve five comprehensive and primary goals:

1. Recognized ASEAN Research University

2. ASEAN Competitive Graduates and Professionals
3. Vibrant Research Community
4. Proactive Research-based Economic Empowering
Extension Services
5. Capacity for Innovative Resource Generation

INSTITUTIONAL GRADUATE ATTRIBUTES

LEADERSHIP SKILLS

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 GE 216 – Readings in Philippine History

Creates and inspires positive changes in the organization; exercises

responsibility with integrity and accountability in the practice of one’s profession
or vocation.

CRITICAL AND ANALYTICAL THINKING SKILLS

Demonstrates creativity, innovativeness, and intellectual curiosity in optimizing

available resources to develop new knowledge, methods, processes, systems,
and value-added technologies.

SERVICE ORIENTED

Demonstrates concern for others, practices professional ethics, honesty, and

exemplifies socio-cultural, environmental concern, and sustainability.

LIFELONG LEARNING

Demonstrates enthusiasm and passion for continuous personal and professional

development.

PROFESSIONAL COMPETENCE

Demonstrates proficiency and flexibility in the area of specialization and in

conveying information in accordance with global standards.

CORE VALUES OF THE UNIVERSITY

UNITY
STEWARDSHIP
EXCELLENCE
PROFESSIONALISM

THE COURSE OVERVIEW

COURSE TITLE : GE 216

CREDIT : 3 units

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 GE 216 – Readings in Philippine History

SEMESTER : 1st Semester

TIME FRAME :
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 analyse
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 historical and critical
consciousness of the students, so that they will become versatile, articulate,
broadminded, morally upright and responsible citizens. This course includes
mandatory topics on the Philippine constitution, agrarian reform, and taxation.

COURSE OUTCOMES : On the completion of the course, student is expected

to be able to do the following:
1. Analyze texts critically whether in written, visual, and oral forms;
2. Examine the contemporary world from both Philippine & global
perspectives;
3. Contribute personally and meaningfully to the country’s development;
4. Use current technology to assist and facilitate learning and research

COURSE ASSESSMENT

Learning Evidence and Measurement Rubrics

LE1: Assessment Rubric for Group Presentation

Criteria Outstanding Very Good Good Fair/Pass Failure

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 GE 216 – Readings in Philippine History

91-100 81-90 71-80 61-70 Below 60

Background of the  The  The  The  The
primary source presentation presentation presentation introduction
(20%) includes a includes a includes a is somewhat
clear, clear clear inadequate
interesting introduction introduction in
and effective that identifies that identifies communicati
introduction how the how the ng how the
that identifies material is material is material is
how the related to the related to the related to the
material is topic under topic under topic under
related to the discussion, discussion. discussion.
topic under as well as to  The  Information
discussion, previously- introduction provided
as well as to discussed provides a about the
previously- topics. sufficient background
discussed  The background of the
topics. introduction on the material is
 The provides the material incomplete
introduction important (who, what, or incorrect.
effectively background when,  The
provides all information where). introduction
important on the  The identifies
background material introduction some
information (who, what, discusses relevance of
on the when, the the material
material where). relevance of in
(who, what,  The the material understandin
when, introduction in g major
where) in an discusses understandin episodes/the
accurate and the g major mes in
detailed relevance of episodes/the Philippine
manner. the material mes in history, but
 The in Philippine the
introduction understandin history. discussion is
effectively g major largely
discusses episodes/the superficial or
the mes in incomplete.
relevance of Philippine
the material history, and
in also attempts
understandin to relate the
g major material to
episodes/the contemporar
mes in y
Philippine events/them
history, as es/issues.
well as in
developing a
historically-
grounded
understandin
g of
contemporar
y
events/them
es/issues.
Contextual  The  The  The  The  There is no
Analysis (30%) presentation presentation presentation discussion of discussion of
of the of the of the the historical the historical
author’s author’s author’s context and context of the
background background background importance document.
and context and context and context of the
is is clear and is clear and document is
exhaustive, accurate. accurate. too general
clear and  The students  The students and lacks
accurate. identify and identify the specific
 The students analyse the problems details.
identify and problems that the  The
analyse the that the document background
problems document wants to of the author
that the wants to address. was not
document address.  There is an clearly
wants to  The students attempt to explained.
address. explain the explain the

