Learning Module 1

MODULE 1

TITLE: Relevant Sources

TOPICS: Primary and Secondary Sources

Internal and External Criticism
Online Resources

TIME FRAME: 8 hours

INTRODUCTION:
This chapter introduces relevant sources in writing history. Since history deals
with the past, historians need historical sources as their important research tools in
analyzing this subject. Historical sources can be classified between primary and
secondary sources. The definition, distinction, and examples of primary and secondary
sources will be thoroughly discussed in this chapter. Both sources are useful in writing
and learning history. However, to avoid deception, historians and students need to
conduct internal and external criticism. Students need also to evaluate online resources
as they relied on the internet in finding information. With a given example of a relevant
source, students may evaluate and understand the importance of having an authentic
source.
INTENDED LEARNING OUTCOMES: In this lesson, learners will be able to:
a. explain the difference between primary and secondary sources;
b. evaluate historical data through internal and external criticism; and,
c. apply the tips for checking the reliability of online resources.

PRE-TEST:
EXPLANATION. Direction: Answer the following questions in the space provided.
1. When you search for important information related to history, what references did
you use? Give at least five examples and explain why.

2. Which of the examples that you give belongs to primary sources? secondary sources?
Why?
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3. Did you thoroughly scrutinize your sources if it is reliable before using it as your
references? Why?

4. What specific website did you use when you search online? Do you think it is a
credible source?

LEARNING ACTIVITIES:
Activity 1: Video Viewing in YouTube about Primary and Secondary
Sources by Jessica Liu of Scribbr (2021). This is the link
Start https://www.youtube.com/watch?v=CPQ95B95bWE&t=109s
here! Questions to Ponder:
1. What is the video all about?
2. What are your learnings so far?
3. Why it is important to know these facts?
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Rubric for Oral Recitation

4 3 2 1 Score
Superior Adequate Minimal Inadequate
Content The speaker The speaker The speaker The speaker
provides a focuses includes some says practically
variety of types primarily on irrelevant nothing. The
of content relevant content. The speaker focuses
appropriate for content. The speaker wanders primarily on
the task, such as speaker sticks off the topic. The irrelevant
generalizations, to the topic. The speaker uses content. The
details, speaker adapts words and speaker appears
examples, and the content in a concepts which to ignore the
various forms of general way to are inappropriate listener and the
evidence. The the listener and for the situation.
speaker adapts the situation. knowledge and
the content in a experiences of
specific way to the listener (e.g.,
the listener and slang, jargon,
situation. technical
language).
Organization The message is The message is The organization The message is
overtly organized. The of the message is so disorganized
organized. The listener has no mixed up and you cannot
speaker helps the difficulty random. The understand
listener understanding listener must most of the
understand the the sequence make some message.
sequence and and assumptions
relationships of relationships about the
ideas by using among the ideas sequence and
organizational in the message. relationship of
aids such as The ideas in the ideas.
announcing the message can be
topic, outlined easily.
previewing the
organization,
using transitions,
and
summarizing.
Language The speaker uses The speaker has The speaker The speaker
grammar correct commits one or commits
correctly. The grammar and two minor multiple
speaker uses the vocabulary grammar errors. grammar errors
some advanced is most The vocabulary and uses
language and appropriate for use is too inappropriate
effectively uses the purpose and elementary or not vocabulary.
the appropriate the audience. effective.
vocabulary for
the purpose and
for the audience.
Total
Reference: https://www.uen.org/rubric/previewRubric.html?id=19 &
https://mcb.unco.edu/pdf/communications-rubrics/Oral-Rubric.pdf
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Activity 2: Read-Me-Now: Read the following concepts and understand it.
RELEVANT SOURCES
1.1 Primary vs. Secondary Sources: Its Definition and Distinction
In the study of history as an academic discipline, one needs to know
primary and secondary sources. A primary source provides direct or firsthand
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 firsthand experience
of the event.
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. Remember, the printing press was invented way back in
the 14th century and was introduced in most countries at the end of that century.
The most reliable eyewitness reports of an event may be memoirs,
autobiographies, or oral interviews that have 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.
Arguably many primary sources are withheld by private individuals or
groups, others are available in archives, libraries, museums, historical societies,
and special collections. These can be public and private. Some are affiliated
with universities and colleges, while others are government entities.
On the other hand, secondary sources generally describe, discuss,
interpret, comment upon, analyze, evaluate, summarize, and process primary
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 filmmaker 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 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.’ In the next page are the examples of primary and
secondary sources.
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1.2 Examples of Primary and Secondary Sources

