MODULE I

Nature and Concepts of History: Its Definition, Sources and Methodology

TIME ALLOTMENT: 3 weeks/3hrs
INSTRUCTORS: Juliet S. Trujillo, Christine Bustamante, Joseph Gayatin, Ynna Bodoso, Suzanne
Guanzon
Course Outcomes:
At the end of the course, the learners are expected to:
CLO1. Illustrate responsible citizenship contributory to societal change. (GO6.1)
CLO2. Deliberate social issues with open mindedness, fairness, and critical-mindedness as basis for
program implementation. (GO6.5)
CLO3. Display sense of nationalism by promoting Philippine cultural heritage essential to the
preservations of national identity (GO9.2)
CLO4. Display sensitivity to multi-cultural and multilingual differences as part of moral and social
obligations. (GO13.1)
CLO5. Use proper language in multilingual and multi-cultural contexts in uplifting an environment-
friendly society. (GO 19.4)

I. Introduction

History deals with the investigation of previous events. People who expound on history are
called historians. They look to comprehend the present by inspecting what went previously. They
attempt challenging recorded exploration to concoct a significant and coordinated restoration of
the past. But whose past would be discussing? This is an essential inquiry that a student of
history needs to address since this sets the reason and system of an authentic record. Thus, a
notable element of verifiable composing is the office to give meaning and bestow worth to a
specific gathering of individuals about their past. The act of authentic composing is called
historiography. The traditional method in doing authentic exploration centers around get-together
of reports from various libraries and documents to frame a pool of proof required in making a
distinct or scientific account. Nonetheless, present day chronicled composing doesn't just
incorporate assessment of archives yet in addition the utilization of research techniques from
related regions study like prehistoric studies and geology.
The Module 1 focuses on the Nature and Concepts of History: Its Definition, Issues,
Sources, and Methodology. It discusses the general in appraisal of history as a discipline and as
a narrative. This module aims to introduce the students to history as a theoretical field, as well as
discuss the historiographical method of the evaluation of primary sources. It compasses four (4)
lessons. The first part of the lessons is Intended Learning Outcomes that guide the students of
what they are expected to learn; second part is the Introduction that give the students overview
of the module; third part is the Teaching Learning Activities let the students engage, explore,
explain and elaborate the certain topic in the lesson; and the last part of the lesson is the
 Assessment that encourage the student to apply/ measure what they have learned in this
lesson.

Lesson 1. Class Orientation and CHMSC Vision, Mission and Core Values; Goals of the
College/CCS

II. Intended Learning Outcomes (ILO)

At the end of this session, the students should be able to:
1. aware the online class proper decorum and grading system
2. discuss the overview of the course
3. articulate the CHMSC vision, mission and core values as well as the goals of the college

III. Teaching Learning Activities

A. Engage
Motive Questions:
Upon entering in Carlos Hilado Memorial State College and enrolling in this
course, what do you expect to become?
Let say, five years from now, how do you see yourself?
B. Explore

Carlos Hilado Memorial State College (CHMSC), formerly Paglaum State College,
is a public educational institution that aims to provide higher technological, professional
and vocational instruction and training in science, agriculture and industrial. For more than
decades CHMSC was able to establish its name. Below are various images we can
associate to the CHMSC.
Write 2 to 3 sentences opposite column of each image.

Images Explanation
As we all know that the vision statement of
CHMSC is to be a leading Green institution.
Because in CHMSC care for the environment is
care for ourselves and care for ourselves
promotes care for the environment.

In CHMSC conservation of water is important

becaus CHMS this was all for the development of
sustainable community.

In CHMSC to suffer together is their motto

because helping each other in times of
hindrances CHMScians was always at your back.
In CHMSC there's no big problem when all
CHMScians face it all together.

In CHMSC waste segregation in implemented.

Also theres a 7 waste segregation guide to
dispose are waste properly.

CHMSC os an institution committed to an

Education for Sustainable Development. Where
 CHMSC has a vision, mission, core values , core
attributes and quality policy to remember us
always.