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 GE 216 – Readings in Philippine History

 The students importance importance

explain of the of the
clearly the document in document in
importance understandin understandin
of the g the issues g the issues
document in of the given of the given
understandin period. period.
g the issues
of the given
period.
 The
document is
correlated
with the
other
documents
dealing with
the same
period.
Content Analysis  The  The  The  Some of the  There is no
(30%) important important important important adequate
elements are elements are elements are elements of discussion of
correctly identified and identified and the the content
identified and analysed. explained. document of the
analysed.  There is a  There is a are identified document.
 There is a discussion of discussion of and
thorough the value the value explained.
discussion of and and  There is an
the value contributions contributions attempt to
and of the of the discuss the
contributions contents of contents of value and
of the the the contributions
contents of document in document in of the
the understandin understandin contents of
document in g the issues g the issues the
understandin prevalent prevalent document in
g the issues during the during the understandin
prevalent period. period. g the issues
during the  The contents  There is an prevalent
period. of the attempt to during the
 The contents document correlate the period.
of the are contents of
document correlated the
are with the document
correlated events that with the
with the happened events that
event that before it was happened
happened written. before it was
before it was written.
written.
 The students
are able to
identify the
inconsistenci
es and
shortcomings
of the
document.
Organization &  The  The  The  The  The
Presentation Style presentation presentation presentation presentation presentation
is very well- is very well- is adequately is loosely is done in a
structured, structured, structured. organized. It haphazard
providing a there is a Transitions is not evident manner,
logical logical between how one lacking a
sequence to sequence to topics help in topic is clear
the the understandin related to organization
discussion discussion. g the overall another in and
within the  Presenters discussion. the structure.
prescribed are  Presenters presentation.  Presenters
time period. confident, are  Presenters were unable
 Presenters sometimes somewhat lack to capture
are using confident, confidence, the attention
confident, gestures, using but there is of students.
effectively eye contact, occasional occasional  Audio-visual
using and tone of gestures, use of aids are not

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 GE 216 – Readings in Philippine History

gestures, voice that eye contact, gestures, used, or are

eye contact, keep the and tone of eye contact, not really
and tone of class voice to and tone of helpful in the
voice that engaged in engage the voice to try to presentation.
keep the the class in the capture the  Presenters
class discussion. discussion. attention of cannot
engaged in  Audio-visual  Audio-visual students. effectively
the aids are aids are  Audio-visual communicate
discussion. effective helpful in aids are information
 Audio-visual leading to an generating mostly and ideas,
aids are well- appropriate an helpful in the relying on a
executed, understandin understandin presentation. verbatim-
paying g of key g of key Visual aids reading of
careful information information either lack notes or text-
attention to and ideas. and ideas. important heavy visual
the  Presenters  Presenters information, aids to
combination are largely are or are too convey
on elements articulate. In articulate. In text-heavy. information
(e.g., text general, general,  Presenters and ideas.
and there is use there is use encounter The use of
graphics) of of some grammaticall
that lead to grammaticall grammaticall difficulties in y incorrect
both an y-correct y-correct communicati language is
effective language language. ng pervasive.
understandin that is also Occasional information
g of key respectful of grammatical and ideas.
information diversity, and lapses do not The use of
and ideas, sensitive to prevent grammaticall
and the understandin y incorrect
continuing conditions of g of language
interest in different information tends to be
the groups. and ideas pervasive.
discussion. that are
 Presenters conveyed.
are highly
articulate,
using precise
and
grammaticall
y-correct
language.
Language
used is also
respectful of
diversity, and
sensitive to
the
conditions of
different
groups.