Table 1. Sources in History
Primary Sources Secondary Sources
✓ Biographies, autobiographies and ✓ Articles in newspaper or popular
memoirs; magazines, book or movie reviews,
✓ Diaries, personal letters and or articles found in scholarly
correspondence; journal that discuss or evaluate
✓ Interviews, surveys and fieldwork; someone else’s original research;
✓ Internet communication on email, blogs, ✓ Textbooks;
listservs, and newsgroups; ✓ Historical and literary criticism and
✓ Photographs, drawings, and posters; interpretation;
✓ Works of art and literature; ✓ Commentaries;
✓ Books, pamphlets, magazines, and ✓ Encyclopedias;
newspapers articles and ads published at ✓ Edited works;
the time; ✓ Reviews of law and legislation;
✓ Public opinion polls; ✓ Political analyses;
✓ Essays, speeches and oral histories; ✓ Dictionaries/encyclopedias;
✓ Original documents such as birth ✓ Almanacs;
certificates, property deeds, and trial ✓ Fact books;
transcripts; ✓ Wikipedia;
✓ Research data such as census statistics; ✓ Bibliographies;
✓ Official and unofficial records of ✓ Guidebooks;
organizations and government agencies; ✓ Manuals;
✓ Artifacts of all kinds, such as tools, ✓ Handbooks; and,
coins, clothing, furniture; ✓ Theses and dissertations.
✓ Audio recordings, DVDs and video
recordings, and music;
✓ Government documents (reports, bills,
proclamations, hearings);
✓ Patents;
✓ Technical reports;
✓ Scientific journal articles reporting
experimental research results;
✓ Literary or cultural sources like novels,
plays, poems (both published and in
manuscript form), television shows,
movies, or videos, and paintings;
✓ Chronicles or historical accounts;
✓ Philosophical treatises or manifestos;
✓ Obituaries;
✓ Maps and atlases;
✓ City directories;
✓ Local libraries or historical societies;
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✓ Finding information about an

organization like archives (sometimes
held by libraries, institutions, or
historical societies); and,
✓ Symposia and conference proceedings.

Activity 3: Lets-Find-Out: Students may give one specific example of a

primary source and its corresponding secondary source derived from it. They
need also to explain why it becomes a primary and secondary source. They will
pass it online in the assigned post created by the teacher. The rubric below is
their guide in giving the appropriate points.

Rubric
2pts Answer is incorrect but there is some correct support.
4pts Answer is correct but no support is provided.
6pts Answer is correct and there is some support.
8pts Answer is correct and the support is developed.
10pts Answer is correct and the support is fully developed.

Assessment Task (CO-AT1): Students make a comparative analysis between

the primary and secondary sources. This is a paired output and students are
expected to produce an essay in this analysis. Read how to make the
comparative analysis (Gilbert, 2021) and its rubric.

Comparative analysis is writing an essay about two things that are being
compared and contrasted. It is the same idea in your other classes that you need
to compare and contrast two texts, two theories, two scientific processes, etc.
Since you are in college, it is expected to produce a higher level of analysis in
your writing. Just follow these guidelines and get started!
➢ Make your research. You need to make some research for you to have
an idea on how to start. However, since the topic was already discussed
by the teacher, you can already start writing your analysis.
➢ Think for possible similarities and differences. Since there are two
things that you need to compare and contrast, you need to make a list of
its similarities and differences as your guide in writing your analysis.
➢ Write your thesis. You need to write your arguments after knowing the
weight of similarities and differences between the two things that you
compared.
➢ Start writing your paper. There are two main approaches in organizing
your comparative analysis. These are the following:
✓ Alternating (point-by-point) method: You need to find similar
points between the two subjects and alternate writing about each
of them.
✓ Block (subject-by-subject) method: You will discuss all the first
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subjects that you chose and then discuss the second one.

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➢ Always remember, cite your sources: You need to include the sources
in writing your comparative analysis to avoid copying someone’s idea.

