Page 1

NCC’S Fair Use Disclaimer

In the preparation of distance-learning modules and online-accessible

lessons for our students during the CoViD-19 pandemic, the faculty

members of Northern Christian College (NCC) included some copyrighted

material, the use of which were not always specifically authorized by their

copyright owners.  NCC used such material in good faith, believing that they

were made accessible online to help advance understanding of topics and

issues necessary for the education of readers worldwide. NCC believes that,

because such material is being used strictly for research, educational,

and non-commercial purposes, this constitutes fair use of any such

material as provided for in Section 185 of the Copyright Law of the

Philippines and Section 107 of the US Copyright Law. No work in its

entirety (or substantial portions thereof) was copied; only isolated articles

and brief portions were copied/provided links to in the modules and online

lessons.  Also, all our students are informed of proper attribution and

citation procedures when using words and ideas that are not their own.

    

Page 2
 TABLE OF CONTENTS

Overview
Target Learner
Objectives
Parts of Instruction and How to Use the Module
Entry Behavior

UNIT I : AN INTRODUCTION TO THE SOCIAL STUDIES

LESSON I – The Foundation of Social Studies

a. Definitions of Social Studies ………………………………..7

b. The History of Social Studies ………………………………..13
c. Curriculum Guidelines for Social Studies ………………………………..15
d. 21st Century Skills ………………………………..20

References ………………………………..21
Assessment ………………………………..22

Lesson II - The Past, Present, and Future of Social Studies

e. What is History? ………………………………..25

f. Why Study History? ………………………………..26
g. What Skills Does Develop? ………………………………..28
h. The Meaning of “History” ………………………………..29
i. The Importance of History ………………………………..30
j. Benefits of Studying History ………………………………..31
k. Distinction between Sources ………………………………..33
l. The Difference between Criticims ………………………………..40

References ………………………………..43
Assessment ………………………………..44
Post-test …………………………….….51

Page 3
 OVERVIEW

The course emphasizes the contents of Philippine History and

Government that are necessary in teaching at the elementary level. Further,
appropriate teaching strategies and assessment methods shall be included to
prepare students to become elementary grades teachers.

TARGET LEARNERS

This subject is intended for college students who are molded to be

informed their national identity as Filipino citizens. They will realize that
understanding their history in a deeper sense could be a way of understanding
their present and be their guide to the future. The instructor hopes that this
course will serve as a means towards forging an informed citizenry, totally aware
and holistically committed towards becoming the positive change that our country
needs right now.

OBJECTIVES

At the end of this module, the students should be able to:

1. Explain the basis and importance for the study of history.
2. Demonstrate willingness to protect the country’s territory and resources.
3. Promote unity among ethnic groups and regions in the Philippines
4. Propose a ways of solving corruption in the government
5. Describe the environmental condition of the country at the time of the
Spanish, American and Japanese rule in the Philippines.
6. Identify the importance of the accomplishments of the different administration
in the Philippine Government.
7. Promote the importance of proper civic responsibility

PARTS OF INSTRUCTION AND HOW TO USE THE MODULE

Page 4
 This is the new normal for mode of instruction. The module will be use as
a tool for distance learning. It will provide the students an overview of all the
topics covered in this subject. Before answering the different activities, the
students will read the course description and the objectives. After that, they will
answer the pre-test to test their familiarity of the different concepts in this subject
and to know also, if they are in the right track. The students will submit their
answered activities in due time or deadline set by the instructor. There will be
deduction in scores if the students will not comply in the given period of time of
submission. At the end of this module, they will answer the post-test, to make
sure if the students learned in this subject. Lastly, there will be overall evaluation
guided by a standardized rubric. The instructor will allow the students to ask a
question as long as connected to the topic. This is a very crucial moment for both
teacher/instructor and students. Although, this is not the first time to use modules
or internet as a mode of learning but we will use this for the entire semester. It
may be hard for us but, education will continue no matter what. We pray that this
pandemic will last. Thank you and God bless!

ENTRY BEHAVIOR

Before the students will proceed to the lessons, it is expected that they are
equipped with basic concepts of various disciplines in social sciences like
economic, social, political, technological, and other transformations that have
created an increasing awareness of the interconnectedness of people and places i
around the globe The succeeding lessons will introduce them to the major
themes in the study of the world while providing opportunities for them to connect
this knowledge with their experiences as a Filipino student.

PRE-TEST

Page 5
React to the Statement
1. History is inescapable

2. All people are living histories

3. History is to the human race whereas memory is to each man.

Page 6
 UNIT I: AN INTRODUCTION TO THE
SOCIAL STUDIES
LESSON 1 – The Foundation of Social Studies

At the end of this lesson, you should be able to:

1. Determine the meaning, importance, and relevance of social

studies
2. Explain the significance of studying social studies
3. Demonstrate an understanding of teaching social studies.

https://knilt.arcc.albany.edu/images/b/b4/Social_Studies_Clipart.jpg

Definitions of Social Studies

Social studies is the integrated study of multiple fields of  social
science and the humanities, including history, geography, and political
science.
The term was first coined by American educators around the turn of the
twentieth century as a catch-all for these subjects, as well as others which did not
fit into the traditional models of lower education in the United States, such
as philosophy and psychology.