LE2: Assessment Rubric for Research Output

Criteria Outstanding Very Good Good Fair/Pass Failure

91-100 81-90 71-80 61-70 Below 60
Use of  Uses a wide  Uses many  Uses several  Provides  No primary
variety of relevant and relevant some sources sources are
Primary relevant, accurate sources to but evidence used and
Sources accurate and sources to provide presented are evidences
(30%) updated provide evidence in vague and not presented
sources to evidence in support of key always are
provide support of key arguments. relevant. irrelevant
evidence in arguments. and
support of key insufficient.
arguments.
Effective  Supporting  Supporting  Evidences used  Evidences  Arguments
arguments arguments to support used to are not
and use specific, are relevant arguments are support supported
Appropriate relevant, and and mostly specific, arguments are by primary
Use of highly persuasive relevant and vague and and
persuasive evidence persuasive. unpersuasive. secondary
Sources evidence coming from  Uses  Quotations sources.
(30%) based on a both primary quotations and and  Paper was

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critical and paraphrases paraphrasing directly

evaluation of secondary appropriately to are copied from
primary and sources. make an inappropriatel sources
secondary  Uses argument. y used to without
sources. quotations  An explanation support quoting,
 Uses the and is provided of arguments paraphrasi
most relevant paraphrases how the  The ng, and
quotations appropriately evidence explanation of acknowled
and and presented how the ging
paraphrases accurately to supports each evidence sources
appropriately make an argument. presented used.
and argument.  Evidence for supports each  Evidence
accurately to  A clear and alternative argument is supporting
present new thoughtful arguments are not clear and or opposing
perspectives explanation is presented and thorough. the
on an provided of considered.  Evidence arguments
argument. how the supporting or is missing.
 Clearly, evidence opposing the
thoughtfully, presented arguments are
and supports each poorly
thoroughly argument. integrated.
explains or  Evidence for
analyzes the alternative
relationship arguments
between the are presented
arguments and
and compared.
supporting
evidences.
 Evidence for
alternative
arguments
are presented
and critically
examined to
justify the
chosen
position.
Effective  A synthesis  A synthesis  A synthesis  A synthesis  No
effectively adequately identifies a identifies a synthesis
Synthesis examines examines common theme common or a
and how a how a and how it is theme and “synthesis”
Application common common reflected in how it is does not
theme has theme has different reflected in connect the
(20%) evolved in the evolved in the periods. different different
three periods three periods  The synthesis periods. periods.
covered. covered. identifies the  The synthesis
 The synthesis  The synthesis multiple facets identifies a
critically examines the of an important few facets of
examines the multiple problem in an important
multiple facets of an contemporary problem in
facets of an important times relevant contemporary
important problem in to the common times relevant
problem in contemporary theme. to the
contemporary times relevant  Offers solutions common
times relevant to the and alternatives theme.
to the common rooted in a  Offer some
common theme. historical solutions but
theme.  Offers understanding their basis on
 Offers plausible of the problem. historical
plausible solutions and understanding
solutions and alternatives of the problem
alternatives rooted in a is unclear.
rooted in an historical
appropriate understandin
historical g of the
understanding problem.
of the
problem.
Effective  Clear  Clear  Introduction is  Introduction  Thesis and
introduction, introduction; mostly clear and main introduction
Organization thesis is thesis is and thesis is thesis are are
(20%) presented in a presented in presented in a present but missing.
highly an engaging coherent, not clear.  No clear
engaging and manner. comprehensible  Arguments arguments

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compelling  Each manner. presented do to support

manner. argument  Most not support the overall
 Each presented arguments the overall structure.
argument supports an presented structure.  Transitions
clearly overall clearly support  Transitions between
supports an structure. the overall between arguments
overall  Usually uses structure. arguments are are
structure. effective  Transitions are largely missing.
 Paper uses transitions to sometimes unclear.  Conclusion
consistent connect ideas abrupt, but the  Conclusion is is poorly
and effective and arguments and either vague connected
transitions to arguments conclusion or unclear. to the
develop ideas that leads to a mostly connect. paper’s
and persuasive  Conclusion major
arguments conclusion. represents arguments.
logically; has  Conclusion major
a compelling partly arguments and
and synthesizes, connects them
persuasive but it mostly to thesis.
conclusion. presents the
 Conclusion major
synthesizes arguments to
arguments support the
that support main
the main idea/thesis.
idea/thesis.