C. Explain
The school’s mission, shared vision, articulated values, and specific goal statements of the
colleges is fundamental in the organization. Carlos Hilado Memorial State College embodied with
its mission, vision and core values.
 D. Elaborate (Individual Task)
Using the worldwide web, create a picture collage that shows Core Values of
Carlos Hilado Memorial State College, write a short description/values of each
picture (30pts)

In CHMSC the students are reminded to lend a helping hand to those who are in need. Our world,
nowadays, needs people like that. Someone who is successful not only in his or her chosen career, but
also, with a heart filled with compassion. Also Our school is one of the educational establishments in
Negros Occidental that are advocating the preservation and greening of the environment. CHMSC is
encouraging us to keep these core values in our hearts always. These will empower every CHMSCian to
embrace responsibility and prepare us to deal with whatever challenge we might encounter in the
future
Name______________________ Date_____________

Collage Rubric
CATEGORY 4 3 2 1
Creativity All of the graphics or Most of the graphics or Only a few graphics or None of the graphics
objects used in the objects used in the objects reflect student or objects reflects
collage reflect a collage reflect student creativity, but the student creativity.
degree of student creativity in their ideas were typical
creativity in their display. rather than creative.
display.
Design Graphics are cut to an 1-2 graphics are 3-4 graphics are Graphics are not an
appropriate size, lacking in design or lacking in design or appropriate size
shape and are placement. There placement. Too much shape. Glue marks
arranged neatly. Care may be a few background is evident. Most of the
has been taken to smudges or glue showing. There are background is
balance the pictures marks. noticeable smudges or showing. It appears
across the area. glue marks. little attention was
Items are glued neatly given to designing the
and securely. collage.
Time and Effort Much time and effort Class time was used Class time was not Class time was not
went into the planning wisely. Student could always used wisely. used wisely and the
and design of the have put in more time student put in no
collage. It is clear the and effort. additional effort.
student used class
time efficiently.

Attention to The student gives a The student gives a The student gives a The student's
reasonable reasonable fairly reasonable explanations are weak
Theme explanation of how explanation of how explanation of how and illustrate difficulty
every item in the most items in the most items in the understanding how to
collage is related to collage are related to collage are related to relate items to the
the assigned theme. the assigned theme. the assigned theme. assigned theme.
For most items, the For many of the items,
relationship is clear the relationship is
without explanation. clear without
explanation.
Presentation The student speaks The student speaks The student somewhat The student does not
clearly, with clearly, with speaks clearly, with speak clearly, without
confidence and poise. confidence and poise. confidence and poise. confidence and poise.
Completely conveys Reasonably conveys Somewhat conveys Does not convey
message of collage as message of collage as message of collage as message of collage as
it relates to personal it relates to personal it relates to personal it relates to personal
style choices. style choices. style choices style choices

Total Grade: _________/20

 IV. Assessment (Performance Task- Group)
Instruction:
1. Create five groups
2. Each group will choose their leader.
3. Using any online platform, brainstorm the kinds of modalities you are going to
use to create three (3) minutes video presentation on how the students should
manifest the CHMSC core values and attributes.
4. Submit your video presentation on the assigned schedule.
5. Refer to the rubrics below.
Criteria Excellent Good Fair Not Satisfactory
The students The student Some effort was Not much effort
Creativity demonstrated creative demonstrated given to make the put into making
(40) methods for creating creative methods for video the video
video presentation creating video presentation. (20) presentation.
using multi modal with
presentation using (10)
the technical aspect,
multi modal with the
such as editing, sound
effect and transition technical aspect, such
were very neat and as editing, sound
appealing. (40) effect and transition
were neat and
appealing. (30)
Organization The video was well The presentation was The presentation The video was
(30) was generally not organized/
organized and organized and
organized/balanced, balanced. (10)
included several included several but student may not
types of media different types of have included
photos/ video clips media photos/ video various types of
video clips required
required for this clips required for this for this assignment.
assignment. (30) assignment. (20) (15)
Content The video presentation The video clearly The video generally The video did not
Knowledge sincerely demonstrated demonstrated student's demonstrated demonstrate
(20) student's understanding of student's student's
understanding of the gratitude and/or understanding of understanding of
gratitude assignment. assignment. gratitude and/or the gratitude and/or
Student added extra (15) assignment, but a the assignment.
information above what few things were (5)
was needed. (20) lacking. (10)

Format Student followed Student followed Student generally Student did not
(10) format/instruction given format/instruction given followed follow format/
for this assignment and for this assignment and format/instruction instruction given
included all required included all required given for this for this
information. Student information. assignment. assignment.
may have also included (8) (5) (3)
something extra. (10)
 Lesson 2. Nature and Concepts of History: Its Definition and Relevance

Intended Learning Outcomes (ILO)

At the end of this lesson, the students should be able to:
1. Review the etymology of history;
2. Learn and relearn the definition history as a field of study; and
3. Enumerate and explain the reasons for the study of history.

Teaching Learning Activities

A. Engage
Let us start with this question: (1) When you hear the word history, what comes in your mind?
After giving your answer, please ponder on and answer this question: Is history a relevant
subject in the digital era or to some the era of the artificial intelligence?

