UNIVERSITY OF SAINT LOUIS

Tuguegarao City

SCHOOL OF EDUCATION, ARTS and SCIENCES

First Semester
A.Y. 2023-2024

CORRESPONDENCE LEARNING MODULE

HIST 1013- Readings in Philippine History

Prepared by:

Ruth Ann M. Bingcang

Stella Lumaban
Domer F. Macanang
Rachel Ann M. Surla
Course Instructors

Reviewed by:

BERNARDO BORI E. GUILLERMO, III

Political Science Department Head

Recommended by:

HERBERT S. CORPUZ, Ed. D.

Academic Dean

Approved by:

EMMANUEL JAMES P. PATTAGUAN, Ph.D.

Vice President for Academics

HIST 1013- Readings in Philippine History | 1

 UNIVERSITY PRAYER
O God, wellspring of goodness and blessings, we give you thanks and praise as one Louisian community. The
graces You incessantly grant upon us and Your divine providence have sustained our beloved University
throughout the years of mission and excellence.

Having been founded by the Congregation of the Immaculate Heart of Mary, we pray that You keep us
committed and dedicated to our mission and identity to serve the Church and the society as we become living
witnesses to the Gospel values proclaimed by Jesus. For if we are steadfast in our good and beautiful mission,
our works will bring success not only to ourselves but also to those whom we are bound to love and serve.

Inspired by St. Louis our Patron Saint, who was filled with a noble spirit that stirred him to love You above all
things , may we also live believing that we are born for a greater purpose and mission as we dwell in Your
presence all the days of our life.

Grant all these supplications through the intercession of

Mother Mary and through Christ our Lord. Amen.

HIST 1013- Readings in Philippine History | 2

THE VISION, MISSION, EDUCATIONAL PHILOSOPHY,
AND CORE VALUES OF THE UNIVERSITY
VISION
USL is a global learning community recognized for science and technology across all disciplines, strong
research, and responsive community engagement grounded on the CICM mission and identity for a distinctive
student experience.

MISSION
USL sustains a Catholic academic community that nurtures persons for community, church and society
anchored on CICM’s Missio et Excellentia.

EDUCATIONAL PHILOSOPHY AND CORE VALUES

The University of Saint Louis upholds the philosophy that education is for building of self and persons for the
Church and the Society. Wisdom builds. To these ends, the following are University of Saint Louis’s core values
integral in the formation of every member of the Louisian community.

a. Christian Living. We are witnesses to the Gospel values as taught and lived by Christ thus making
God’s love known and experienced by all.

b. Excellence. We seek and maintain uncompromising standard of quality in teaching, learning, service,
and stewardship of school resources.

c. Professional Responsibility. We are committed to efficiently and responsibly apply the learned
principles, values and skills in the chosen field of discipline, taking initiative and command responsibility
in one’s professional advancement.

d. Social Awareness and Involvement. We engage ourselves with society by listening to the prevailing
issues and concerns in the society, thereby initiating and participating in constructive and relevant
social activities for the promotion of justice, peace and integrity of creation and for people’s wellness
and development consistent with the CICM charism.

e. Innovation, Creativity and Agility. We keep ourselves relevant and responsive to the changing needs
of our stakeholders by being flexible, solution oriented, and having cutting-edge decisions and practices

HIST 1013- Readings in Philippine History | 3

 School of Education, Arts and Sciencesb
General Education Area
Curriculum 2018-2019

CORRESPONDENCE LEARNING MODULE

HIST 1013: Readings in Philippine History

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 analyze
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 the historical and critical
consciousness of the students so that they will become versatile, articulate, broad-minded, morally upright
and responsible citizens.

COURSE LEARNING OUTCOMES

After completion of the course, the students should be able to

CLO 1: Identify credible and authentic primary sources that could be used in reconstructing the rich history
of the Filipino people from pre-colonial times to the present that manifest interest and concern in
promoting and preserving our country’s national patrimony and cultural heritage;
CLO 2: Analyze the context, content, and perspective of selected primary sources and determine their
contribution in understanding the history of the Filipino people;
CLO 3: Develop critical and analytical skills as they are exposed to primary sources;
CLO 4: Demonstrate the ability to use primary sources that will enable them to argue in favor or against a
particular issue;
CLO 5: Effectively communicate, using various techniques and genres, their historical analysis of a particular
event or issue that could help other people understand the chosen topic and propose
recommendations/solutions to present day problems based on their own understanding of their root
causes, and their anticipation of future scenarios.