LE3: Assessment Rubric for Online Portfolio

Very Competent Fairly Not Yet
Sophisticated (A)
(B) Competent (C) Competent (D)
Output
The output represents The output misrepresents the
the authors’ ideas, represents the authors’ ideas,
The output
Accuracy evidence, or authors’ ideas, evidence, and/or
represents the
conclusions accurately, evidence, and conclusions. Major
author’s ideas,
fairly, and eloquently. conclusions inaccuracies. Or
(Grasp of evidence, and
Shows a firm accurately but not does not
readings) conclusions
understanding of the sufficiently clear. distinguish
accurately.
implications of each Minor between major
author’s argument(s). inaccuracies. ideas and less
relevant points.
Paper does not
Paper fully meets the address some Paper does not
requirements of the Paper fully meets
aspects of the address the
assignment. Explores the requirements
assignment. assignment
the implications of but does not
chosen ideas for the exceed them.
arts in classical Greece Makes a Selects minor
Argument somewhat rather than key
or today in thoughtful Makes a good case
and/or original ways. unconvincing ideas,and/or does
for why selected
(depth of Makes a convincing case for why not show why the
key ideas connect
analysis) case for why selected selected ideas selected ideas
(or contradict) two
key ideas connect (or connect connect (or
texts, and/or
contradict) two texts, (contradict) two contradict) texts,
connect
and/or connect texts, and/or and/or connect
(contradict) texts
(contradict) texts and connect (contradict) texts
and lectures.
lectures. (contradict) texts and lectures.
and lectures.
Clarity Consistently precise Mostly precise and Imprecise or Consistently
and unambiguous unambiguous ambiguous imprecise or
wording, clear and wording, mostly wording. ambiguous
lucid sentence clear sentence Confusing wording,
structure. All structure. Mostly sentence confusing sentence
quotations are well- effective choice of structure. Poorly structure.
chosen, effectively quotation. Mostly chosen Quotations

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quotations, or contradict or
effective framing
framed in the text, and ineffective confuse student’s
and explication of
explained where framing and text. Quotations
quotation where
necessary. explication of used to replace the
necessary.
quotations. student’s writing.
The output is
The output is not
The output is written in full
written in full
The output is written in written in full sentences. Some
sentences. Many
full sentences. sentences. improperly
improperly
Presentation Quotations are all Quotations are all attributed
attributed
properly attributed and properly attributed quotations and/or
quotations or
cited in a consistent and cited in a inconsistent
inconsistent style
style. Virtually no consistent style. A citation styles. A
of citation. Many
spelling or grammatical few minor spelling number of
spelling or
errors. or grammatical spelling or
grammatical
errors. grammatical
errors.
errors.

Grading System

The final grade in this course will be composed of the following items and their weights in
the following items and their weights in the final grade computation:

Assessment Grade Score (Score or Rubric Percentage of Final

Item Grade) Grade
AA1 Major Exam (Score) 40 %
AA2 Class Reporting (Score) 10 %
AA3 Recitation (Score) 10 %
AA4 Quizzes (Score) 20 %
LE1 Group Presentation (Rubric) 10 %
LE2 Research Output (Rubric) 10 %
100 %