B. Explore
To students who see the relevance of the study of history today, you are in for an exciting and
mind-stimulating subject. For students who see history as an out-of-date and obsolete subject,
please give this 6-week subject the opportunity to change your mind. Lesson 2 is crafted to
provide groundwork for the subject as it deals with basic topics in history: definition and
relevance.
1. Using the worldwide web, explore these links:
https://ddceutkal.ac.in/Syllabus/MA_Education/Education_Paper_5_history.pdf
https://www.academia.edu/31041228/Historiography_Definitions_Nature_and_Scope_of_Hist
ory
2. Answer the template below:

Definition of History Nature of History

1.the study of past events, particularly in History is the study of change over time
human affairs

2. the whole series of past events History is majorly concerned with man's
connected with someone or something. activities.

3.a record kept by a web browser of the History is a dialogue between the events of
web pages and other files it has been the past and the progressively emerging
used to access. future ends.
4.

5.

6.

7.

8.

9.

10.

C. Explain
This lesson is premised on the fact that students had prior knowledge of the etymology of the
word history as well as its definition. As a review, the word history originated from the word
“historia”. The Latin word historia means narrative of past events, account, tale, story while the
Greek word historia means learning or knowing by inquiry or an account of one's inquiries. In
terms of definition, history is commonly known as the study of the past of mankind. As a
discipline, history is the chronological record of events (as affecting a nation or people) based on
critical examination of source materials and usually presenting an explanation of their causes.

The primary issue in the study of history is relevance. The good news is this issue has been
dealt with by CHED when it restructured the old General Education Program (GEP) in higher
education institutions to respond to the challenges of times. Thus, making the new GEP
including GECREA relevant today. You may find the diagram below useful.
To say that the study of history is important is an understatement. Moreover, the knowledge
gained in studying history is useful. In the work of Peter N. Stearns entitled Why study history?,
he enumerated these reasons, to wit:
1. History helps us understand people and societies;
2. History helps us understand change and how the society we live in came to be;
2. Importance of history in our own lives;
3. History contributes to moral understanding;
4. History provides identity;
5. Study of History is essential for good citizenship;
6. Ability to assess evidence; ability to assess conflicting interpretations; and
experience in assessing past examples of change.
7. History is useful in the world of work.
You may access the source through this link:
http://globalhist.weebly.com/uploads/1/0/2/9/10294562/why_study_history1.pdf
to supplement your understanding of each of the reasons cited.

Assessment (Individual Performance Task)

Instruction: You are required to accomplish the Individual Task Form (ITF) for Lesson 2 below.

GECREA: ITF for Lesson 2

Name: _______________________________________________________
Course, Year and Section: _______________________________________

Please identify one reason why you should study history according to Professor Stearns.

As Professor Stearns said that we should study history because history is useful in the
world of work.
Identify a specific event in Philippine History that reflects the reason you have chosen or
cited above. Please provide a brief description of the event.

In the Philippines the biggest event is In June 12 1898 in this day Philippines
declared as independence day. The Spanish rule was over but its influence
remain that will greatly help to the world of work of every flipino. Because the
Spaniards formed the elite, dishes adapted by upper-class Filipinos were also
Spanish-inspired. Thus many of the party and fiesta dishes and those served for
special occasions bear names like relleno, morcon, paella, callos, embutido,
caldereta, etc

As a Filipino, what have you learned from this event and your insights?

As a Filipino I have learned in this events has a greatly impact to all of us that wll
helps us as a Filipino most especially in our food. Also that kind of history, their
are some influences that still perform untill now which greatly helps in the world
of work.
 Lesson 3 Historical Methods/ Criticisms
Intended Learning Outcomes (ILO)
At the end of this lesson, the students should be able to:
1. Discuss the historical methods in analyzing the sources.
2. Compare the differences of external and internal criticism in validating the authenticity
of historical sources
3.  Apply historical methodologies as tools in analyzing the sources.

Teaching Learning Activities

A. Engage
Historians and students of history need to thoroughly scrutinize these historical
sources to avoid deception and to come up with historical truth.
How do we know that the historical sources are valid and reliable?
What are the things we are going to consider?

B. Explore
The historians do not often use the methods of direct observation since he gets much of
his data from the reports of those who witnessed or participated in these events, the data is
subject to historical criticism. These are External criticism and Internal criticism.
Using the world wide web, search the meaning of external and internal criticism and
answer the worksheet below. You may use the following links below:
1. http://ddeku.edu.in/Files/2cfa4584-5afe-43ce-aa4b-ad936cc9d3be/Custom/Methods%20of
%20educational%20research.pdf
2. https://jtcapublishing.com/wp-content/uploads/2020/09/COMBINED-PDF-FILE-FOR-
READINGS-IN-PHILIPPINE-HISTORY-1.pdf

Name: Date:
Course& Section:
External Criticism Internal Criticism
Definition process of authentication Internal criticism is the
and verification of process of evaluation and
 authorship, determining interpretation of the
“where, when, why, and content once the
by whom” a document researcher has
was written established the context
and determined the
provenance and
authenticity of source.