MAJOR TOPICS

I. Meaning and relevance of history; distinction of primary and secondary sources; external and
internal criticism; repositories of primary sources, and different kinds of primary sources
II. Content and Contextual Analysis of selected primary sources; identification of the historical
importance of the text; and examination of the author’s main argument and point of view
III. “One past but many histories”: controversies and conflicting views in Philippine history
IV. Social, political, economic and cultural issues in Philippine history
V. Critical evaluation and promotion of local and oral history, museums, historical shrines, cultural
performances, indigenous practices, religious rites and rituals, etc.

HIST 1013- Readings in Philippine History | 4

GRADING SYSTEM:
DISTRIBUTION OF GRADES PRELIM MIDTERM FINALS
Class Standing 60% 60% 60%
Quizzes 15% 15% 15%
Learning Tasks 35% 35% 35%

Recitation/Participation Activities 10% 10% 10%

Major Examinations 40% 40% 40%

TOTAL 100% 100% 100%

CORRESPONDENCE LEARNING MODULE

HIST 1013: Readings in Philippine History
AY 2023-2024

Lesson 1: Meaning and Relevance of History

Topic: Meaning and Relevance of History

Learning Outcomes: At the end of this module, you are expected to:

1. Interpret various definitions of history according foreign and local authors;

2. Explain the most accurate definition of history as applied to Philippine context;
3. Reflect on some comments about history provided by some known historians;
4. Differentiate history to past, prehistory and herstory

Week 1 Time Table: (August 14-18, 2023)

For this week, the following shall be your guide for the different lessons and tasks that you need to
accomplish. Be patient, read them carefully before proceeding to the tasks expected of you. HAVE A
FRUITFUL LEARNING EXPERIENCE!

Date Topics Activities or Tasks

August 14 Orientation/Setting of Expectations Read the General Introduction
The USL-Vision-Mission-Values
August 15- Lesson Proper Read and analyze Lesson 1: Meaning and
16 Relevance of History
August Accomplish task Accomplish activity sheet/learning tasks/activities
1718

HIST 1013- Readings in Philippine History | 5

LEARNING CONTENT
Introduction:

PHILIPPINE HISTORY IN A GLIMPSE

The Early Philippines

The Philippines is named after King Philip II of Spain (1556-1598) and it was a Spanish colony for
over 300 years.

Today the Philippines is an archipelago of 7,000 islands. However it is believed that during the last
ice age they were joined to mainland Asia by a land bridge, enabling human beings to walk from there.

The first people in the Philippines were hunter-gatherers. However between 3,000 BC and 2,000 BC
people learned to farm. They grew rice and domesticated animals. From the 10th AD century Filipinos traded
with China and by the 12th Century AD Arab merchants reached the Philippines and they introduced Islam.
Then in 1521 Ferdinand Magellan sailed across the Pacific. He landed in the Philippines and claimed
them for Spain. Magellan baptized a chief called Humabon and hoped to make him a puppet ruler on behalf
of the Spanish crown. Magellan demanded that other chiefs submit to Humabon but one chief named Lapu
Lapu refused. Magellan led a force to crush him. However the Spanish soldiers were scattered and Magellan
was killed.

The Spaniards did not gain a foothold in the Philippines until 1565 when Miguel Lopez de Legazpi
led an expedition, which built a fort in Cebu. Later, in 1571 the Spaniards landed in Luzon. Here they built
the city of Intramuros (later called Manila), which became the capital of the Philippines. Spanish
conquistadors marched inland and conquered Luzon. They created a feudal system. Spaniards owned vast
estates worked by Filipinos.

Along with conquistadors went friars who converted the Filipinos to Catholicism. The friars also built
schools and universities.

The Spanish colony in the Philippines brought prosperity - for the upper class anyway! Each year
the Chinese exported goods such as silk, porcelain and lacquer to the Philippines. From there they were
reexported to Mexico.

The years passed uneventfully in the Philippines until in 1762 the British captured Manila. They held
it for two years but they handed it back in 1764 under the terms of the Treaty of Paris, signed in 1763.