Passing Grade: 3.0

Passing Grade Conditions: Submission of complete requirement

Course Map
GE 216 -- Readings in Philippine History

Module 1 Module 2 Module 3 Module 4 Module 5

Introduction to Content and Spaces for Conflict Social, Political, Doing History: A Guide
History: Definition, Contextual Analysis and Controversies in Economic, and for Students
Issues, Sources, and of Selected Primary Philippine History Cultural Issues in
Methodology Sources in Philippine Philippine History
History

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Lesson 1: A Brief Summary of the Lesson 1: Making Sense of the Lesson 1: Doing Historical
First Voyage Around the World by Past Historical Interpretation Lesson 1: Evolution Research Online
Lesson 1: Definition Magellan by Antonio Pigafetta Lesson 2: Multiperspectivity Lesson 2: Doing Historical
Lesson 2: The KKK and the “Kartilya
Lesson 3: Case Study 1: Where
of the of the Research in Libraries and
and Subject Matter ng Katipunan”
Did the First Catholic Mass Philippine Archives
Lesson 2: Questions Lesson 3: Reading the “Proclamation
of the Philippine Independence” Take Place in the Philippines? Constitution Lesson 3: Doing Life
and Issues in History Lesson 4: A Glance at Selected Lesson 4: Case Study 2: What Lesson 2: Policies Histories and Biographical
Lesson 3: History and Philippine Political Caricature in Happened in the Cavite Mutiny? Research
on Agrarian Reform
the Historian Alfred McCoy’s Philippine Cartoons:
Lesson 5: Case Study 3: Did Lesson 4: Doing Local and
Political Caricature of the American Lesson 3: Evolution
Lesson 4: Historical Era (1900-1941) Rizal Retract? Oral History
Lesson 6: Case Study 4: Where
of Philippine
Sources Lesson 5: Revisiting Corazon Lesson 5: Interacting with
Aquino’s Speech Before the U.S. Did the Cry of Rebellion Taxation History through Historical
Congress Happen? Shrines and Museums

Outcome: Learner who demonstrates the qualities and skills

of a historian that assesses narratives in Philippine History
using primary sources & robust methods of interpretation.

Module 1

Introduction to History: Definition, Issues, Sources, and Methodology

Module Overview:

Welcome to Readings in Philippine History! As a required general

education course, you are to embark in an interesting journey or adventure if you

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will, in the past of our race as Filipinos. To start with, we will employ the discipline
of history in understanding the valuable lessons of our past in order to make
sense of today and eventually design a better future for all of us. This learning
module introduces history as a discipline and as a narrative. As such, learners
will be initiated to the theoretical aspects and issues of the discipline. Ultimately,
this module hopefully tackles the task of the historian as the arbiter of facts and
evidences in making his/her interpretation and forming historical narrative.

Module Outcome:

In this module, the learners are expected to:

 Evaluate primary sources for their credibility, authenticity, and
provenance

Lesson 1: What is History? (Synchronous)

Learning Outcomes:
By the end of this lesson, students will be able to:
 Understand the meaning of history as an academic discipline and to
be familiar with its underlying philosophy and methodology, and
 Apply the knowledge in historical methods and philosophy in
assessing and analysing existing historical narratives.

Time Frame: 2 weeks

Introduction

Perhaps, you have heard of the word “history” many times already in the
past from significant persons like your parents, teachers or even friends. And,
you have also heard of Philippine History in particular and its corresponding bits
of information of persons, places and events. But what is history really? How is
this study of history in the university level different from those you learned in your
previous grade level?

 Activity (Let’s Get Started!)

Activating prior knowledge

1. My take on history!
a. Think of any notion of history that you know. List as many
as you can on a sheet of paper—this can be ¼ or ½
crosswise.

2. The Money Challenge!

1. Below is the collection of different bills and coins.

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3. Signing of the first Magna Carta!

a. Portrait of King John of England signing the Magna Carta
which granted concessions to the barons in 1215.

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b. A piece of the original Magna Carta bearing the signature

of King John of England

 Analysis (Let’s Think About it!)

