HISTORY
the student of history must learn to regard him
Record of the past of mankind
a. Thematic b. Chronology
Historical Records
a. Documents b. Artifacts c. Digital
Aims:
a. Descriptive b. Interpretative
What is history
 It is a continuous process of interaction
between the historian and his facts, an
unending dialogue between the present and
the past.
 The historian without his facts is rootless
and futile; the facts without their historian
are dead and meaningless.
Importance of History
 Allows us to master and understand our
past, which in turn allows to understand our
present. ´
 Provide us with insight into our cultures of
origin as well as cultures with which we
might be less familiar, thereby increasing
crosscultural awareness and understanding.
 Helps us to appreciate the essential nature
of the differences between his own society
and outlook and those of other periods and
other countries ´
 Let us to evaluate what was significant
about selected events, people, and
developments in the past. ´
 Helps us understand why we live the way we
are living and why we are where we are as a
species and country. ´
 Allows us to learn from the mistakes of our
ancestors so we do not do the same things
they did and work to become 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
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
Understanding the depth of historical study
The historian is not a judge, still less 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.
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: Letters, manuscripts, diaries,
journals, oral histories, newspapers,
speeches, interviews, memoirs,
government documents, photographs,
audio recordings, video recordings, and
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: Textbooks,
monographs (books),
encyclopedias, analysis, review
articles, dissertations, 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: Encyclopedias,
directories,dictionaries, handbooks,
guides, classification,chronology,
and other fact books.
Identifying what type of 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
2. Article analyzing Rodrigo Duterte’s
speech
3. Book recounting battle history of
INWW2 in the Philippines
4. Autobiographies by Jose Rizal,
Antonio Luna, and Corazon Aquino
5. Lecture paper that examines Henry
Scott’s writing style
6. Presentation of Manila city landscape
using “reduccion” plan of theAugustinian
7. Paper discussion on Juan Luna's
techniques in painting Spoliarium
8. Criticism or review of Felix
Resureccion Hidalgo’s Virgins Expose
to the Populace
9. News commentaries on the 2018
SONA of President R. Duterte
10.Physician’s account on Dengvaxia
vaccine
11.Narration of Col. E. Abulencia’s
experience as a soldier during WW2 in
the Philippines
12.Comfort Woman: A Filipina's Story of
Prostitution and Slavery Under the
Japanese Military by Maria Rosa
Henson
When is a Primary Source aSecondary 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.
SIGNFICANCE 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 economic environment related to
time and place. historical moments, events, and trends.
Historical artifacts and sources were
 Details that surround an occurrence, created within particular worlds and are
it's all the detailsof the time and tied to the political, social, and
place in which a situation occurs, economic conditions of those worlds.
and those details are what enable us  WHY: Often students have difficulty
to interpret and analyze works or differentiating how modern thinking
events of the past, or even the does not always apply to the traditions,
future, rather than merely judge them politics, economics, understandings,
by contemporary standards. and technology of the past.Therefore, it
 ”Context" is the environment in is important to help students place
which action and outcome occurs. them in the “shoes” of those who came
 In analyzing historical events, before us.
context can help us understand what  1. Help students differentiate between
motivates people to behave as they the causes of an event and the context
did of anevent.
2. Help students get “the whole picture”
SIGNIFICANCE OF HISTORICAL
CONTEXT that surrounds an event from the past.
3. Guide students in interpreting
Without the historical context, we are only documents such as speeches and
seeing a piece of the scene and not fully political cartoonsby using historical
understanding the influence of the time context
and place in which a situation occurred.  WHEN: Use Historical Context every
time students study an event from the
o Scholars and educators rely on past or present and/ or working with
historical context to analyze and primary documents.
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.
o Any time critical analysis is required,
you may need to consider historical
context as well.
o 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.

 Historical context can be defined as

the political, social, cultural, and