RPH Readings in Philippine History

Topics as prescribed by Commission on Higher Education CHED and https://jcsibayan.wordpress.com/

a) Meaning and relevance of history, the distinction of primary and secondary sources; external and internal criticism; repositories of primary sources, and different kinds of primary sources

b) 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

c) AUSTRONESIAN HISTORY VS. PRECOLONIAL HISTORY
  i. Prezi Lecture: "Sino ang mga Austronesyano?" by Mr. JC Sibayan
 ii. Reading: "Massive Balangay 'Mother Boat' Unearthed in Butuan" by TJ Dimacali

Prelims

d) INDIGENOUS BELIEFS
i. Reading: "Bangka, Kaluluwa at Katutubong Paniniwala" by Dr. Maria Bernadette L. Abrera

e) BAYBAYIN
i. Reading: "Baybayin Revisited" by Damon L. Woods
https://www.baybayan.ph/

f) INDIGENOUS ASTRONOMY
i. Group Report No. 1: "Balatik: Katutubong Bituin ng mga Pilipino" by Dr. Dante L. Ambrosio

g) SPANISH COLONIALISM AND THE PINTADOS
i. Reading: "Catechism of the Body" by Resil Mojares

h) HISTORY OF FILIPINO SURNAMES
i. Reading: Catalogo Alfabetico de Apellidos by Narciso Claveria
ii. Reading: "Claveria's Catalogue" by Paul Morrow

i) REDUCCION, POLO Y SERVICIOS AND TAXATION
i.  "Reduccion sa Bohol sa Dantaon 16 hanggang 19" ni Amelia S. Ferrer

j) TAGABAYAN VS TAONG LABAS
 i. Lecture: “Si Mariang Makiling” ni Jose Rizal
ii.  "Ang mga Taong Labas, ang Kabayanihan, at ang Diskurso ng Kapangyarihan at Kasaysayan" ni Dr. Francis A. Gealogo

k) PROPAGANDA MOVEMENT AND THE ILUSTRADO CLASS
i. Reading: “Dasalan at Tocsohan” ni Marcelo H. Del Pilar

MIDTERM

l) "One past but many histories": controversies and conflicting views in Philippine history
      i. Site of the First Mass
     ii. Cavite Mutiny
    iii. Retraction of Rizal
    iv. Cry of Balintawak or Pugadlawin

m) Social, political, economic and cultural issues in Philippine history
Mandated topics:
      1. Agrarian Reform Policies
      2. The Philippine Constitution:1899 Malolos Constitution; 1935 Constitution; 1973 Constitution; 1987 Constitution
      3. Taxation

n) Critical evaluation and promotion of local and oral history, museums, historical shrines, cultural performances, indigenous practices, religious rites, and rituals, etc.
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I-Witness: 'Kaharian ng Tundo,' dokumentaryo ni Sandra Aguinaldo (full episode)

I-Witness: "Haring Walang Kaharian", a documentary by Sandra Aguinaldo (full episode)

I-Witness: ‘Lapu-Lapu,’ dokumentaryo ni Jay Taruc (full episode)

MODULE A: 

Let me ask you four simple questions and you decide for yourself:

(a) Do you appreciate the preservation of our old buildings?

(b)  Do you have the intention of visiting the historical places in Cavite?

(c) Would you watch historical movies or documentaries?

(d)  Have you ever been to the National Museum?

Meaning and relevance of history

Why study history? "A future with your past"

 History will give you a combination of skills and insights that will help you to: 

• Prepare you for work 

• Enable you to participate fully in society 

• Develop you as a person -John Redmond, 1893

 • History is very relevant to modern life 

• Many books, films, and plays are inspired by historical events 

• Many people enjoy history as a hobby, as can be seen in the popularity of history books, films and documentaries -Michael Collins Arthur Griffith

• History also helps us to understand many of the issues that affect the world today

 • By broadening your knowledge of current affairs, you are developing yourself personally and preparing yourself more fully for adult and working life 

• History is unique in that it investigates how human life has changed over time 

• You will develop your understanding of change through the perspectives of political, social, cultural, economic, religious and scientific history -Michael Collins, Apollo 11

 Relevance to life 

• You will develop an appreciation of the society in which you live and of other societies, past and present • You will also develop a greater awareness of your own identity and traditions
• You will learn more about the particular role of women in shaping the past -Mary Robinson Hanna Sheehy Skeffington

 Relevance to careers Employers tends to see those with a history education as: 

• Independent thinkers 

• Open-minded and objective 

• Disciplined 

• Good communicators 

• Able to analyze issues and problems 

• Able to put together logical arguments

 Relevance to careers Historians

       are regarded as having had an education that trains their minds to assemble, organize and present facts and opinions and this is a very useful quality in many walks of life and careers … history is excellent preparation for very many other jobs [Which? magazine, 2000] Eucharistic Congress, 1932