Page 7
 https://i0.wp.com/www.courses.ie/wp-content/uploads/2020/09/social-studies-courses.jpg

The term “social studies” has been misunderstood

and misused both within and outside the teaching profession. The Committee
accepts the obligation and responsibility of clarifying its meaning.

Outside the teaching profession the term “social studies” has been used as a
label for “contemporary problems,” as a term implying socialistic or reformist
purposes, as relating to social service and social welfare, as an antonym to
history, and as a label for a method of teaching. These uses of the term are
erroneous.

Within the teaching profession the term

has had a variety of uses. It has been
used to designate a combination of two
or more subjects dealing with human
relationships and to designate a
combination of the social studies
exclusive of history. The term has also
been applied to arithmetic, physics, and
other subjects in order to stress their
social aspects or their values to society.
Throughout the period
from about 1850 to about 1910, history, civics, and
geography were generally regarded as rather sharply

Page 8
differentiated subjects. No common interest brought
them together. Late in the nineteenth century economics
won a place in the curriculum, and early in the present
century sociology began to appear in school programs.
Thus the social elements in the curriculum have
constantly increased.
Teachers and scholars began to realize that these five subjects—history,
geography, civics, economics, and sociology were closely related. All of them
deal with human relationships:

 geography describes man’s relations to the earth;

 civics or government explains society’s attempts to
control individuals through organized states;
 economics describes and analyzes man’s efforts to
make a living;
 sociology describes various kinds of group living.
 history is the story of whatever man has done, with
emphasis upon institutional and group activities.

Thus in a sense history is the most inclusive and pervasive of the social studies
and partakes of the nature of each of the others when it records activities which
fall within their scope.

Since all these subjects center their attention upon man and his
relationships, it is a matter of convenience to group them under some general
term. The over-all term for the subjects of instruction which stress human
relationships is social studies. The social studies constitute a field and not
a subject, a federation of subjects and not a unified discipline.

Page 9
 https://www.homeschool.com/wp-content/uploads/2020/04/FB-how-to-homeschool-social-
studies-and-geography.jpg

Schools have programs of social studies

and teachers are employed to teach social studies,
but-in the classroom they teach civics or history or
sociology or some topic which draws materials
from one or more of the other social studies
subjects. Very seldom does a teacher try to teach
the whole field as a single course, but he tries
constantly to show the interrelations of the subjects
within the field.

There is nothing unusual about grouping subjects into

fields. The word “science” indicates such subjects as
biology, botany, physics, and chemistry. “Mathematics”
includes arithmetic, algebra, geometry, and trigonometry.
The word “literature” or “English” is used to include the
study of grammar, composition, history of literature, and
the English classics. The term “social studies” is used in a
similar manner to designate subjects which stress human
relationships. It implies no particular type of organization, social philosophy, or
educational theory. It is a useful and practical term, as devoid of emotion and as
general in its connotation as the word “science” or “mathematics.” It is a
convenient, inclusive designation.

Page 10
 Although the term “social studies” includes primarily
history, geography, civics, economics, and sociology, it
also deals with materials from other subjects.

ethics, psychology, philosophy,

Thus some elements of
anthropology, art, literature, and other subjects are included in
various courses in the social studies. Even if these subjects are not all taught in
the schools under their titles, they make their contributions to the social studies.
However, since art and literature are primarily concerned with individuals rather
than with groups, while ethics, philosophy, psychology, and anthropology seldom
appear in school curriculums, the term “social studies” usually
describes only the subjects listed above.

https://edsurge.imgix.net/uploads/package/image/114/newsela_social_studies_2-
1573190127.png?auto=compress%2Cformat&w=1000&h=405&fit=crop

The social studies field is distinguished from other fields by the

fact that its content is focused upon human beings
and their interrelationships. All subjects have social utility, but
that does not place them within the field of the social studies. Arithmetic has
social value, but its content is not centered upon human beings. Therefore, the
social studies are those subjects in which the content as well as the purpose is
focused upon human beings.

Page 11
 The official use of the term “social studies” to
indicate the whole field of subjects dealing with human relationships
dates from 1916.
In that year the Committee on Social Studies of the
Commission on the Reorganization of Secondary Education of the
National Education Association published a report which gave
sanction to the use of the term and delimited its meaning. The
organization in 1921 of the teachers in this field and the selection of
the name, The National Council for the Social Studies, tended to
standardize the use of the term. The constitution of the Council now
states that “The term ‘social studies’ is used to include history,
economics, sociology, civics, geography, and all modifications or
combinations of subjects whose content as well as aim is
predominantly social.” Whether the term “social studies” is apt,
accurate, or fortunate may be a matter of opinion, but there can be no
doubt that it is the term used to designate those school subjects
which deal with human activities, achievements, and relationships.

Page 12
 The History of Social Studies

https://149536876.v2.pressablecdn.com/wp-
content/uploads/2018/03/careers-social-studies-teacher-new.jpg

The original onset of the social studies field emerged in the 19th
century and later grew in the 20th century. Those foundations and
building blocks were put into place in the 1820s in the country of Great Britain
before being integrated into the United States. The purpose of the subject itself
was to promote social welfare and its development in countries like the United
States and others.

In 1920, the work done by the Committee on Social Studies

culminated in the publication and release of Bulletin No. 28 (also called
"The Committee on Social Studies Report, 1916").  The 66-page
bulletin, published and distributed by the U.S. Bureau of Education, is believed to
be the first written work dedicated entirely to the subject. It was designed to
introduce the concept to American educators and serve as a guide for the
creation of nationwide curricula based around social studies. The bulletin
proposed many ideas that were considered radical at the time, and it is regarded
by many educators as one the most controversial educational resources of the
early twentieth century.