The Philippines in the 19th Century

In 1872 there was a rebellion in Cavite but it was quickly crushed. However nationalist feeling
continued to grow helped by a writer named Jose Rizal (1861-1896). He wrote two novels Noli Me Tangere
(Touch me Not) and El Filibusterismo (The Filibusterer) which stoked the fires of nationalism.

In 1892 Jose Rizal founded a movement called Liga Filipina, which called for reform rather than
revolution. As a result Rizal was arrested and exiled to Dapitan on Mindanao.

Meanwhile Andres Bonifacio formed a more extreme organisation called the Katipunan. In August
1896 they began a revolution. Jose Rizal was accused of supporting the revolution, although he did not and
he was executed on 30 December 1896. Yet his execution merely inflamed Filipino opinion and the
revolution grew.

HIST 1013- Readings in Philippine History | 6

 Then in 1898 came war between the USA and Spain. On 30 April 1898 the Americans defeated the
Spanish fleet in Manila Bay. Meanwhile Filipino revolutionaries had surrounded Manila. Their leader, Emilio
Aguinaldo declared the Philippines independent on 12 June. However as part of the peace treaty Spain
ceded the Philippines to the USA. The Americans planned to take over.

War between American forces in Manila and the Filipinos began on 4 February 1899. The
FilipinoAmerican War lasted until 1902 when Aguinaldo was captured.

The Philippines in the 20th Century

American rule in the Philippines was paternalistic. They called their policy 'Benevolent Assimilation'.
They wanted to 'Americanize' the Filipinos but they never quite succeeded. However they did do some good.
Many American teachers were sent to the Philippines in a ship called the Thomas and they did increase
literacy.
In 1935 the Philippines were made a commonwealth and were semi-independent. Manuel Quezon
became president. The USA promised that the Philippines would become completely independent in 1945.

However in December 1941 Japan attacked the US fleet at Pearl Harbor. On 10 December 1941
Japanese troops invaded the Philippines. They captured Manila on 2 January 1941. By 6 May 1942 all of
the Philippines were in Japanese hands.

However American troops returned to the Philippines in October 1944. They recaptured Manila in
February 1945.

The Philippines became independent on 4 July 1946. Manuel Roxas was the first president of the
newly independent nation.

Ferdinand Marcos (1917-1989) was elected president in 1965. He was re-elected in 1969. However
the Philippines was dogged by poverty and inequality. In the 1960s a land reform program began. However
many peasants were frustrated by its slow progress and a Communist insurgency began in the countryside.

On 21 September 1972 Marcos declared martial law. He imposed a curfew, suspended Congress and
arrested opposition leaders.

The Marcos dictatorship was exceedingly corrupt and Marcos and his cronies enriched themselves.

Then, in 1980 opposition leader Benigno Aquino went into exile in the USA. When he returned on 21
August 1983 he was shot. Aquino became a martyr and Filipinos were enraged by his murder.

In February 1986 Marcos called an election. The opposition united behind Cory Aquino the widow of
Benigno. Marcos claimed victory (a clear case of electoral fraud). Cory Aquino also claimed victory and
ordinary people took to the streets to show their support for her. The followers of Marcos deserted him and
he bowed to the inevitable and went into exile.

Things did not go smoothly for Corazon Aquino. (She survived 7 coup attempts). Furthermore, the
American bases in the Philippines (Subic Bay Naval Base and Clark Air Base) were unpopular with many
Filipinos who felt they should go. In 1992 Mount Pinatubo erupted and covered Clark in volcanic ash forcing
the Americans to leave. They left Subic Bay in 1993.

In 1992 Fidel Ramos became president. He improved the infrastructure in the Philippines including
the electricity supply. Industry was privatized and the economy began to grow more rapidly.

HIST 1013- Readings in Philippine History | 7

 However at the end of the 1990s the Philippine economy entered a crisis. Meanwhile, in 1998 Joseph
Estrada, known as Erap became president. Estrada was accused of corruption and he was impeached in
November 2000. Estrada was not convicted. Nevertheless, people demonstrated against him and the
military withdrew its support. Estrada was forced to leave office and Vice-president Gloria Macapagal-Arroyo
replaced him. She was re-elected in 2004.