Communication skills 

• The study of history is not just about interpreting the past but also presenting your thoughts 

• History helps you to write in an organized, coherent, logical way, supporting your views with evidence 

• This will help you in your other subjects, as well as in life and work later

Research skills 
Your study of the past will introduce you to many different types of evidence, such as
• Maps 

• Photographs 

• Political cartoons 

• Diary entries 

• Memoirs 

• Photographs 

• Official records 

• By exploring these types of evidence you will enhance your research skills 

• You will become skilled at locating historical data from different sources, evaluating it and recording and presenting your findings 

• You will also realize the importance of looking at issues from more than one point of view

 Analytical skills
• You will also develop your ability to think critically, to evaluate the usefulness of sources, to detect bias or propaganda

 Information and Communication Technology ICT skills
• History allows you to access ICT, developing skills that are relevant to life and work today
• The Internet offers a huge range of appropriate historical web sites
• Many other electronic resources also exist for the study of histories, such as CD-ROMs, library databases and catalogs
• The use of modern digital media makes studying history very enjoyable and stimulating

" History is who we are and why we are the way we are "(David McCullough) 

In conclusion, Choosing history allows you to acquire a combination of skills and insights that will
• broaden your understanding of the world
• develop you as a person
• prepare you for a future career
• enable you to participate fully in society


Important Sources of History (Primary and Secondary Sources)
Article shared by :

        The secondary source is the evidence of someone who was not present at the time of occurrence of the event e.g., books written by historians. The secondary source is also of great historical importance to historians. Although the secondary source is itself dependent on primary sources.

       A primary source may contain secondary information e.g., newspapers are usually considered primary sources but the information provided by the newspaper is not all based on primary sources. Such as certain incidents reported by the paper may be such which the correspondent saw or in he actually took part while certain offer information may be based on official information or sources considered reliable.

Primary Sources:

The primary sources can be classified into the following categories:

(1) Contemporary Records:

These types of primary sources are in the form of the instruction documents, stenographic and phonographic records. The business and legal paper and autobiographies, etc. The instruction documents may be in the form of an appointment notification, and direction from a foreign office to the ambassador, etc. Generally, such documents have very little chance of error but it is essential to ascertain their authenticity.

The Business and legal letters consist of the bills, journals, leases, wills, tax records which gives an insight into the working of the firms as well as the persons. The autobiographies are a credible source of history because they are very close to the events with which they deal and written by a person himself. These are non-prejudicial.

(2) Confidential Reports:

The confidential reports are not intended for a general audience and are less reliable than the contemporary sources. These types of reports are generally in the forms of military and diplomatic dispatches, Journals, diaries or memoirs, and personal letters.

(3) Public Reports:

The public reports are meant for the general public and less reliable. There are three types of public reports and each possesses a different degree of reliability, such as— Newspaper reports and dispatches are more reliable which depends upon the agency from which it originated and the newspaper in which it is published; Memoirs and autobiographies are another public reports which are written for the public at the close of the life when the memoirs of author is fading and are, therefore, not very reliable and the official histories of the activities of government or business house are also an important kind of public reports. They possess incriminating material and less reliable.

(4) Government Documents:

Numerous government documents are compiled which are also a source of vita! importance to historians such as statistics about the fiscal, census and vital matters which can be made use of by the historians. All these reports have first-hand importance but require proper evaluation before the use.

(5) Public Opinion:

The public opinion as expressed in editorials, speeches, pamphlets, letter to the editor is another important source available to the historian, But the authenticity of this must be corroborated by other evidence because public opinion may not be always reliable,

(6) Folklores and Proverbs:

The folklores which reveal the stories of legendary heroes are also an important source of history. They tell us about the aspirations, superstitions, and customs of the people among whom- the stories developed, e.g. “Alla-Uddal” the hero Rajputana.

To make the use of these folklores the historian should not only possess a thorough knowledge of the history of the period but also able to distinguish between the legendary and authentic elements. Similarly, proverbs can give us an idea but scholars must have a thorough knowledge of the customs and traditions.

Secondary Sources:

The primary sources can be of great help to the historian if he has acquired a thorough knowledge of the background through the study of secondary sources, i.e. the works of the great and important historians of the proposed area and period of research. On the basis of this knowledge, he can utilize the contemporary document at a relevant places and can correct the secondary sources.

Criticism:

As the historian draws his conclusions and generalizations on the basis of these documents and facts it is essential to check up the authenticity of the documents and facts. It is the duty of the historian to doubt every statement until it has been critically tested. This criticism can be of two types, i.e. External and Internal.

by: https://www.researchgate.net/figure/Internal-and-External-Criticism-from-Neuman-2003-p421_fig1_279943052

(1) External Criticism:

The ‘External Criticism’ is of a less intellectual type of criticism of the documents. It includes examinations of documents like manuscripts, books, pamphlets, maps, inscriptions, and monuments. The problem of authenticity of document arises more in the case of manuscripts than the printed documents because the printed document has already been authenticated by the editor.