Page 13
 In the years after its release, the bulletin received criticism from educators
on its vagueness, especially in regards to the definition of Social Studies
itself. Critics often point to Section 1 of the report, which vaguely defines Social
Studies as "understood to be those whose subject matter relates
directly to the organization and development of human society,
and to man as a member of social groups."

The changes to the field of study never fully

materialized until the 1950s, when changes
occurred at the state and national levels that
dictated the curriculum and the preparation
standards of its teacher. This lead to a decrease
in the amount of factual knowledge being
delivered instead of focusing on key concepts,
generalizations, and intellectual skills. Eventually, around the 1980s
and 1990s, the development of computer technologies helped grow
the publishing industry. Textbooks were created around the
curriculum of each state and that coupled with the increase in political
factors from globalization and growing economies lead to changes in
the public and private education system. Now came the influx of
national curriculum standards, from the increase of testing to the
accountability of teachers and school districts shifting the social study
education system to what it is today.

Page 14
 Curriculum Guidelines for Social
Studies Teaching and Learning

https://www.history.org.uk/library/1512/0000/0193/curriculum_image_640.jpg

Social studies is the integrated study of the social sciences

and humanities to promote civic competence. Within the school program, social
studies provides coordinated, systematic study drawing upon such disciplines as
anthropology, archaeology, economics, geography, history, law, philosophy,
political science, psychology, religion, and sociology, as well as appropriate
content from the humanities, mathematics, and natural sciences. The primary
purpose of social studies is to help young people develop the ability to make
informed and reasoned decisions for the public good as citizens of a culturally
diverse, democratic society in an interdependent world.

The National Council for the Social Studies reaffirms that an excellent education
in social studies is essential to civic competence and the maintenance and
enhancement of a free and democratic society. Social studies teaching and
learning are powerful when they are meaningful, integrative, value-based,
challenging, and active.

Page 15
 SOCIAL STUDIES: The Curriculum

1. Meaningful
The social studies program should relate to the age, maturity, and
concerns of students. The social studies program should help students
connect social studies content to their lives.

a. The program should provide students with a social studies experience at

all grade levels, K-12. In grades K-5, every student should receive
instruction in social studies every school day, and in grades 6-8, either
every school day or the equivalent thereof. At the high school level, there
should be a minimum of 3.5 credit hours for every student.
b. The program should involve students in the formulation of goals, the
selection of activities and instructional strategies, and the assessment of
curricular outcomes.
c. The program should be based on the developmental and psychological
needs of the students.
d. The program should focus on the social world as it is: its flaws, its
strengths, its dangers, and its promise.
e. The program should include the study not only of human achievements,
but also of human failures.
f. The program should emphasize pervasive and enduring social issues
and connect them to the lives of students.
g. The program should demonstrate the relationships among local, regional,
national, and global issues.
h. The program should include analysis of and attempts to formulate
potential resolutions of present and controversial global problems.
i. The program should provide intensive and recurring cross-cultural study
of groups.
j. The program should offer opportunities for students to interact with
members of other racial, ethnic, and cultural groups.
k. The program should provide opportunities for students to examine
potential future conditions and problems.
l. The program should provide a connection to the world of work through
the exploration of careers and the application of essential social studies
skills.

Page 16
2. Integrated
The social studies program should draw from currently valid
knowledge representative of human experience, culture, and beliefs in all
areas of the social studies. Strategies of instruction and learning activities
should rely on a broad range of learning resources.

a. The program should integrate current valid social studies concepts,

principles, and theories in anthropology, archaeology, economics,
geography, history, law, philosophy, political science, psychology,
religion, and sociology.
b. The program should develop proficiency in methods of inquiry and
analyzing, organizing and using data.
c. The program should use a variety of primary and secondary sources that
accommodate a wide range of reading abilities and interests.
d. The program should promote critical, creative, and ethical thinking on
problems faced by citizens and leaders.
e. The program should use the expertise and experiences of a variety of
community resource people.
f. The program should foster life-long learning.

3. Value-based
The social studies program should consider the ethical dimensions
of topics and address controversial issues while providing an arena for
reflective development of concern for the common good and the
application of democratic values.

a. The program should help students understand the role that values play in
decision making.
b. The program should give students the opportunity to think critically and
make value-based decisions.
c. The program should support different points of view, respect for well-
supported positions, and sensitivity to cultural similarities and differences.
d. The program should encourage students to develop a commitment to
social responsibility, justice, and action.
e. The program should encourage students to examine and evaluate policy
and its implications.
f. The program should give students the opportunity to think critically and
make value-based decisions about related social issues.

Page 17
4. Challenging
The social studies program should provide students with
challenging content, activities, and assessments.

a. The program should provide students with the opportunity to engage in

reflective discussion as they listen carefully and respond thoughtfully to
one another’s ideas.
b. The program should expose students to sources of information that
include conflicting perspectives on controversial issues.
c. The program should provide students with the opportunity to formulate
oral and written responses to content-based questions and issues.
d. The program should promote critical, creative, and ethical thinking on
problems faced by citizens and leaders.
e. The program should include in the evaluation process an assessment of
progress not only in knowledge, but also in skills, and abilities, including
thinking, valuing, and social participation.
f. The program should use evaluation data for planning curricular
improvements and ensure a challenging curriculum.
g. The program should be evaluated using data from traditional and
alternative assessments.