Lesson Proper:

Human beings in the face of the planet have different actions and interactions with the occurrences
of their physiological needs and environmental change. Most of the time, they act in accordance to the
humanistic needs like thirst and hunger that possibly lead to the development of their cognitive skills to think
on how to meet the needs that being endured by their biological structure.
Human have invented the spears and bow and arrow to kill an animal for food to ease their hunger,
and molded a mud into a cup like the shape of their palms when they fetch fresh water from the river. These
innovative particular actions are possible product of their creativity on how to kill an animal for food without
risking their lives in an apparent attack or danger, and on how to keep fresh water in their dwelling areas by
imitating the shape of their palm into a cup made of mud.

Your Thoughts!

“History is not just a catalogue of events put in the

right order like a railway timetable.”– A.J.P. Taylor

What does the line above mean? Explain in a

layman’s term to better understand its meaning.

Please proceed to the worksheet of this module

MEANING OF HISTORY

What is History? How is it different from other disciplines or other forms of writing? How is it the
same?

History is……

HIST 1013- Readings in Philippine History | 8

- a recitation of unrelated facts that do not contribute to a larger
story.
- an agreed upon set of facts or a forever-fixed story that is never
subjected to changes and updates.
- a simple acceptance of what is written about a historical topic,
event or person
- a simple historical chronology of famous dates, incidents and
people.
- a strict reliance solely on the past with no examination of how
the past has influenced the present or how it may influence the
future.
- about one absolute truth, one particular perspective, or one set of facts and figures.
- a chronological storytelling in its finest form; it sequentially weaves together many related historical and
contemporary events and ideas that linked to a larger story.

SOME OTHER DEFINITIONS OF THE NATURE HISTORY

Some comments about history by famous authors and individuals

“History is the version of past
events that people have
decided to agree upon.”
-Napoleon Bonaparte
“If we are to make progress, we must
not repeat history but make new
history. We must add to inheritance left
by our ancestors.”
- Mahatma Gandhi

“Study the past if you would “History will be kind to me for I intend to
define the future.” write it.”

- Confucius
- Winston Churchill

HIST 1013- Readings in Philippine History | 9

 “The history of all hitherto We are not makers of history, we are
existing society is the history
of class struggles.” made by history.”

- Karl Marx - Martin Luther

HIST 1013- Readings in Philippine History | 10

 WHY STUDY HISTORY?

History- both knowledge of the past and the practice of researching and making sense of what happened in
the past- is critically important to the welfare of individuals, communities and the future of our nation.
According to processhistory.com, the study of history is essential for the following:

To Ourselves:

Identity - History nurtures personal identity in an intercultural world. History serves as the trademark
of a group of people, distinguishing them from the rest wherever they are. This distinct identity
is unique and you carry with it a profound superiority.

Critical Skills- History teaches critical 21st century skills and independent thinking. The practice of
history teaches research, judgment of the accuracy and reliability of sources, validation
of facts, awareness of multiple perspectives and biases, analysis of conflicting evidence,
sequencing to discern causes, synthesis to present a coherent interpretation, clear and
persuasive written and oral communication and other skills(processhistory, 2015).

To Our Communities:

Vital Places to Live and Work- History lays the groundwork for strong, resilient communities. No place
really becomes a community until it is wrapped in human memory:
family story, tribal traditions, and civic consciousness. By way of
analogy, even in the bible, the famous story of the prodigal son
illustrates that nothing in this earth is more precious than the love of a
family to a son who became astray because of material interest.
History would probably bring us to the old memories of the significant
things in the past.

Economic Development- History is a catalyst for economic growth. People are drawn to communities
that have preserved a strong sense of historical identity and character
(processhistory, 2015). Learning from the many mistakes of our ancestors,
we have to really move on and make a change. History is perhaps attached
to our old culture and beliefs that many would not want to go away.
Economic growth is somehow related to how people effect change such as
for example the old manner of farming and doing things.

To Our Future:

Engaged Citizens- History helps people craft better solutions. At the heart of democracy is the practice
of individuals coming together to express views and make action. Students of
history become better individuals when they see and perform their vital roles in the
community. When young people go out of the shells and start engaging themselves
to the many programs, activities and the like of the community, then we can truly
say that they are engaged citizens of their respective place.

