Chapter 5 – Content and Contextual Analysis of Selected

Primary Sources in Philippine History

This chapter highlights the importance of content and contextual analysis.

These are two methods which offer valuable help in establishing internal criticism.

This chapter also provides a review of previous concepts that will be helpful
in better appreciation of the methods of content and contextual analysis.

Objectives:

At the end of the chapter, the students should be able to:

1. Refamiliarize themselves with the basic concepts such as primary

and secondary sources as well as internal and external criticism.

2. Be acquainted with history through primary sources in different historical

periods of our country.

3. Differentiate content from contextual analysis.

4. Accurately interpret primary sources by employing the methods of content

and contextual analysis.

Lesson 1: Review of Terms:

Historical narratives are extracted from historical facts which are in turn
extracted from historical evidences namely primary and secondary sources.

The table below illustrates the difference between primary and secondary
source.

Primary Sources Secondary Sources

• Testimony of an eyewitness, or of a witness by • Testimony of anyone who is not an

any other senses, or of a mechanical device, of eyewitness (of one who was not present at
one who or that which was present at the the events of which he tells).
events of which he or it tells.
 • Sources produced at the same time as the • Sources which were produced by an author
event, period, or subject being studied. who used primary sources to produce the
material.

• Archival documents, artifacts, memorabilia, • Historical sources which studied a certain

letters, census, & government records are the historical subject.
most common examples.

In employing primary sources in historical research, it is necessary to

establish authenticity and credibility through the processes of external and
internal criticism. These processes are compared in the table that follows:

External Criticism Internal Criticism

• Authenticity • Credibility/Truthfulness
• Forged or misleading documents • Keep in mind the relevant particulars w/in

(to bolster false claim, propaganda) the document rather than the document as a
whole.
• Tests of Authenticity • Tests of Credibility

1. Materials are not anachronistic 1. Identification of author

2. Provenance or custody
• Garbled Documents
*Unintentional error
• Restoration of Texts
*Collect as many copies of the dubious text
• Verifying the authenticity of evidence by
examining its physical characteristics;
consistency with the historical characteristic of
the time when it was produced; and the
materials used for the evidence.
2. Determination of approx. date
3. Ability to tell the truth
(nearness, competence, degree of attention, etc.)
4. Willingness to tell the truth
5. Corroboration
• Examination of the truthfulness of the
evidence.
• It looks at the content of the source and
examines the circumstances of its production.
• It looks at the author of the source, its
context, the agenda behind the creation, the
knowledge which informed it, and its intended
purpose.

Lesson 2: Content and Contextual Analysis

Content analysis is a method of research which looks into the

communication patterns found in documents and communication artifacts which
may be in the form of audio, video, texts or images.
 Doing content analysis requires a systematic collection of data from
recorded communication found in books, magazines, speeches, interviews, web
content, social media posts, photographs and films among others.
In summary, content analysis applies the appropriate techniques depending
on the type of source (written, oral, visual) in order to:

1. Identify the authors’ main argument or thesis and compare points of

view;
2. Evaluate the author’s claim based on the evidences presented.

On the other hand contextual analysis focuses on the conditions and

environment in which the text was written or produced. In this way contextual
analysis allows to put meaning and understanding to the underlying viewpoints
presented in a text.

Contextual analysis considers the:

1. The historical context of the source (time and place it was written and
the situation at the time);

2. The author’s background, intent (to the extent discernible), and the
authority on the subject;

3. The source’s relevance and meaning today.

DEADLINE of SUBMISSION: June 1, 2021

Lesson 3: Application of Content and Contextual Analysis

Assignment of Group Reports:

Direction: Using methods of content and contextual analyses, prepare a group

report on the following topics:

Topic 1 (Group 1A): A Brief Summary of the “First Voyage of the

World by Magellan” by Antonio Pigafetta
 Topic 2 (Group 1B): The KKK and the “Kartilya ng Katipunan”

Topic 3 (Group 2A): Reading the “Proclamation of the Philippine

Independence”

Topic 4 (Group 2B): A Glance at Selected Philippine Political Caricature

in Alfred Mccoy’s “Philippine Cartoons: Political
Caricature of the American Era (1900-1941)”

Topic 5 (Group 3A): Revisiting Corazon Aquino’s Speech Before the

U.S. Congress

For your group report, prepare an audio-video recording backed up by your

powerpoint presentation. The group report (every member contributes to the oral
report) should not exceed 20 slides inclusive of title page and reference page.
Make sure to upload your group report in our group chat.