Sample questions to show When did the author write Can you identify any
its characteristics this document? underlying assumptions
How can you confirm this made by the author?
date? Can you identify any
warranted or unwarranted
claims?

C. Explain

When analysing and interpreting a primary source, historians conduct external and internal
criticism of the document(s). External criticism is the process of authentication and verification of
authorship, determining “where, when, why, and by whom” a document was written. Internal
criticism is the process of evaluation and interpretation of the content once the researcher has
established the context and determined the provenance and authenticity of source.
There are steps in the process of verification and authentication of evidence. The
researcher/historian must establish the context of authorship, time, and place. A researcher/
historian conducting external criticism of a primary source should pose the following questions.
1. When did the author write this document? How can you confirm this date?
2. Who is the author of the document? How can you confirm authorship? How well situated is
the author to observe or record the events? Did the author record someone else’s
observation of the event or issue?
3. What is the topic, event, or issue discussed, described, or examined in the document?
 4. Who do you think this document was written for? Is the author attempting to persuade
others? Do they have a motive to record the event?
Confirming where and when the document was written helps the researcher determine whether
or not the witness was in a position to even observe the events recorded. Similarly, knowing who
wrote the document will help determine whether or not the witness was competent enough to
record the event directly. Understanding why and for whom the author wrote the document may
shed light on hidden meanings and biases. At this point, the researcher begins his/her internal
critical analysis of the document.
In using the internal criticism as the process of reading and interpreting the contents of the
primary source, the researcher would consider the following:
1. Can you identify any underlying assumptions made by the author? For example, when a
person makes a statement, what would they first have to believe for those statements to
be true to them?
2. Can you identify any warranted or unwarranted claims? For example: “Governor John Doe
is a liar.” Is this claim correct? How can you confirm this claim?
3. Can you identify any biases and prejudices? Strong statements that are not backed-up
with evidence are usually biases.
4. Is the information in the document logically flawed or contradictory?
Sometimes the tone used by the author of a document might conceal the real meaning. Similarly,
changes in the meaning of words may confound the literal meaning of a document. A document
rife with bias and prejudice would weaken the validity of the author’s observation and call into
question the truth of the author’s conclusions. And finally, some primary sources cannot stand-
alone. For example, a statement by an oral history interviewee may need corroboration from
another source before it can be accepted as evidence.
In the book of Nery, Dolina and Sion entitled “Readings in Philippine History”, Historians
determine the authenticity of sources by examining the date, locale, creator, analysis and
integrity of the historical sources. This information must be consistent with each other. It means,
for example, that the materials used in a source must match the time and place when it was
produced. The last question is treated as internal criticism as it helps the historians determine
the credibility of the source. It studies the content of the source to know its truthfulness. For a
source to be valid, its content must be reasonable and historically precise. One should now rely
on a data which is not supported by evidence.
 The difference of external and internal criticism is summarize in the figure below.

In addition to the questions of Garraghan and Delanglez, historians also have presented the
following principles of source criticism for determining reliability (Olden-Jørgensen, 1998 and
Thurén, 1997):
 Human sources may be relics such as a fingerprint; or narratives such as a statement or a
letter. Relics are more credible sources than narratives.
 Any given source may be forged or corrupted. Strong indications of the originality of the
source increase its reliability.
 The closer a source is to the event which it purports to describe, the more one can trust it to
give an accurate historical description of what actually happened.
 A primary source is more reliable than a secondary source, which is more reliable than a
tertiary source, and so on.
 If a number of independent sources contain the same message, the credibility of the
message is strongly increased.
 The tendency of a source is its motivation for providing some kind of bias. Tendencies should
be minimized or supplemented with opposite motivations.
 If it can be demonstrated that the witness or source has no direct interest in creating bias
then the credibility of the message is increased.

Bernheim (1889) and Langlois & Seignobos (1898) have presented the following procedures to
examine contradictory sources:
1. If the sources all agree about an event, historians can consider the event proved;
2. However, majority does not rule; even if most sources relate events in one way, that version
will not prevail unless it passes the test of critical textual analysis;
3. The source whose account can be confirmed by reference to outside authorities in some of
its parts can be trusted in its entirety if it is impossible similarly to confirm the entire text;
4. When two sources disagree on a particular point, the historian will prefer the source with
most "authority"—that is the source created by the expert or by the eyewitness;
5. Eyewitnesses are, in general, to be preferred especially in circumstances where the ordinary
observer could have accurately reported what transpired and, more specifically, when they deal
with facts known by most contemporaries;
6. If two independently created sources agree on a matter, the reliability of each is measurably
enhanced;
7. When two sources disagree and there is no other means of evaluation, then historians take
the source which seems to accord best with common sense.