Leadership- History inspires local and global leaders. History provides leaders with inspirations and role
models for meeting the complex challenges that face our communities, nations, and the
world. Our national politics can speak of this. Many of the highest officials of the
government started as local leaders such as mayors, governors etc. This would only show
that local governments are the training grounds of future national leaders.
HIST 1013- Readings in Philippine History | 11
 Legacy- History, saved and preserved, is the foundation for future generations. History is crucial to
preserving democracy for the future by explaining our shared past (processhistory,
2015).Nothing beats history. We may die. Our ancestors may die but the only legacy they
can leave behind is their experiences and good stories which are worthy of emulations.

HISTORY DIFFERENTIATED

a. History vs. Past

The past is not the same as history. The past involves everything that ever happened since the dawn of
time- every thought and action of man or woman on earth, every leaf that fell in the tree and every chemical
change in this universe and others.

History by contrast, is a process of interpreting evidence or records from the past in a thoughtful and
informed way. It is the narrative that gives meaning, sense, and explanation to the past in the present.

b. History vs. Prehistory

History and prehistory show differences between them in their nature and substance. The main
difference between history and prehistory is the existence of records.

c. History vs. Herstory

The word “history” is etymologically unrelated to the possessive pronoun his. Traditionally, history has
been defined as “the study of the past as it is described in written documents.” Feminists argued that is has
been men (“his” “ story”) who usually have been the ones to record the past.

Herstory, by contrast, is history written from a feminist perspective, emphasizing the role of women, or
told from a woman’s point of view. It is a neologism coined as a pun with the word “history” as part of a
feminist critique of conventional historiography, which in their opinion is traditionally written as “his story”,
e.i., from the masculine point of view. What about women? Should an event in the past was written down
be called “herstory?”(“History,”2018; “Herstory”, 2018)

***END of LESSON 1***

HIST 1013- Readings in Philippine History | 12

 CORRESPONDENCE LEARNING MODULE
HIST 1013: Readings in Philippine History
AY 2023-2024

Lesson 2: Historical Sources

Topic: Historical Sources

Learning Outcomes: At the end of this module, you are expected to:

1. Evaluate primary sources for their credibility, authenticity and provenance;

2. To apply the knowledge in historical methodology and philosophy in assessing and analyzing existing
historical narratives;
3. Examine and assess critically the value of historical evidences and sources.

Date Topics Activities or Tasks

August 21 Special Holiday
August 22 Read and analyze lesson on Primary and
Secondary Sources
Read and analyze lesson on Importance of
Historical Sources
August 23 Accomplish learning tasks/activities
August 24 Quiz 1 and 2
August 25 Submit ALL accomplished learning tasks/activities
from Module 1 and 2

LEARNING CONTENT

Introduction:

This part of the module will give you the overview of the different kinds of historical sources. But before we
move to that let me give you the importance of a historical source. Generally, these sources are considered
as the most important research tools for historian.

Most historical source materials can be grouped into four basic categories: documents, numerical records,
oral statements and relics.

The main emphasis in historical research is on interpretation of documents, diaries and the like. Historical
data are categorized into primary or secondary sources (Fraenkel & Wallen, n.d.)

Historical sources may be classified as primary and secondary (Fox, 1969). A primary source is regarded
as the source of the “best evidence”. This is because the data come from the testimony of a able eye and
eye witnesses to past events. They may also consist of actual objects used in the past which you can directly
scrutinize or examine. Secondary source are information supplied by a person who was not a direct observer
or participant of the event, object, or condition (Sevilla et. Al, 1992.)

HIST 1013- Readings in Philippine History | 13

Lesson Proper:

“To be ignorant of what occurred

before you were born is to remain
always a child.”
- Marcus Cicero

Distinction between Primary and Secondary Sources

Primary Sources

A primary source provides direct or first-hand 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 first-hand experience of the
event. For instance, the stenographic notes of a court trial and the news reporter’s account of the trial are
primary sources. All physical objects, including photographs, and cultural institutions and practices are
primary sources themselves and all accounts written about them by those who had actually seen and
experienced are primary sources.

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. The most reliable eyewitness reports of an event may
be memoirs, autobiographies, or oral interviews 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.

Historians who are into publishing academic articles with fresh or new perspectives prefer to go back to
available primary sources and to seek new ones. Primary sources, be it accurate or not, offer new inputs
into historical questions and most modern history dwells on archives and special collections for the purpose
of finding useful primary sources. It is then essential to classify the sources to determine its independence
and reliability. In context such as historical writing, it is indeed advisable to use primary sources but in the
absence of one, the author may use the secondary sources with great caution.