For your references, these are the required readings:

1. Aquino, Corazon C. Speech Before the U.S. Congress dated 18

September, 1986.
2. Bautista, Ambrosio R (1898). “Declaration of the Philippine
Independence.” trans. Sulpicio Guevarra in The Laws of the First
Philippine Republic 1972. Manila: Natioal Historical Commission.
3. Candelaria, John Lee P. and Alporha, Veronica C. (2018). Readings
in Philippine History. Quezon City: Rex Book Store.
4. Jacinto, Emilio (1896). “Kartilya ng Katipunang ng mga Anak ng
Bayan. trans. Gregorio Nieva, 1918. Text from Philippine Center for
Masonic Studies, http://www.philippinemasonry.org/kartilya-ng-
katipunan.html.
5. Mccoy, Alfred & Roces, A. (1985). Philippine Cartoons: Political
Caricature of the American Era (1900-1941). Quezon City: Vera-
Reyes.
6. Pigafetta, Antonio (1874). The First Voyage Around the World by
Magellan (1518-1521). trans. Lord Stanley of Alderley. London:
Hakluyt Society.
7. Other related references
 Chapter 6 – Exploring Issues and Controversies in
Selected Philippine Historical Events

This chapter presents several topics in Philippine history which are shrouded
with conflicts and controversies. The basic skills employed in historical inquiry will
help the students to better understand such conflicts and controversies.

At the end of the chapter, the students should be able to:

1. Become aware of the variety of interpretations that can be deduced

from a historical text.
2. Understand, make sense, and interpret historical events through the
use of primary sources.
3. Manifest the ability to argue for or against a given historical issue.

Lesson 1: Historical Analysis

One outstanding value of History is that by studying the past we are able to
recognize the impact and consequences it has in our present life.

In assessing its impact and consequences, historians and anyone interested

in history, need to examine conflicting and controversial issues of the past through
historical analysis.

Interpretation and multiperspectivity are two significant concepts in

understanding the method of historical analysis.

History, as a discipline, is based on evidences from the past. However,

History is undeniably also a construct. This means that although it is common
occurrence that we accept records of history as fact, much of our understanding
of history is indeed constructed. Hence, if history is a construct, then it can be
open to interpretation.

Students of history must be well equipped with the ability to identify the
different types of interpretations because:

1. Interpretations vary according to who, when and how the primary

sources are read; and
 2. Many of the things previously accepted as “true” may not be the case
today

In this light, historical interpretations may contain ambiguities,

contradictions, and discrepancies which may result to disagreements and
suspension of judgments.

To reiterate, interpretation plays a significant role especially when we come

to terms with conflicting and controversial historical issues. These issues require
attention because they can influence on how we view our country’s history and
identity. Moreover, it is essential to consider evaluating not only the primary source
itself, but its historical interpretation as well, to guarantee the reliability of the
current interpretation to support our acceptance of historical events.

There are many ways of how people view the world. Each viewpoint is
equally valid, and at the same time, equally partial as well.

Multiperspectivity recognizes that there are different ways of viewing and

evaluating history. By relying on a singular viewpoint, there is a risk of allowing no
space for inquiry and investigation. On the other hand, if different sources with
conflicting views are available, it may create space for more investigation and
research at the same time, providing additional evidences on the points that they
agree on. Hence, with multiperspectivity, we are afforded with a more
comprehensive and a broader understanding of the past.

Lesson 2: Application of Historical Analysis

Assignment of Reports:

Direction: Being guided by the concepts of interpretation and multiperspectivity,

do a simple historical analysis on your assigned topic.

What is your standpoint on the following:

Topic 6 (Group 3B): Where was the First Catholic Mass Held?

Topic 7 (Group 4A): What Happened in the Cavite Mutiny? (Spanish

Accounts of the Cavite Mutiny, Differing Accounts
of the Events of 1872)
 Topic 8 (Group 4B): Did Rizal Retract? (The Balaguer Testimony, The
Testimony of Cuerpo de Vigilancia)

Topic 9 (Group 5A): Where Did the Cry of Rebellion Happen?

(Different Dates and Places of the Cry)

For your group report, prepare an audio-video recording backed up by your

powerpoint presentation. The group report should not exceed 20 slides inclusive
of title page and reference page. Make sure to upload your group report in our
group chat.

For your references, these are the required readings:

1. Bernad, M.A. (1981). “Butuan or Limasawa? The Site of the First Mass
in the Philippines: A Re-examination of Evidence.” Kinaadman: A
Journal of Southern Philippines, Vol. III, 1-35.

2. Candelaria, John Lee P. and Alporha, Veronica C. (2018). Readings in

Philippine History. Quezon City: Rex Book Store.

3. Chua, M. C. (2016). “Retraction ni Jose Rizal: Mga Bagong

Dokumento at Pananaw”. In GMA News Online.
http://www.gmanetwork.com/news/lifestyle/artandculture/59
4027/retraction-ni-jose-rizal-mga-bagong-dokumento-at-
pananaw/story/

4. Schumacher, John N, S.J (2011). The Cavite Mutiny Toward a

Definitive History. Philippine Studies vol. (59) 1 pages 55-81.
Ateneo de Manila University.