5. Active
The social studies program should engage the student directly and
actively in the learning process.

a. The program should provide a wide and rich range of learning activities.
b. The program should offer students opportunities to formulate hypotheses
and test them by gathering and analyzing data.
c. The program should encourage students to be involved in service-
learning projects.
d. The program should be sufficiently varied and flexible to engage all types
of learners.
e. The program should include activities that contribute to the students’
perception of teachers as fellow inquirers.
f. The program should create a climate that supports students’ self respect
and respect for others.
g. The program should stimulate students to investigate and respond to the
human condition in the contemporary world.
h. The program should encourage students to participate in a variety of
individual, small group, and whole class activities.
i. The program should utilize many kinds of workspace to facilitate variation
in the size of groups, the use of several kinds of media technology, and a
diversity of tasks.
j. The program should encourage students to function as a learning
community.

Page 18
 Responsibilities of Social Studies Teachers

Teachers should participate in active social studies curriculum committees

with decision-making as well as advisory responsibilities. Teachers should
participate regularly in activities that foster professional competence in social
studies education, such as professional development, higher education,
professional organizations, community affairs, reading, study, and travel.

Social Studies as an Integral Part of the School Program

Social studies education should receive vigorous support as a vital and

responsible part of the school program. Appropriate instructional materials, time,
and physical facilities must be provided for social studies education. A specific
block of time should be allocated for social studies instruction for all grades K-12
equivalent to time provided for non-social studies core content areas. Social
studies education should receive active support and funding for professional
development from administrators, teachers, boards of education, and the
community. Teachers and schools should have and be able to rely upon a
district-wide policy statement on academic freedom and professional
responsibility.

Page 19
21st Century Skills for Social Studies
Students

Page 20
REFERENCES:
Torres, J., (2018), BATIS: Sources in Philippine History, Quezon City, C & E Publishing, Inc.

Ariola, Mariano., et al. (2019), Readings in Philippine History, Manila, UNLIMITED BOOKS
LIBRARY SERVICES & PUBLISHING INC.

Halili, C., (2013), Kamalayan; Kultura’t Kasaysayan A College Textbook in Philippine History
Mandaluyong City, Books Atbp Publishing Corp.

https://www.historians.org/about-aha-and-membership/aha-history-and-archives/historical-
archives/american-history-in-schools-and-colleges-(1944)/chapter-5-history-among-the-social-
studies

https://www.socialstudies.org/sites/default/files/Curriculum_Guidelines_SocialStudies_Teaching_a
nd_Learning_0.pdf

SAQ. What are the basic elements of social studies?

Let’s look at how you did…..

ASAQ.
If you answered: the term “social studies” includes primarily history, geography,
civics, economics, and sociology, it also deals with materials from other subjects.
Thus some elements of ethics, psychology, philosophy, anthropology, art, literature,
and other subjects are included in various courses in the social studies.

ASSESSMENTS

Page 21
 ACTIVITIES

Activity 1. Essay
Instruction: Exhaust all the possible explanations and provide concrete
examples to articulate your arguments.

1. Why Social Studies is important for the 21st Century Teaching and Learning.

2. Give an insight on how you teach social studies in a meaningful and interesting
discussion to your 21st Century Learner.

Activity 2. Find it!

Highlight the 20 words that are related to our topic.

Page 22
A S I C J F G H S A C T I V E M J M X C
R F D Z I J D Z X C K L Q Z I E H N E P
A V C Y T V T C A S I A W N M A G B C O
N B W R H K I B O T Q H T K N N F R O I
T H Q L K S J C E S A E T G S I D E N J
H J Z U M D I R F D R R X E G N S H O T
R U V A O O A J G R A S I O V G A C M D
O I N P L T T U E H Z D D G W F W A I E
P O U O U B V L K U U E C R A U Q E C S
O L G R R Y A E L T T H Z A S L E T S A
L Y E S A T Q R S A A D B P F R Y Z H B
O D I T I V A L R L I F N H K G U Y G E
G E T O X X A G L O U G M Y O A H R F U
Y F N R V I E E Z Y T H C L R S G O D L
E Y V J C T N Y T F E J O D Y C B T S A
T I N O N G P U B H D H D B R F X S A V
I M S I I Z O I V N C S S Z T T Z I Z F
U P A N O X L O X Y H P O S O L I H P D
J S G Y F C K D S D F G H J K I O P R T
H C E L L A S P H J R E N R A E L T Y U

1. Social Studies 11. Art

2. History 12. Literature
3. Geography 13. Interrelation
4. Sociology 14. Meaningful
5. Civic 15. Integrated
6. Economics 16. Value-based
7. Ethics 17. Challenging
8. Psychology 18. Active
9. Philosophy 19. Teacher
10. Anthropology 20. Learner

Activity 3. My Favorite Social Studies

Page 23
Instruction: Crop your picture and paste inside the box below of your favorite element
of social studies and explain why you choose that kind of social studies. Give also a brief
explanation on how you teach that subject to your pupils.