Determine if Primary Source

Ask yourself:

1. Was it produced, written, or painted during a specific time period?

2. Did the person live during the time or event?

Different Kinds of Primary Sources:

Literary or Cultural Sources:

HIST 1013- Readings in Philippine History | 14
 1. Novels, plays, poems (both published and in manuscript form)
2. Television shows, movies, or videos
3. Paintings or photographs
Accounts that describe events, people, or ideas:

1. Newspapers
2. Chronicles or historical accounts
3. Essays and speeches
4. Memoirs, diaries, journals, and letters
5. Philosophical treaties or manifestos

Information about people:

1. Census records
2. Obituaries
3. Newspaper articles
4. Biographies and autobiographies

Finding information about a place:

1. Maps and atlases

2. Census information
3. Statistics
4. Photographs
5. City directories
6. Local libraries or historical societies

Finding information about an organization:

1. Archives (sometimes held by libraries, institutions, or historical societies

Three Types of Written Sources

1. Narrative sources or literary sources tell a story or message. These include diaries, films,
biographies, leading philosophical works and scientific works.
2. Diplomatic sources include charters and other legal documents which observe a set format.
3. Social documents are records created by organizations, such as register of births and tax records.

Secondary Sources

Secondary sources generally describe, discuss, interpret, comment upon, analyze, evaluate, summarize,
and process primary sources. These secondary source materials can be articles in newspapers or popular
magazines, book or movie reviews, or articles found in scholarly journals that discuss or evaluate someone
else’s original research. All writings by people who have never experienced nor observed personally the
objects and have based their writings upon the information gathered from those who have knowledge of the
events are secondary 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 film maker modifies the original
source.

HIST 1013- Readings in Philippine History | 15

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’. Determine if
Secondary Source
Ask yourself:

1. Was it produced, written, or painted after a specific time period?

2. Did the person live after the time or event?

Examples of Secondary Sources:

1. Books with endnotes and footnotes

2. Reprint of artwork
3. A journal or magazine which interprets or reviews previous findings
4. Conference proceedings
5. Literary Criticism
6. Book reviews

Importance of Historical Sources

1. Useful in writing and learning history

2. Can be useful in doing historical research that is important in establishing historical truth.
3. However, a student should not scrutinize these sources to avoid deception. Rather, the student must
dwell on internal and external criticism.

External Criticism

The practice of verifying the authenticity of evidence by examining its physical characteristics. This also
refers to the genuineness of the document a researcher used in a historical study. Some questions that
illustrate external criticism include: Who was the author, what was his/her qualifications, personality, and
position? How soon after the events was the document written and how was the document was written and
is it related to other document?

Internal Criticism

This is the examination of truthfulness of the evidence. It looks at the content of the document to determine
its authenticity. This is referred to as the textual criticism, it involves factor such as competence, good faith,
position, and bias of the author (Sanchez, 1980). It also involves determining the intention of the source of
data while external criticism conducts document analysis using science.

To simplify, the authenticity of the document is determined by external criticism, whereas credibility is
established by internal criticism.

The purpose of criticism is to validate historical sources that tend to manipulate conclusions which are indeed
deceptive in the analysis and study of history. We don’t entertain lies in studying history.

*** END of LESSON 2***

HIST 1013- Readings in Philippine History | 16

ASSIGNMENT

Advance Reading: Read more about external and internal criticism and read in advance repositories of
primary sources and different kinds of primary sources.

REFERENCES Textbooks

Amvida, M, Maliban, N., Ramos, O. and Umali, V. (2018). Readings in Philippine History. Jo-deh Publishing

Galicia, R., Palencia, M and Solmerano, E. (2018). Readings in Philippine History. FASTBOOKS
Educational Supply, Inc.

Martinez, R. et. Al (2018). The Readings in the Philippine History. Mindshapers co. Inc.

Corpuz, R. et. Al (2018). Readings in Philippine History. Mindshapers co. Inc.

Online Reference

Process, http://www.processhistory.org

Imagine Easy Solutions (2014) Understanding Primary & Secondary Sources, retrieved from
https://www.youtube.com/watch?time_continue=43&v=pmno-Yfetd8&feature=emb_logo (2020)

Learning Materials

1. Worksheets (teacher-made)

***END OF MODULE 1 and 2**

HIST 1013- Readings in Philippine History | 17