5. Testimony of Balaguer and Cuerpo de Vigilancia regarding

Rizal’s retraction

6. Zaide, Gregorio and Zaide, Sonia (1990). Documentary

Sources of Philippine History. Vol. 6. Manila: National
Bookstore.
 7. Other related references

Chapter 7 – Socio-cultural, Economic and Political Issues

in Philippine History

This chapter highlights the relevance of history to the socio-cultural,

economic and political issues that have persisted throughout the country’s history.
It is hoped that understanding of these issues will propel the students to take
active roles in providing solutions.

Objectives :

At the end of the chapter, the students should be able to:

1. Become aware of the variety of problems besetting the country.

2. Recognize that present issues are consequences of past actions and

decisions

3. Offer solutions to various issues by employing historical analysis

Lesson 1: Agrarian Reform Policies

With a current population estimated at almost 110 million, 22.52% of

Filipinos are employed in agriculture according to World Bank statistics. Although
there has been a noticeable steady decline in agricultural employment over the
years, the Philippines is still primarily an agricultural country. In terms of
contribution to Philippine economy, the agricultural sector posted a share of 9.65%
in the 2018 total GDP (gross domestic product).

With the decreasing number of people gainfully employed in the agricultural

sector, it is not surprising that the share of agriculture in the country’s total GDP
is decreasing. In 2017, agriculture’s share was 10.18% of the total GDP, while it
was pegged at 10.21% in 2016.

Gross domestic product or GDP, is an economic indicator which refers to the

total value of goods and services produced in a country.
 Strengthening the agricultural sector of the country will not only redound to
an increase in GDP but would ensure food security as well. It is therefore
imperative for the government to continue improving its agrarian reform policies.

One way to strengthen the agricultural sector is through agrarian reform.

Agrarian reform is an initiative of the government to correct flaws in the system of
agriculture in the country by improving the relationship between production and
the distribution of land among farmers.

To better appreciate agrarian reform, it would be helpful to revisit our

country’s history in order to understand the roots of our agricultural problems and
offer solutions to them.

Lesson 2: Evolution of Philippine Taxation

Taxation is a mechanism whereby the government collects money from

people and organizations to finance improvements in education, health and
defense. The bigger the taxes the government collects, the higher the expectations
of its citizens that their lives would be uplifted through good governance.

To better appreciate Philippine taxation, it would be helpful to revisit our

past in order to understand the evolution of the country’s taxation and how we
can contribute to its effective implementation.

Lesson 3: Appreciating Agrarian Reform and Taxation

Assignment of Reports:

Direction: Prepare a group report on your assigned topic. Trace, analyze and
appreciate:

Topic 10 (Group 5B): Policies on Agrarian Reform (Land Ownership

Under the Different Colonizers, Post-War
Interventions Toward Agrarian Reform, Agrarian
Reform Efforts Under Marcos, Post-1986 Agrarian
Reform, CARPER and the Future of Agrarian
Reform in the Philippines)
 Topic 11 (Group 6A): Evolution of Philippine Taxation (Taxation Under
Different Colonizers, Under Commonwealth, Fiscal
Policy From 1946-Present)

For your group report, prepare an audio-video recording backed up by your

powerpoint presentation. The group report should not exceed 20 slides inclusive
of title page and reference page. Make sure to upload your group report in our
group chat.

For your references, these are the required readings:

1. Agricultural Land Reform Code of 1963 (Republic Act 3844).

Comprehensive Agrarian Reform Law of 1988 (Republic Act 6657).
Decreeing the Emancipation of Tenants from the Soil (Presidential
Decree No. 27).

2. Land Reform Act of 1955 (Republic Act 1400)

3. CARP and CARPER laws

4. Candelaria, John Lee P. and Alporha, Veronica C. (2018). Readings in

Philippine History. Quezon City: Rex Book Store.

5. Nolledo, J. (1999). Principles of Agrarian Reform, Cooperatives and

Taxation. Mandaluyong City. National Bookstore.

6. Other related references

Chapter 8 – Doing History: A Guide for Students

Lesson 1: Students as Contributors to History

Students are a potential group to contribute to history. Specifically, they

can do this by writing about out past as well as our present.
Objectives :

At the end of the chapter, the students should be able to:

1. Show interest in doing local history

2. Strengthen their historiographical skills and use them in writing local

history.

3. Appreciate the link of history to technology.

Assignment of Report:

Direction: Prepare a group report on your assigned topic.

Topic 12 (Group 6B): Doing History (A Guide for Students)

For your report, prepare an audio-video recording backed up by your

powerpoint presentation. The group report should not exceed 20 slides inclusive
of title page and reference page. Make sure to upload your group report in our
group chat.

For your references, these are the required readings:

1. Candelaria, John Lee P. and Alporha, Veronica C. (2018). Readings in

Philippine History. Quezon City: Rex Book Store.

2. Other related references