Primary sources are mostly accounts of eyewitnesses. As proposed above, they are generally
preferred. In history, however, one should not immediately accept statements of an eyewitness
without evaluation. RJ Shafer had suggested that we ask the following questions:
 Is the real meaning of the statement different from its literal meaning? Are words used in
senses not employed today? Is the statement meant to be ironic (i.e., mean other than it says)?
 How well could the author observe the thing he reports? Were his senses equal to the
observation? Was his physical location suitable to sight, hearing, touch? Did he have the proper
social ability to observe: did he understand the language, have other expertise required (e.g.,
law, military); was he not being intimidated by his
wife or the secret police?
 How did the author report and what was his ability to do so?
 Regarding his ability to report, was he biased? Did he have proper time for reporting? Proper
place for reporting? Adequate recording instruments?
 When did he report in relation to his observation? Soon? Much later? Fifty years is much later
as most eyewitnesses are dead and those who remain may have forgotten relevant material.
 What was the author's intention in reporting? For whom did he report? Would that audience
be likely to require or suggest distortion to the author?
 Are there additional clues to intended veracity? Was he indifferent on the subject reported,
thus probably not intending distortion? Did he make statements damaging to
himself, thus probably not seeking to distort? Did he give incidental or casual information,
almost certainly not intended to mislead?
 Do his statements seem inherently improbable: e.g., contrary to human nature, or in conflict
with what we know?
 Remember that some types of information are easier to observe and
report on than others.
 Are there inner contradictions in the document?

In some cases when there is no primary source available to confirm

the happening of one event or history, indirect eyewitnesses or secondary sources may be
inquired from. In these cases, Gottschalk has suggested to ask the following:
1.From whose primary testimony does the secondary witness base his statements?
2.Did the secondary witness accurately report the primary testimony as a whole?
3.If not, in what details did he accurately report the primary testimony?
Having reasonable answers from these questions will give the historian a source, which may be
considered original and reliable.
Historians may also look into oral traditions as a source of
history. These traditions, however, may only be accepted if they satisfy
the following conditions:
1. Broad conditions:
a. The tradition should be supported by an unbroken series of witnesses, reaching from the
immediate and first reporter of the fact to the living mediate witness from whom we take it from,
or to the one who was the first to commit it to writing.
b. There should be several parallel and independent series of witnesses testifying to the fact in
question.
2. Particular conditions:
a. The tradition must report a public event of importance, such as would necessarily be known
directly to a great number of persons.
b. The tradition must have been generally believed, at least for definite period of time.
c. During that definite period it must have gone without protest, even from persons interested in
denying it.
d. The tradition must be one of relatively limited duration
(Elsewhere, Garraghan suggests a maximum limit of 150 years, at least in cultures that excel in
oral remembrance)
e. The critical spirit must have been sufficiently developed while the tradition lasted, and the
necessary means of critical investigation must have been at hand.
f. Critical-minded persons who would surely have challenged the tradition – had they
considered it false – must have made no such challenge.
Other traditions may also be proven by presentation of comparable evidence such as
archeological records or remains.

The guidelines presented above may help in the examination of sources, which may be
accepted in writing history. These should be coupled by further assessments using proper
historical reasoning.

D. Elaborate

Using the concepts, you have learned on the historical methods in analyzing the
documents, answer the worksheet below. (30pts)

Name: Date:
Course & Section:
Instruction: Provide a primary source in Philippine history and answer
the following questions on source criticism.

PRIMARY SOURCE: (title of the document)

PHILIPPINES INDEPENDENCE DAY (internet)

_________________________________________________________________
SOURCE CRITICISM:
1. When was the source, written or unwritten, produced?
____________2017______________________________________________________
________________________________________________________
_____________________________________________________________________
2. Where was it produced?
nationaltoday.com link
______________________________________________________________________
____________________________________________
_____________________________________________________________________
3. By whom was it produced?
______to those online readers
______________________________________________________________________
______________________________________________________________________
__________________________________
4. From what pre-existing material was it produced?
___________internet_____________________________________________________
__________________________________________________________
_____________________________________________________________________
5. In what original form was it produced?
_____________documentary_______________________________________________
______________________________________________________________
_____________________________________________________________________
6. What is the evidential value of its contents?
_______The Filipino flag was unfurled for the first time on this day June 12 in 1898 at an
inspiring celebration, which also featured the first public playing of the Philippines
national
anthem.________________________________________________________________
___________________________________________________
______________________________________________

Assessment:
Exercise 1. Differentiate the external and internal criticism by using the Venn diagram
 External Criticism Internal Criticism

 process of evaluation
 process by which  Any source and interpretation of
historians determine material the content once the
whether a source is collected researcher has
authentic by checking established the
should be
the validity of the context and
source.
subjected to
determined the
 process of both external provenance and
authentication and and internal authenticity of source.
verification of criticism  Internal criticism looks
authorship, at the reliability of an
determining “where, authenticated source
when, why, and by after it has been
whom” a document subjected to external
was written. criticism.

below.