Paste your Photo Here

LESSON II – The Past, Present, and Future of Social Studies

Page 24
At the end of this lesson, you should be able to:

4. Determine the meaning, importance, and relevance of history

5. Explain the significance of history
6. Demonstrate an understanding of history.

https://mb.com.ph/wp-content/uploads/2020/09/asdasdaf.jpg

What is History?
To make sense of history, it is necessary to first understand what it is all
about. Many people think that history is merely lists of names, dates,
places, and “important” events. However, history or the study of
history is more than just knowing and memorizing facts.
It is a historian’s duty to draw insights from the ideas and realties that
have shaped the lives of men and women and the society. And in understanding
these ideas, a historian (or, in fact, a student of history) can comprehend how
situations happened, identify their elements, and think of how these situations
can solve today’s predicaments and help plan for the future.

Page 25
 history, therefore, is the study of the beliefs
The study of
and desires, practices, and institutions of human
beings.
With this definition, history becomes an active factor in the study of
Philippine society. It also includes a look into the development of Philippine
culture through time especially with the influences of the colonial period that
would eventually shape the present Philippine identity.

Why Study History?

People live in the
present. They plan for and
worry about the future.
History, however, is the
study of the past. Given all
the demands that press in
from living in the present
and anticipating what is yet
to come, why bother with
what has been? Given all
the desirable and available
branches of knowledge,
why insist as most
American educational
programs do on a good bit
of history? And why urge
many students to study even more history than they are required to?

Any subject of study needs justification: its advocates must explain why it
is worth attention. Most widely accepted subjects and history is certainly one of
them—attract some people who simply like the information and modes of thought
involved. But audiences less spontaneously drawn to the subject and more
doubtful about why to bother need to know what the purpose is.

Historians do not perform heart transplants, improve highway design, or

arrest criminals. In a society that quite correctly expects education to serve useful
purposes, the functions of history can seem more difficult to define than those of
engineering or medicine. History is in fact very useful, actually indispensable, but
the products of historical study are less tangible, sometimes less immediate, than
those that stem from some other disciplines.

Page 26
 In the past history has been justified for reasons we would no longer
accept. For instance, one of the reasons history holds its place in current
education is because earlier leaders believed that a knowledge of certain
historical facts helped distinguish the educated from the uneducated; the person
who could reel off the date of the Norman conquest of England (1066) or the
name of the person who came up with the theory of evolution at about the same
time that Darwin did (Wallace) was deemed superior a better candidate for law
school or even a business promotion. Knowledge of historical facts has been
used as a screening device in many societies, from China to the United States,
and the habit is still with us to some extent. Unfortunately, this use can
encourage mindless memorization a real but not very appealing aspect of the
discipline. History should be studied because it is essential to individuals and to
society, and because it harbors beauty. There are many ways to discuss the real
functions of the subject as there are many different historical talents and many
different paths to historical meaning. All definitions of history's utility, however,
rely on two fundamental facts.

These are the importance concepts to understand:

1. History Helps Us Understand People and Societies.
2. History Helps Us Understand Change and How the
Society We Live in Came to Be
3. History Contributes to Moral Understanding
4. History Provides Identity
5. Studying History Is Essential for Good Citizenship

Page 27
 What Skills Does a Student of
History Develop?
What does a well-trained student of history, schooled to work on past
materials and on case studies in social change, learn how to do? The list is
manageable, but it contains several overlapping categories.

The Ability to Assess Evidence. The study of

history builds experience in dealing with and assessing various kinds of
evidence—the sorts of evidence historians use in shaping the most accurate
pictures of the past that they can. Learning how to interpret the statements of
past political leaders—one kind of evidence—helps form the capacity to
distinguish between the objective and the self-serving among statements
made by present-day political leaders. Learning how to combine different
kinds of evidence—public statements, private records, numerical data, visual
materials—develops the ability to make coherent arguments based on a
variety of data. This skill can also be applied to information encountered in
everyday life.

The Ability to Assess Conflicting

Interpretations. Learning history means gaining some skill in sorting
through diverse, often conflicting interpretations. Understanding how societies
work—the central goal of historical study—is inherently imprecise, and the
same certainly holds true for understanding what is going on in the present
day. Learning how to identify and evaluate conflicting interpretations is an
essential citizenship skill for which history, as an often-contested laboratory of
human experience, provides training. This is one area in which the full
benefits of historical study sometimes clash with the narrower uses of the
past to construct identity. Experience in examining past situations provides a
constructively critical sense that can be applied to partisan claims about the
glories of national or group identity. The study of history in no sense
undermines loyalty or commitment, but it does teach the need for assessing
arguments, and it provides opportunities to engage in debate and achieve
perspective.

Experience in Assessing Past Examples of

Change. Experience in assessing past examples of change is vital to
understanding change in society today—it's an essential skill in what we are
regularly told is our "ever-changing world." Analysis of change means
developing some capacity for determining the magnitude and significance of
change, for some changes are more fundamental than others. Comparing

Page 28
particular changes to relevant examples from the past helps students of
history develop this capacity. The ability to identify the continuities that always
accompany even the most dramatic changes also comes from studying
history, as does the skill to determine probable causes of change. Learning
history helps one figure out, for example, if one main factor—such as a
technological innovation or some deliberate new policy—accounts for a
change or whether, as is more commonly the case, a number of factors
combine to generate the actual change that occurs.
Historical study, in sum, is crucial to the promotion of that elusive
creature, the well-informed citizen. It provides basic factual information about
the background of our political institutions and about the values and problems
that affect our social well-being. It also contributes to our capacity to use
evidence, assess interpretations, and analyze change and continuities. No
one can ever quite deal with the present as the historian deals with the past—
we lack the perspective for this feat; but we can move in this direction by
applying historical habits of mind, and we will function as better citizens in the
process.