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1. My understanding of history! Group your ideas of history in bullet

statements, one column for significant and another for less
significant.
a. From these information, which is the most significant one
for you?
b. Why do you think so?

2. You are given time to think and present your answer in a

coherent and concise manner. Write your answer to the above
questions in a narrative form on a clean sheet of paper, i.e. one
whole sheet of yellow paper or electronic short bond paper. With
your name, course and year level, you may send it to me either
by snail mail or via e-mail. (Don’t forget to write your name,
course and year and the date you accomplish the assigned
task.)

3. The Money Challenge! Refer to the collection of different bills

and coins above. Look at them and observe closely.
a. Can you identify the person on them?
b. Why do you think they are in those coins and not in the
paper bills?
c. Why are they in smaller/lesser denomination and not in
bigger/higher one?
d. What have they contributed to the country so as to merit
being placed on that currency?
e. Do their contributions affect me or my family in any way
today? Explain your answer in a concise and coherent
manner.
f. Write your answer on a one (1) whole sheet of paper and
send via drop box or electronic short bond paper and
send via e-mail.

4. The signing of the first Magna Carta!

a. Why was the king being surrounded by the barons as he
signed the Magna Carta?
b. What is being depicted by this historic signing of the
Magna Carta in 1215?
c. What is the significance of the signing of this Magna
Carta to you and me?

 Abstraction (Let’s Explore!)

Definition and Subject Matter
History has been defined as the study of the past. The Greek
historia means the knowledge acquired through investigation. As a
discipline, it has been around for about 2,400 years as old as mathematics
and philosophy. Later via classical Latin, it became known as “the account
of the past of a person or group of people through written documents and

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historical evidences.” This definition eventually stuck until the early parts of
20th century.
To date, we need to reintroduce history as a discipline and as a
narrative. This is in order to breathe in new perspectives based on several
issues in history that consequently opens up for the theoretical aspects of
the discipline. Now we need to ascertain historical truth by considering
sources in relation to the historical subject matter and the historical
methodology employed by the historian in presenting his/her claim. The
task of the historian, as arbiter of facts and evidences in making his
interpretation and forming historical narrative, has become more
pronounced than ever. That, more than any other task it ought to be
considered as a calling to be as faithful and strive to be as close as
possible to the truth. For, correct and truthful historical interpretation
matters!
As history solidified into an important academic discipline, the
historian’s duty shifted to writing about the lives of important individuals
like monarchs, heroes, saints, and nobilities. History turned its focus too
on writing about wars, revolutions, and other important breakthroughs.
Thus, the question arose: What counts as history? The traditional
historians lived by the rule 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.
But history progressed and eventually opened up to the possibility of
valid historical sources, which were not limited to written documents, say,
government records, chroniclers’ accounts, or personal letters. These
sources can also provide certain validity to a historical subject. If given
considerable attention or maybe juxtaposed with it, a new perspectives
may emerge giving credence to the unattended aspect of the historical
investigation. It has been an accepted fact that giving premium to written
documents essentially invalidates the history of other civilizations that do
not keep written records. Some were keener in practicing oral traditions—
that is passing their history by word of mouth. Others got their historical
documents burned or destroyed in the events of war or colonization.
These actions discriminate against those other social classes which
were not recorded in paper. Nobilities, monarchs, the elite, and even the
middle class would have their birth, education, marriage, and death as
matters of government and historical record. But what of peasant families
or indigenous groups who were not given much thought about being
registered to government records? Does this mean that they were people
of no history or past? Did they even exist? Haven’t they contributed
something to the historical unfolding of a community, nation or the world?
Considering this loophole, historians tried to address it by using other
kinds of historical sources, which may not be written form but were just as
valid. Some of these examples are oral traditions in forms of epics and