I'm
Exercise 2. Multiple choice.
Read the statements below. Identify the correct historical methods in analyzing the
sources by choosing the letter.

1. A researcher studying the history of medical education finds a manuscript that purports to be
from the 14th century. Before he uses the source, he goes to three other experts who help him
identify whether the manuscript is authentic or not. His authentification of the object is referred
to as:
A. Positive criticism
B. Internal criticism
C. Secondary criticism
D. External criticism
2. The process of determining the reliability or accuracy of a particular source is referred to as:
A. Positive criticism
B. Internal criticism
C. Secondary criticism
D. External criticism

3. A researcher was interested in studying why the “new math” of the1960s

failed. she interviews several teachers who used the new math during the
1960s. These teachers are considered……
A. Primary sources
B. Secondary sources
C. External critics
D. Internal critics

4. The process of dealing with concerns over the authenticity of a source is

referred to as..
A. Sourcing
B. Internal criticism
C. Secondary criticism
D. External criticism

5. The process of determining the reliability or accuracy of the information

contained in the sources collected is known as—
A. External criticism
B. Vagueness
C. Internal criticism
D. Presentism

6. Which is the method of determine the authenticity of the data.

A. External criticism
B. Internal Criticism
C. Interview
D. Observation

7.Heuristics is also called…

A. Internal criticism
B. External criticism
C. Higher criticism
D. Lower criticism
Lesson 4: Historical Sources: The Primary and Secondary Sources

I. Intended Learning Outcomes (ILO)

At the end of this session, the students should be able to:
1. Identify credible and authentic primary sources and know how to evaluate
their provenance.
2. Distinguish whether the historical source is primary or secondary
3. Analyze the distinct features of primary and secondary sources

II. Teaching Learning Activities

A. Engage
Picture analysis
Try to look at the following pictures, which do you think is the primary
sources and secondary source? How can you tell the difference between a
primary and a secondary source?

Primary sources
 Secondary sources

B. Explore
Historical research is utilization of sources. There are diverse sources of history including documentary sources
or documents, archaeological records, and oral and video accounts. To date, most of our historical sources are
documents. These refer to handwritten, printed, drawn, designed, and other composed materials. Using the given
links, categorize the source into primary and secondary by using the table below.

1. https://www.georgewbushlibrary.smu.edu/~/media/GWBL/Files/Education
%20pdfs/ElementaryLP_PrimarySecondarySources_Web.ashx.
2. https://www.warmuseum.ca/firstworldwar/wp-content/mcme-uploads/2014/07/4-a-1-all_e.pdf

Primary Sources Secondary Sources

Definition primary source is any object, secondary source is any
image, or written material image or description of an
that has survived from the event or place that has been
past, and that tells us made some time after the
something about the past events, usually by someone
who was not there.
Examples Written materials: books, History textbooks, stories, or
stories, and myths written at accounts of the past written
the time; witness reports; by someone who was not
journals and letters; there, encyclopedias,
government documents; historical articles, and
newspaper reports; interpretations
cookbooks; literature and
biographies of the time;
written words from songs,
plays, and poems of the time

Importance Direct engagement with The purpose of secondary

 artifacts and records of the sources is to interpret, or
past encourages deeper explain the meaning of the
content exploration, active information in primary
analysis, and thoughtful sources
response.