Rubric for Comparative Analysis

Criteria Exemplary Good Fair Poor Score
Thesis (15 Thesis states in clear Thesis fails to Thesis fails to Thesis is
possible and direct language: include one of include two or undetectable
points) the two texts to be the required more of the and/or
discussed; 2-3 elements and/or required completely
grounds for is lacking elements and/or irrelevant to
comparison; and clarity by being thesis is difficult the
either an evaluative too general to locate assignment
claim that
determines one to be
better than the other,
or an explanatory
claim that interprets
the significance of
the differences and
similarities
Support (10 The essay utilizes Mostly relevant Insufficient No evidence
possible evidence in the form quotes from the evidence is is included at
points) of paraphrasing two texts are included, or the all, or the
and/or relevant used that evidence evidence
direct quotes from logically included is not included is
both text in order to support the very relevant. completely
support the thesis claim being irrelevant
statement and topic made. and fails to
sentences. prove the
claim.
Analysis (15 The essay clearly Analysis of the Incomplete No analysis
possible explains how the text is mostly analysis of the of the chosen
points) respective authors of good and texts; not elements
each work use the supported, but enough focus on whatsoever;
specific elements could be more the chosen overuse of
being discussed; detailed; focus elements; too summary
analyzes how the is mainly on the much summary and/or
elements being used chosen elements quotes;
in the texts are and how they analysis does
contributing to the operate in the not prove at
author’s overall texts. all the
message; and evaluative or
provides analysis
that supports either
explanatory
claim
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the evaluative or
explanatory claim of
the thesis statements.
Organizatio The essay is well- Flow of ideas Ideas do not Sequence of
n (10 organized in either a could be more always flow in a ideas and
possible point-by-point or effectively logical manner; paragraphs
points) subject-by-subject sequenced; paragraphs often seems
structure, in addition most paragraphs do not have aimless and
to adhering to good have clear topic clear topic haphazard;
overall essay sentences that sentences, and no topic
structure (an are followed by evidence and sentences
introduction that evidence and analysis do not present;
begins broadly & analysis; always follow. evidence and
narrows down to the introduction and analysis
thesis; body conclusion are missing from
paragraphs generally well- paragraphs;
containing topic structured. introduction
sentences, evidence, and
& analysis; and a conclusion
conclusion that are
reiterates the thesis improperly
and ends broadly. structured.
Grammar & The essay is Essay is mostly Inconsistent No attempt
Style (10 appropriately formatted APA made to
possible formatted in APA properly in formatting; format in
points) style and is free of APA style; several APA; many
distracting spelling, there are only a prominent distracting
grammatical, or few errors, but errors in errors in
punctuation errors. It they are not spelling, spelling,
also uses precise very distracting. grammar, grammar,
vocabulary and punctuation. punctuation;
descriptive language informal or
throughout. inappropriate
language
used.
Total
Reference: https://blogs.baruch.cuny.edu/eng2150fall2020quintana/?page_id=951

INTERNAL AND EXTERNAL CRITICISM

2.1 Evaluating Historical Data Using Internal and External Criticism
Both primary and secondary sources are useful in writing and learning
history. However, historians and students of history need to thoroughly
scrutinize these historical sources to avoid deception and to come up with the
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historical truth. There are two ways on how to examine historical sources to

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validate the authenticity of the sources that the historians and students have
collected to be used as the reference in the historical account that they are going
to publish. These are:

Internal Criticism External Criticism

- It looks within the data
itself to try to determine
the truth-facts and the
reasonable interpretation.
- It includes looking at the
apparent or possible
motives of the person
providing the data.
- It indicates the accuracy,
trustworthiness, and
veracity of the materials
on which historical data
will be based.
- It applies experimental science
to certify the authenticity of the
material that holds the data on
which historical information will
be based.
- It entails such physical and
Evaluating technical tests as a dating of paper
Historical where a document is written on.
Data - It involves knowledge of when
certain things existed or it
supports the claim whether it is
possible or impossible to exist.
- It evaluates the authenticity and
genuineness of data.

Fig. 1 Evaluating Historical Data

In short, external criticism refers to the authenticity of the document.
Once a document has been determined to be genuine (external criticism)
researchers need to determine if the content is accurate (internal criticism). Both
are important in studying history for it is society’s collective memory. Every
historian examines the evidence of the past very carefully to describe past events
with accuracy. Historians play a major role in our society in the sense that they
are the keepers of the most important events in the history of his generation and
of the previous generation.
To know more about how to evaluate primary and secondary sources,
let us consider the guidelines created by the National Library of Jamaica (2013).

2.2 Characteristics of Primary and Secondary Sources

How do you know when it is a primary source?
First, pay attention to when the source was created. Can you determine if it
was created within the time period under study?
Did the creator witness the event or participate in the event when it
happened?
Did you find this primary source at a reputable information unit such as a
library, museum, or on the website of a library, museum, educational
institution, or government organization?

If the answer is YES to all the above questions, then more likely it is a
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primary source. On the next page are the characteristics of primary sources.