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songs, artifacts, architecture, and memory. History thus becomes inclusive

and started reaching out with other disciplines as its auxiliary disciplines.
For example, employing the lens of archaeologists, historians can use
artifacts from a bygone era to study ancient civilizations that were formerly
ignored in history because of lack of documents. Linguists can shed light
in tracing historical evolutions, past connections among different groups,
and flow of cultural influence by studying language and the changes that it
has undergone. Even scientists like biologists and biochemists can help
with the study of the past through analysing genetic and DNA patterns of
human societies.
Questions and Issues in History
With this unstoppable and valuable development, history eventually
evolved into a complex and dynamic inquiry. This new way thinking
engendered various perspectives on the discipline anent various
clarificatory questions such as:
1) What is history?
2) Why study history?
3) And history for whom?
And these questions can be appropriately answered by historiography.
Historiography simply means the history of history. In order to differentiate it
effectively, let us approach it by way of their respective objects of study. The
former’s object of study is the past, the events that happened in the past, and
the causes of such events. While the latter’s object of study, is the history
itself. In this regard, a host of questions may be generated such as:
1) How was a certain historical text written?
2) Who wrote it?
3) What was the context of its publication?
4) What particular historical method was employed?
5) What were the sources used?
By posting these interrogatives, historiography draws out further
pertinent information that will provide better understanding of history. In this
way, students do not only get to learn historical facts, but they are also
accorded with the understanding of the facts’ and the historian’s contexts. The
methods employed by the historian and the theory and perspective, which
guided him, will also be analysed. So, by way of historiography, students are
taught to be critical in the lessons of history as presented to them.
The social function of history cannot be underestimated. States used it
to unite a nation. It can also be used as a tool to legitimize regimes and forge
a sense of collective memory. One of the great American historians of late
memory by the name of George Santayana once said, ““Those who cannot
remember the past are condemned to repeat it.”
It becomes an instant truism that societies eventually succumb to its
innate anomalies and would soon realize that they’ve failed to change their
course due to some form of ignorance in reading the signs of their times.

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Lessons from the past can be used to make sense of the present. Learning of
past mistakes can help people to not repeat them. Hence, being reminded of
a great past can inspire people to keep their good practices to move forward.
Historical research requires rigor. However, can historian ascertain
objectivity? Is there such a thing as absolute objectivity? How to achieve such
level of objectivity? Despite the fact that historians cannot ascertain absolute
objectivity, the study of history remains scientific because of the rigor of
research and methodology that historian employ. Historical methodology
comprises certain techniques and rules that historians follow in order to
properly utilize sources and historical evidences in writing history.
Certain rules apply in cases of conflicting accounts in different sources,
and on how to properly treat eyewitness accounts and oral sources as valid
historical evidence. In doing so, historical claims done by historians and the
arguments that they forward in their historical writings, while may be
influenced by the historian’s inclinations, can still be validated by using
reliable evidences and employing correct and meticulous historical
methodology.
For example, if a historian chooses to use an oral account as his data
in studying the ethnic history of the Manobo tribe in Davao Region 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 is only acceptable if he maintains his rigor as a
researcher.
At this point, let me invite you to watch this video clip on YouTube
entitled: What’s the Difference Between History and the Past?

 Application (Let’s Do It!)

1. Online Portfolio Writing Prompt. In 200 words or more, write
an essay that reflects on the theme “The use and importance of
History to my life.”
2. Primary and Secondary Sources. Each student shall provide
an example of one primary and one secondary source. Provide
a 200-word description for each source.

 Closure
Good job! Now that you identify salient points in studying history as
a narrative and the science needed to articulate the truthfulness of a
historical subject, perhaps you are now ready to embark on another level
of appreciation as we revisit select historical evidences and sources. Be
amazed at the unique role of the historian as he interprets these evidences
and sources.

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References:

References

Candelaria, JL P. & Alphorha, V.C. Readings in Philippine History. (2018). First

Edition. Manila: Rex Book Store, Inc.

https://www.youtube.com/results?search_query=What
%E2%80%99s+the+Difference+Between+History+and+the+Past%3F, date
accessed September 25, 2020.

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