The Meaning of “History”

Excerpts from Understanding History: A Primer of Historical Method by

Louis Gottshalk (1950, New York: Knopf, p. 17)
The English word history is derived from the Greek noun istoiα, meaning
learning. As used by the Greek philosopher Aristotle, history meant a systematic
account of a set of natural phenomena, whether or not chronological factoring
was a factor in the account… In the course of time, however, the equivalent Latin
word scientia (English, science) came to be used more regularly to designate
non-chronological systematic accounts of natural phenomena: and the word
history was reserved usually for accounts of phenomena (especially human
affairs) in chronological order.
By its most common definition, the word history now means, “the past of
mankind.”…

Importance of History
Page 29
 It is said that history is to the human race whereas memory is to each
man. It does not only shed the light of the past upon the present time. It also:

1. Helps every person to draw conclucion from the past events helping the
person to understand himself by being acquainted with other people.

2. Helps the person or the government avoid the pitfalls of the present by
knowing the rise and falls of the rules, government and empires.

3. Makes a person’s life richer and fuller by giving meaning to the books he
reads (especially history books, the cities and metropolis he visits and
the cultural performance he hears and listens to)

4. Broaden the person’s outlook in life by learning and understanding the

various races, cultural, idiosyncrasies, habits, rituals, ceremonies, etc. Of
the making of contemporary society out of the diverse forces of the past.

5. Helps social and political scientists or researchers engaged in research

as for example a political researcher doing a research on federal form of
government has to draw his data from the materials of history.

We all live in the present and we

plan for the future – but how do we
understand where we’re going and
what progress looks like? To know
exactly where you’re going, you first
need to understand where you have
come from. For that you need an
appreciation of history.

History is one of the most respected

and most valuable academic subjects
your child will learn. This guide takes a
deep dive into the importance of
learning history at school, plus a few
tips for studying it effectively.

Page 30
 Benefits of Studying History
Entire societies, and the individuals within them, benefit from
gaining a deeper understanding of history. Here are six benefits
your child will enjoy if they study history in school.

1. Develop an Understanding of the World  

Through history, we can learn how past societies, systems, ideologies,
governments, cultures and technologies were built, how they operated, and how
they have changed. The rich history of the world helps us to paint a detailed
picture of where we stand today.
Developing your knowledge of history means developing your knowledge of all
these different aspects of life. Children can learn about the pillars upon which
different civilizations were built, including cultures and people different from
their own.
All this knowledge makes them more rounded people who are better prepared to
learn in all their academic subjects.

2. Become a More Rounded Person

History is full of stories. Some are inspiring and uplifting; others are chaotic
and immoral. Tap into the vivid realm of history, and there are many vital lessons
your child needs to learn. They will study times of suffering and times of joy, and
the lessons they learn here can then be applied to their own life experience.     
History also encourages a deeper understanding of difference. There are lessons,
both good and bad, to be learned from the way our ancestors have interacted with
other people who have different ways of living. In a modern world where
inclusivity is embraced no matter your background, an understanding of how past
societies have integrated is key to humanity improving in the future.

3. Understand Identity 
Nations are made up of a collection of stories and legends. These stories
shape the way we think about our country and our standing within it. History is
where we learn about how great institutions are formed, and how they’ve
contributed to where we are today.
For many of us, looking back at incredible fellow countrymen is a way of
establishing our own identity. Finding who we are and what mark we can make on

Page 31
the world is a huge part of childhood. Allowing children to learn about the identity
of their country is one way of facilitating that.

4. Become Inspired 
Those historical stories can also serve to inspire individuals to greatness.
History remembers brilliant people and their heroic acts that have changed the
shape of nations. You get a huge amount of motivation from learning about the
inspirational events that make up where we are today.
It only takes one great story from the pages of history to light up children’s
imagination and spur them on to do great things.

5. Learn from Mistakes 

“Those who cannot remember the past are condemned to repeat it.”
George Santayana’s quote is one of academia’s most cited and paraphrased lines,
and one that explains perfectly why everyone should study history. The past is
filled with warning signs. We must be able to reflect on the events that built up to
them, learn from mistakes made and resist and question if we see similar patterns
emerging.
If your child studies history, they will be able to identify when society is going
down perilous routes and contribute towards getting it back on track.

6. Develop Transferrable Skills  

History is a respected academic pursuit that challenges our intellect.
Students must analyse information that may not have one clear interpretation
before offering a balanced conclusion. Critical thought is at the heart of every
challenging intellectual pursuit.
The ability to question and evaluate information is one that applies to workplaces
in many industries, and Nord Anglia Education strive to provide the necessary
transferrable skills to all our students. History is one of the best subjects for
stimulating and developing this ability.