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Reliability Origin
- How trustworthy is the - If you are unable to find
information found in the source? information that tells you
Primary sources are sometimes where it comes from then
created by individuals with
it is harder to determine if
prejudices, and in order to find out
if the picture painted is truthful, it is an authentic primary
other primary sources should be source.
used to validate the story.
Characteristics
of Primary
Sources
Validity
- Is this source really important Accuracy
to the research being undertaken,
- Are there any errors in the
does it add meaningful
primary source? Human
information? When determining
beings are imperfect creatures
validity pay attention to who is
and we make mistakes.
the creator of the source, and the
Therefore, as said in the
quality and relevancy of the
previous point, use other
information obtained.
primary sources to validate the
facts.

Fig. 2 Characteristics of Primary Sources

Although many primary sources contain inaccurate and biased
information; they are still useful as they can provide insight into the thinking of
that time period. However, the flaws should NOT be overlooked in your
interpretation of the source.

CHECKLIST for Evaluating

Primary Sources

Reliability

Origin

Validity

Accuracy
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Activity 4: Who’s who? Recognize each picture and check the REAL one base
on its reliability and origin. Explain also your answer. The rubric is given as
your guide in giving the points.

Who is the real Emilio Aguinaldo?

From encyclopedia Britannica.com From nevalous.deviantart.com

How about the real Andres Bonifacio?

From www.pinterest.com From officialgazette.gov.ph

or the real Jose Rizal?

From www.thoughtco.com From hubpages.com

Rubric
1pt Answer is incorrect but there is some correct support.
2pts Answer is correct but no support is provided.
3pts Answer is correct and there is some support.
4pts Answer is correct and the support is developed.
5pts Answer is correct and the support is fully developed.
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For secondary sources, the following are its characteristics.

Suitability
- Read the introduction, go
through the table of contents
and the index, to determine if
the source has sufficient and
relevant information. Also,
the information in the work
should meet the required
academic standard.
Accuracy and Credibility
- Two ways to determine if a
secondary source is accurate and
credible is to use other secondary
sources to validate the information and
to check the list of references used by
the author. The reference list can tell
you the type of sources used and how
they can have verified, so if a
secondary source does not have
references do not use it.
Authority
- Who is the author, is he or
Objectivity
she an expert in the field and - Prejudices and biased
is well-known? Is the opinions will never be
a reputable excluded from secondary
publisher
that only sources. It is important to
company
detect these biases, and an
publishes works of high
introduction or preface will
academic quality?
usually give an idea of the
point of view of the writer.
Therefore, use other
Characteristics secondary sources to get a
of Secondary balanced view.
Sources
Currency
- Although in history the older the
work the more valuable the
information it contains; it is
important that secondary sources
contain information that reflects the
most recent discoveries in the field.
Therefore, pay attention to the date
of publication, and use the newer
edition.

Fig.3 Characteristics of Secondary Source

CHECKLIST for Evaluating

Always
Remember! Secondary Sources

Suitable

Is the information Objective

Current

Accurate

Credible

and does it have Authority?

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Remember! Both primary and

secondary sources are useful so
use it wisely…

Activity 5: Thinking Out Loud! Make an essay about the importance of

evaluating historical data using internal and external criticism. This is a pair
activity in which you need to find your partner. Write your answers in the space
provided. A rubric is also provided as your guide in giving the points.

Rubric For Essay Writing

5 4 3 2 1 Score
Excellent Very Good Average Needs Unacceptable
Improvement
Ideas This paper is This paper The writer is The topic is As yet, the
clear and is mostly beginning to not well- paper has no
focused. It focused and define the defined and/or clear sense of
holds the has some topic, even there are too purpose or
reader's good though many topics. central
attention. details and development theme. To
Relevant quotes. is still basic or extract
details and general. meaning
quotes enrich from the text,
the central
theme.
the reader
must make 1
4