C. Explain
There are two general kinds of historical sources: primary and secondary. A primary source is
any object, image, or written material that has survived from the past, and that tells us
something about the past. Because primary sources were created when or soon after the
events happened, they are usually more useful to historians than secondary sources. Primary
sources reproduced electronically (digitized) are still primary sources: they record the original
words, images, or objects created by people who were present at the time.
Examples of primary sources include:
• Written materials: books, stories, and myths written at the time; witness reports; journals and
letters; government documents; newspaper reports; cookbooks; literature and biographies of
the time; written words from songs, plays, and poems of the time
• Images: art, including paintings, sketches, calligraphy, sculptures,
decorative designs; maps; photographs
• Objects or artifacts: burial sites, clothing, pottery and baskets, crafts, tools, weapons,
buildings and furniture, instruments, items constructed by people living at that time. Artifacts
are the physical
evidence of the past: archeologists who study them call them the “material culture” of past
societies.
• Recordings (for modern societies): films, video footage, sound recordings on tape, records,
and CDs produced at that time
• Other: oral stories, songs, music, and dance, passed on through generations and performed
by people who were present at the time
Anthropologists and historians use the material culture of a past society as evidence to help
them analyze and interpret the “symbolic culture”—that is, the non-physical beliefs, values,
attitudes, religions, and world views of that society.
A secondary source is any image or description of an event or place that has been made
some time after the events, usually by someone who was not there.
Examples of secondary sources include:
• History textbooks, stories, or accounts of the past written by someone who was not there,
encyclopedias, historical articles, and interpretations
• Pieces of art, literature, music, or dance created later to represent life in that time period
• Recordings or recreations of past events; artifact reproductions based on theories about the
past, et cetera.
How do primary and secondary sources compare?
Primary sources often give a more genuine picture of life from another time period. However,
primary sources (like secondary sources) may have a biased view of past events. Written
primary sources often include opinions, attitudes, and values that reflect the biases and world
views of a particular group living in a particular time. Neither primary sources nor secondary
sources are necessarily bias-free or error-free. Be sure to think critically about any source you
consult during your historical research. Keep these questions in mind as you do your inquiry:
• Why was this item created?
• What was its original purpose?
• What does it tell us about life at that time?

How do Primary and Secondary Sources differ?

While primary sources are the original records created by firsthand witnesses of an event,
secondary sources are documents, texts, images, and objects about an event created by
someone who typically referenced the primary sources for their information. Textbooks are
excellent examples of secondary sources.
Why is it important for students to use Primary Sources?
1. Direct engagement with artifacts and records of the past encourages deeper content
exploration, active analysis, and thoughtful response.
2. Analysis of primary sources helps students develop critical thinking skills by examining
meaning, context, bias, purpose, point of view, etc.
3. Primary source analysis fosters learner-led inquiry as students construct knowledge by
interacting with a variety of sources that represent different accounts of the past.
4. Students realize that history exists through interpretation that reflects the view points and
biases of those doing the interpreting.

D. Elaborate (Individual Task)

Using the same links in explore and the discussion notes above, answer the following
template.
 Name: ______________________________________ Date:__________
A. Directions: Rewrite the definitions below in your own words.
They are the most direct evidence reading the author's own
of a time account on a specific topic

source is where someone or

something came from.

sources often use generalizations, is one that was created later by

analysis, interpretation, and someone who did not experience
synthesis of primary sources. first-hand or participate in the
events
 B. Source Scenarios.
Inside the boxes are examples of scenarios. Write primary or secondary on the
space provided

I was watching ESPN I found a letter to one

and one of the of my friends in the
reporters said he had locker room after
heard good reviews school the other day. I
about a new sports know it’s private, but I
movie. When he talks want to read it! What
about the movie, is the letter?
what is he?

_______________secondary source_____________ ________primary

source______________________

At school we use
My mom has CDs of
textbooks to learn
about the history of the my grandparents
Philippines. When we telling stories about
use textbooks, what are when they were kids.
we using? We love to listen to
these at family
gatherings. What are
we listening to?

_______secondary sources___________ ______primary

My friend Tim said I
sources___________________
should read a book
that he really liked.
He told me about it— I am writing an essay
it sounds really good! on our national hero
When Tim talks about for
the book, what is he? my Rizal class. I
used articles from
the web and books.
What am I using?
______Secondary sources______________ _____secondary
sources________________________

Assessment (Group Task)

1. Using the worldwide web, search any sample of primary and secondary source
and answer the worksheet.
2. The leader will assign each member for the specific task to accomplish in the
worksheet.

A. Secondary Source Analysis Worksheet

Name: Responte Rodlyn Joy, Marjorie Tayco, Angelo Peras , San Miguel Roland
______________________________Date:
A secondary source of information is one that was created later by someone who did not
experience first-hand or participate in the events.
Instructions: As you read your document, remember that secondary sources do not just
present facts – they provide an interpretation of events. Look for the ways that the author
presents his or her interpretation.
What is the title of the document?
Book Review: Noli Me Tangere by Jose Rizal
Who is the author?
Dante
Who is the author’s intended audience?
Filipino citizens
What topic is the author addressing in this work?

The Philippines is being eaten up by a social cancer.

What is the author’s argument (or thesis) about this topic? Provide evidence from the
text.