Page 32
 Distinction between
Primary and
Secondary Sources

https://www.teachstarter.com/wp-content/uploads/2019/02/preview-8944-2116-0-
landscape-1200x628.png

Primary sources are firsthand, contemporary accounts

of events created by individuals during that period of time or several years
later (such as correspondence, diaries, memoirs and personal histories).
These original records can be found in several media such as print, artwork,
and audio and visual recording. Examples of primary sources include
manuscripts, newspapers, speeches, cartoons, photographs, video, and
artifacts. Primary sources can be described as those sources that are closest
to the origin of the information. They contain raw information and thus, must
be interpreted byresearchers.

Page 33
 A poster highlighting some examples of primary
sources.

 Artefacts: Coins, plant specimens, fossils, furniture,

tools, clothing, objects from the period being
studied.
 Audio recordings: Radio programs
 Diaries
 Interviews: Oral histories, telephone, email.
 Letters
 Newspaper articles
 Original documents: Birth certificates, wills,
marriage certificates, trial transcripts.
 Photographs
 Records of organisations or government agencies:
Annual reports, treaties, constitutions, government
documents.
 Speeches
 Survey research: Market surveys, public opinion
polls.
 Audio recordings: Video programs.
 Works of art, literature and music: Paintings,
sculptures, musical scores, buildings, novels,
poems.

Page 34
https://www.teachstarter.com/wp-content/uploads/2019/02/preview-2696974-380150-0-
landscape-1200x628.png

Page 35
 Sample of Primary Sources

KARTILYA NG KATIPUNAN NI EMILIO

JACINTO

https://www.google.com/url?sa=i&url=https%3A%2F%2Fen.wikipedia.org%2Fwiki
%2FLaguna_Copperplate_Inscription&psig=AOvVaw11HCjE0b2PatZPY_k4KnjK&ust=1611841908668000&so
urce=images&cd=vfe&ved=0CAIQjRxqFwoTCJC9saKhvO4CFQAAAAAdAAAAABAD

LAGUNA COPPERLATE
is an official document, more precisely
an acquittance, inscribed in the Shaka year 822

Page 36
 FOSSLIZED BONES OF A
RHINOCEROS PHILIPPINESIS

Page 37
 https://www.teachstarter.com/wp-content/uploads/2019/02/preview-2696990-380170-
0-landscape-1200x628.png

Secondary sources are closely related to

primary sources and often interpret them. These sources are documents that
relate to information that originated elsewhere. Secondary sources often use
generalizations, analysis, interpretation, and synthesis of primary sources.
Examples of secondary sources include textbooks, articles, and reference books.
A poster highlighting some examples of secondary sources.

 Bibliographies: Also considered tertiary.

 Biographical works
 Dictionaries and encyclopaedias: Also considered tertiary.
 Journal articles: Also considered primary.
 Commentaries and criticisms
 Magazine and newspaper articles
 Textbooks: Also considered tertiary.
 Websites: Also considered primary.

Page 38
https://www.teachstarter.com/wp-content/uploads/2019/02/preview-65089-19507-0-
landscape-1200x628.png

Page 39
 The Difference between
Internal and External
Criticims
Understanding the
differences between
internal and external
critiques is critical for
Christian apologists
since any and every
objection they will face
will fall into one of these
two categories.
Moreover, if one has not
sufficiently grasped
these concepts, then
one will be prone to
conflating them or else
might have trouble
identifying when others commit this error.
https://freethinkingministries.com/wp-content/uploads/2016/04/bookshelf.png

With respect to Internal critiques, these seek to falsify or

demonstrate a discontinuity with an idea by hypothetically (and
comprehensively) assuming its truth in order to prove some internal
inconsistency or contradiction with it. For example, take the view that there is
no truth. If, for the sake of argument, we grant the veracity of this view, then
the view itself will imply that there is at least one truth, namely, the truth that
truth doesn’t exist, which is self-contradictory. In this way, we can see that
internal critiques allow us to disagree with someone who holds to a viewpoint
that separates from our own without having to thereby derelict our actual
views on the matter and without having to commit to, as a matter of fact, the
view we are seeking to scrutinize.

Page 40
 External
critiques, in contrast,
seek to falsify an idea
without hypothetically
assuming its truth. Further,
these critiques are
separate from whether or
not one believes the view
they are criticizing to be
internally consistent.

To give an example, one

can falsify the previous
view involving there being
no truth by assuming an
internal perspective on the
matter and then proving
there to be an internal
contradiction, but one
could also take a different
approach by simply
arguing there to be actual
examples demonstrating
the contrary, such as it
being true that the number
7 is a prime number, or
that Napolean lost the
battle of Waterloo.
In short, while both
internal and external
critiques share the
common goal of seeking
to evaluate something, they are nevertheless distinct from one another with
respect to the perspectives they assume in performing this task.
https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcR6suHgbn-DQdvhazBbuct-
AdJIM004FgQgOw&usqp=CAU

That said, keeping this distinction in mind is important since these

types of critique are often mistakenly treated as if they were identical. This is
especially knotty when it occurs in the apologetic discourse because this
conflation often manifests itself in the form of the fallacy of moving the
goalpost. For those unfamiliar with this fallacy, it occurs when one dismisses
an attempted response to something by changing the original topic of
investigation. This is typically done in order to avoid one’s views on a matter
being defeated. To give an example that involves internal and external

Page 41
critiques, suppose two individuals (call them S and T) are having a discussion
concerning C.S. Lewis’ ‘The Lion, The Witch, and the Wardrobe’. According
to this fictional story Aslan the Great Lion is killed by Jadis the White Witch on
the stone table. Now suppose that S, being somewhat unfamiliar with the
story, objects to it as being internally inconsistent because Aslan, following
his death, is later described as being alive, having killed the white witch,
which is impossible since he was said to be dead prior to this. T then
responds to S by informing him that Aslan was able to kill the witch after
being resurrected by magic. S finally responds back to T by retorting “But
magic isn’t real!”