inferences
based on

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sketchy or
missing
details.
Organization The Paper (and The Sentences The writing
organization paragraphs) organizational Within lacks a clear
enhances and are mostly structure is Paragraphs sense of
showcases organized, strong enough make sense, direction.
the central in order, to move the but the order Ideas, details,
idea or and make reader through of paragraphs or events
theme. The sense to the the text does not. seem strung
order, reader. without too together in a
structure of much loose or
information confusion. random
is compelling fashion; there
and moves is no
the reader identifiable
through the internal
text. structure.
Conventions The writer The write The writer The writer Errors in
demonstrates understands shows seems to have spelling,
a good grasp good reasonable made little punctuation,
of standard writing control over a effort to use capitalization,
writing conventions limited range conventions: usage, and
conventions and usually of standard spelling, grammar,
(e.g., uses them writing punctuation, and/or
spelling, correctly. conventions. capitalization, paragraphing
punctuation, Paper is Conventions usage, repeatedly
capitalization, easily read are sometimes grammar, distract the
grammar, and errors handled well and/or reader and
usage, are rare; and enhance paragraphing make the text
paragraphing) minor readability; at have multiple difficult to
and uses touch-ups other times, errors. read.
conventions would get errors are
effectively to this piece distracting and
enhance ready to impair
readability. publish. readability.
Presentation The form and The format The writer's The writer's The reader
presentation only has a message is message is receives a
of the text few understandable Only garbled
enhance the mistakes in this format. understandable message due
ability of the and is occasionally, to problems
reader to generally and the paper relating to the
understand easy to read is messily presentation
and connect and written. of the text
with the pleasing to and is not
message. It is the eye. typed.
pleasing to
the eye.
Total
Reference: https://www.uen.org/rubric/previewRubric.html?id=20123
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ONLINE RESOURCES
3.1 Tips for Checking the Reliability of Online Resources
Many relied on the internet when it comes to finding information related
to the one that they are searching for. However, there is a lot of information that
everyone could encounter and it is difficult for us to know what website or
articles we need to read and get ample sources. Nowadays, searching on the
internet is a convenient one, especially for students who will do some research.
Before they will solely rely on the internet’s information, they need to be sure
if it is a credible and reliable source. According to William Miller, “Much of
what purports to be serious information [on the Web] is simply a junk…” That
is why, anyone who has access to a computer and the Internet can put
information on the Web, therefore, online resources must carefully be evaluated
before being accepted. This is the reality for most students and as a teacher, it
is his/her task to let the students know about this. Just like the example below.

In Wikipedia, there are some entries that are reliable and some are not.
It is because the authors are anonymous and there is no other way to determine
their expertise, or the expertise of the Wikipedia’s editor who take a look for
the entry. However, Wikipedia editors will post warnings if they think that the
entry has weaknesses. In addition, Wikipedia entries tend to be conservative
rather than a newer research.
That is why, students need to know the tips for checking the reliability
of the online sources with these various questions. Below are the tips coming
from the Georgetown University Library.

Author
✓ Is the name of the author/creator on the page?
✓ Are his/her credentials listed (occupation, years of experience, position
or education)?
✓ Is the author qualified to write on the given topic? Why?
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✓ Is there contact information, such as an email address, somewhere on

the page?

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✓ Is there a link to a homepage?

✓ If there is a link to a homepage, is it for an individual or for an
organization?
✓ If the author is with an organization, does it appear to support or
sponsor the page?
✓ What does the domain name/URL reveal about the source of the
information, if anything?
✓ If the owner is not identified, what can you tell about the origin of the
site from the address?
Note: To find relevant information about the author, check personal
homepages on the Web, campus directory entries and information
retrieved through search engines.

Purpose
Knowing the motive behind the page’s creation can help you judge its
content.
✓ Who is the intended audience?
✓ Scholarly audience or experts?
✓ General public or novices?
✓ If not stated, what do you think is the purpose of the site? Is the
purpose to inform or teach? explain or enlighten? persuade? sell a
product?

Objectivity
✓ Is the information covered fact, opinion, or propaganda?
✓ Is the author’s point-of-view objective and impartial?
✓ Is the language free of emotion-rousing words and bias?
✓ Is the author affiliated with an organization?
✓ Does the author’s affiliation with an institution or
organization appear to bias the information?
✓ Does the content of the page have the official approval of the
institution, organization, or company?
Accuracy
✓ Are the sources for factual information clearly listed so that
the information can be verified?
✓ Is it clear who has the ultimate responsibility for the
accuracy of the content of the material?
✓ Can you verify any of the information in independent sources
or from your own knowledge?
✓ Has the information been reviewed or refereed?
✓ Is the information free of grammatical, spelling, or
typographical errors?
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Reliability and Credibility

✓ Why should anyone believe information from this site?
✓ Does the information appear to be valid and well -researched,
or is it unsupported by evidence?
✓ Are quotes and other strong assertions backed by sources that
you could check through other means?
✓ What institution (company, government, university, etc.)
supports this information?
✓ If it is an institution, have you heard of it before? Can you
find more information about it?
✓ Is there a non-Web equivalent of this material that would
provide a way of verifying its legitimacy?

Currency
✓ If timeliness of the information is important, is it kept up -to-
date?
✓ Is there an indication of when the site was last updated?

Links
✓ Are links related to the topic and useful to the purpose of the
site?
✓ Are links still current, or have they become dead e nds?
✓ What kind of sources are linked?
✓ Are the links evaluated or annotated in any way?
Note: The quality of Web pages linked to the original Web page
may vary; therefore, you must always evaluate each Web site
independently.