Noli me Tangere is a social cancer in Philippines society. "I think, that the social
cancer eating away the tissues of Philippine society are the following:1. Corruption
and abuse of power (By many of the friars and Spanish administration officials);2.
Ignorance or lack of education;3. Superstitious beliefs or lack of knowledge about
one’s religion;4. Hypocrisy of the friars;5. Vices like gambling and tendency to
gossip;6. Indolence;7. Passivity;8. Cowardice; and9. Lust"

What evidence is provided to support this argument? List specific example

The evidence that support this argument is For example, Sisa’s husband. His
addiction to cock-fighting left him and his family constantly in want of money, so that
Sisa had to compensate by working long hours and sending her two sons to the
parish house to work under extremely harsh and unjust circumstances. If her husband
were more decent and responsible, Sisa’s sons would’ve been spared and her sanity
unharmed. So, their family would’ve stayed intact

Do you trust this source? What are some of the ways you can tell if a source is
reliable?
I trust this source because based on the primary source of the novel Noli Me Tangere
published by Dr. Jose Rizal and how he summarized it, it’s too close to the original
novel and there's no changing of the events that happened from the original book. His
summarization of the novel was pretty accurate and precise.

What do you think motivated the author to create this source?

I think the author has been motivated to create this source because he wanted to
express what he felt and his reflection after reading the original Noli Me Tangere. The
drive to spread awareness about our country’s state in the past, the truth and its
condition also added on his desire to push through with the book review.

What is your overall impression of the interpretation? Is it convincing?

After reading the interpretation, I found the author very convincing because of the way
he presented his arguments and facts regarding the topic.

List some facts presented by the author:

1.The truth, as he saw it, was that the Philippines is being eaten up by a social
cancer. And his countrymen, unfortunately, are asleep.
2. Why “Noli Me Tangere” (Touch Me Not)?
The phrase is taken from John 20:17: Jesus said to her, “Stop holding on to me, for I
have not yet ascended to the Father. But go to my brothers and tell them, ‘I am going
to my Father and your Father, to my God and your God.'”

List some opinions presented by the author:

1. Perhaps Rizal was simply referring to the Spanish friars, like Padre Damaso and
Padre Salvi, who were corrupt and hypocritical but were “untouchables” because of
their power. Jesus was the Son of God and is therefore the “fountain of all holiness”,
but the friars were vile and violent, so it’s highly ironic that the phrase should refer to
them.
2.I think that the Noli does not really indict religion, or Catholicism, itself. It only brings
out as ugly, dangerous, and destructive corruption and hypocrisy.
 B. Primary Document Analysis Worksheet
Name: Responte Rodlyn Joy, Marjorie Tayco, Angelo Peras , San Miguel Roland
________________________________________ Date:
A primary source provides a firsthand account of events recorded during or shortly after the
events described occurred. Primary sources can include newspaper articles,
government documents, diaries, photographs, and maps.
Instructions: Examine your primary document. Remember to consider all aspects of the
document, including the motivations of the author and the historical context in which it was
created.
What kind of document is it? (diary, newspaper, letter, etc.)
News Article
Who created it? What do we know about the author?
Preeti Jha. Preeti Jha is an award-winning journalist who has been reporting across
Asia, including Southeast Asia, for the last several years. She was previously a
Bangkok-based Southeast Asia correspondent for AFP, and an editor on the agency's
Asia-Pacific desk in Hong Kong.

When was it created?

16 August 2020

Where was it created?

BBC NEWS

Why do you think it was created?

I think that it was created to spread awareness among the Flipino people about the
possible threat of Death Penalty.

Does the document’s author show bias at any point? Where? Cite specific passages.

Yes, the document’s author showed bias at one point.

-Since coming to power in 2016 he has waged a brutal crackdown on suspected drug
users and dealers, issuing police with shoot-to-kill orders while encouraging citizens
to kill drug users too.

Who was the intended audience for this document?

The intended audiences for this document were Filipino citizens

List three things you learned from the document:

1. Since Rodrigo Duterte was elected as the President of the Philippines, there
 have been a lot of killings that took place among drug users and drug dealers.
2. I’ve learned that Death Penalty among drugs users and dealers shouldn’t be
approved by the senate because people can change inside the prison and
should give them second chances.
3. It is not right to impulsively shoot people just because police thinks or suspects
them to be involved in drugs because there is no justice in that way of killings.

List three questions the document raises:

1. Should the Death Penalty be approved in the Philippines?

2. Is it really self-defense for the police officers who killed so many people in anti-
drug operations?
3. Is it right for President Duterte to encourage the citizens to kills drug users too
after issuing police officers shoot-to-kill orders?

Where might you find the answers to these questions?

I might find the answers to these questions in some other primary news articles. I can
also find it through thorough research from different and various primary sources
related to these topics that are credible and authentic.