Historian has to resort to a number of tests to determine the authenticity of a particular document in his proposed area of research such as— ‘Authorship’ the first question while examining the authenticity of a document is its author. Even the anonymous writings can provide us useful and important knowledge. But the discovery of an author’s or writer’s name adds the authenticity of the information because of the character, connections and trustworthiness of the author determine the authenticity.

Secondly, “Date of Document”, i.e. the time, place of publication of the document must be inquired to determine the authenticity of the document. In the modern publications year and place of publication is indicated on the book or document on the title page or backside (overleaf). However, in the old manuscript where the data and place are absent, it can be found out from the language or from the date of birth and death of the author.

Thirdly, the historian confronts the textual errors which may be either unintentional or deliberately committed. Unintentional error can take place in the copies of the documents (originals are not available). These mistakes may be caused by the scribe, typist or printer.

An intention error may creep in when the effort is made to modify, supplement or continue the original. This problem can be overcome through textual criticism. Under this technique, the effort is made to collect as many copies of dubious text as possible and they are compared.

If the ideas and style do not match or resemble the idea and style of the author it can be safely assumed that they were not parts of the original manuscript and were forged by the later ones. Further’ more, the textual accuracy can be solved with the help of “sciences auxiliary” to history such as “Paleographists” have authenticated numerous documents of the medieval period by their handwriting and have published easily legible printed versions.

The “archaeologists” provides rich information to the historians, the “numismatists” by dating the coins, medals and deciphering their inscriptions render valuable assistance. Fourthly, after the confirmation of the authenticity of the sources historians confronted with the different terms used in the document.

The meaning of words often changes from generation to generation. Therefore historians must find out the meaning and sense in which it has been used in the document. The misinterpretation of terms may lead to a misunderstanding of historical development.

In this way, even after the historian established the authenticity of the documents and discovered the meaning of the text his duty is not over. He is confronted with another important problem with the credibility of the document.

(2) Internal Criticism:

While collecting the material, it must be remembered that a document contains the idea of the man who wrote. A historian must analyze the contents of the documents with a view to determining the real meaning. He must try to avoid the laps such as avoid the reading into meaning which author did not mean to convey, etc., and make a sincere effort to find out the facts even if they are contrary to his set notions and theories.

He must be able to understand the literal and real meaning of the document which is termed as ‘Positive Criticism’. It reveals us with the author’s conceptions and general notion which he represents. On another hand, historian sometimes comes across documents which contradict each other. Hence the need for eliminating statements and facts which are obviously wrong and false arises.

Therefore, historians have come to hold the view that all that cannot be proved must be temporarily regarded as doubtful because of the incompetence and unreliability of the author which prevents him from telling the truth even when he knows. To assess the correctness of the fact, the historian must ascertain whether the author had the opportunity to know the facts as an eyewitness or not.

What was his source of information and how much time elapsed between the event and the record? But the dependable testimony depends on a number of factors such as ability and willingness to tell the truth, the accuracy of the report and independent corroboration. However, it may be noted that there is a possibility that a skillful liar may deliberately create the condition, i.e. ability and willingness to tell the truth with accuracy to establish the credibility of his statements.

Therefore, in those cases, the credibility must not be accepted without proper investigation. Moreover, if there is an agreement between documents, we cannot draw the conclusion that the facts are definitive but we must ensure that the facts are harmonious and prove each other are interconnected.

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d) INDIGENOUS BELIEFS
i. Reading: "Bangka, Kaluluwa at Katutubong Paniniwala" by Dr. Maria Bernadette L. Abrera

e) BAYBAYIN
i. Reading: "Baybayin Revisited" by Damon L. Woods https://www.baybayan.ph/



f) INDIGENOUS ASTRONOMY
i. Group Report No. 1: "Balatik: Katutubong Bituin ng mga Pilipino" by Dr. Dante L. Ambrosio






g) SPANISH COLONIALISM AND THE PINTADOS
i. Reading: "Catechism of the Body" by Resil Mojares




h) HISTORY OF FILIPINO SURNAMES
i. Reading: Catalogo Alfabetico de Apellidos by Narciso Claveria
ii. Reading: "Claveria's Catalogue" by Paul Morrow








i) REDUCCION, POLO Y SERVICIOS AND TAXATION
i.  "Reduccion sa Bohol sa Dantaon 16 hanggang 19" ni Amelia S. Ferrer




j) TAGABAYAN VS TAONG LABAS
 i. Lecture: “Si Mariang Makiling” ni Jose Rizal
ii.  "Ang mga Taong Labas, ang Kabayanihan, at ang Diskurso ng Kapangyarihan at Kasaysayan" ni Dr. Francis A. Gealogo





k) PROPAGANDA MOVEMENT AND THE ILUSTRADO CLASS
i. Reading: “Dasalan at Tocsohan” ni Marcelo H. Del Pilar