For the conclusion, be very critical of any information you find on the
Web and carefully examine each site.

Activity 6: Video Tutorial: In this activity, students will have a video tutorial
about the online application of the tips for checking the reliability of online
resources. This is a pair activity in which students are expected to create a
comprehensive discussion about finding reliable sources online. Pass your video
in the designated post created by the teacher that can be found in the google
classroom. A rubric is also provided as your guide in giving the points.

Rubric for Video Tutorial

4 3 2 1 Score
Presentation Well- Rehearsed with Delivery is not Delivery is
rehearsed with a fairly smooth smooth, but not smooth
a smooth delivery that able to and audience
delivery that holds the maintain the attention is
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holds the audience’s interest of the often lost.

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audience’s attention most audience most

attention. of the time. of the time.
Sources Source Source Source Very little or
information information information no source
collected for collected for was collected information
all graphics, all graphics, for graphics, was collected.
facts, and facts, and facts, and
quotes. All are quotes. Most quotes, but not
documented in documented in documented in
the desired the desired the desired
format. format. format.
Permissions All All Most Permissions
permissions to permissions to permissions to were not
use graphics use graphics use graphics requested for
“borrowed” “borrowed” “borrowed” several
from web from web from web graphics
pages or pages or pages or “borrowed”
scanned from scanned from scanned from from web
books have books have books have pages or
been been requested been requested scanned from
requested, and received. and received. books.
received,
printed, and
saved for
future
reference.
Attractiveness Makes Makes good Makes use of Use of font,
excellent use use of font, font, color, color,
of font, color, color, graphics,
graphics, graphics,
graphics, effects, etc. to
effects, etc. but effects, etc.
effects, etc. to enhance the occasionally but these often
enhance the presentation. these detract distract from
presentation. from the the
presentation presentation
content. content.
Content Covers topic Includes Includes Content is
in-depth with essential essential minimal or
details and knowledge information there are
examples. about the topic. about the topic several factual
Subject Subject but there are 1- errors.
knowledge is knowledge 2 factual
excellent. appears to be errors.
good.
Oral Interesting, Relatively Delivery is not Delivery is
Presentation well-rehearsed interesting, smooth, but not smooth
with a smooth rehearsed with able to hold the and audience
delivery that a fairly smooth audience’s attention is
holds the delivery that attention most lost.
19

audience’s usually holds of the time.

attention.

GE Hist – Readings in Philippine History

Learning Module 1

the audience’s
attention.
Originality The product The product Uses other Uses other
shows a large shows some people’s ideas people’s
amount of original (giving them ideas, but does
original thought. Work credit), but not give them
thought. Ideas shows new there is little credit.
are creative ideas and evidence of
and inventive. insights. original
thinking.
Workload The workload The workload The workload The workload
is divided and is divided and is divided, but is not divided
shared equally shared fairly one person in or several
by all team by all team the group is people in the
members. members, viewed as not group are
though doing his/her viewed as not
workloads may fair share of doing their
vary from the work. fair share of
person to the work.
person.
Total
Reference:
https://www.quia.com/files/quia/users/afiyathomas/4th_9_weeks_video_rubric.html
Activity 7: Detective YOUnan: Evaluate each picture if it is reliable or not based
on the discussion. Explain thoroughly and write your answers in the space
provided. A rubric is also provided as your guide in giving the points.
1. Site of the First Mass in the Philippines (From
https://en.wikipedia.org/wiki/First_Mass_in_the_Philippines

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2. Juan and Felipe Tamayo: Pulahan Leaders of Jaro, Leyte by RolandoO.

Borinaga (From https://ejournals.ph/article.php?id=5158)

3. The Rizal Retraction and Other Cases by Peter Jaynul V. Uckung (From
https://nhcp.gov.ph/the-rizal-retraction-and-other-cases/
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4. Golden Tara of Agusan (From

http://philippinehistoryblog.blogspot.com/2013/04/golden-tara-of-
agusan.html)