In order to see the problems with S’s response, we must understand

the original topic of investigation, specifically, whether or not the story in
question is internally consistent in some particular respect. Further, recall that
internal critiques require that we hypothetically assume a comprehensive and
internal perspective on the matter we’re seeking to evaluate. In this case, that
perspective requires that we apprehend certain magical events told in a
fictional story. The problem is that once an attempt is made to resolve an
alleged internal inconsistency, S responds to it by failing to assume an
internal perspective on the matter through changing the original topic of
investigation to an external issue. In this case, that issue involves whether or
not some feature involved in a proposed solution could obtain from an
external perspective. S has thus moved the goalpost by abruptly switching his
concerns from an internal to an external issue.

Another way the relevant concepts might be confused is through an

illicit charge of question-begging, that is the fallacy that occurs when one
assumes to be true what they are supposed to be proving. To provide an
illustration on how the relevant fallacy might be abused, let us now consider a
scenario with S and T where S provides an internal critique against God’s
goodness on the basis of the belief that it was immoral for Him to command
the nation of Israel to wipe out the Canaanites. Now suppose upon T’s
attempt to resolve this internal objection, S responds to it by retorting that T’s
response begs the question in favor of Biblical teaching because he hasn’t
proven that God exists, has actually given such a command, or has proven
that the events described in the story actually happened.

These objections, like the last, move the goal post because the original
topic of investigation is changed once an attempt is made to provide a
solution to the objection. Recall that the original topic of investigation is if what
the Bible teaches about God’s moral character is internally consistent, not if
the story is, in fact, true or if certain features or characters surrounding it
obtain. S has thus, once again, failed to grasp the concept of an internal
critique by abruptly oscillating his concerns between internal and external
issues.

Page 42
REFERENCES:
Torres, J., (2018), BATIS: Sources in Philippine History, Quezon City, C & E Publishing, Inc.

Ariola, Mariano., et al. (2019), Readings in Philippine History, Manila, UNLIMITED BOOKS
LIBRARY SERVICES & PUBLISHING INC.

Halili, C., (2013), Kamalayan; Kultura’t Kasaysayan A College Textbook in Philippine History
Mandaluyong City, Books Atbp Publishing Corp.

SAQ. How is history commonly defined according to

Gottschalk?

Let’s look at how you did…..

ASAQ.
If you answered: The English word history is derived from the
Greek noun istoiα, meaning learning. As used by the Greek
philosopher Aristotle, history meant a systematic account of a
set of natural phenomena, whether or not chronological
factoring was a factor in the account.

ASSESSMENTS

Page 43
 ACTIVITIES

Activity 1. Words to Know

Instruction: Define the following terms based on your own point of view (not
exactly copied from the text).

1. History

2. Primary sources

3. Secondary sources

Page 44
4. Internal criticism

5. External criticism

Page 45
6. Archives

7. Musuems

Page 46
Activity 2. Brush Up!
Instruction: Differentiate the following terms and give examples to support your
answer.

1. Primary sources VS Secondary sources

2. Internet VS Books

Page 47
Activity 3. Essays
Instruction: Difine comprehensively with corresponding examples. Exhaust all
the possible explanations and provide concrete examples to articulate your
arguments. Use another paper if needed.

1. Why do we have to understand the difference between internal and

external criticism?

2. What are the way at looking in a set of data? How significant are
these sets of data in history?

Page 48
 3. Cite some other primary and secondary sources not found in this
learning material.

a) Primary sources

Activity 4. Sharpen your Mind

Page 49
Instruction: Read the instruction carefully.

1. Get or produce the following data and information.

a) History of your school
b) History of your city/municipality
c) Museums in your region. List the following information
i. Name of the museum
ii. Location
iii. Mission, Vision, and Objectives
iv. Name of officers and their respective positions
v. Photo of museum if available

2. List all the historical or cultural places in your region and indicate the following
information.
a) Name
b) Location
c) Time created
d) Problems encountered
e) Significance

Post Test

Page 50
Direction: Rand Analyze the following questions carefully, write TRUE if the
statement is correct, UNDERLINE the word that makes it false when the statement is
incorrect and write the correct answer on the space provided.

1. The word history is derived from the Latin word “istoiα”, meaning learning.

2. History is the study of the beliefs and desires, practices, and institutions of
human beings.

3. Aristotle is the Father of History according to Cicero.

4. tudying history could help us to understand our failure from the past.

5. Secondary sources are from the time period involved and have not been
filtered through interpretation or evaluation.

6. In History, first-hand accounts and books are sample of primary sources.

7. Survey Results and Analysis is a Primary Sources.

8. Works of art, architecture, literature, film, and music is a Secondary Sources.

9. Secondary sources are less easily defined than primary sources. Generally,
they are accounts written after the fact with the benefit of hindsight.

10. Magazine and newspaper articles (except eyewitness accounts, original

reporting or analysis) is a Secondary Sources.

[send your outputs below]

socsci112.sendtopaulmanalo@gmail.com

Page 51