Rubric
1pt Answer is incorrect but there is some correct support.
2pts Answer is correct but no support is provided.
3pts Answer is correct and there is some support.
4pts Answer is correct and the support is developed.
5pts Answer is correct and the support is fully developed.
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SELF-EVALUATION:
I. MULTIPLE CHOICE (1point each)
Direction: Read and understand each question and encircle the letter of your
answer.
1. These are immediate, first-hand accounts of a topic, from people who had a direct
connection with it.
a. Tertiary sources b. Secondary sources
c. Primary sources d. Relevant sources
2. How documentary films become primary and secondary sources?
a. Depending upon the present state of knowledge within the field
b. Depending on how much the filmmaker modifies the original source
c. It depends on the objectivity of the person’s point of view
d. It depends on the subject of historical scrutiny
3. As a student, how do you know when it is a primary source?
a. It was created within the time period under study.
b. The author witnesses the event or participates in the event when it happened.
c. The information came from a reputable information unit.
d. All of the above
4. It is said that many primary sources contain inaccurate and biased information? Do
you think this is acceptable to be used as a source?
a. Yes, since it is still useful as they can provide insight into the thinking of that
time period.
b. Yes, since we cannot question the biases of the author in a certain event.
c. No, since flaws are flaws and it is not good to include it in any primary
source.
d. No, it would be better to find other primary sources.
5. Which of the following is not part of the characteristics of the primary sources?
a. Reliability b. Suitability c. Origin d. Validity
6. Why there is a need to know the background of the author in secondary sources?
a. The author should have a great position in society.
b. To know its information and relate it why he/she writes the sources
c. To know if he/she is an expert in the field and is well-known
d. To understand the biases of the author while reading his/her work
7. What is the main reason why Wikipedia is not a reliable source?
a. The authors are anonymous and there is no other way to determine their
expertise
b. The information is too good to be true.
c. There are no references cited in each article.
d. All of the above.
8. What kind of criticism is to be checked first? Is it external or internal criticism?
a. It is internal criticism since this is the higher criticism that should be given
proper emphasis.
23

b. It is internal criticism since the reliability of the sources is much more

important than its authenticity.

GE Hist – Readings in Philippine History

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c. It is external criticism since this is easy to be done by looking into its physical
aspect.
d. It is external criticism since the historians/researchers need to determine first
if the document is authentic before looking into its reliability.
9. Why it is important to conduct internal and external criticism?
a. To predict future problems
b. To avoid the mistakes of the past
c. To understand the patterns of the past
d. To get life lessons in the past
10. Why do we need to criticize the sources?
a. Historians are meticulous when it comes to sources that is why they are
willing to criticize the sources.
b. It is important to know what sources will be classified as primary and
secondary sources.
c. It is everybody’s obligation to criticize the documents that they read since not
all sources are authentic and reliable.
d. There is a possibility that readers and viewers may draw incorrect conclusions
and faulty decisions if they based on flawed document since they have no
knowledge about source criticism

II. WHAT SOURCE? Read the following scenarios and classify the sources discovered
as primary or secondary sources. After that, explain your answer. Write your answer in
the space provided. A rubric is provided for the basis of giving the points.
1. Jose was exploring the library in his new school in Manila. He wanted to study the
history of Calamba, Laguna during the nineteenth century. In one of the books, he saw
an old photograph of a woman standing in front of an old church, clipped among the
pages. At the back of the photo was a fine inscription that says: “Kalamba, 19 de Junio
1861.” Is the photograph a primary or secondary source? Why?

.
2. It was Lean’s first day in his first year of college at a big university. His excitement
made him come to class unusually early and he found their classroom empty. He
explored the classroom and sat at the teacher’s table. He looked at the table drawer and
saw a book entitled U.G. An Underground Tale: The Journey of Edgar Jopson and the
First Quarter Storm Generation. He started reading the book and realized that it was a
biography of a student leader turned political activist during the time of Ferdinand
Marcos. The author used interviews with friends and family of Jopson, and other
primary documents related to his works and life. Is the book a primary or secondary
source? Why?
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.
3. Lorena was a new teacher of Araling Panlipunan in a small elementary school in
Mauban, Quezon. Her colleagues gave her the new textbook that she ought to use in
class. Before the class started, Lorena studied the textbook carefully. She noted that the
authors used works by other known historians in writing the textbook. She saw that the
bibliography included Teodoro Agoncillo’s “The Revolt of the Masses and the Fateful
Years: Japan’s Adventure in the Philippines, 1941-45.” She also saw that the authors
used Ma. Luisa Camagay’s Working Women of Manila During the 19th Century and
many others. Is the textbook a primary or secondary source? Why?

.
4. Manuel visited the United States for a few months to see his relatives who have lived
there for decades. His uncle brought him on tours around Illinois. Manuel visited the
Field Museum of Natural History where a golden image of a woman caught his eye.
Manuel looked closer and read that the image was called “The Golden Tara.” It
originated from Agusan del Sur and was bought by the museum in 1922. It was believed
to be made prior to the arrival of the Spaniards in the Philippines. Is the sculpture a
primary or secondary source? Why?

.
5. Gregoria loved to travel around the country. She liked bringing with her a travel
brochure that informs her of the different sites worth visiting in the area. Her travel
brochure was usually produced by the tourism department of the province. It shows
pictures of destinations visited by tourists and a few basic information about the place
like the origin of the name, the historical significance of the place, and some other
information acquired by the office’s researchers and writers. Is the travel brochure a
primary or secondary source? Why?
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Rubric
1pt Answer is incorrect but there is some correct support.
2pts Answer is correct but no support is provided.
3pts Answer is correct and there is some support.
4pts Answer is correct and the support is developed.
5pts Answer is correct and the support is fully developed.

REVIEW OF CONCEPTS:
In studying history, it is important to know the primary and secondary sources.
Primary sources provide direct or firsthand evidence about an event, an object, a person,
or a work of art. Secondary sources generally describe, discuss, interpret, comment
upon, analyze, evaluate, summarize, and process primary sources. In writing history, it
is important to validate the authenticity of the sources through internal and external
criticism. There are ways on how to know if it is primary and secondary sources base
on its characteristics. As people rely on the internet in searching for information,
students need also to know if the information that they get suits the tips of checking
reliable sources on the internet since evaluating the different sources is essential in any
scholarly engagement.

POST-TEST:
I. EXPLANATION. Direction: Answer the following questions in the space provided.
The rubric is provided for your reference.
1. Why there is a need to know if the source is a primary or a secondary?

.
2. What will you do when you search on the internet for a related source? Compare it
to your past experiences in finding information.
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.
Rubric
1pt Answer is incorrect but there is some correct support.
2pts Answer is correct but no support is provided.
3pts Answer is correct and there is some support.
4pts Answer is correct and the support is developed.
5pts Answer is correct and the support is fully developed.

REFERENCES:

Main References:
Books
Candelaria, J. L. P., Alporha, V. C. (2018). Readings in Philippine History. Rex
Printing Company, Inc.

Martinez, R. M., Bumidang, J. G., Tayaban, D. B., Battung, J. T., Fragata, R. D.,
Viloria, M. I., Dulay, M. J., Cristobal, J. M. (2018). The Readings in
Philippine History. Mindshapers Co., Inc.

Solmerano, E., Palencia, M., & Galicia, R. (2019). Readings in Philippine History
(2nd ed.). Azes Publishing Corporation.

Umali, V., Ramos, O., Amvida, M. Maliban, N. (2018). Readings in Philippine

History. Jodeh Publishing

Webpage
Evaluating Internet Resources. (n.d.). Georgetown University Library. Retrieved
September 5, 2021, from
https://www.library.georgetown.edu/tutorials/research-guides/evaluating-
internet-content

Gilbert, E. (2021, June 22). How do I write a comparative analysis? - Answers.

Rasmussen University. https://rasmussen.libanswers.com/faq/248312

Liu, J. [Scribbr]. (2021, February 16). Primary vs. Secondary Sources: The
Differences Explained | Scribbr [Video]. YouTube.
https://www.youtube.com/watch?v=CPQ95B95bWE&t=109s

National Library of Jamaica. (2013). Evaluating primary and secondary sources: An

online tutorial. https://nlj.gov.jm/wp-content/uploads/2017/03/Evaluating-
Primary-and-Secondary-Sources.pdf

Pilgrim Library: Finding Primary Sources: Evaluating Primary & Secondary

Sources. (2021, March 26). Defiance College.
27

https://library.defiance.edu/c.php?g=334227&p=2243654

GE Hist – Readings in Philippine History

Learning Module 1

University of Minnesota Crookston. (2020). Primary, secondary, and tertiary

sources. https://www.crk.umn.edu/library/primary-secondary-and-tertiary-
sources

Supplemental References

Aguinaldo, E. [Image]. (2020). Retrieved from

https://www.britannica.com/biography/Emilio-Aguinaldo/images-videos.
Aguinaldo, E. [Image]. (2017). Retrieved from
https://www.deviantart.com/nevalous/art/Gen-Emilio-Aguinaldo-675605953.
Bonifacio, A. [Image]. (n.d.). Retrieved from
https://www.officialgazette.gov.ph/bonifacio-150/.
Bonifacio, A. [Image]. (2020). Retrieved from
https://www.pinterest.ph/pin/509399407828847233/.
Rizal, J. [Image]. (2019). Retrieved from https://www.thoughtco.com/jose-rizal-hero-
of-the-philippines-195677
Rizal, J. [Image]. (2021). Retrieved from https://owlcation.com/humanities/Jos-
-Last-Farewell

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